Graduate Course Proposal Form Submission Detail - MHS6706
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 - for new Child Bev Health Prog. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 6099 approved as 6706 eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3151 2013-04-03 Department College Budget Account Number Child and Family Studies BC TPA, 583001, 10000, 000000, 0000000 Contact Person Phone Bruce Lubotsky Levin, DrPH 8139746400 email@example.com
- Course Information
Prefix Number Full Title MHS 6706 Child and Adolescent Behavioral Health Policy Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Course Online? Percentage Online C - Face-to-face (0% online) 100
This course focuses on critical policy issues affecting child and adolescent behavioral health services in the U.S. Historical, legislative and policy making issues will be discussed, and U.S. policies will be examined within an inclusive global context
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?
A specific focus on child and adolescent behavioral health is in demand, as evidenced by surveys with undergraduate and graduate students at USF conducted in fall of 2012. A review of existing courses does not show offerings similar to this course.
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 doctoral degree, substantial knowledge of behavioral health/developmental disabilities.
- Other Course Information
The objective of this course is to provide students an opportunity to develop and deepen their understanding of critical policy issues affecting child and adolescent behavioral health (including alcohol, drug abuse, and mental health) services in the context of U.S. populations and delivery systems. Additionally, this course will allow students to develop an understanding of historical, legislative, and policy making issues within comparative frames of reference in order to contrast child and adolescent behavioral health policy in the United States within a more inclusive global context.
B. Learning Outcomes
1) Students will identify, analyze and communicate the nature and importance of child and adolescent mental health policy.
2) Students will develop an understanding of policy frameworks and their value and limitations.
3) Students will understand the role of research and evidence in policy analysis and practice.
4) Students will explore issues underpinning child and adolescent mental health policy needs and health policy change.
5) Students will interpret research and communicate the dynamics of selected health policy issues.
C. Major Topics
Behavioral health policy making; importance of policy making in child and adolescent behavioral health; history of child and adolescent behavioral health policy in the United States; policy and policy analysis; problem framing and policy responses; assembling evidence for policy making; writing for child and adolescent behavioral health policy; influence of epidemiology, services, and trends on child and adolescent behavioral health policy; relationship between policy and research; role of parents, family members, and advocates in child and adolescent behavioral health policy making; consensus building; child and adolescent behavioral health policy implementation; evaluating policy outcomes; policy and the media; global child and adolescent behavioral health policy
Required readings will be assigned to students throughout the semester.
E. Course Readings, Online Resources, and Other Purchases
Course readings will be made available to students through the Canvas course site, and include the following:
Hannigan B, Coffey M. Where the wicked problems are: The case of mental health. Health Policy 2011; 101(3): 220-7. doi: 10.1016/j.healthpol.2010.11.002.
Subcommittee on Children and Family. Policy Options: Promoting Preserving and Restoring Children’s Mental Health. Washington, DC: President's New Freedom Commission on Mental Health, 2003.
Koyanagi C, Alfano E, Stein L. Following the Rules: A Report on Federal Rules and State Actions to Cover Community Mental Health Services under Medicaid. Washington, DC: Bazelon Center for Mental Health Law, 2008.
Bethell CD, Kogan MD, Strickland BB, et al. A national and state profile of leading health problems and health care quality for US children: key insurance disparities and across-state variations. Academic Pediatrics 2011; 11(3 Suppl): S22-33. doi: 10.1016/j.acap.2010.08.011.
Cho H, Hallfors D, Iritani BJ, et al. The influence of ''No Child Left Behind'' legislation on drug prevention in US schools. Evaluation Research 2009; 33(5):446-63. doi: 10.1177/0193841X09335050.
Hughes M, Owen J. Evidence-Based Policy: Strategies for Improving Outcomes and Accountability. Durham, NC: Center for Child and Family Policy, Duke University, 2009.
McCarthy J, Marshall A, Irvine M, et al. An Analysis of Mental Health Issues in States’ Child and Family Service Reviews and Program Improvement Plans. Washington, DC: National Technical Assistance Center for Children’s Mental Health, Georgetown University Center for Child and Human Development, 2004.
Bardach E. A Practical Guide for Policy Analysis: The Eightfold Path to more Effective Problem Solving, 4th edition. Thousand Oaks, CA: Sage Publications, 2011.
Barnett S, Frede E. Federal early childhood policy guide for the first 100 days. NIEER Policy Brief 18. Rutgers, NJ: National Institute for Early Education Research, 2009.
Yanow D. The communication of policy meanings: Implementation as interpretation and text. Policy Sciences 1993; 26(1): 41-61.
Bardach E. A Practical Guide for Policy Analysis: The Eightfold Path to more Effective Problem Solving, 4th Edition (pp. 61-88). Thousand Oaks, CA: Sage Publications, 2011.
National Federation of Families for Children's Mental Health. A Workbook on Data Informed and Family Driven Decision Making: Evidence is Copilot, 2009.
Fielding JE, Briss PA. Promoting evidence-based public health policy: Can we have better evidence and more action? Health Affairs 2006; 25(4): 969-978. doi: 10.1377/hlthaff.25.4.969.
Bardach E. A Practical Guide for Policy Analysis: The Eightfold Path to more Effective Problem Solving, 4th edition (pp. 91-105). Thousand Oaks, CA: Sage Publications, 2011.
Enhancing Developmentally Oriented Primary Care. [s.d.]. Children’s Mental Health.
Ackerman DJ, Barnett WS. Does preschool education policy impact infant/toddler care? NIEER Policy Brief 20. Rutgers, NJ: National Institute for Early Education Research, 2009.
Adair T. Building the evidence base for health policy: guidelines for understanding and utilizing basic health information. Pacific Health Dialog 2012; 18(1):53-62.
Merikangas KR, He JP, Burstein M, et al. Service utilization for lifetime mental disorders in U.S. adolescents: Results of the National Comorbidity Survey-Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry 2011; 50(1): 32-45. doi: 10.1016/j.jaac.2010.10.006.
Wan G, McGrath BB, Watts C. Health care transitions among youth with disabilities or special health care needs: an ecological approach. Journal of Pediatric Nursing 2010 25(6): 505-50. doi: 10.1016/j.pedn.2009.07.003.
Stone D. Numbers. In: D Stone (Ed). Policy Paradox: The Art of Political Decision Making (pp. 163-187). New York: Norton, 1997.
Leininger LJ, Friedsam D, Dague L, et al. Wisconsin's BadgerCare Plus reform: impact on low-income families' enrollment and retention in public coverage. Health Services Research 2011;, 46(1 Pt 2):336-47. doi: 10.1111/j.1475-6773.2010.01215.x.
Malin NA, Race DG. The impact of social policy on changes in professional practice within learning disability services: Different standards for children and adults? A two-part examination: Part 1. The policy foundations: from welfare markets to Valuing People, personalization and Baby P. Journal of Intellectual Disabilities 2010; 14(4): 315-28. doi: 10.1177/1744629510395072.
National Federation of Families for Children's Mental Health. Bill of Rights For Adults, Youth, And Children with Behavioral Health Care Needs And Their Family Members, 2012.
NAMI Child & Adolescent Action Center, 2013.
Gionfriddo P. How I helped create a flawed mental health system that's failed millions--and my son. Health Affairs 2012; 31(9): 2138-42. doi: 10.1377/hlthaff.2012.0248.
Cross TP, Fine JE, Jones LM, et al. Mental health professionals in children's advocacy centers: Is there role conflict? Journal of Child Sexual Abuse 2012; 21(1): 91-108. doi:10.1080/10538712.2012.642466.
National Coalition for Mental Health Recovery (NCMHR). History (n.d.). URL: http://www.ncmhr.org/downloads/NationalCoalitionHistory.pdf.
Jackson CA, Henderson M, Frank JW, et al. An overview of prevention of multiple risk behavior in adolescence and young adulthood. J Public Health (Oxford) 2012; 34 (Suppl 1):i31-40. doi: 10.1093/pubmed/fdr113.
McLaughlin CP, McLaughlin CD. Health Policy Analysis: An Interdisciplinary Approach. Implementation strategy and planning (Case 12-1 Evidence-Based Medicine in Mental Health), Burlington, MA: Jones & Bartlett, 2008.
NIRN. Learn Implementation. Chapel Hill, NC: University of North Carolina, Chapel Hill, 2012. URL: http://nirn.fpg.unc.edu/learn-implementation (read all 8 sections).
Cooper JL, Aratani Y, Knitzer J, et al. Unclaimed Children Revisited: The Status of Children’s Mental Health Policy in the United States. New York: Columbia University Mailman School of Public Health, 2008.
Howell EM, Kenney GM. The impact of the Medicaid/CHIP expansions on children: a synthesis of the evidence. Medical Care Research & Review 2012; 69(4): 372-96. doi: 10.1177/1077558712437245.
Goldfeld SR, Oberklaid F. Maintaining an agenda for children: the role of data in linking policy, politics and outcomes. Medical Journal of Australia 2005; 183(4): 209-11.
Kunkel D, Smith S, Suding P, et a. Informative or not: Media coverage of child social policy issues. Indicators of Children's Well-Being: Social Indicators Research Series 2006; 27: 173-191.
Hennessy M, Romer D, Valois RF, et al. Safer sex media messages and adolescent sexual behavior: 3-year follow-up results from project iMPPACS. American Journal of Public Health 2013;103(1): 134-40. doi: 10.2105/AJPH.2012.300856.
Barry CL, Martin A, Busch SH. ADHD medication use following FDA risk warnings. Journal of Mental Health Policy & Economics 2012;15(3): 119-125.
Shatkin JP, Belfer ML. The global absence of child and adolescent mental health policy. Child and Adolescent Mental Health 2004; 9(3): 104-108.
Braddick F, Carral V, Jenkins R, et al. Child and adolescent mental health in Europe: Infrastructures, policy and programs. Luxembourg: European Communities, 2009.
Kutcher S, Hampton MJ, Wilson J. Child and adolescent mental health policy and plans in Canada: An analytical review. Canadian Journal of Psychiatry 2010; 55(2): 100-107.
F. Student Expectations/Requirements and Grading Policy
Weekly written assignments - 13% of final grade
Participation in class discussions - 12% of final grade
Two written policy briefs and oral presentations - 50% of final grade (each worth 25% of final grade)
Final exam - 25% of final grade
94 - 100 = A
90 – less than 94 = A-
87 – less than 90 = B+
84 – less than 87 = B
80 – less than 84 = B-
77 – less than 80 = C+
74 – less than 77 = C
70 – less than 74 = C-
67 – less than 70 = D+
64 – less than 67 = D
60 – less than 64 = D-
less than 60 = F
G. Assignments, Exams and Tests
Students will complete weekly written assignments that consist of posting written responses to questions on the course discussion board each week. Students will also prepare two policy briefs, and present them to the class.Students will be free to select the specific topic of their briefs within the larger context of child and adolescent behavioral health policy. The topic of the policy briefs must be approved by the course instructor before the deadline indicated in this course syllabus. Finally, a written final exam will be administered to students at the conclusion of the course, and will consist of three essay questions covering material from course readings and discussions.
H. Attendance Policy
Class attendance will be taken into consideration when evaluating students’ participation in the course. Students who miss even one class session will, in general, have difficulty achieving the level of active participation expected on a consistent basis.
Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. Exceptions may be given for family emergencies, personal illness or other circumstances; however, any exceptions will be up to the discretion of the instructor.
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
If a student is unable to take an exam, please contact instructor within 24 hours to make arrangements for rescheduling the exam. Please have adequate documentation available upon request.
Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated.
Review USF policies on Academic Integrity of Students at:
J. Program This Course Supports
M.S. in Child and Adolescent Behavioral Health
- Course Concurrence Information