Los Angeles City College. Psychology Department

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1 Los Angeles City College Comprehensive Program Review 2008 Psychology Department I. Department Mission Describe the mission of the Department The mission of the Psychology Department is to be a safe, clean, aesthetically pleasing, and technologically advanced oasis of learning in which skillful and knowledgeable faculty provide challenging courses and opportunities to learn and create at a high level facilitating academic success leading to a certificate, degree or transfer, career success leading to the smooth transition to employment for those students in the Human Services Program, and personal success including increased self-esteem, psychological well-being, improved relationships with friends and family, and self-fulfillment. II. Department Overview a. Response To Demand Describe the trends in Enrollment, FTES, and Average Class Size. Given the data, what are the implications for your department? If relevant, discuss each discipline separately As seen in the "Psychology Department Fall & Spring Enrollment" data, the Psychology department s enrollment has been exceptionally consistent over the six years ending Spring 2007, averaging 2100 students per semester. Our department has maintained excellent enrollment in all of its core course offerings. A notable highlight has been the marked increase in students enrolling in our Psychology 41 courses (from 96 students in Fall 2001 to 222 in Spring 2007). Similarly, as seen in the Psychology Department Fall and Spring FTES report, our department has maintained a strong and stable record of FTES, averaging 246 FTES per semester between the years The enrollment and FTES data shows great consistency with very little fluctuation over the last six years. We are proud of our department s ability to maintain strong and steady enrollment for the college. Our department has plans to increase enrollment in the future by adding several new courses to our curriculum which should attract new students and enhance existing programs. Though still in development, our department hopes to offer new courses in Forensic Psychology, Art Therapy, and interpersonal relationships. Our department is also considering offering several online/hybrid versions of existing courses. b. Student Achievements Given the data, describe the trends in Success Rates, Retention Rates, and Degrees and Certificates awarded. What are the implications for your program(s)? 1 of 29 3/2/2009 1:33:28 PM

2 The Psychology department has excellent retention and success rates. Our student retention rate over a six year period is remarkably stable at approximately 88% of students. Similarly, our success rate of approximately 70% of students is also exceptionally stable over the six year period and compares favorably with the College s overall success rate of approximately 63% for the same time span. While the College overall, has had a declining success rate (68% in 2001 to 58% in 2007) our department s rate of success has actually risen by 1% over the same period to 71% in Unlike the college which has its lowest success rates in the evening, our department shows steady and strong success rates during all periods of the day, including evenings. Although our overall student enrollment has been very steady over the last six years, we have seen a slight decrease (approximately 19%) in the number of students in our department receiving degrees and certificates. This decline may reflect a growing number of students transferring to other Universities to complete their Bachelor s degrees before completing degrees or certificates in our program. Our department is considering added several new courses to broaden or programs appeal including courses related to art therapy and forensic psychology. c. FTEF Discuss how the FTEF trends will impact your program. Include any need for increasing or reducing your program faculty. (Develop Resource if necessary.) Given the data, describe the trend in FTEF/FTES ratio. What are the implications for your program(s)? In , 02-03, 04-05, and the Psychology Department had seven full-time faculty. In the department had six full-time faculty. In the department had five full-time faculty and one limited position. FTES remained relatively constant at approximately 250 so the trend in FTF/FTES ratio has steadily and perilously declined from 1FTF for every 35 FTES to 1 FTF for every 50 FTES. This trend, if not immediately corrected will lead to a collapse in the department's ability to fulfill its mission as an academic and vocational-academic program. 2 of 29 3/2/2009 1:33:28 PM

3 III. Vocational Programs a. Labor Market Demand 1. How does your program meet labor market demand? Cite specific examples and sources. a. Labor Market Demand Review labor market demand; how does your program meet labor market demand? Cite specific examples and sources. Human Services - Generalist Program The LACC Human Services Generalist Program Curriculum prepares students for a variety of diverse occupations and professions. The Certificate Program is a vocational career path, and the Associate Degree Program is a career ladder. Coursework for both of these directions includes Field Work Classes, where students participate in semester-long internships at various work sites in the community. The students experience important on-the-job training, and are frequently offered part-time and full-time work in the field upon completion of the internship. Career options may include: activity director, gang counseling, special education assistant, domestic violence counselor, senior and teen service provider, probation office assistant, disabled services, CalWORKS/GAIN program assistant, childcare worker, social worker assistant, and mental health worker. The Associate Degree Program can prepare students for the next educational phase to become social workers, mental health professionals, teachers, counselors, and other professions related to human services. California (state-wide) Social Workers California Occupational Guide Number 122 Interest Area THE JOB SOCIAL WORKERS help individuals, families, and communities with their personal and social problems. They assist clients in understanding the causes of their problems and work with them to modify and change attitudes and behavior. The three traditional approaches to social work have been group work, community organization work, and case work. The approach employed is determined by the nature of the social problem and the time and resources available for solving it. Social Workers may combine these approaches in dealing with a problem. Group Workers use group counseling methods designed to help people understand themselves and others better. They plan and conduct group activities for children, teens, adults, and senior citizens in a variety of institutions and settings. Community Social Workers are involved in community organizations and coordinate the efforts of political, civic, religious, business, and union organizations to rectify social problems. Caseworkers interview clients to identify personal or family problems and help them obtain the needed social services, financial assistance, education, or job training. Caseworkers usually specialize in a particular field, such as health services, or a specific social problem, including delinquency, drug abuse, and poverty. Medical Social Workers are caseworkers who help patients when personal or 3 of 29 3/2/2009 1:33:28 PM

4 social problems impede recovery. They work with doctors to identify environmental relationships underlying the patient's health problem. They also help the patient to understand and follow medical recommendations. School Social Workers counsel children whose social problems hamper their ability to learn. They consult with parents, teachers, and other school personnel to help students adjust to school life. Children's service caseworkers aid parents with child-rearing problems and children with social and emotional adjustment problems. They investigate home conditions to protect children from harmful environments. They take legal action on child abuse, and advise foster and adoptive parents. Family service caseworkers help clients deal with problems concerning family relationships, marriages, home management, finances, health, and work adjustment. Psychiatric Social Workers provide assistance to disturbed patients and their families. They explain the psychiatrist's diagnosis and treatment methods to the families of patients. Correctional Social Workers work with juvenile or adult offenders to determine and correct the causes of antisocial behavior. They may work with youth groups or gangs. They conduct pre-hearing and pre-sentence investigations and present social histories to the courts. They also help parolees and probationers readjust to society. Social Workers are employed by the state as consultants and as Licensing Program Analysts. WORKING CONDITIONS Social Workers work in a variety of settings. Most are employed by schools, family service agencies, hospitals, penal institutions, youth service facilities, and local government agencies. Some Social Workers work independently of traditional employers. They may open their own office and rely on referrals and direct contacts, or work as part of a team with other professionals such as medical doctors and psychiatrists. Social Workers deal with distraught or hostile people, sordid surroundings, and distressing situations of all kinds. They must be able to interact with people from all economic, educational, and cultural backgrounds. EMPLOYMENT OUTLOOK The following information is from the California Projections of Employment published by the Labor Market Information Division. These figures represent the occupational group Social Workers, Medical and Psychiatric. and related social services: From projected growth is between 15% and 23%. (These figures do not include self-employment or openings due to turnover.) WAGES, HOURS, AND FRINGE BENEFITS Social work positions requiring only a Bachelor's degree are limited. A wider range of employment is available to a holder of a Master's degree in Social Work (MSW). According to the California Chapter of the National Association of Social Workers, Social Workers with Master's degrees with less than two years experience earn between $2,500 and $3,000 per month. With two to five years experience, monthly pay increases to a range of $3,000 to $3,400. Between six years and 20 years of experience, monthly pay 4 of 29 3/2/2009 1:33:28 PM

5 ranges from $3,750 to $4,600. With 20 years or more of experience, pay ranges from $4,600 to $6,250 per month. Generally, the lower salaries are in the less populated areas. Union wages for entry level positions with a Bachelor of Arts Degree range from $2,372 to $2,846 per month. Social Workers with a Masters Degree receive from $3,002 to $3,573 per month. The average workweek is 35 to 40 hours. Many jobs require some evening and weekend hours. Many private agencies hire Social Workers on a part-time or on-call basis. Most employers provide fringe benefit packages including vacation, sick leave, and retirement programs. ENTRANCE REQUIREMENTS AND TRAINING California has a registration program for Social Workers administered by the Board of Behavioral Science. A California license in clinical social work (LCSW) is required by many agencies. Most employers require a Master's degree in Social Work and some may require that it be in some specialty, such as psychiatric social work. In addition to education, some agencies require practical experience working with a specific social problem. Candidates with specialized training and experience or who are bilingual have a better chance of being hired. Recent graduates and workers from out-of-state are allowed four years to obtain the license. The principal professional organization is the National Association of Social Workers. The principal labor organizations for those employed by government are locals of the American Federation of State, County & Municipal Employees and the Service Employees International Union, both of the AFL-CIO. ADVANCEMENT Promotion to classifications that handle more complex and responsible assignments usually require specialized training and an advanced degree. By demonstrating superior judgment and more initiative, some Social Workers advance to administrative and supervisory positions. Promotions in government agencies are based upon written examinations. Advancement in private agencies is less formal, but also depends upon demonstrated competency and ability. FINDING THE JOB Announcements of civil service examinations are available at government offices. One may also apply at private agencies, colleges, professional associations, placement bureaus, and the Job Service offices of the California Employment Development Department. Ads can also be found in professional journals. ADDITIONAL SOURCES OF INFORMATION National Association of Social Workers (NASW) 750 First Street NE, Suite 700 Washington, DC (800) of 29 3/2/2009 1:33:28 PM

6 National Association of Social Workers (NASW) California Chapter rd Street Sacramento, CA (800) Board of Behavioral Sciences 400 R St. Suite 3150 Sacramento, CA (916) RELATED OCCUPATIONAL GUIDES Psychologists No. 77 Probation Officers and Parole Agents No. 192 Recreation Leaders No. 357 School Counselors/Rehabilitation Counselors No. 429 OCCUPATIONAL CODE REFERENCES DOT (Dictionary of Occupational Titles, 4th Ed., 1991) Caseworker (social ser.) Caseworker, Child Welfare (social ser.) Caseworker, Family (social ser.) Social Group Worker (social ser.) Social Worker, Delinquency Prevention Social Worker, Medical (prof. & kind.) Social Worker, Psychiatric Social Worker, School (prof. & kind.) Community Organization Worker OES (Occupational Employment Statistics) System Social Workers, Medical and Psychiatric Social Workers, except Medical and Psychiatric Source: State of California, Employment Development Department, Labor Market Information Division, Information Services Group, (916) Human Services Drug and Alcohol Studies Program The LACC Human Services Alcohol/Drug Studies Program is also both a career path and a career ladder. Upon completion of the Certificate Program, the student is eligible to seek certification through either the California Association for Alcohol and Drug Abuse Educators (CAADE) or through the California Association for Alcohol and Drug Abuse Counselors (CAADAC). This certification also qualifies students for employment as counselors in programs that treat behavioral and other addictive disorders. Students are frequently offered part-time and fulltime work upon completion of their internships. Upon earning the Associate Degree, students are eligible to transfer into a Bachelor of Arts Degree program at a University, and can then seek further education and training for careers in a variety of professions related to psychology, such as clinical psychology, counseling and educational psychology, special education, social work, rehabilitation therapy, vocational therapy, occupational therapy, clinical art therapy, and other related fields. Local (Los Angeles Area) 6 of 29 3/2/2009 1:33:29 PM

7 LACC Alc/Drug Studies Program Job Provider Statistics: Format: Agency; Job Title; Qualifications; No. Currently Employed; Wage Range; Job Growth Projected in 2 Years; Job Growth Projected in 5 years: Behav. Health Svcs., (various sites); Drug/Alc. Counselors 1, 2, and 3; C.A.T.S. Certificate, Drug/Alc. Studies Coursework; 9; $11-$15/hr P.T. and Contract F.T.; 11 positions; 14 positions Friends Outside (3 sites); Drug/Alc. Counselors; C.A.T.S., fieldwork experience; 3 F.T., 3 P.T.; $25,00-$30,000, $12-$15/hr; 8 positions; 10 positions Grand Ave. Center for Dignity; Counselors 1, 2, and 3; C.A.T.S./Drug/Alc. Studies Student; 6; $11-$14/hr. P.T. & F.T.; 7 positions; 3 positions Midnight Mission; Case Manager; Drug/Alc. Studies/Human Svcs; 2; $10.50/hr. plus academic stipend, F.T.; 3 positions; 4 positions Nat l. Adult Day Health Care Centers; Primary Counselor; C.A.T.S. Certificate; 1; $11-$18/hr., part-time leading to full-time; 4 positions; 6 positions New Beginnings; Assistant Counselor; Drug/Alc. Studies Student; 1; $9-$14/hr., P.T. F.T; 4 positions; 7 positions New Start; Case Manager; C.A.T.S./Drug/Alc. Studies Student; 1; $11.50/hr.; 7 positions; 4 positions Safe Harbor Treatment Center for Women; Counselor; C.A.T.S. Certificate; 1; $10-$15/hr., F.T.; 3 positions; 5 positions The Salvation Army of Santa Monica; Program Director; C.A.T.S. Certificate, clinical experience; 1; $18-$21/hr; 1 position; 2 positions The Salvation Army of Santa Monica; Counselor/Addiction Specialist, Intake Counselor; C.A.T.S. Certificate plus B.A., Drug/Alc. Studies Student; 1; $19-$24/hr PT leading to FT, $29/hr., F.T.; 4 positions; 7 positions The Salvation Army of Santa Monica; Counselor; C.A.T.S. Certificate or Drug/Alc. Studies student; 1; $11/hr., P..T.; 2 positions; 3 positions Twin Town Treatment Centers (4 sites); Program Director; C.A.T.S. Certificate, Human Services experience; 1; $12-$15/hr. F.T.; 2 positions; 3 positions Union Rescue Mission; Counselor; C.A.T.S. Certificate and/or Drug/Alc Coursework, internship esperience (required); 8; $12-18/hr F.T.; 11 positions; 14 positions Union Rescue Mission; Case Manager (Hope for the Homeless); C.A.T.S./Drug/Alc. Studies Student; 3; $10.50/hr. plus academic stipend, F.T.; 4 positions; 5 positions Union Rescue Mission; Lead Case Manager (Hope for the Homeless); C.A.T.S., B.A. in related discipline; 1, $25,000 - $29,000/yr.; 2 positions; 3 positions Union Rescue Mission; Manager, Volunteers; C.A.T.S. Certificate or Drug/Alc Coursework; 1; $ $14.50/hr plus academic stipend; 2 positions; 3 positions Union Rescue Mission; Youth Svcs. Counselor; Drug/Alc. Studies Student; 1; $10.50/hr. plus academic stipend F.T.; 2 positions; 4 positions California (state-wide) 7 of 29 3/2/2009 1:33:29 PM

8 Occupation Profile Substance Abuse & Behavioral Disorder Counselors in California Counsel and advise individuals with alcohol, tobacco, drug, or other problems, such as gambling and eating disorders. May counsel individuals, families, or groups or engage in prevention programs. Exclude "Social Workers" ( through ), "Psychologists" ( through ), and "Mental Health Counselors" ( ) providing these services. Occupational Wages [Top] Area Year Period Annual Mean Annual by Percentile 25th Median 75th California st Qtr $35,340 $26,285 $32,480 $40,842 Get More Info (Data Library) Occupational Projections of Employment (also called "Outlook" or "Demand") [Top] Area Estimated Year-Projected Year Employment Employment Change Annual Avg Openings Estimated Projected Number Percent California ,600 12,100 2, Get More Info (Data Library) Job Openings from JobCentral National Labor Exchange Data for California not available for Possible Licenses Required and Issuing Authority. Top 15 Industries Employing This Occupation (click on Industry Title to View Employers) [Top] Industry Title Number of Employers in State of California Percent of Total Employment for Occupation in State of California Residential Mental Health Facilities % Individual and Family Services 16, % Outpatient Care Centers 4, % Offices of Other Health Practitioners 30, % Psychiatric & Substance Abuse Hospitals 1, % General Medical and Surgical Hospitals 1, % Emergency and Other Relief Services % Offices of Physicians 36, % Other Residential Care Facilities % Elementary and Secondary Schools 16, % Training Programs (click on Title for more information) [Top] Program Title 8 of 29 3/2/2009 1:33:29 PM

9 Clinical Psychology Clinical/Medical Social Work Counseling Psychology Social Work Substance Abuse/Addiction Counseling ONET Skills and Tasks [Top] Skill Importance Competence Level Active Learning Active Listening Coordination Critical Thinking Idea Evaluation Idea Generation Identification of Key Causes Identifying Downstream Consequences Implementation Planning Information Gathering Instructing Judgment and Decision Making Learning Strategies Management of Financial Resources Management of Personnel Resources Monitoring Problem Identification Reading Comprehension Service Orientation Social Perceptiveness Solution Appraisal Speaking Systems Evaluation Systems Perception Time Management Writing Tasks Counsels clients and patients, individually and in group sessions, to assist in overcoming dependencies, adjusting to life, and making changes. Counsels family members to assist in understanding, dealing with, and supporting client or patient. Formulates or coordinates program plan for treatment, care, and rehabilitation of client or patient, based on social work experience and knowledge. Intervenes as advocate for client or patient to resolve emergency problems in crisis situation. Interviews clients, reviews records, and confers with other professionals to evaluate mental or physical condition of client or patient. b. Advisory Board Advisory Board Member Name Company / Affiliation Title Voc. Program Adam Chidekel Bonnie Meyerson Adarp Inter-Agency Drug Au\buse Recovery Programs Behavioral Health Services: Hollywood Executive Director Director Mark Bradley Glendale Memorial Hospital Program Director Marlene Nadel Cri-Help, Inc. Director of Cleint Services 9 of 29 3/2/2009 1:33:29 PM

10 Michael Marquesen Clean Needles Now Program Coordinator Rodney Hicks Jan Clayton Center - volunteers of America Program Supervisor Dates Advisory Committee Meetings No. of members attending Friday, May 05, Friday, May 18, Voc. Program What have been the major outcomes of your advisory board meetings? Of those outcomes, which have been acted upon, and what is your plan of action with regard to other outcomes discussed? 1.Students should take Psychology 1 and 43 before they take an internship class. Outcome: We updated our requirements so students are advised to take Psychology 1 and 43 before they take an internship class. 2. Be proficient in English before taking an internship class. Outcome: We updated our requirements so students must take English Students need to be computer literate. Outcome: Students must take Psychology 27 (Computer Skills For Human Services Majors) as part their course requirements. 4. Advise students to make appointments with supervisors rather than drop by facilities to make appointments. Outcome: In the Student Guidelines handout which is given to students on the first day of class, we added a guideline which instructs students to call to make an appointment rather than drop by a facility unannounced. 5. Have an open house during the second week of each new semester where fieldsite supervisors can meet with students and exchange information. Outcome: Each semester we offer an open house to all interested supervisors who come to the open house with pamphlets and other pertinent information for students. Students are able to acquire a fieldsite at that time which helps to facilitate the internship process. 6. Offer a class that teaches students how to be domestic violence counselors. Outcome: We do not offer a class exclusively that teaches domestic violence but instructors do teach domestic violence as part of their curriculum each semester c. Comparable Programs Outline your plans to investigate other programs that offer comparable training. If known, compare and contrast your program to these other programs in your service area. 10 of 29 3/2/2009 1:33:29 PM

11 Outline your plans to investigate other programs that offer comparable training: Program Need There exists an immediate need to replace the full-time member who transfered to another college to manage their drug.alchohol program with an equally trained member with expertise in the chemical dependency field who can manage and lead our Drug/Alcohol Studies Program. The ability to maintain the program's accreditation is based on having this expertise. Not only is replacement needed for program survival, but, substantial growth is possible and very likely. The department just received CAADAC accreditation (the most prestigious accrediting body and the industry gold standard)and is the ONLY COMMUNITY COLLEGE IN CALIFORNIA to have this honor. The department will be sited on the CADAAC web page. But, this great publicity will be for naught is the department does not have the needed replacement faculty. We also anticipate increased demand for the program because all treatment programs receiving state or federal funding will need to have all of their AOD counselors either certified or enrolled in a certification program by the end of Those who enroll in a certification program will then have five years from the beginning of their enrollment date to complete all of the different facets of certification program. Action Plan: Fill the vacant full-time tenure-track psychology human services faculty member with a clinical psychology specialization and expertise in alcohol and drug studies education and program certification. A minimum of 20% release time (or its equivalent) would be required in order to ensure that the educational and certification mandates of the existing program are carried out on an ongoing basis. Active student recruitment, outreach and public relations activities would also compose part of this instructor s assignment. If known, compare and contrast your program to these other programs in your service area: As of April 1, 2005, the counselor certification regulations, Title 9, Division 4, Chapter 8, specifically named ten counselor certifying organizations, Section 13035, for the purpose of certifying alcohol and drug counselors working in California. As of September 30, 2007, the following organizations are approved by the California Department of Alcohol and Drug Programs to register and certify AOD counselors: (1) The Breining Institute, (2) The California Association of Addiction Recovery Resources, (3) The California Association for Alcohol/ Drug Educators, (4) The California Association of Alcoholism and Drug Abuse Counselors, (5) The California Association of Drinking Driver Treatment Programs, (6) The Forensic Addictions Corrections Treatment, (7) The Indian Alcoholism Commission of California, Inc., (8) The Association of Christian Alcohol & Drug Counselors, or (9) The California Certification Board of Chemical Dependency Counselors Seven of these nine certifying organizations are associated with programs that are do not offer transferable college or university units. There are no other community college-based AOD (alcohol and other drug) treatment counselor certification programs operating within the geographic area that Los Angeles City College serves. Four other colleges in the LÅCCD maintain alcohol and drug studies programs: Pierce College, West Los Angeles College, Southwest College and East Los Angeles College. Each of these colleges draws students from their localized geographic areas, and all of these programs have different features from the program at LACC. All of these programs are approved by CAADE. The Human Services - Alcohol and Drug Studies program at LACC is the only program in the LACCD that will soon receive approval from a second accrediting organization, CAADAC. The CAADAC program certification is anticipated to increase LACC s enrollment by drawing in students from a larger geographic area. d. Program Accreditation Is this program subject to approval/accreditation by specialized state, regional, or national accrediting agencies? 11 of 29 3/2/2009 1:33:29 PM

12 Yes i. Accreditation Status and Recommendations What is the program's accreditation status? Human Services Drug/Alcohol Studies Certificate Program CAADE Program Approval Los Angeles City College s Drug/Alcohol Studies Certificate Program received its most recent re-certification in June 2007 from CAADE, the California Association of Alcohol/Drug Educators. CAADE is authorized to issue the Certified Addictions Treatment Counselor (CATC) certificate to qualified candidates who meet the educational and experiential requirements and additionally pass the CAADE certification exam. The CAADE Certified Addictions Treatment Counselor credential (CATC) is accredited by The National Commission for Certifying Agencies (NCCA). The Certified Addictions Treatment Counselor credential (CATC) is recognized by the Department of Alcohol and Drug Programs (ADP) and the State of California as fully meeting the State Addiction Counselor Certification Regulations. What is NCCA Accreditation? When the Addiction Counselor Certification Regulations took effect in April 2005, there were ten certifying organizations recognized in California by the Department of Alcohol and Drug Programs (DADP). CAADE and CAADAC are two of those ten certifying organizations. Each organization was required by the regulations to Become accredited with the national Commission for Certifying Agencies (NCCA) by April 1, 2007 and shall continuously maintain such accreditation. The National Commission for Certifying Agencies (NCCA) is the accreditation body of the National Organization for Competency assurance (NOCA). NOCA sets standards nationwide for certifying organizations of all kinds. Certification programs may apply and be accredited by the NCAA if they demonstrate compliance with a strict set of accreditation standards. CAADE submitted its application for NCCA accreditation in 2006 after meeting the NCCA requirements as outlined in their accreditation guidelines handbook. Because CAADE decided to use the first TAP 21 exam ever written in the U.S., it took them almost the full two years to complete the strict psychometric procedures required to validate and norm any such examination. NOCA awarded CAADE full accreditation status on September 27, Reciprocity, Portability and Licensure Reciprocity or portability of the CATC depends upon the particular state board s requirements for certification or licensure, and the fact that all CAADE programs are in fully accredited colleges means that CATCs are in the best position for transferring to other states. In states which have licensure for addiction counselors, many require a college degree, and the CAADE accredited certificates, AA/AS degrees and/or BA/BS degrees are, of course, fully transferable. Indicate recommendation of the most recent accreditation evaluation of the program and corrective actions taken or planned. Most recent accreditation report and all additional pertinent documentation and explanations should be available on site for consultant review. 12 of 29 3/2/2009 1:33:29 PM

13 CAADAC Program Approval In September 2007, the application for CAADAC Program approval was initiated. The CAADAC application was completed and the required program documentation was attached. In January 2008 notification was received that CAADAC conducted a preliminary review of the application, and clarification was requested about the course content of two courses, Psych 64, Introduction to Alcohol/Drug Studies and Psych 65, Intervention, Treatment and Recovery. A question was also asked about the start date of a new course, Psych 68, Biopsychology of Chemical Dependency: Alcohol and Other Drugs. This new course will be offered in Fall CAADAC Funding Requests CAADAC was provided with the answers to these questions, and stated that they need to receive funding from LACC in order to proceed with the program approval process. As of May 2008, CAADAC is still awaiting funding from LACC. It should be noted that after formal program approval, CAADAC will require program re-approval fees every two or three years. The costs to LACC for CAADAC program approval and re-approval are relatively low compared to the costs incurred by other community college vocational programs. It is anticipated that gaining formal CAADAC program approval AND the listing of LACC on the CAADAC website will substantially increase the number of students enrolling in psychology classes and other LACC classes. Students will then have the option of applying for counselor certification through either CAADE or CAADAC, or through both organizations if they so choose. The California Department of Alcohol and Drug Programs is now requiring that all AOD (alcohol and other drug) treatment programs receiving state or federal funding only employ CERTIFIED alcohol and drug counselors by the end of We are now seeing the beginning of a rush for AOD certification in California. The most recent accreditation report and certificate of program approval from CAADE is available in the Psychology Department office. The application for CAADAC program approval and an updated status report is also on file in the Psychology Department office. ii. Student performance on licensure or board exams on first attempt. Provide a brief analysis of student performance on licensure or board exams on first attempt. 13 of 29 3/2/2009 1:33:29 PM

14 Between 1993 and 2007 the following statistics show the total number of students that have completed the various Human Services Certificate and AA/AS Degree Programs: 52 students completed the Human Services Drug/Alc Studies AA/AS Degree Program 233 students completed the Human Services Drug/Alc Studies Certificate Program 285 is the combined subtotal of the Human Services Drug/Alc Studies Program 124 students completed the Human Services Generalist AA/AS Degree Program 123 students completed the Human Services Generalist Certificate Program 247 is the combined subtotal of the Human Services Generalist Program 532 is the combined total of Human Services Degrees and Certificates awarded Program Need: There exists a need to compile and track student completion, success, transfer rates, and career-related data. Action Plan 1: Develop a student tracking database system. Action Plan 2: Acquire tracking data from existing students Action Plan 3: Initiate yearly contacts with students who have completed the program to chart their progress. Action Plan 4: Contact CAADE and CAADAC to acquire statistical information concerning LACC student performance on certification exams. iii. Employer Satisfaction Survey attempt. Provide brief analysis of employer satisfaction with regard to completed survey results. Currently, the department collects the following data:1) All students in the fieldwork classes (PSY 81-81) are evaluated by supervisors twice a semester. These evaluations indicated that supervisors are satisfied or very satisfied along a variety of dimensions with student performance; 2) At the Annual Advisory Board Meeting community based organization supervisors are asked to rate the program and give suggestions for improvement. Overall the program and its students are very highly rated. The department makes every effort to address deficiencies on a continual basis; 3) At the end of the semester field work students evaluate the field sites. Overall field sites receive very postive evaluations. Field sites that do meet student expectations are removed from the field site handbook. Every year about half a dozen field sites are removed from the program and replaced with better student learning oppoprtunities. 14 of 29 3/2/2009 1:33:29 PM

15 IV. Curriculum a. Program Delivery and Effectiveness: Current Courses Analysis of over-all course offerings and effectiveness As seen in the "Psychology Department Fall & Spring Enrollment" data, the Psychology department s enrollment has been exceptionally consistent over the six years ending Spring 2007, averaging 2100 students per semester. Our department has maintained excellent enrollment in all of its core course offerings. A notable highlight has been the marked increase in students enrolling in our Psychology 41 courses (from 96 students in Fall 2001 to 222 in Spring 2007). Moreover, our department shows a steady and strong success rate for its students during all periods of the day and evening. Our department offers a diverse selection of courses which appeals to a wide range of students. We intend to augment our course offerings in the future to attract new students while enhancing existing programs. Course-by-course analysis of offerings and effectiveness (optional) Analysis of Title 5 Update Status b. Title 5 Updates and Student Learning Outcome Assessment Currently the vast majority of classes have been updated. We Please update requested information below: Note: Course list includes all courses ever approved for the department,including archived courses. Courses must be updated through the Curriculum Committee every 6 years. Courses that are out of compliance with this requirement are highlighted. Please update and save information on all pages. If the Title 5 Update Date seems to be incorrect, contact the Chair of the Curriculum Committee. Courses Last Updated Before 2002 Course Title Title 5 Update Date SLO Assess. Complete Change(s) made Comments PSYCH 72 Intro to Psychology Journal Research 8/1/1997 No No Course should be archived PSYCH 82 Field Work II 11/1/1999 No No Updated spring 2008 PSYCH 83 Field Work III 11/1/1999 No No Updated spring 2008 Courses Last Updated After 2002 Course Title Title 5 Update Date SLO Assess. Complete Change(s) made Comments PSYCH 1 General Psychology I 9/6/2004 No No 15 of 29 3/2/2009 1:33:29 PM

16 Courses Last Updated After 2002 Course Title Title 5 Update Date SLO Assess. Complete Change(s) made Comments PSYCH 13 Social Psychology 4/3/2004 No No PSYCH 14 Abnormal Psychology 5/12/2006 No No PSYCH 18 "Psychology of Women's & Men's Changing PSYCH 43 Principles of Group Dynamics I 9/5/2007 No No PSYCH 44 Principles of Group Dynamics II 5/14/2006 No No PSYCH 45 Issue in Human Services Careers 5/15/2006 No No PSYCH 52 Psychological Aspects of Human Sexuality PSYCH 60 Stress Management 5/17/2006 No No PSYCH 63 Alcohol/Drugs Studies:Prevention+Education PSYCH 64 Intro to+physiological Effects of Alcohol+Drug Abuse PSYCH 68 Biopsychology of Chemical Dependency: Drugs, Behavior and Health 5/16/2006 No No 5/18/2006 No No 5/19/2006 No No PSYCH 65 Chemical Dependency 5/20/2006 No No PSYCH 66 Introduction to Critical Thinking 5/2/2002 No No PSYCH 67 Counseling Techniques for Chemically Addicted 4/4/2004 No No PSYCH 185 Directed Studies-Psychology 9/8/2004 No No PSYCH 1H Introduction to Psychology 12/7/2002 No No PSYCH 2 Physiological Psychology 5/11/2006 No No PSYCH 24 Scholastic and Personal Development PSYCH 27 "Training in the use of Online Resources and Applications 5/2/2002 No No 12/2/2002 No No PSYCH 285 Directed Studies-Psychology 9/9/2004 No No PSYCH 3 Personal and Social Development 11/5/2004 No No PSYCH 38 Forensic Psychology 9/7/2004 No No PSYCH 385 Directed Studies-Psychology 9/10/2004 No No PSYCH 41 Life Span Psychology 5/13/2006 No No 6/11/2007 No No 10/7/2007 No No PSYCH 81 Field Work I 4/8/2008 No No Updated spring 2008 PSYCH 84 Field Work I: Drug/Alcohol 4/8/2008 No No PSYCH 85 Field Work II: Drug/Alcohol 5/2/2002 No No PSYCH 86 Field Work III: Drug/Alcohol Abuse 4/8/2008 No No 16 of 29 3/2/2009 1:33:29 PM

17 Archived & Deleted Courses Course Title Archive / Delete Comments PSYCH 11 Child Psychology Archive PSYCH 12 Adolescent Archive PSYCH 20 Reading + Study Improvement Delete PSYCH 21 Reading Clinic Delete PSYCH 71 The Growing Years Archive PSYCH 99J Problem Solving, Decision Making & Creativity Delete c. Student Learning Outcomes and Assessment 1.a Course-level SLOs - Describe what the faculty in the department have done in developing and conducting assessment of course-level student learning outcomes. Include description/discussion of trainings and workshops attended and department meetings. Currently student learning outcomes have been developed for 20 of our classes. We will be finishing the SLO's for all classes by summer Our first SLO department assessment is scheduled for Spring 2009 when department members will do a random sample of works from their classes to assess whether the departmental goals are being met. 1.b Course-level SLOs Describe any changes implemented as a result of the findings from the assessment of course-level student learning outcomes. Not applicable at this time. 2. Program-level SLOs Has the department developed SLOs for its program(s)? Award Type Program Program SLO Developed? Program Outcome AA Human Services - Drug/Alcohol Yes Explain in detail the 12 core functions of client recovery Explain the ethical guidelines of the client patient relationship Discuss the legal guidelines of legal disclosure and confidentiality Demonstrate the ability to prepare case notes and reports of a client s progress AA Human Services - Generalist Yes Demonstrate working knowledge of a broad based setting of Social Services institutions; including abused clients, senior citizens, children with behavioral dysfunctions Explain the ethical guidelines of the client patient relationship Discuss the legal guidelines of legal disclosure and confidentiality Demonstrate the ability to prepare case notes and reports of a client s progress 17 of 29 3/2/2009 1:33:30 PM

18 C Human Services - Drug/Alcohol Yes Explain in detail the 12 core functions of client recovery Explain the ethical guidelines of the client patient relationship Discuss the legal guidelines of legal disclosure and confidentiality Demonstrate the ability to prepare case notes and reports of a client s progress C Human Services - Generalist Yes Demonstrate working knowledge of a broad based setting of Social Services institutions; including abused clients, senior citizens, children with behavioral dysfunctions Explain the ethical guidelines of the client patient relationship Discuss the legal guidelines of legal disclosure and confidentiality Demonstrate the ability to prepare case notes and reports of a client s progress 3. Core Competencies Alignment How do the department s course and program SLOs address City s Core Competencies? The following courses in the psychology department address information competency, critical and creative thinking by requiring students to submit papers or presentations- Psych 1, Psych 2, Psych 13, Psych 14, Psych 41, Psych 52, Psych 60, Psych 63, Psych 64, Psych 65, Psych 66, Psych 67, and Psych 68 Technological Literacy is addressed in the course Psychology 27 by showing students a variety of computer resources available for use in the field of Human Services. Psychology 3 and Psych 43 are courses that are designed to help students in the area of personal growth and development in that both classes offer an extensive amount of experiential activities and require lots of personal reflection. The courses of and Psych 45 are devoted to the core competency of ethical reasoning as students are schooled in the areas of ethics in the Human Services field. Finally, the entire Human Services Curriculum is devoted to helping students reach their educational requirements in order to help others. Psych 43, 3 and Psych are all specifically geared to aid in interpersonal interaction, global awareness, and cultural appreciation d. Proposed New Course and Course Changes 1. Enter new courses and course changes planned (Note: All course changes, additions and archives require Curriculum Committee approval). Course Name Advisory Committee Recommend ation New technology development s Similar CSU/UC lower division requirements Course needed for sequence Integrating current trends and new information Other (please detail) e. Course Scheduling Use this link to ClassTracks to access information about historical course scheduling. Review data over the last 5 years with special attention to scheduling in the afternoon and evening, on Fridays, on Weekends, and on-line. Comment on the enrollment in these sections, and on the feasibility of offering classes at non-standard times. Web site available on LACCD intra-net: Password: lac of 29 3/2/2009 1:33:30 PM

19 The Psychology Department successfully schedules courses mornings, afternoons, and evenings, Fridays and Saturdays. The enrollment in these sections are excellent. Sections are scheduled according to students demand. Are required courses scheduled in appropriate sequence to permit students to complete the program in the prescribed program length? If yes, describe the rationale upon which the sequence is based. If no, what is the plan for alleviating these problems? Explain. Yes, courses are scheduled in appropriate sequence and are offered at convenient times so that students may easily complete the Human Services Certificate and AA requirements and multiple sections of general ed courses are offered thoughout the day and evening making it easy for students to complete these requirements for graduation or transfer. What outreach and hybrid classes has your department offered? What are the benefits and problems associated with outreach and hybrid classes? How can the outreach and hybrid classes be improved? Outreach courses in PSY 1 and PSY 2 are offered at local high schools. There have been no problems. f. Course Consistency How does the department determine that classes are taught consistently with the course outline? You may consider such approaches as: Class syllabi are collected and reviewed for a majority of faculty, mentoring of part-time faculty to ensure integrity of course outline, evaluation of full-time program faculty, evaluation of part-time program faculty, program-wide or course-wide exams, distribution of appropriate course outline to faculty, department chair s review of individual instructor s finals or other exams The department ensures that classes are taught consistently by selecting the textbooks and ancillary materials to be used by all faculty in most courses, evaluating full-time faculty, and evaluating part-time faculty. 19 of 29 3/2/2009 1:33:30 PM

20 V. Departmental Engagement a. What standing committees does your department maintain? What are their charges and membership? Scholarship, textbook, and Human Services Certificate graduation and luncheon. Almost all members participate on all the committees. b. What interdepartmental collaboration has your department been involved in during the past six years? Collaborated with Law and AJ to design a Forensic Psychology Course. Collaborated with Philosophy and Law and AJ on the modernization of HH c. What has your department done since the last review to establish connections with schools, institutions, organizations, businesses, and corporations in the community? HeartMath's Qualified Instructor Program train the trainer certification program. Universal Learning Project for the State Chancellor s Office. Assisted in the testing and development of specialized learning programs utilizing advanced Kurzweil software. Psychology Teachers at Community Colleges Conference. The department working with the American Psychological Association and the national Psychology Community Colleges put on a highly successful one-day conference in 2007 with nationally recognized speakers. This conference was attended by over 100 psychology faculty from all over southern California and was considered a huge success and " best ever" regional conference by the national organizations. The department continues to develop relationships with the community based mental health care organizations in the region. Students in the Human Services Program are placed at over 100 community-based organizations. In the department established a relationship with the CAADAC organization and will be the only CAADAC certified and accredited community college in the region. VI. Professional Development Are there areas of unmet professional development needs among faculty in this program? Please explain a proposed plan of action for addressing this need and any resources needed to achieve this development. Yes there are unmet professional development needs among the faculty. The faculty need to remain current in all neuroscience based academic areas including biological psychology, clinical psychology modules in a variety of courses, and addiction studies. Resources will be needed to ensure that faculty can attend conferences where current research is presented and explained. Further training in forensic psychology, art therapy, and disabilites will be needed in order to add a Human Services certificate with an option in each of those areas. Remaining current in addiction studies and chemical dependency will require attending state and national meetings. Remaining current in the mental health field will require attending state and national meetings 20 of 29 3/2/2009 1:33:30 PM

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