Los Angeles City College Psychology Department

Comprehensive Program Review 2008 

Los Angeles City College 


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 2001 – 2007. 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)? 

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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 2007. 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 2001-02, 02-03, 04-05, and 05-06 the Psychology Department had seven full-time faculty. In 06-07 the 

department had six full-time faculty. In 07-08 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. 


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a.Labor Market Demand 

a. Labor Market Demand 

1. How does your program meet labor market demand? Cite specific examples and sources. 

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 10 

1998 

THE JOB 

III. Vocational Programs 

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 


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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 2004-2014 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 


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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 20002-4241 

(800) 638-8799 


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http://www.nasw.org 

National Association of Social Workers (NASW) 

California Chapter 

1016 23rd Street 

Sacramento, CA 95816 

(800) 538-2565 

Board of Behavioral Sciences 

400 R St. Suite 3150 

Sacramento, CA 95814 

(916) 445-4933 

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.) 195.107-010 

Caseworker, Child Welfare (social ser.) 195.107-014 

Caseworker, Family (social ser.) 195.107-018 

Social Group Worker (social ser.) 195.107-022 

Social Worker, Delinquency Prevention 195.107-026 

Social Worker, Medical (prof. & kind.) 195.107-030 

Social Worker, Psychiatric 195.107-034 

Social Worker, School (prof. & kind.) 195.107-038 

Community Organization Worker 195.167-010 

OES (Occupational Employment Statistics) System 

Social Workers, Medical and Psychiatric 273020 

Social Workers, except Medical and Psychiatric 273050 

Source: State of California, Employment Development Department, 

Labor Market Information Division, Information Services Group, 

(916) 262-2162. 

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) 


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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; $11.50 - $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) 


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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" (21-1021 through 21-1029), "Psychologists" (19-3031 through 19-3039), and "Mental Health 

Counselors" (21-1014) providing these services. 

Occupational Wages[Top] 

AreaYearPeriodAnnual MeanAnnual by Percentile 

25thMedian75th 

California20071st Qtr$35,340$26,285$32,480$40,842 

Get More Info (Data Library) 

Occupational Projections of Employment (also called "Outlook" or "Demand")[Top] 

AreaEstimated Year-Projected YearEmploymentEmployment ChangeAnnual Avg Openings 

EstimatedProjectedNumberPercent 

California2004 - 20149,60012,1002,50026.0470 

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 

125.5% 

Individual and Family Services 

16,43116.5% 

Outpatient Care Centers 

4,03315.7% 

Offices of Other Health Practitioners 

30,3495.9% 

Psychiatric & Substance Abuse Hospitals 

1,1993.6% 

General Medical and Surgical Hospitals 

1,3882.5% 

Emergency and Other Relief Services 

4921.9% 

Offices of Physicians 

36,5051.5% 

Other Residential Care Facilities 

5871.1% 

Elementary and Secondary Schools 

16,2470.6% 

Training Programs (click on Title for more information)[Top] 

Program Title 


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Clinical Psychology 

Clinical/Medical Social Work 

Counseling Psychology 

Social Work 

Substance Abuse/Addiction Counseling 

ONET Skills and Tasks[Top] 

Skill 

Importance 

Competence Level 

Active Learning9764 

Active Listening9367 

Coordination8764 

Critical Thinking8767 

Idea Evaluation8357 

Idea Generation8355 

Identification of Key Causes9362 

Identifying Downstream Consequences8359 

Implementation Planning8062 

Information Gathering8757 

Instructing8364 

Judgment and Decision Making10059 

Learning Strategies9364 

Management of Financial Resources8767 

Management of Personnel Resources8357 

Monitoring9059 

Problem Identification9367 

Reading Comprehension8367 

Service Orientation9767 

Social Perceptiveness10083 

Solution Appraisal9364 

Speaking9762 

Systems Evaluation8052 

Systems Perception7755 

Time Management8055 

Writing8064 

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 Adarp Inter-Agency Drug 

Au\buse Recovery Programs 

Bonnie Meyerson Behavioral Health Services: 

Hollywood 

Executive Director 

Director 

Mark Bradley Glendale Memorial Hospital Program Director 

Marlene Nadel Cri-Help, Inc. Director of Cleint 

Services 


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Michael Marquesen Clean Needles Now Program Coordinator 

Rodney Hicks Jan Clayton Center - 

volunteers of America 

Advisory Committee Meetings 

Dates No. of members 

attending 

Friday, May 05, 2006 28 

Friday, May 18, 2007 25 

c. Comparable Programs 

Program Supervisor 

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 28. 

3. 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 

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. 


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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 2009. 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? 


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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, 2007. 

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. 


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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 2008. 

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 2009. 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. 


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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. 


Acquire tracking data from existing students 


Initiate yearly contacts with students who have completed the program to chart their progress. 


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. 


3/2/2009 1:33:29 PM


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. 

Course Title Title 5 

Update 

Date 

PSYCH 72 Intro to Psychology Journal 

Research 


Update 

Date 

Courses Last Updated Before 2002 

SLO 

Assess. 

Complete 

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 

SLO 

Assess. 

Complete 

Change(s) 

made 

8/1/1997 No No Course should be archived 

Change(s) 

made 

PSYCH 1 General Psychology I 9/6/2004 No No 

Comments 

Comments 


3/2/2009 1:33:29 PM



Update 

Date 

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 

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 

4/4/2004 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 

Courses Last Updated After 2002 

SLO 

Assess. 

Complete 

Change(s) 

made 

5/2/2002 No No 

12/2/2002 No No 


PSYCH 3 Personal and Social Development 11/5/2004 No No 

PSYCH 38 Forensic Psychology 9/7/2004 No No 


PSYCH 41 Life Span Psychology 5/13/2006 No No 

4/8/2008 No No 

Comments 


3/2/2009 1:33:29 PM


Archived & Deleted Courses 

Course Title Archive / 

Delete 

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 

Comments 

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 2008. 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 


relationship 






3/2/2009 1:33:30 PM


C Human Services - Drug/Alcohol Yes Explain in detail the 12 core functions of client 

recovery 


relationship 





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 


relationship 





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 81-86 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 81-86 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 

e. Course Scheduling 

Course 

needed for 

sequence 

Integrating 

current 

trends and 

new 

information 

Other 

(please 

detail) 

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: http://classtrack.laccd.edu/lacity/ 

Password: lac4681 


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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. 


3/2/2009 1:33:30 PM


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 Teachers@ 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 2007-2008 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 


3/2/2009 1:33:30 PM


List all professional development activities engaged in by each faculty member in your program in the last 2 

years. Activities may include: 

•Conference attendance 

•Conference presentations 

•Other off-campus presentations 

•Publications 

•Grants 

•On-Campus presentations 

•Leadership/ Membership in professional organizations (specify) 

• Leadership/ Membership in campus-wide or District-wide committees (specify) 

Faculty Name Professional Development Activities 

BALDWIN AMY, Full-Time online computer classes, APA psychology conferences 

developed intropsychresources.com website 

BLOOM ANNE, Part-Time Conference presentation: 

Psycho-Drama and Communication Skills 

Ethics, Addictions, and Communication Skills 

LMFT licensure 

Community Presentaion: Sobriety/Gender and Family, HIV and Communication Skills 

BLUM JEFFREY, Full-Time Served on the college ITC (Information and Technology) Committee. 

Attended Annual TechED conferences. 

Faculty-student liaison for directed study research courses 185, 285, and 385. 

Psi Beta Faculty Advisor and Honors Faculty Mentor. 

Faculty-student liaison on the 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. 

WPA (Western Psychological Association) Conferences. 

APS (Association for Psychological Science) Conference. 

Den Leader (Boy Scouts of America: Cub Scouts). 

Guest Speaker, Teaching Introductory Psychology at the Two-Year College, National Symposium, 

Rancho Bernardo, California. 

Guest Speaker, Relationships and Interpersonal Attraction, 

Burbank Junior Chamber of Commerce. 

HeartMath's Qualified Instructor Program train the trainer certification program. 

CRAIG MARTHA, Part-Time LACC PT@CC Conference. 

Personal Growth Workshops. 

DANIEL BLYTHE, Full-Time Continuing Education:City University of Seattle 

Beyond Assertive Discipline 

Motivating Todays Learning 

Teaching Students To Get Along 

Succeeding With Difficult Students 

Building Teaching Strategies 

Classroom Management to Promote Learning 

DANIEL DAVID, Part-Time LACC PT@CC Conference. 


GEISMAR ELAINE, Part-Time LACC PT@CC Conference. 


HERRING FRED, Part-Time LACC PT@CC Conference. 


JOHANSEN LEANOR, Part-Time LACC PT@CC Conference. 


Kiomar Fiazi, Full-Time LACC PT@CC Conference. 

Various computer Workshops. 

Holmes Hall Psychology of Art Project. 

KORT ROBERT, Part-Time APA Member. 

College Counseling 

at Belmont High School. 

LAZARE MICHAEL, Part-Time LACC PT@CC Conference. 


PRINCE PATRICK, Part-Time LACC PT@CC Conference. 


RASHTIAN ANDREA, Part-Time LACC PT@CC Conference. 



3/2/2009 1:33:30 PM


REINAUER BRUCE, Full-Time 1. Conference attendance 

•Attended CAADAC Annual Conference Fall 2007 

•Attended CAADE Annual Conference Spring 2007 



2. Workshops/Seminars Attended 

•Pacific Southwest Addictions Technology Transfer Center (PSATTC) seminars )2005-2008) 

•Los Angeles County Alcohol/Drug Program Administration (ADPA) seminars (2005-2008) 

•CAADAC workshop on domestic violence and the treatment of offenders (2006) 

3. Other off-campus presentations: 

(a) Fall 2005: 

•Regional Deans Meeting; Presentation with Dean Abraham Farkas, Dean of WLAC Vocational 

Programs 

•Prepared and presented WLAC Drug/Alc Studies Program Provider Wage Statistics 

•WLAC Alc/Drug Studies Program was approved at Regional Deans Meeting by unanimous vote 

(b) March 2008: 

•Attended Cal-State Fullerton’s Symposium on Community College Human Services and 

Alcohol/Drug Studies Programs, and the transferability and articulation of these units to 4-year 

universities 

4. On-Campus Presentations 

•Arranged for Lecture on Clinical Art Therapy by Debra Linesch at the Fall 2007 LACC Psych Dept. 

Psi Beta Special Event 

5. Membership/leadership in professional organizations 

•CAADE member 2000 – present 

•CAADE-Certified Addictions Treatment Educator since 2005 

•Online teaching course and certification (Etudes) (Spring 2007) 

6. Leadership in campus-wide committees 

•Member of the LACC Academic Senate 

•Psych Dept. AFT Union representative 

Psych Dept. Program Review – Professional Development 

1. Conference attendance 

•Attended CAADAC Annual Conference Fall 2007 




2. Workshops/Seminars Attended 

•Pacific Southwest Addictions Technology Transfer Center (PSATTC) seminars )2005-2008) 

•Los Angeles County Alcohol/Drug Program Administration (ADPA) seminars (2005-2008) 

•CAADAC workshop on domestic violence and the treatment of offenders (2006) 

3. Other off-campus presentations: 

(a) Fall 2005: 

•Regional Deans Meeting; Presentation with Dean Abraham Farkas, Dean of WLAC Vocational 

Programs 

•Prepared and presented WLAC Drug/Alc Studies Program Provider Wage Statistics 

•WLAC Alc/Drug Studies Program was approved at Regional Deans Meeting by unanimous vote 

(b) March 2008: 

•Attended Cal-State Fullerton’s Symposium on Community College Human Services and 

Alcohol/Drug Studies Programs, and the transferability and articulation of these units to 4-year 

universities 

4. On-Campus Presentations 

•Arranged for Lecture on Clinical Art Therapy by Debra Linesch at the Fall 2007 LACC Psych Dept. 

Psi Beta Special Event 

5. Membership/leadership in professional organizations 

•CAADE member 2000 – present 


3/2/2009 1:33:30 PM


REINAUER BRUCE, Full-Time •CAADE-Certified Addictions Treatment Educator since 2005 

•Online teaching course and certification (Etudes) (Spring 2007) 

6. Leadership in campus-wide committees 

•Member of the LACC Academic Senate 

•Psych Dept. AFT Union representative 

RIFKIN TRONIE, Part-Time LACC PT@CC Conference. 


SECHOOLER ROCHELLE, Full-Time Organized the highly successful PT@CC conference attended by over 100 faculty;Initiated a major 

departmental research project on the effects of Hurricane Katrina with Dr. Jeff Blum and five 

students. The paper, Demographic Differences and Psychological Consequences of Hurricane 

Katrina was presented at the WPA conference . Conducted research on critical thinking and 

presented two papers on the Implications for the Transferability of Critical Thinking at the SARMAC 

(Society for Applied Research on Memory) and Cognition and the WPA annual convention. 

Was the guest speaker on political psychology on the TV program Eye on the Issues. 

SEDGHI DAVID, Part-Time LACC PT@CC Conference. 


SNEED ROBERT, Part-Time LACC PT@CC Conference. 

SLO Committte 

Flex-Day Southwest College. 

TROCKI MILLER SHARON, Part-Time LACC PT@CC Conference. 


VARTANIAN LISA, Part-Time LACC PT@CC Conference. 


VASQUEZ ELIO, Part-Time Professional Associations: 

APA, 

CAADE, 

RCA, 

SASA Faculty Advisor. 

LACC PT@CC Conference. 

LMU Recovery Summit. 

CAADAC Region 2N Workshop. 

CAADAC Ethics Training. 

CAADE Region Board Meeting. 

CAADE Certified Addictions Treatment Educator CATE. 

CAADE Certified Addictions Treatment Counselor CATC. 

WHITE GLENN, Part-Time LACC PT@CC Conference. 


VII.Support and Activities 

a. Instructional Support Services 

Item 

Is there adequate secretarial/Instructional Assistant support for this program? 


3/2/2009 1:33:30 PM 

No 

Yes / No


If "no" was answered to any of the above, please explain. 

The department does not have any secretarial or instructional support 

The department would like to update access to media so that all faculty will have easy access to the 

department's rich library 

Library references need to be enriched 

Item 

Are the necessary media services to support this program readily available? 

Are the library references provided by the college sufficient to support up-to-date program 

instruction? 

Are library resources integrated into the program curriculum and coursework? 

Are adequate services provided in compliance with program needs for meeting health and safety 

guidelines? 

Are the custodial services to this program in compliance with program needs for meeting health 

and safety guidelines? 

Safety is inadequate. Call buttons need to be installed in every office and classroom. Several close calls have 

occurred over the past six years. Each year we have several incidences involving threats, knives, etc, and 

without a major improvement here a preventable tragedy may occur. 

Rodents running across the floor or bookshelf is unacceptable. Health issues need to be addressed. 

Adequate air, ventilation and heat are on-going issues that need to be addressed. Too often the rooms are 

saunas or ice boxes. More windows need to be opened and made operable. Ventilation if often very poor. 

There is no warm water in the bathrooms. This is unsanitary. 


3/2/2009 1:33:30 PM 

No 

No 

No 

No 

No 

Yes / No 

b. Student Services, Academic Support, and Marketing 

Describe the availability and adequacy of academic counseling and advising for students enrolled in the 

program. Who performs these services? 

Department faculty perform this service during office hours. The Human Services Program has a student mentor 

who does peer counseling and advising on the Drug/Alcohol Program. 

Academic Support Services 

Identify the academic support services which are used most often by the students and faculty of this program. 

Service Frequently Sometimes Not at all 

Specialized testing (OSS) X 

Tutorial services: writing center X 

Tutorial services: Pi Shoppe X 

Tutorial services: Learning Skills X 

Accommodations for disabilities X 

Use of All-College Computer Lab X 

Use of specialized departmental lab X 

Consultation for teaching/learning problems X


Classified Staff 

Staff Name Job Title Projected for Retirement 

Student Workers 

Student Name Type End of Employment 

Faculty 

Projected faculty retirements 

Marketing 

What impact do you feel the college catalog, class schedule and college web site have on marketing your 

program? Describe your program's plan for working with the institutional marketing personnel in developing new 

promotional materials to enhance the marketing of your program. 

Plans to develop a new brochure are underway and will be completed by the end of the academic year with new 

promotional material ready for 2008-09. 

c. Programs, clubs, organizations, and special activities for students 

List the clubs which are designed specifically for students in this program. Describe their significant 

accomplishments. 

Psi Beta (LACC Chapter) is the national honor society in psychology for community and junior colleges. It is the 

first two-year college honor society approved for membership in the Association of College Honor Societies, 

which regulates membership requirements. Psi Beta was founded for the purpose of stimulating, encouraging, 

and recognizing students' outstanding scholarship and interest in psychology. Our department's Psi Beta 

organization sponsors numerous events each year including distinguished guest speakers, community 

fundraising programs, and an educational film series. 

List any awards, honors, scholarships or other notable accomplishments of students in the program. 

The Western Psychological Association in April 2005 honored three students for their participation on the 

research project, Demographic Differences and Psychological Consequences of Hurricane Katrina. 

VIII. Resources: Personnel, Equipment and Facilities 

a. Classified Staff, Student Workers, and Faculty 

Are available faculty and clerical staff adequate to support the program? 


3/2/2009 1:33:30 PM


No. The Full-time faculty has declined from seven, which was inadequate, in 2005-06 to five in 2007-08. The 

department requires a full-time faculty member who is clinically trained and fluent in the drug/alcohol studies area 

in order to maintain our accreditation. In addition the work-load to fulfill our mission to students in the academic 

and vocational-academic Human Services Program Generalist and Drug/Alcohol Studies Option requires at a 

bare minimum seven full-time faculty. Six years ago at the last Program Review we asked for an additional 

eighth full-time faculty member. Six years later we are down to five. 

Secretarial services are need to support the program. 

b. Equipment inventory, including technology and software 

Does your department maintain an equipment inventory? 

Discuss the department equipment needs. Include both equipment/technology upgrades and expansion. 

Additional two multi-media SMART classrooms. Equipment/technology to store and play department's media 

library in three classrooms. Updated faculty computers and printers. New HeartMath sensors. Updated 

software. Additional brain models and other models for PSY 002. 

c. Facilities 

Are available general use facilities, such as classrooms, laboratories, and faculty office/work space adequate 

to support the program? Please explain. 

No. Faculty offices need refurbishment. Current furniture is from the 1950s and needs to be replaced. 

Dilapidated environment contributes to safety problems. Classrooms need to be modernized as previously 

described. 


3/2/2009 1:33:30 PM 

Yes


IX.Planning and Budgeting 

(Past / New Planning Goals & Activities are in separate report.) 

a. Budget and Expenditures 

Describe the trends in budget and expenditures in your department. 

Other than faculty salaries, almost all additional budget comes from VTEA. In 2007-2008 the Foundation 

contributed approximately $5,000 for the HeartMath training program for the new HH100 lab and classroom. 

The budget will need to be increased in order to replace the two faculty members who left due to transfer and 

retirement. 

c. New Departmental Planning Assumptions 

In the space below, please list the planning assumptions that will guide your department during the next 6 

year period. Include assumptions for at least the following areas: 

• Expected demand 

• Anticipated curricular trends 

• Anticipated pedagogical trends 

• Anticipated technological trends 

• Anticipated trends in student preparation and/or demographics 

• Relevant Advisory Group recommendations 

Demand has remained strong and steady and we expect that trend to continue. Biological/neuroscience will 

continue to gain in importance in the discipline, computer assisted pedagogical and technological trends will 

continue with greater requests for hybrid classes and on-demand course material, students will be more 

unprepared that ever for challenging college work and will need mentoring and tutoring, the Advisory group 

will continue to ask for students with better writing and communication skills. 

d. Self-Assessment of Challenges Facing Department 

Please present the Department’s analysis of the challenges it will face over the next 6 years in light of the 

measures of program effectiveness, progress toward past goals, and new planning assumptions. 

The most pressing challenge is how to survive with only five full-time faculty and how to maintain the Human 

Services Program which trains students to work in the field of mental health without any faculty who are 

clinically licensed in a mental health care field and particularly, how to keep the Drug/Alcohol Program's 

accreditation without a full-time faculty member who is specialized in the field. In addition, how to prevent 

massive burn-out of the five faculty members who are carrying the responsibilities of the academic program 

and the two vocational-educational programs - Human Services Generalist and Drug/Alcohol Studies is a 

major concern. 


3/2/2009 1:33:30 PM


X. Final Summary by Discipline 

1. Department Strengths - What is your program doing well? 

a. Based on your program review, summarize: 

The department consistently serves student needs attested to by a program which consistently maintains high 

enrollment in almost all courses and programs. In addition the department makes a major contribution to the 

college, the profession, and the community 

2. Department Weaknesses – What areas can your program improve? 

The weakness is that the department is severely understaffed 

3.Discuss anything else you would like to share about your program that has not been addressed 

b. Seven Principles for Good Practice in Undergraduate Education: 

• Good Practice Encourages Student – Faculty Contact 

• Good Practice Encourages Cooperation Among Students 

• Good Practice Encourages Active Learning 

• Good Practice Gives Prompt Feedback 

• Good Practice Emphasizes Time on Task 

• Good Practice Communicates High Expectations 

• Good Practice Respects Diverse Talents and Ways of Learning 

Additional information about the seven principles for good practice can be found at the following web sites: 

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm 

http://www.tltgroup.org/seven/home.htm 

Please identify and discuss one principle that you feel your program does well and one principle that you feel 

your program could improve upon as a good practice in serving your students. 

One principle which our program does well is to be sensitive to student need for class scheduling. The schedule 

is modified every semester to respond to this need. The class schedule is developed around student need and 

preferences first. 

The department would be more successful is the full-time staffing was more appropriate. We need full-time 

faculty who are highly qualified to teach in our mental health care Human Services Program. 


3/2/2009 1:33:30 PM


Evaluate each aspect of the program by indicating the appropriate status 

Enrollment X 

FTES X 

FTES / FTEF X 

Retention Rate X 

Success Rate X 

Degrees and Certificates X 

FTEF X 

Course Offerings X 

Course Outline Consistency X 

Vocational Program X 

Student Learning Outcomes X 

Departmental Engagement X 

Professional Development X 

Support & Activities X 

Equipment X 

Physical Facilities X 

Budget & Expenditure X 

Objectives X 

PSYCHOLOGY 

Very Strong Satisfactory Needs 

Improvement 

Resources X 

Major 

Concern 


3/2/2009 1:33:30 PM 

N/A

Los Angeles City College Psychology Department

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