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Spring 2002
This information effective
for Spring 2002.
Check with instructor the first day of class for any changes.
Spring 2002
Instructor: Pamela Roby, Professor of Sociology
T 6:00-9:00 p.m.
Charles E. Merrill Lounge, Room 100
Office Hours: College Eight,
Rm. 218: Th 4:30–6:00; F: 3:30–6:00 Spring 1998
Phone: 459-2587; mess.: 459-3516; T, Th 2:00–3:45 p.m.
Fax: 459-3518
E-mail: roby@cats
Course Description:
Introduces the fundamentals of Re-evaluation Counseling (Co-counseling) and
focuses on those aspects of the theory and practice that facilitate living in
a diverse world.
Course credit=5 units; no
prerequisites, college or year restrictions. Admission by permission of instructor,
Pam Roby, Professor of Sociology and Merrill Fellow—call Pam at 427-2218;
or 459-3516 (messages); or e-mail: roby@cats.ucsc.edu;
for more information, also call or e-mail Pam and see: http://www.rc.org/
and http://www.rc.org/uer.
People of all cultures, backgrounds
and ages can learn how to exchange effective help in order to free themselves
and others from the effects of past and present stress, oppression, loss and
other hurts. By taking turns listening to one another and using skills that
can be readily learned, people can become better able to handle challenges in
their lives. This practice of taking turns listening to each other is known
as Re-evaluation Counseling or Co-Counseling.
People who do Co-Counseling have developed a rich understanding of human beings.
RC theory assumes that all humans have the capacity to be highly intelligent,
cooperative and good. Further, humans have the capacity to have good relations
with all other humans, to think well, to act wisely and successfully, and to
enjoy life. Because the co-counseling exchange is free, people of all economic
classes can participate in the process. Today people in 92 nations practice
co-counseling and participate in an international network of co-counseling conferences,
workshops, classes and special interest groups. If you take this class, you
will learn the fundamentals of co-counseling.
The best class I’ve taken… I’ve learned so much. Merrill Senior.
I truly enjoyed this course…the subject matter is very valuable. Oakes Sophomore.
RE-EVALUATION
COUNSELING:
Merrill 20N Spring 1998
Course Description: Class introduces the fundamentals of Re-evaluation Counseling (Co-counseling) and focuses on those aspects of the theory and practice that facilitate living in a diverse world. 5 units.
Tentative Schedule:
Day 1 - T 4/7: Human Diversity and the Art of Listening: Introductions, plan of class, contract, literature and reading for day 2 (Thursday).
Day 2 - Th 4/9: Living in a Diverse World —The Human Side of Human Beings: introductory lecture plus discuss reading.
Required reading: Harvey Jackins, “The Art of Listening,” Fundamentals of Co-counseling Manual, pp. 49–54.
Day 3 - T 4/14: Co-counseling: The basic practice; discuss reading; select co-counselors and set up sessions:
Assignment following class: Life stories in 2-hour co-counseling sessions.
Suggested Reading:
“The Postulates of Re-evaluation Counseling,” The Human Situation, pp. 1–7.
Further Reading:
Pamela Roby, “Becoming An Active Feminist Academic: Perspectives on Gender, Class, Race and Intelligence,” Ann Goetting and Sarah Fenstermaker (eds.), Individual Voices, Collective Visions: Fifty Years of Women in Sociology, Philadelphia: Temple University Press, 1995, pp. 319–339 —McHenry Library.
Thomas J. Scheff, Re-evaluation Counseling: Social Implications, Journal of Humanistic Psychology, Vol. 12, 1972, pages 58–71.
Day 4 - Th 4/16: Contradictions and Respect: Complete Appreciation of Oneself:
Required Reading: “The Complete Appreciation of Oneself,” The Human Situation, pp. 45–54; and The Fundamentals Manual, pp. 1–7, 35–37.
Day 5 - T 4/21: Report-backs and Questions: Discharge Processes; Expectations and Relationships:
Required Reading: The Fundamentals Manual, pp. 8–22.
Further Reading: Bernard J. Somers, “Reevaluation Counseling: Theoretical Framework,” Journal of Humanistic Psychology, Vol. 12, 1972, pp. 42–57.
Day 6 - Th 4/23: Living in a Diverse World —Setting and Achieving Goals:
Required Reading: “The Necessity of Long Range Goals,” The Human Situation, pp. 131–144; and The Fundamentals Manual, pp. 8–22.
Day 7 - T 4/28: Living in a Diverse World - Young People and Young Adults: Guest Speaker: Nancy Faulstich M.Ed., UCSC Alum; Watsonville Bi-lingual Teacher; Coastal RC Regional Reference Person.
Required Reading: Patty Wipfler, “Special Time” and other articles of your choosing in Present Time, Vol. 30, No. 1, Winter 1998; Marjion Riekerk, How To Give Children An Emotional Head Start, all.
Optional Reading: Young and Powerful, The Caring Parent, Classroom; Nigel Utton, “Moving into a Situation Directly,” Present Time, Vol. 30, No. 1, Spring 1998, pp. 26–27; Judi Hirsch, “Change the Schools!,” Present Time, Vol. 30, No. 1, Spring 1998, p. 30.
Day 8 - Th 4/30: Living in a Diverse World — Ending Racism: Counseling on Relationships in a Diverse World; Report-backs; Questions:
Required Reading: Tim Jackins and others, Ending Racism In This Century, 2002; The Fundamentals Manual, pp. 22–30; 38–41; and articles of your choice from Winter 1998 Present Time.
Day 9 - T 5/5: The Flexible Human in the Rigid Society; Attention away from Distress; Applying Counseling Skills and Theory in a Diverse World; Short Understatement; Showing Caring; Questions:
Required Reading: “The Flexible Human in the Rigid Society,” The Human Situation, pp. 87–104;, your choice — articles from Spring 1998 Present Time.
Day 10 - Th 5/7: No Limits for Women! Attention Away from Distress; Commitments:
Required Reading: Your choice — articles from Sisters or Men.
Further Reading: Diane Balser, et al. Women: Their Present Situation in the World and the Need for Liberation of All Women, 1984.
Day 11 - T 5/12: Men: Proud, Good, Courageous, Powerful, Close.
Required Reading: Harvey Jackins and others, The Human Male: A Men's Liberation Draft Policy, 1999; Tom Washa, “The Details of Men’s Oppression,” Present Time, Vol. 30, No. 2, Spring, 1998, p. 54; and your choice — articles from Sisters or Men.
Assignment Due: Journal Part A — see Class Assignments below.
Further Reading: John Irwin et al., The Liberation of Men, 1992.
Day 12 - Th 5/14: Recognizing, Addressing and Discharging Internalized Oppression: Groups of Choice; Report-backs:
Required Reading: Suzanne Lipsky, Internalized Racism, 17 pp.
Day 13 - T 5/19: Race, Racism and Liberation: Guest speaker: Blanca Tavera, MSW, President, Matrix Consulting Institute, UCSC Alum and RC Area Reference Person for Watsonville.
Required Reading: Catalina Vallejos Bartlett, “Chicano/a Liberation,” Pensamientos, Numero 4 Reader, pp. 41–48; “Human Liberation,” The Human Situation, pp. 107–109.
Optional Reading: Black Re-emergence, Heritage, Our Asian Inheritance, Pensamientos, Ruah Hadashah.
Further Reading: Eduardo Aguilar, Re-evaluation Counseling: A “Culturally Competent” Model for Social Liberation, 1995, 75 pp.
Day 14 - Th 5/21: Counseling on Class; Contemplating A Classless Society:
Required Reading: Gwen Brown, We Who Were Raised Poor: Ending The Oppression of Classism; and Harvey Jackins, “The Chronic Patterns of Classism,” Present Time, Vol. 24, No. 1, April 1992, pp. 32–36; and Sean Ruth, “Middle-Class Liberation,” Present Time, Vol. 29, No. 4, October 1997, pp. 18–22; and Jo Saunders, “Owning Class Oppression: Why and How,” Coming Home, No. 1, 1996, pp. 6–9 — Reader.
Optional Reading: Working For A Living; Coming Home.
Day 15 - T 5/26: Inclusion; Liberation Groups of Choice:
Required Reading: Monica Benziger, “Real ‘Inclusion’ in Practice,” Present Time, Vol. 30, No. 1, p. 56; Micheline Mason, “A History of Exclusion,” Present Time, Vol. 30, No. 1, Winter 1998, pp. 26–29; and journal of your choice.
Optional Reading: Complete Elegance.
Day 16 - Th 5/28: Leading in a Diverse World — Thinking and Communicating About a Group as a Whole:
Required Reading: The Enjoyment of Leadership, pp. 1–19; and journal of your choice.
Day 17 - T 6/2: Assisting Leaders to Lead Well: Self-estimation of Leaders:
Required Reading: The Enjoyment of Leadership, pp. 19–37; and journal of your choice.
Day 18 - Th 6/4: Wygelian Leaders’ Groups:
Required Reading: “The Logic of Being Completely Logical,” pp. 73–84 and “Who’s In Charge,” pp. 59–70 in The Human Situation, and journal of your choice.
Day 19 - T 6/9: Contradictions, Directions and Commitments (Reader - commitments); Finding RC in other communities:
Assignment Due: Journal Part B — see Class Assignments below.
Required Reading: “Pointing Attention Away from And Against A Pattern,” The Human Situation, pp. 231–233.
Day 20 - Th 6/11: Summary, Conclusions, Evaluations and Future Directions.
Required Reading: Present Time, Spring 1998, articles of your choosing.
Class Assignments/Requirements:
1. Reading for discussion in class and in journal reports (do before class).
2. Brief oral report on highlights from journal of your choice.
3. Nine 2 hour long co-counseling sessions; one a week.
4. Meeting with Pam and your co-counselor during office hours to report on counseling.
5. Your journal that is typed or computer printed:
Part A: Due day 11 — Tuesday May 12th: Weekly entries (weeks 1–5) on the following (use sub-titles; date each week):
1) What were your highlights from, reactions to or thoughts concerning this week’s reading?
2) How were you an effective counselor/listener in this week’s session?
3) How would you like to be a more effective counselor in your next session?
4) How was your partner an effective counselor for you?
5) How would you like your partner to be more effective in future sessions?
6) How did your environment — the place you counseled in, etc. — affect your session? How might it, the time of your meeting, etc. be altered in order for you to have a better session?
7) What was the most important thing you learned in class this week about living in a diverse world, and how have you applied it or what thoughts have you had about it?
8) What questions do you have for next week’s classes?Part B: Due day 19 — Tuesday, June 9th: Weekly entries (weeks 6–9) on the following (use sub-titles; date each week):
1) What were your highlights from, reactions to or thoughts concerning this week’s reading?
2) What was the most important way you have improved as a counselor/listener this week?
3) What is the most important way you have improved as a client this week?
4) How have you applied or used something that you learned in class, in the readings, or in your sessions in your life outside of class this week?
5) What was the most important thing you learned in class this week about living in a diverse world, and how have you applied it or what thoughts have you had about it?
6) What questions do you have for future classes?
6. Participation in all classes — maximum of 2 unexcused absences.
Texts/Required
Readings/Videos:
Catalina Vallejos Bartlett, “Chicano/a Liberation,” Pensamientos,
No. 4, 1992, pp. 41–48 —Reader.
Gwen Brown, We Who Were Raised Poor: Ending The Oppression of Classism.
Harvey Jackins, The Human Situation, Revised Edition, 1991.
_____, The Enjoyment of Leadership, 1987.
_____, “The Chronic Patterns of Classism,” PT, Vol. 24, No. 1, April
1992, pp. 32–36 —Reader.
_____ and others, The Human Male: A Draft Liberation Policy for Men, 1999.
Tim Jackins and others, Ending Racism, 2002.
Suzanne Lipsky, Internalized Racism, 1987.
Micheline Mason, “A History of Exclusion,” Present Time, Vol.
30, No. 1, January 1998, pp. 26–29.
Re-evaluation Counseling, Fundamentals of Co-counseling Manual, Revised
Edition, 1982.
Re-evaluation Counseling, Guidelines, 1993.
Marjion Riekerk, How To Give Children An Emotional Head Start.
Sean Ruth, “Middle-Class Liberation,” Present Time, Vol. 29,
No. 4, October 1997, pp. 18–22 —Reader.
Jo Saunders, “Owning Class Oppression: Why and How,” Coming Home,
No. 1, 1996, pp. 6–9 —Reader.
Present Time (Vol. 30, No.s 1 and 2, Winter and Spring 1998), Sisters,
No. 10, 1996, or Men, and 1 or more journals of your choosing.
Videos:
United To End Racism, Ending of Racism, 2001, 93:00 minutes.
The Role of White People in Ending Racism, 2001, 60 minutes.