Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - MHS6942
Tracking Number - 3152
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Current Status:
Approved by SCNS - 2013-10-24
Campus: Tampa
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. Apprd eff 9/1/13
Detail Information
- Date & Time Submitted: 2013-04-03
- Department: Child and Family Studies
- College: BC
- Budget Account Number: TPA, 583001,10000, 000000, 0000000
- Contact Person: Jolenea Ferro
- Phone: 8139747881
- Email: jbferro@usf.edu
- Prefix: MHS
- Number: 6942
- Full Title: Practicum:EBP & Service Delivery for Child.& Adol. with DD
- Credit Hours: 3
- Section Type: I -
Internships (Including Practicum)
- Is the course title variable?: N
- Is a permit required for registration?: Y
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Prac:EBP &Serv Delivery in DD
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 100
- Grading Option:
-
- Prerequisites: MHS 6065 and MHS 6066
- Corequisites: NA
- Course Description: This practicum allows students to apply, integrate, and synthesize knowledge about evidence-based practices being used in behavioral health settings that provide services to children and adolescents with developmental disabilities.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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. In addition, a survey of the local community identified a specific need for a concentration that addresses the needs of children and adolescents with developmental disabilities and behavioral health needs. A review of existing courses does not show offerings similar to this course.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition to a doctorate, substantial knowledge of Behavioral Health/Developmental Disabilities
- Objectives: This course will provide the opportunity to:
1. Practice person-first language in their communication in the course
2. Contribute to a forum for reflection and self-analysis in the assessment of ethical practices in their placements
3. Assess family-centered care and collaborations
4. Interact collaboratively with service providers and families
5. Use data to evaluate the use of evidence-based practices and program effectiveness
6. Practice presentation skills
- Learning Outcomes: At the end of this course, students will be able to:
1. Use person-first language and apply the principles of inclusion, self-determination, and strength-based and family-centered care to ensure the perspectives of the family and individual play a pivotal role in clinical practice and programs.
2. Analyze ethical and professional conduct and its relationship to the delivery of evidence-based practices, inclusion, and family-centered care for children and adolescents with developmental disabilities.
3. Examine the extent of community stakeholder engagement in the collaboration process and identify ways to maintain or improve it.
4. Evaluate behavioral health service delivery systems according to their use of evidence-based practices for individuals with developmental disabilities.
5. Know principles of building constituencies and collaborations in communities and among organizations.
6. Present a summary and evaluation of the use of evidence-based practices, ethical standards, and collaborative practices implemented at their practicum site.
- Major Topics: 1. Fundamental of Collaboration
2. Interpersonal Communication Skills
3. Difficult Interactions
4. Ethics in mental health services
5. Treatment Integrity
6. Social Validity
7. Student Presentations
- Textbooks: Course readings include articles, research, and book chapters listed in the course schedule section of the syllabus. Readings are not located in a single textbook.
- Course Readings, Online Resources, and Other Purchases: Cook, L. & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20: 1-8.
Olivos, E., Gallagher, R., & Aguilar, J. (2010). Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities. Journal of Educational and Psychological Consultation, 20: 28-40.
Friend, M. & Cook, L. (2012) Interactions: Collaboration Skills (6th Ed.). New York, NY:Merrill.
www.amhca.org/assets/content/CodeofEthics1.pdf
Code of Ethics of the American Mental Health Counselors Association
http://weblaw.usc.edu/centers/saks/events.cfm
Saks Institute for Law, Mental Health, & Policy
Behavior Analyst Certification Board (www.bacb.com)
Social Work code of ethics http://www.socialworkers.org/pubs/code/code.asp
Psychologists http://www.apa.org/ethics/code/index.aspx
Educators http://www.nea.org/home/30442.htm
Early childhood http://departments.weber.edu/chfam/2610/code.pdf
Special education http://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards
Liaupsin, C., Ferro, J., & Umbreit, J. (2012). Treatment integrity in intervention research: Models, measures, and future directions. In B. G. Cook, M. Tankersley, & T. J. Landrum (Eds.), Classroom management (Advances in learning and behavioral disabilities, Volume 25). Bingley, UK: Emerald Publishing Group
Strain, P. S., Barton, E. E., & Dunlap, G. (2012). Lessons Learned about the Utility of Social Validity. Education and Treatment of Children, 35, 2, 183-200.
- Student Expectations/Requirements and Grading Policy: Attendance at practicum site 10%
Daily Log/Reflection (weekly in class 30%
Report 30%
Presentation 20%
Bi-Weekly Seminar attendance
and discussion 10%
Grading Scale: (Based on a 100 point scale)
90 and above A
80 to less than 90 B
70 to less than 80 C
60 to less than 70 D
Below 60 F
- Assignments, Exams and Tests: Exams & Quizzes
There are no exams or quizzes in this course.
Students will be expected to report to their practicum site for the agreed upon hours and behave in a professional manner. They will also attend bi-weekly seminars. Students are expected to complete class discussion and required assignments that include:
1.Seminar Discussions and Attendance (20 points) – 10% of grade
Read course material posted on Canvas and participate in class discussion relating the lessons to their current practicum assignment.
Action Plan (0 points)
In concert with their practicum supervisor and course advisor, students will develop an action plan that describes their professional goals during the practicum placement. Students will review the plan with their supervisor bi-weekly
2. Log/self-reflection (60 points) – 30% of grade.
Students will maintain a log in which they report: a) dates, times and activities in which they participate; b) problems encountered; c) data and/or problem solving techniques used to address the problem; d) completion of specific activities related to their goals and the class readings; and e) questions developed during the placement.
3.Presentation (40 points) 20% of grade
Students will develop a presentation that includes:
a.Description of their practicum site, clients, and action plan
b.Identification and description of relevant ethical issues affecting the services in their practicum site
c.Opportunities for collaboration and a description of a problem collaboration with strategies for addressing it
d.Analysis and description of family-centered practices, person-first language, and a strength-based approach
e.Analysis and description of evidence-based practices and methods of implementation at the site
f.Problems encountered and methods used to address them
g.The presentation should be no more than 20 minutes long.
4.Report (60 points) 30% of grade
The report should:
a)Describe family-centered, strength-based, advocacy, and evidence-based practices implemented at their practicum site;
b)Include an evaluation of the design and effectiveness of the program
c)Suggest strategies to improve program effectiveness
d)Include research and policy citations to support the evaluation
e)Be at least 10 double-spaced pages with a minimum of 10 citations, and
f)Be written following APA guidelines.
5.Attendance at practicum site (20 points) 10% of grade
- Attendance Policy: Students are expected to be professional by reporting to the agency for the days/times agreed upon. If they are to be absent for any reason, they should contact both the agency and the course instructor prior to being absent. Students must also attend the bi-weekly seminar. If they are to be absent for any reason, they must notify their 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: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: If you are unable to complete an assignment on time, you should notify the instructors as soon as possible. You must contact the instructor 24 hours before an assignment is due. Depending upon the circumstances, an extension may be granted. Assignments not turned in will receive a grade of zero. Students will be able to select a presentation date. Reports are due the last day of class. No late reports will be accepted. The weekly log, presentations, and reports must be uploaded to Canvas in the assignment section.
- Program This Course Supports: Master of Science in Child and Adolescent Behavioral Health
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.