This document provides information about the Parker family, which consists of Sara Parker, a 72-year-old widowed woman, and her daughter Stephanie Parker, age 48. Stephanie has a diagnosis of bipolar disorder and receives disability. She lives with Sara and helps care for her. Adult Protective Services was called after Sara's day program reported increased confusion and statements that Stephanie was throwing out her things. The APS worker found the home cluttered but safe. Both women admitted to arguing more but denied physical violence. Intensive case management services were recommended to address conflicts and hoarding issues in the home.

1. The Parker Family
Sara is a 72-year-old widowed Caucasian female who lives in a
two-bedroom apartment with her 48-year-old daughter,
Stephanie, and six
cats. Sara and her daughter have lived together for the past 10
years, since Stephanie returned home after a failed relationship
and was unable
to live independently. Stephanie has a diagnosis of bipolar
disorder, and her overall physical health is good. Stephanie
has no history of
treatment for alcohol or substance abuse; during her teens she
drank and smoked marijuana but no longer uses these
substances. When she was
16 years old, Stephanie was hospitalized after her first bipolar
episode. She had attempted suicide by swallowing a handful of
Tylenol® and
drinking half a bottle of vodka after her first boyfriend broke up
with her. She has been hospitalized three times in the past 4
years when she
stopped taking her medications and experienced suicidal
ideation. Stephanie’s current medications are Lithium,
Paxil®, Abilify®, and
Klonopin®.
Stephanie recently had a brief hospitalization as a result of

2. depressive symptoms. She attends a mental health drop-in
center twice a week
to socialize with friends and receives outpatient psychiatric
treatment at a local mental health clinic for medication
management and weekly
therapy. She is maintaining a part-time job at a local
supermarket where she bags groceries and is currently being
trained to become a cashier.
Stephanie currently has active Medicare and receives Social
Security Disability (SSD).
Sara has recently been hospitalized for depression and has
some physical issues. She has documented high blood
pressure and
hyperthyroidism, she is slightly underweight, and she is
displaying signs of dementia. Sara has no history of alcohol or
substance abuse. Her
current medications are Lexapro® and Zyprexa®. Sara has
Medicare and receives Social Security benefits and a small
pension. She attends a
day treatment program for seniors that is affiliated with a local
hospital in her neighborhood. Sara attends the program 3 days a
week from
9:00 a.m. to 2:00 p.m., and van service is provided free of
charge.
A telephone call was made to Adult Protective Services
(APS) by the senior day treatment social worker when
Sara presented with

3. increased confusion, poor attention to daily living skills, and
statements made about Stephanie’s behavior. Sara told the
social worker at the
senior day treatment program that, “My daughter is very
argumentative and is throwing all of my things out.” She
reported, “We are fighting
like cats and dogs; I’m afraid of her and of losing all my stuff.”
During the home visit, the APS worker observed that the living
room was very cluttered, but that the kitchen was fairly clean,
with food in
the refrigerator and cabinets. Despite the clutter, all of the
doorways, including the front door, had clear egress. The family
lives on the first
floor of the apartment building and could exit the building
without difficulty in case of emergency. The litter boxes were
also fairly clean, and
there was no sign of vermin in the home.
Upon questioning by the APS worker, Sara denied that she was
afraid of her daughter or that her daughter had been physically
abusive. In
fact, the worker observed that Stephanie had a noticeable bruise
on her forearm, which appeared defensive in nature. When
asked about the
bruise, Stephanie reported that she had gotten it when her
mother tried to grab some items out of her arms that she was
about to throw out.

4. Stephanie admitted to throwing things out to clean up the
apartment, telling the APS worker, “I’m tired of my mother’s
hoarding.” Sara agreed
with the description of the incident. Both Sara and Stephanie
admitted to an increase in arguing, but denied physical violence.
Sara stated, “I
didn’t mean to hurt Stephanie. I was just trying to get my things
back.”
The APS worker observed that Sara’s appearance was unkempt
and disheveled, but her overall hygiene was adequate (i.e., clean
hair and
clothes). Stephanie was neatly groomed with good hygiene. The
APS worker determined that no one was in immediate danger to
warrant
removal from the home but that the family was in need of a
referral for Intensive Case Management (ICM) services. It was
clear there was
some conflict in the home that had led to physical
confrontations. Further, the house had hygiene issues, including
trash and items stacked in
the living room and Sara’s room, which needed to be addressed.
The APS worker indicated in her report that if not adequately
addressed, the
hoarding might continue to escalate and create an unsafe and
unhygienic environment, thus leading to a possible eviction or
recommendation

5. for separation and relocation for both women.
As the ICM worker, I visited the family to assess the situation
and the needs of the clients. Stephanie said she was very angry
with her
mother and sick of her compulsive shopping and hoarding.
Stephanie complained that they did not have any visitors and
she was ashamed to
invite friends to the home due to the condition of the apartment.
When I asked Sara if she saw a problem with so many items
littering the
apartment, Sara replied, “I need all of these things.” Stephanie
complained that when she tried to clean up and throw things
out, her mother
went
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6. transmitted without publisher's prior permission. Violators will
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Spring 2017 ENG 2320 syllabus Coyle 1American Academic
Culture: ENG 2320 sec 02Spring 2017 CRN: 21035
Instructor:
Mary Coyle
Time: T/Th 9:30-10:50
Office:
486 Millett
Course location: 286 Millett Hall
Office hours: T/Th 12:30-1:30
Eng. Dept: 775-3136
and by appointment.

7. Email:[email protected]
Course Description:
American Academic Culture (ENG 2320) is a 3.0 credit hour
course intended to promote the development and engagement of
international undergraduate students in their academic studies at
Wright State University. The course will expose students to the
unique cultural norms within American higher education.
Students will critically analyze the social, political, and
economic factors which have influenced the development and
continuous evolution of these norms. American Academic
Culture prepares international students for challenges they may
face both on, and off, campus. It equips students with the
knowledge and skills they need to be successful--both
academically and personally--while studying in the U.S. Course
Objectives:
· Build students’ understanding of the origins of American
cultural norms through critical analysis of the various
socioeconomic and political factors associated with the
establishment and development of these norms
· Increase students’ awareness of, and appreciation for, the
significant diversity found in various aspects of American
universities. Ideally, this will increase students’ capacity to
engage in the campus community
· Empower students to critically evaluate university culture in
America and compare it to other global norms
American Academic Culture ENG 2320 is a designated Wright
State Core course. The requirements for this course (reading,
writing, and class participation) and the selection of required
texts are aimed at achieving the following University learning
objectives:
· communicate effectively
· evaluate arguments and evidence critically
· apply the methods of inquiry of the arts and humanities
· demonstrate global and intercultural competence

8. · demonstrate understanding of contemporary social and ethical
issues
· participate in democratic society as informed and civically
engaged citizens
· In addition, the course achieves the following Wright State
Core learning outcomes associated with the Global Traditions
Element:
· Critically describe some of the political, social, or economic
systems; historical, cultural, or spiritual traditions; and/or
technological innovations around the world
· Demonstrate an awareness of the diversity of people or
traditions in our world in ways that promote effective
engagement, both locally and globally
· Use political, social, economic, historical, cultural, spiritual
or technological knowledge to evaluate contemporary issues
Required Texts and Materials:
· Cultures in Contrast: Student Life at U.S. Colleges and
Universities. 2nd edition. Myra Shulman. The University of
Michigan Press, 2009.
· Readings and handouts posted on Pilot. (Be prepared to print).
Suggested Materials:
· Pencils, pens, highlighters, and paper
· A binder, or pocket folder to keep handouts and assignments
organized
Grades: Check the “Homework” and “Assignments” folders on
Pilot daily for detailed information.
· Exams: 30 %
· There will be three exams including one during finals’ week.
(Grammar and format will not be graded).
· Homework Assignments: 20 %

9. · Assignments in Cultures in Contrast as well as other short
readings, discussion board participation, and Pilot quizzes.
(Grammar and format will not be graded).
· Group Presentations: 15%
· Each group of students will investigate and visit an
organization on campus and present their findings to the class.
Alternately, with my permission, a group may inform us about a
topic pertinent to our class curriculum. (Grammar and format
will be graded).
· Journal Entries: 15%
· Students will keep a journal about their experiences with
cultural differences and interactions with native speakers--both
on and off campus. I will assign a writing prompt every other
week. Additional topics will be assigned throughout the
semester. Journal entries will be submitted every other week.
(Grammar and format will not be graded).
· Campus Event Summary and Reaction: 10%
· Students must attend a campus event and write a 2+ page
essay describing the event and their reaction to it. (Grammar
and format will be graded).
· Participation: 10%
· Students will be asked to work in groups, do in-class
activities, participate in discussions, and answer questions.
Grade Scale:
A = 90 – 100%

10. B = 80 – 89%
C = 70 – 79%
D = 60 – 69%
F = Below 60%
Late work may not be accepted, or may result in a lower grade.
Attendance:
I expect you to be in class, on time, and prepared to participate
for each class session. You are allowed two absences without
consequence; I do, however, expect notification from you
regarding the reason for your absence. In the event of an
absence, I expect you to make-up missed work. Punctuality
counts: tardiness is nearly as egregious a sin as absence. Be
advised that I may subtract points from your grade for habitual
tardiness or for leaving early. Be engaged in class, and make
sure that I make note of your attendance. I record attendance on
Pilot, and you can check your attendance status. It is up to you
to protect your interest and ensure that you have not been
recorded absent, erroneously. Missing more than 4 classes may
cause you to fail this course.
Communication:
You must have access to your Wright State Wings e-mail
account. From time to time, I will communicate to the class
through e-mail; be sure to check your WSU e-mail account
daily. Also, exchange phone numbers with someone else in class
in case you’re unable to access your e-mail and need to find out

11. information about class.
Office of Disability Services (ODS):
If you think you need an accommodation (such as extra time to
complete an assignment) because of a disability, I can work
with you and the ODS to create paths for success in this class.
You may contact the ODS at: 937-775-5680 or [email protected]
University Writing Center:
It’s staffed by trained peer writing coaches. I urge you to take
advantage of this service. Attendance at required Writing Center
coaching sessions will count toward the attendance requirement.
If I send you to the writing center, I expect you to have your
writing coach notify me that you have visited the center.
For more information on the Writing Center, go to
http://www.wright.edu/academics/writingctr/about/services.html
Student Technology Assistance Center (STAC):
If you want to create texts in digital media (video, Web pages,
musical production, imaging, prezi presentations, podcasting),
the STAC in Dunbar library offers trained student mentors,
equipment, and storage. For more assistance, go to
http://www.libraries.wright.edu/services/stac/
Academic Integrity:
In American universities, academic integrity is important.
Plagiarism--turning in work that you did not create--has serious
consequences: you could fail the assignment, fail the course,
and possibly be expelled from the university. In addition, in
general, I do not accept self-plagiarism—turning in work you
have also submitted for another class. See the WSU Student
Code of Conduct at
http://www.wright.edu/students/judicial/integrity.html for more
information about academic integrity and plagiarism.
Classroom Behavior and Etiquette:
Inappropriate classroom behavior includes: doing work for
other classes, talking on a cell phone, texting, surfing the Net,
checking Facebook, snapchat, Instagram, Twitter, and writing e-
mail. Blatant or repeat violators may be considered absent for

12. the day. Please remember to practice mutual respect and
consideration in your electronic communication with me and
your peers as well as in your in-class engagement and
participation.
Be mindful that I will ask you to leave class if your behavior
disrupts or interferes with the work of the class. The university
defines disruptive behavior as “an action or combination of
actions by an individual that unreasonably interferes with,
hinders, obstructs, or prevents the right of others to freely
participate in its activity, program, or service, including
behavior that may prevent faculty and staff members from
carrying out their professional responsibilities.” For more
information, please see “Managing Inappropriate Student
Behavior: A Guide for Faculty and Staff” at
http://www.wright.edu/students/judicial/inappropriatestudentcon
duct.pdf
There are many different cultures in our class, and we all share
some cultural attitudes about what constitutes polite behavior.
Nevertheless, we also have different opinions about the best
ways to show mutual respect and consideration to each other.
Here are several ways to show respect:
· Try not to interrupt. If your teacher or a classmate is speaking,
wait until he/she is finished to begin talking.
· Turn your cell phone to silent or off before class begins.
Answering a ringing cell phone, taking a call, or texting during
class can be disruptive and disrespectful.
· Come to class on time so that you do not interrupt the lesson
or discussion that may be going on.
· Speak in English. This will help you learn English as well as
make sure that everyone in class can understand what you are
saying.
Extra Credit:
I will award extra credit for each time you attend the UCIE
Convo Club up to five visits. See Pilot for more information on

13. this resource.
This syllabus is subject to change. I will not, however, change it
unless I deem the change useful to your successful completion
of this course.
Tentative Agenda
Note: We will have visits from various guest speakers
throughout the semester. These visits may affect out agenda.
Always check the homework and assignments folders on Pilot
for up-to-date deadlines.
Week
Topic
Week 1
Introduction, Cultural Differences, Culture Shock, Syllabus
Read: Culture Shock C in C Chapter 12 “Social Adjustment:
Culture Shock.”
Week 2
Culture Shock cont’d. Time Management
Read: Time Management C in C Chapter 4 “Time Management:
Punctuality.”
Week 3
Time Management cont’d. Punctuality, Deadlines, Student
/Teacher Interactions, etc.
Read: C in C Chapter 1 “Academic Motivation:
Miscommunication.”
Communication Outside the Classroom (Office Hours/Email)
Week 4
Classroom Skills (Taking Notes/Giving Presentations).
Review for Exam #1
Week 5
Exam # 1 (C in C Chapters 12, 4, 1)
Week 6
Academic Integrity / Plagiarism.
Read:C in C Chapter 9 “Academic Integrity: Plagiarism.”

14. Week 7
Academic Integrity / Plagiarism cont’d.
Read:C in C Chapter 2 “Group Learning: Unethical Behavior.”
Spring Break!
Week 8
Health & Safety
Read:C in C Chapter 11 “Peer Pressure: Binge Drinking”
Week 9
Review for Exam #2
Week 10
Exam # 2 (C in C Chapters 9, 2, 11)
Week 11
Social Issues on Campus
Read:C in C Chapter 7 “Religious Beliefs: Discrimination”
Week 12
Social Issues on Campus cont’d.
Read:C in C Chapter 10 “Personal Relationships: Racism and
Prejudice”
Week 13
Group Presentations
Week 14
Group Presentations / Catch up / Course Evaluations
Wrap Up
Final Exam
Week
The third (and last) exam for the course will take place during
our assigned final exam time.
Exam # 3 (C in C Chapters 7 &10)

15. Working With Clients With Disabilities: The Case of Valerie
Valerie is a 56-year-old, heterosexual, African American
female. She receives Social Security Disability Insurance
(SSDI) and works part
time at a credit card company as a telemarketer. She currently
lives in an apartment alone but receives home attendant services
for 5 hours a day.
She lost her left leg when she was hit by a car and has a
prosthesis. She uses a walker or an electric scooter to be
ambulatory but generally
prefers the scooter. She is slightly overweight, which makes
using the walker more painful. She has been prescribed Zoloft®
(100 mg per day) for
general anxiety and has been taking it for almost 3 years.
Valerie has a history of drug and alcohol abuse, although she
has been drug free for 15
years. She has a core group of friends she has maintained a
relationship with over the course of her lifetime, and although
she does not see them
as often as she would like, she keeps in touch over the phone
and through email. She has no criminal background.
Valerie came for services to address unresolved feelings related
to an abusive marriage. She continued to be in contact with her
ex-husband,
John, although they had been divorced for almost 13 years.

16. Valerie said that she and John had remained intimate since the
separation and divorce
and that John texted and called her to meet for sex. She felt torn
because she believed no one else would want to date her due to
her disability but
also felt John was using her. She also stated that although he
had stopped hitting her, he continued to be verbally abusive.
She remained anxious
and depressed and felt hopeless about the situation.
Valerie said John abused alcohol and began using drugs in the
first few years of their marriage. Unaware of his illicit drug use,
Valerie arrived
home from work early one day to surprise him and found him
using cocaine. John attacked her and forced her to use cocaine
as well. She
relented due to her fear of continued assault. An ongoing
pattern of drug use and physical assault persisted throughout
their marriage.
Valerie lost her left leg when she was walking across the street
and was hit by a car, and she spent close to 9 months in the
hospital
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