Graduate Course Proposal Form Submission Detail - PHC6539
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 12/3 for Grad Certificate Trans Research. GC approved 12/12/12 to Sys 12/12/12. to SCNS 12/20. SCNS approved effective 2/1/13. Nmbr 6546 approved as 6539
- Department and Contact Information
Tracking Number Date & Time Submitted 2972 2012-10-15 Department College Budget Account Number Community and Family Health PH 640500 Contact Person Phone Bruce Lubotsky Levin 8139746400 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PHC 6539 Foundations in Adolescent Behavioral Health Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Fdn Adol Beh Hlth Course Online? Percentage Online O - Online (100% online) 0
Examines the interaction of epidemiology, disease surveillance, social neuroscience, environmental vulnerability, pharmacology, and developmental risk & resiliency that affect youth populations at risk for drug use and mental disorders.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
To design and offer a graduate level course with a specific focus on a variety of issues that are important to adolescent behavioral health and encountered in research in adolescent behavioral health. A review of existing courses does not reflect a course offered from an interdisciplinary of public health perspective.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
In addition to a PhD, the instructor should have substantial knowledge in behavioral health.
- Other Course Information
Course objectives are to provide students with an understanding of the epidemiology of substance use and mental disorders in adolescents. In addition, this course will provide for students to differentiate the impact of social neuroscience, environmental vulnerability, pharmacology, and developmental risk/resiliency in adolescent behavioral health. Students will be introduced to adult learning theory and blended learning methods as well as the benefits of service and distance learning modalities.
B. Learning Outcomes
1. Identify and describe the epidemiology of drug use and mental disorders in at-risk child and adolescent populations.
2. Describe the impact of social neuroscience on child and adolescent behavioral health.
3. Demonstrate the importance of understanding the impact of environmental vulnerability on child and adolescent behavioral health.
4. Demonstrate the importance of understanding how pharmacology affects child and adolescent behavioral health.
5. Identify and critically examine the role of developmental risk and resilience on adolescent mental health and drug abuse.
6. Discuss the benefits of service learning modalities and blended learning methods for adult and distance learners in relation to translational research and implementation science in adolescent behavioral health.
C. Major Topics
Theoretical foundations in adolescent behavioral health; epidemiology of drug use and mental disorders in adolescents; drug abuse surveillance; core concepts in research methods in adolescent behavioral health; social neuroscience in adolescent behavioral health; environmental vulnerability in adolescent behavioral health; pharmacodynamics of abused drugs in adolescents; adolescent risk and resilience; distance learning, adult learning theory; and service learning modalities.
None. Students have weekly readings.
E. Course Readings, Online Resources, and Other Purchases
Cashman SB, Seifer SD. Service-learning: An integral part of undergraduate public health. American Journal of Preventive Medicine 2008; 35(3): 273-278.
Bryan RL, Kreuter MW, Brownson RC. Integrating adult learning principles into training for public health practice. Health Promotion Practice 2009; 10(4): 557-563.
Melton B, Graf H, Chopak-Foss J. Achievement and satisfaction in blended learning versus traditional general health course designs. International Journal for the Scholarship of Teaching and Learning 2009; 3(1): 1-13.
Merikangas KR, He J-p, Burstein M, et al. Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A). Journal of the American Academy of Child & Adolescent Psychiatry 2010; 49(10): 980-989.
Szapocznik J, Prado G, Burlew K, et al. Drug abuse in African American and Hispanic adolescents: Culture, development, and behavior. Annual Review of Clinical Psychology 2007; 3: 77-105.
Costello EJ, Egger H, Angold A. 10-year research update review: The epidemiology of child and adolescent psychiatric disorders: I. methods and public health burden. Journal of the American Academy of Child and Adolescent Psychiatry 2005; 44(10): 972-986.
Butler SF, Budman SH, Licari A, et al. National addictions vigilance intervention and prevention program (NAVIPPRO™): a real-time, product-specific, public health surveillance system for monitoring prescription drug abuse. Pharmacoepidemiology & Drug Safety 2008; 17(12): 142-1154.
Paulozzi LJ, Xi Y. Recent changes in drug poisoning mortality in the United States by urban–rural status and by drug type. . Pharmacoepidemiology & Drug Safety2008; 997-1005.
Bingenheimer JB, Raudenbush SW. Statistical and substantive inferences in public health: Issues in the application of multilevel models. Annual Review of Public Health 2004; 25: 53-77.
Krumholz HM, Brindis RG, Brush JE, et al. Standards for statistical models used for public reporting of health outcomes. Circulation 2006; 113: 456-462.
Nelson EE, Leibenluft E, McClure EB. The social re-orientation of adolescence: A neuroscience perspective on the process and its relation to psychopathology. Psychological Medicine 2005: 35(2): 163-174.
Steinberg L. A social neuroscience perspective on adolescent risk-taking. Developmental Review 2007; 28(1): 78-106.
Kreek MJ, Nielsen DA, Butelman ER, et al. Genetic influences on impulsivity, risk taking, stress responsivity and vulnerability to drug abuse and addiction. Nature Neuroscience 2005; 8: 1450-1457.
Enoch MA. Genetic and environmental influences on the development of alcoholism: Resilience vs. risk. Annals of the New York Academy of Sciences 2006; 1094: 193-201.
Raffa RB. Basic pharmacology relevant to drug abuse assessment: Tramadol as an example. Journal of Clinical Pharmacy and Therapeutics 2008; 33(2): 101-108.
Kosten T, Owens SM. Immunotherapy for the treatment of drug abuse. Pharmacology & Therapeutics 2006; 108(1): 76-85.
Fergus S, Zimmerman MA. Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health 2005; 26: 399-419.
Luthar SS, Cicchetti D, Becker B. The construct of resilience: A critical evaluation and guidelines for future work. Child Development 2000; 71(3): 543-562.
Herrenkohl T. Community violence in context: Risk and resilience in children and families. Journal of Interpersonal Violence 2008; 23: 296-315.
F. Student Expectations/Requirements and Grading Policy
Class Participation: 33%
Final Exam: 34%
Semester Outline and paper: 33%
G. Assignments, Exams and Tests
Students will have 7 weekly assignments (short answer essays) in this 15 week semester course. Student answers will be posted on the class discussion board according to the course schedule. Students will be required to reply to at least two other students regarding their answer postings according to the course schedule.
The final exam will be a take-home exam. Students will be given one week to complete the essay questions.
There will also be a semester outline and final paper requirement in this course. Students will submit their final semester paper and answers to the final exam essays through Safe Assignment.
H. Attendance Policy
Students will be required to meet the first day attendance requirement. Students will also be required to complete the 7 assignments, one every other week of the course. Students will also be required to complete a final exam and semester outline and paper according to the course schedule dates and times.
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Each course assignment/exam/paper outline/final paper is to be submitted by its due date. Late assignments will receive an automatic penalty as described in the course syllabus grading rubric. Students will submit their answers to the final exam through Safe Assignment no later than the assignment due date. Students will also submit their semester paper through Safe Assignment no later than the assignment due date (see course syllabus).
J. Program This Course Supports
Proposed Graduate Certificate in Translational Research in Adolescent Behavioral Health; elective course - MPH Behavioral Health concentration in the Department of Community and Family Health in the USF COPH.
- Course Concurrence Information
PhD, DrPH, MSPH, MPH, and MSW/MPH dual degree program in the Department of Community and Family Health (COPH).