This syllabus is a representative sample for this course. Specific information such as texts, assignments, and schedule may vary by semester.

Florida Atlantic University
College of Education
Department of Counselor Education

This course is a survey of the medical, psychological, and social aspects of disability. It studies the social psychological and sociological explanation of disability, attitudes and attitude change toward persons with disabilities, the perspectives of families and professionals, and issues of sexuality. Its primary objective is to broaden students' perspectives on disability and disability issues.

COURSE OBJECTIVES

To provide students with knowledge and understanding of:

• 1. The medical, psychological, and social implications of disability.
• 2. Disabling conditions: characteristics, terminology, prognosis, etiology, diagnostic procedures, treatment, typical medications, functional limitations, and rehabilitation focus (medical & vocational).
• 3. Attitudinal and environmental barriers that restrict persons with disabilities from full participation in society and their self-concept.
• 4. Theories and models of psychosocial impact of disability.
• 5. Related personalogical issues (e.g., minority group membership, gender, social development, and individual maturity) that effect persons with disabilities.
• 6. Disability adjustment and "loss" issues and concerns.
• 7. Coping mechanisms used by persons with disabilities in dealing with major life transitions.
• 8. Counseling approaches that consider the emotional reactions to transition and disability.

C.O.R.E COMPETENCIES ADDRESSED: C.2.5

TEXTS AND SUPPLEMENTAL MATERIALS

• 1. Falvo, D. (1991). Medical and psychological aspects of chronic illness and disability. Gaithersburg, MD: Aspen Publishers.
• 2. Chabner, D. (1996). The language of medicine (5th Ed.). Philadelphia: W. B. Saunders Company.
• 3. American Psychological Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.
• 4. Supplementary Readings¾A packet of readings will be made available for student use on loan from the instructor, and will be on reserve in the library.

COURSE REQUIREMENTS

• 1. Complete all assigned readings. Each reading is to be done in advance of the class day.
• 2. Attend all class sessions. Attendance at all classes is mandatory. Only 1 class absence is allowed with the instructor's permission. Each absence beyond the first will result in a 20-point reduction in the total points available for this course.
• 3. 2 examinations will be given on medical terminology.
• 4. A library research paper is required. The topic of this paper is to be mutually agreed upon by the student and the instructor. Students will select a specific topic related to the psychosocial impact of disability. Topics can include, but are not limited to: the functional impact of a disabling condition, a comprehensive investigation of a specific medical/psychological/vocational rehabilitation intervention, biography/history of a prominent figure in rehabilitation, or other topic as agreed. The paper will be 12 to 15 pages long (exclusive of bibliography), and will be in CORRECT APA style.

COURSE EVALUATIONS

1. Class participation & attendance, 25 points
2. Exam I 100 points
3. Facility paper & presentation 75 points
4. Research paper 100 points
TOTAL 300 POINTS

GRADING
A 282-300 Points
A- 270-281 Points
B+ 258-269 Points
B 249-257 Points
B- 240-248 Points
C+ 228-239 Points
C 219-227 Points
C- 210-218 Points
F 0-209 Points

SYLLABUS

The instructor reserves the right to make adjustments to this schedule, the topics covered, the assignments made, the evaluations required, or otherwise as may be need to effectively teach the material to be covered. Such adjustments will be made and announced at the beginning of the class or prior to the affected session if possible.

BIBLIOGRAPHY

Abrams, D. B. & Niaura, R. S. (1987). Social learning theory. In H. T. Blane & K. E. Leonard (eds.). Psychological theories of drinking and alcoholism (pp. 131-178). New York: Guildford Press.

American Psychological Association (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.

Arokiasamy, C. & Mullington, M. (1994). ADA and the goose that lays golden eggs. Rehabilitation Education, 8 (1), 93-95.

Azrin N. H., Sisson, R. W., Meyers, R., & Godley, M. (1982). Alcoholism treatment by disulfiram and community reinforcement therapy. Journal of Behavior Therapy and Experimental Psychiatry, 13, 105-112.

Balsam & Zabin (1990). Disability handbook. Colorado Springs: Shepard's/McGraw Hill, Inc.

Bogdan, R. & Taylor, S. (1993). Relationships with severely disabled people: The social construction of humanness. Social Problems, 36 (2), 97-108.

Bradley, K. A. (1992). Management of alcoholism in the primary care setting. Western Journal of Medicine, 156, 273-277.

Caplan, B. (Ed.) (1987) Rehabilitation psychology desk reference. Rockville, MD: Aspen Publications.

Chabner, D. (1996). The language of medicine (5th Ed.). Philadelphia: W. B. Saunders Company.

Chubon, R. (1994). Social and psychological foundations of rehabilitation. Springfield, IL: Charles C. Thomas Publishers.

Comfort, A. (1978). Sexual consequences of disability. Philadelphia: George F. Stickley Co.

Cook, A. M. & Hussey, S. M. (1995). Assistive technologies. St. Louis: Mosby

Cook, D. W. (1983). Disability, psychopathology, and vocational adjustment. Rehabilitation Psychology, 28, 177-184.

Falvo, D. (1991).. Medical and psychological aspects of chronic illness and disability. Gaithersburg, MD: Aspen Publishers.

Farrow, J. (1990). Sexuality counseling with clients who have spinal cord injuries. Rehabilitation Counseling Bulletin, 33, 251-259.

Flippo, K. F., Inge, K. J. & Barcus, J. M. (1995). Assistive technology: A resource for school, work, and community. Baltimore: Paul H. Brooks Publishing Co.

Jacques, M. E. & Hershenson, D.B. (1970). Culture, work and deviance: Implications for rehabilitation and counseling. Rehabilitation Counseling Bulletin, 13, 4-59.

Lane, N. (1995). A theology of anger when living with a disability. Rehabilitation Education, 9 (2), 97-111.

Livneh, H. & Artonak, R. (1997). Psychological adaptation to chronic illness and disability. Gaithersburg, MD.: Aspen Publishers.

Livneh, H. (1986). A unified approach to existing models of adoption to disability. Journal of Applied Rehabilitation Counseling, 7, 5-16:56.

Marinelli, r. P. & Dell Orto, A. E. (1991). The psychological and social impact of physical disability (3rd Ed.). New York: Springer Publishing Co.

Neglieri, J. A. & Reardon, S. M. (1993). Traditional IQ is irrelevant to learning disabilities--Intelligence is not. Journal of Learning Disabilities, 26, 127-133.

Nihira, K., Weisner, T. S. & Bernheimer, L. P. (1994). Ecocultural assessment in families of children with developmental delays: Construct and concurrent validity. American Journal of Mental Retardation, 98, 551-556.

Power, P., Dell Orto, A. Gibbons, M. (1988) Family interventions throughout chronic illness and disability. New York: Springer Publishing Co.

Seligman, M. & Darling, R. (1989) Ordinary families' special children: A systems approach to childhood disability. New York: Guilford Press.

Storti, S. A. (1997). Alcohol, disabilities, and rehabilitation. San Diego: Singular Publishing Group, Inc.

Vash, C. (1981). The psychology of disability. New York: Springer Publishing Co.

Wisniewski, L. & Sedlak, R. (1992). Assistive devices for students with disabilities. The Elementary School Journal, 92, (3), 297-314.