Graduate Course Proposal Form Submission Detail - MHS6945
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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. Apprd eff 9/1/13
- Department and Contact Information
Tracking Number Date & Time Submitted 3153 2013-04-03 Department College Budget Account Number Child and Family Studies BC TPA, 583001, 10000, 000000, 0000000 Contact Person Phone Rose Iovannone 8139741696 Iovannone@usf.edu
- Course Information
Prefix Number Full Title MHS 6945 Leadership Prac in Agen Serv Chil & Adol with Dev Disabilities 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 Credit Hours Section Type Grading Option 3 I - Internships (Including Practicum) - Abbreviated Title (30 characters maximum) Leadership Practicum: DD Course Online? Percentage Online C - Face-to-face (0% online) 100
This practicum is designed to provide students with experience in policy, leadership, and administration in an agency that serves children and adolescents with a developmental disability.
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. 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.
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 doctorate, substantial knowledge of Behavioral Health/Developmental Disabilities
- Other Course Information
This course will provide the opportunity to:
1.Apply the four-step problem solving process presented in the prerequisite class
2.Participate in reflection and self-analysis of system issues and gaps
3.Assess gaps in agency policies and practices
4.Apply strategies identified in the prerequisite class to the gaps identified in a case study format
B. Learning Outcomes
Students will be able to:
1. Apply the ethical and professional standards that affect service delivery and accessibility for children and adolescents with developmental disabilities.
2. Describe the affect of agency collaborative practices on service delivery to children and adolescents with developmental disabilities and their families.
3. Analyze data (their observations and understanding of effective systems, services and supports) to assess the effectiveness of their practicum site.
4. Develop and present effective strategies for addressing targeted issues and service gaps.
5. Evaluate leadership practices and outcomes in their practicum placement
C. Major Topics
Agency Functioning and Service Provision
Gaps in Agency Functioning
Course readings include articles and book chapters as well as web sites (e.g., ethical standards for a range of disciplines). These are listed in the syllabus. Readings are not located in a single textbook.
E. Course Readings, Online Resources, and Other Purchases
Student will use the materials developed in the prerequisite course as part of the shared electronic file. These include research studies, policy evaluations, commentaries, and book chapters.
F. Student Expectations/Requirements and Grading Policy
Grades will be based on the following:
Daily Log/Reflection - (100 points) 50%
Case Study - (80 points) 40%
Bi-weekly seminar attendance (20 points)10%
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
G. Assignments, Exams and Tests
There will be no exams or quizzes in the course. Students will be required to do the following:
1. Develop an action plan describing their professional goals for participation in the field experience and action steps necessary to meet the goals. 0 points
2. Review the action plan bi-weekly with the instructor to evaluate the status of reaching their goals and editing the plan to maintain momentum. 0 points
3. Self-Reflection: (0-7 points per week; total 100 points) 50%
Maintain a log/self-reflection recording the dates and hours spent in the field experience placement and the activities in which they engaged. The student should describe people/individuals seen each day, the role they played in the event/activity, and how the situation was handled including identification of problems, analysis of problems, data used to problem-solve, and strategies selected for implementation. The self-reflection should include students’ opinions on the event including the data that led them to their opinion and how they would respond differently.
4. Develop a case study that includes the following: (80 points) 40%
a. Analysis of the agency’s policies, procedures, processes, goals, and objectives and their relation to effectiveness.
b.Gaps that exist in the agency’s delivery of effective supports and a description of how the data analysis determined that the gaps exist.
c.Description of potential strategies that will address the gaps and how implementation of the strategies can be achieved as well as anticipated benefits that may result.
d.Evaluation of practicum experience. Describe lessons learned, how the agency and staff provided experiences that matched the student action plan, professional development that was gained through the experience, how the experience impacted student future career aspirations, and events that were positive and negative.
e.Description of one effort to implement a strategy for change including how the strategy was determined, the collaborative efforts made with the agency staff and stakeholders, fidelity measures, and data determining the effectiveness of the strategy.
5.Bi-Weekly Seminar attendance and discussion (20 points) 10%
H. 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 to inform them. (See next section for absences due to the observation of a major religious observance).
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 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.
I. 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. Reports are due the last day of class. No late reports will be accepted.
J. Program This Course Supports
Master of Science Child and Adolescent Behavioral Health
- Course Concurrence Information