DPLS 756sp09 Leadership and Psychology
DPLS 756: Leadership and Psychology
Spring 2009 3 Credits
INSTRUCTOR: Dr. Shann Ferch
OFFICE: Tilford Center, Room 228
TELEPHONE: 313-3490
CLASS DATES: Jan 14, 28; Feb 11, 25; Mar 4, 18; Apr 1, 15
SCHOOL AND DEPARTMENT THEME STATEMENT
The Department of Doctoral Studies and the School of Professional Studies at Gonzaga University seek to build "people for others," people able to define their own sense of identity, live within a moral framework, and articulate and advance social justice.
COURSE OVERVIEW
The course focuses on the essence or core of leadership for each individual. Individuals are encouraged to integrate systems theory and "servant leadership" (Greenleaf, 1991/2002) into their own personalized stance on leadership. Systems theory with regard to psychology is presented, including sections on family systems thought, developmental approaches to systems, and symbolism in the context of systems. Each student develops a lifeline of leadership growth and explores the nature of a person in relation to their personal leadership stance.
COURSE GOALS AND OBJECTIVES
Individuals will reflectively explore their own experience as leaders and their own history with regard to leadership, and will articulate a clear understanding of their present personal leadership stance.
EXPERIENTIAL AND LEARNING ACTIVITIES
The course will use an active, open dialogue format including experiential activities designed to promote creative and reflective learning.
REQUIRED TEXTS
Servant Leadership by Robert K. Greanleaf--Paulist Press 2002.
Lincoln on Leadership by Donald T. Phillips--Warner Books, 1992.
Strength to Love by Martin Luther King, Jr.--Fortress Press, 1981.
The Measure of a Man by Martin Luther King, Jr.--Fortress, 1988.
The Broken Wings by Kahlil Gibran--Carol and Graff, 1995.
ASSIGNMENTS
There will be three written assignments and two non-written assignments:
Assignment 1--Paper 1--Observe and Write
-focus: to obtain a view of another person's world-goal: observe from a stance of care, and love of knowledge
Observe a child or adolescent for 20 minutes. Observe an older person (preferably over 70 years of age) for 20 minutes. You are required to write constantly as you observe. Do not stop your pen or pencil, write as continuously as you can for the entire period of observation. When observing, pick a crowded area in which you can observe without intruding on the person you are observing (a mall, a big playground, an airport, a bus terminal, a school, a family gathering, a restaurant, etc.). When you have completed your two 20-minute observations, type up what you have written. In addition, write 2-3 pages of personal reflection for each observation (with these 4-6 pages plus the observations, your paper should be 8-12 pages long): how did each observation impact you, what did you learn about life, self, family, community, God? Citations are not required.
Assignment 2--Paper 2--Nature of a Person, & Leadership
-focus: to open a reflective internal and external discussion of each individual's personalized leadership stance-goal: to clearly articulate your own leadership stance
Make 5 statements about what you feel are a part of the nature of a person. Following your statements about the nature of a person, write an 8-12 page thinking/reflection/academic paper defending your statements. Try to balance your own opinions, feelings, knowledge, and experience with research, historical, and literary citations on leaders and leadership. Maximum length, 12 pages: 1 for the statements on the nature of a person, 8-10 pages for the body of the paper, and 1-3 pages of references. You must critically defend your nature of a person statements within the paper. Citations are required.
Assignment 3--Paper 3--Leadership Lifeline
-focus: to recognize and celebrate each individual's personal history with regard to the making of a leader-goal: to set forth the elements of your own history that have helped make you a leader; and to give an in-depth telling of four specific life experiences that helped forge you leadership style
Make five horizontal lines on an 8.5 by 11" page (horizontal lines go across the 11" side). One will be named "Self-Discovery", one "Mentors", one "Pain", one "Joy" and one "Leadership Lifeline." On the Self-Discovery line list chronologically 15-25 self-discoveries that helped shape you as a leader throughout your life; on the mentor line list 15-25 mentors; on the pain line list 15-25 painful experiences; on the joy line list 15-25 joyful experiences. Use phrases or short sentences on these first four lines. On the Leadership Lifeline combine all items in chronological order using only one key word for each discovery, mentor, or experience.
Self-Discoveries=any discovery about self that led you toward being a leader
Mentors=family members, or any personal, professional, or world leader
Pain=any experience of emotional, spiritual, physical, or family pain
Joy=any victories, triumphs, cherished moments, or joyful times
Choose one item from each of the first four lifelines to write about. In writing, reflect on how that item helped forge in you the character of a leader. Length: 8-11 pages: Possible outline: 1 page has the five lifelines on it; use 1 page for intro and 1 page for conclusion; use 1-2 pages to write on a self-discovery, 1-2 pages to write on a mentor, 1-2 pages to write on a painful life experience, and 1-2 pages to write on a joyful life experience. Citations are not required.
Assignment 4--Bring an Object and a Poem
-focus: bring an object that symbolizes self and a poem about self-goal: be able to discuss this with your classmates
Write a poem about yourself and bring enough copies to class so that everyone can have one. Choose an object that symbolizes yourself and bring it to class; once in class, tell why you believe the object symbolizes yourself.
Assignment 5--Presentation: Moments In Your Life -focus: to reflect on the growth of self in relation to humanity and personal leadership style
-goal: bring four objects, one for each moment written on in your Leadership Lifeline, and
present your paper by describing how these objects symbolize what you wrote about
Choose one object to symbolize the self-discovery you wrote on in Paper 3, one to symbolize the mentor, one to symbolize the pain, and one to symbolize the joy. Bring these objects to class and use them as the means of presenting your paper.
GRADING
-assignment 1: 10%
-assignment 2: 30%
-assignment 3: 30%
-class participation: 30%
(assignments 4 and 5 are included in class participation)
All papers are graded with regard to three equally-weighted elements:
Creativity--writing style, writing voice, arrangement of thoughts and arguments, etc.
Construction--structure, grammar, clarity, simplicity, etc.
Critical Thought--depth, skill of argument, density of critical judgement, etc.
Doctoral level work is of highest quality both in content and presentation. Grades are assigned as follows:
A 95-100% B+ 85-89% C+ 70-74%
A- 90-94% B 80-84% C Not acceptable at Ph. D. level
B- 75-79%
COURSE OVERVIEW: EDLD 756
CLASS FOCUS ACTIVITIES WORK DUE
______________________________________________________________________________
1. Jan 14 Introduction Seal, mission statement
Discuss Servant Leadership
2. Jan 28 Systems Theory 2 paradigms
Servant Leader Discuss Servant Leadership3. Feb 11 Family Systems Read papers, discuss Paper 1
Satir, Bowen Paper 2 discussion
Discuss Measure of a Man
4. Feb 25 Family Systems Case study
Paper 2 discussion
5. Mar 4 Symbolism Bring Object and Poem Asgnmt 4
Lion sculpture
Paper 2 discussion
6. Mar 18 Developmental Stages Paper 2
Paper 3 discussion
Discuss The Broken Wings
7. Apr 1 Great Leaders gathering wisdom Paper 3
Video/ audio tapes MLK
Discuss Lincoln on Leadership
Discuss Strength to Love8. Apr 15 Leadership Present Leadership Lifelines Asgnmt 5
(possible: movie)
Preparation of Class Papers
Papers are typed on one side of a standard 8.5 x 11" sheet of white paper.
Papers are double-spaced.
Print quality is letter or near-letter quality; dot matrix generally not ok.
There are at least 1" margins on all sides of the text. Right margins can be justified or not justified.
Type fonts should be clear and easy to read (New York, Geneva, etc.); 12-point font is usually recommended.
Papers are stapled in the upper left corner; covers and title sheets are not to be used.
The individual's name is typed in the upper right corner; also indicate which assignment the paper fulfills (i.e., 2. Write and Observe).
Titles for any paper are optional; running heads are also optional; but each page, beginning with page 2 is numbered in the upper right corner.
Each new paragraph is indented.
If citations are used, adhere to APA conventions.
Each paper is to be carefully proofed before submission, even if it is a first draft.
Each paper is to be enjoyed if at all possible.
BIBLIOGRAPHY
The following books are representative of the literature base used for this course. Ideas, overheads, handouts, and theories relevant to the course rose from the following sources.
Becvar, D. S. & Becvar, R. J. (1988). Family therapy: A systemic integration. Boston, MA: Allyn & Bacon, Inc..
von Bertalanffy, L. (1968). General systems theory. New York: George Braziller.
Carter, B. & McGoldrick, M. (Eds.) (1989). The changing family life cycle: A framework for family therapy. Second edition. Boston, MA: Allyn and Bacon.
Frankl, V. E. (1988). The will to meaning: Foundations and applications of logotherapy. New York: Penguin Books.
Frankl, V. E. (1986). Man's search for meaning: An introduction to logotherapy. New York: Vintage Books.
Gibran, K. (1957). The broken wings. New York: Citadel.
Goldenberg, I. and Goldenberg, H. (1991). Family therapy: An overview. Pacific Grove, CA: Brooks/Cole Publishing Company.
Greanleaf, R. K. (1991). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press.
King, M. L. Jr. (1981). Strength to love. Philadelphia, PN: Fortress Press.
King, M. L. Jr. (1986). A testament of hope: The essential writings and speeches of Martin Luther King, Jr.. James M. Washington (Ed.). San Francisco, CA: HarperSanFrancisco.
King, M. L., Jr. (1988). The measure of a man. Philadelphia, PN: Fortress Press.
Kubler-Ross, E. (1969). On death and dying: What the dying have to teach doctors, nurses, clergy and their own families. New York: Macmillan.
Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press.
Minuchin, S. and Fishman, C. H. (1981). Family therapy techniques. Cambridge, MA: Harvard University Press.
Nichols, M. (1984). Family therapy: Concepts and methods. New York: Gardner Press.
Phillips, D. T. (1992). Lincoln on leadership. New York: Warner Books.
Satir, V. (1972). Peoplemaking. Palo Alto, CA: Science and Behavior Books, Inc..
Satir et al. (1991). The Satir model: Family therapy and beyond. Palo Alto, CA: Science and Behavior Books.
Santrock, J. W. (1989). Life-span development. Third edition. Dubuque, IA: William C. Brown Publishers.
Mother Teresa (1985). Total surrender. Ann Arbor, MI: Servant Publications.
Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1967). Pragmatics of human communication. New York: Norton.
Weiner, N. (1948). Cybernetics, or control and communication in the animal and the machine. Cambridge, MA: Technology Press.
** This course taught in compliance with the Gonzaga U. fair process manual *
