Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - MHS6437
Tracking Number - 3157

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Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13; pending revision desc - too long. Faculty emailed 5/10/13 -corrected 5/10/13. Approved. For new Child Bev Health Prog. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 6094 approved as 6437 eff 9/1/13

Detail Information

  1. Date & Time Submitted: 2013-04-04
  2. Department: Child and Family Studies
  3. College: BC
  4. Budget Account Number: TPA, 583001, 10000, 000000, 0000000
  5. Contact Person: David A. Chiriboga
  6. Phone: 8139741939
  7. Email: dchiriboga@usf.edu
  8. Prefix: MHS
  9. Number: 6437
  10. Full Title: Family Perspectives on Behavioral Health Disparities
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Family Perspective-Disparities
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 100
  21. Grading Option: -
  22. Prerequisites: 1. MHS 6420, or RCS 6440
  23. Corequisites:
  24. Course Description: Examines behavioral health disparities from a family systems perspective, with consideration of how they are influenced by historical context, generations, immigration, social and physical environmental factors, discrimination, and group heterogeneity.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
  26. 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? The behavioral health of children and adolescents is profoundly influenced by the social context in which they are immersed. One of the strongest social contexts is provided by the family, which can be structured with varying degrees of complexity, and often is composed of members representing multiple generations. The role and influence of the family across racial/ethnic groups and across generations and historical periods provides a basis for understanding behavioral health disparities. A review of currently existing courses does not reveal offerings similar to this proposed course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) A doctorate is required. Other training and experience necessary to teach this course includes research or field experience working with disadvantaged racial/ethnic group members. Preferably this research and/or field experience should include work with persons from different age groups.
  29. Objectives: 1. To provide the learner with the opportunity to understand how to recognize the differential behavioral health and treatment needs of youth and their families from diverse backgrounds

    2. To define principles of the family life course developmental framework as it relates to behavioral health and diverse populations of children/adolescents and their families

    3. To provide a greater understanding of structural, systemic, and cultural factors experienced by diverse families and the role these factors play in behavioral health throughout the life course

    4. To discuss the role of cultural competence/sensitivity in behavioral health research, practice, and policy related to diverse youth and their families

    5. To apply knowledge acquired in the class to analyze and report on individual cases

  30. Learning Outcomes: 1. Describe behavioral health disparities of children and adolescents from a family systems perspective

    2. Evaluate the role and influence of family members from multiple generations upon children and adolescents from diverse racial/ethnic groups, including strengths and resilience

    3. Describe the implications of various family structures, including the absent parent and multiple parents and parenting, for behavioral health care of children and adolescents from diverse racial/ethnic groups

    4. Describe the role of socio-environmental and service system characteristics on behavioral health disparities for children/adolescents and their families

    5. Understand the implications of acculturation and limited English proficiency for access to various levels of care of diverse youth and the implications throughout the lifespan (or in cross-national family contexts)

  31. Major Topics: 1.The life course from a family perspectives: Basic concepts

    2.The concepts of diversity and disparities from a family perspective

    3.Cultural sensitivity and competence

    4.Cultural sensitivity and competence from a family and life course perspective

    5.Childhood issues in the family

    6.Issues during the adolescent years

    7.Issues during early adulthood

    8.Issues during middle adulthood: Caught in the middle

    9.Issues during later life: Generational gaps

  32. Textbooks: Required readings will be assigned to students throughout the semester. Readings will include articles and book chapters and are not located in a single textbook.
  33. Course Readings, Online Resources, and Other Purchases: 1. Bengston, V.L, and Allen, K.R. (1993). “The life course perspective applied to families over time.” In Boss, P., Doherty, W., LaRossa, R., Schumm, W., and Stinmetz, S. (Eds.), Sourcebook of family theories and methods: A contextual approach (pp. 469-499). New York: Plenum.

    2. Algeria, M., et al. (2008). "Prevalence of mental illness in immigrant and non-immigrant U.S. Latino groups." American Journal of Psychiatry, 165(3), 359-369.

    3. Kim, W. (2006). “Diversity among southeast Asian ethnic groups.” Journal of Ethnic and Cultural Diversity in Social Work, 15 (3/4), 83-100.

    4. Sowers, K.M., Rowe, W.S., and Clay, J.R. (2009). “The intersection between physical health and mental health: A global perspective. Journal of Evidence-Based Social Work, 6(1), 111-126.

    5. Larrson, R. (1993). Case survey methodology: quantitative analysis of patterns across case studies. Academy of Management Journal, 36 (6), 151501546. Retrieved 3-13-13 from http://www.jstor.org/stable/256820?seq=1

    6. Campbell, D.T. (1975). “Degrees of Freedom” and the Case Study. Comparative Political Studies, 8 (2), 178-193. Retrieved 3-3-13 from http://cps.sagepub.com/content/8/2/178.short

    7. Wen, M. (2007). Racial and Ethnic Differences in General Health Status and Limiting Health Conditions Among American Children: Parental Reports in the 1999 National Survey of America's Families. Ethnicity & Health, 12 (5), 401-422. Retrieved 3-1-13 from: http://dx.doi.org/10.1080/13557850701300657

    8. Palkovitz, R., Marks, L. D., Appleby, D.W., & Kramer H. E. (2003). "Parenting and Adult Development In Kuczynski, L., (ed.).The Handbook of Dynamics in Parent-Child Relationships. Thousand Oaks, CA: Sage Publications, pp. 307-323. Retrieved 3-13-13 from: http://digitalcommons.liberty.edu/ccfs_fac_pubs/9/.

    9. Baltes, P.B., Reese, H.W., & Lipsitt, L.P. (1980). Life-Span Developmental Psychology. Ann. Rev. Psychol, 31, 65-110. Retrieved 2-25-13 from http://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.31.020180.000433.

    10. Berkman, L. F., Glass, T., Brissette, I., & Seeman, T. E. (2000). From social integration to health: Durkheim in the new millennium. Social Science & Medicine, 51(6), 843-857.

    11. Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological review, 117(1), 32

    12. Alegría, M., Canino, G., Ríos, R., Vera, M., Calderón, J., Rusch, D., and Ortega, A.N. (2002). “Inequalities in use of specialty mental health services among Latinos, African Americans, and non-Latino Whites.” Psychiatric Services. 53(12), 1547-1555.

    13. Kim, G., Aguado Loi, C., Chiriboga, D., Jang, Y., Parmelee, P., Allen, R. (2011). “Limited English proficiency as a barrier to mental health service use: A study of Latino and Asians immigrants with psychiatric disorders.” Journal of Psychiatric Research. 45, 104-110.

    14. Houtrow, A.J., Okumura, M.J. “Pediatric mental health problems and associated burden on family.” Journal for Research, Policy, and Care, 6 (3), 222-233.

    15. Ngo, B. (2009). “Beyond “culture clash” understandings of the immigrant experiences.” Theory Into Practice, 47(1), 4-11.

    16. Joint Center for Political and Economic Studies (2012). Place matters for health in Baltimore: Ensuring opportunities for good health for all. Washington, DC: Joint Center for Political and Economic Studies. Available: www.jointcenter.org

    17. Gordon K. Davies (2008): Connecting the Dots: Lessons from the Virginia Tech Shootings, Change: The Magazine of Higher Learning, 40 (1), 8-15. Retrieved 1-1-13from: http://dx.doi.org/10.3200/CHNG.40.1.8-15

    18. Friedman, R. (1989). Service system research: Implications of a system’s perspective. In P. Greenbaum, R. Friedman, A. Duchnowski, K. Kutash, & S. Silver. Conference Proceedings, Children’s mental health services and policy: Building a research base. (pp. 1-6). Tampa, FL: Florida Mental Health Institute.

    19. McKay, B. (2011): Lesbian, Gay, Bisexual, and Transgender Health Issues, Disparities, and Information Resources. Medical Reference Services Quarterly, 30(4), 393-401. Retrieved 3-1-13 from: http://dx.doi.org/10.1080/02763869.2011.608971

    20. Joint Center for Economic and Political Studies. (2012). Place Matters for Health in Baltimore: Ensuring Opportunities for Good Health for All. Author. Retrieved 2-27-13 from: http://www.jointcenter.org/research/place-matters-for-health-in-baltimore-ensuring-opportunities-for-good-health-for-all.

    21. Vega, W.A. (2005): Chapter 11. The Future of Culturally Competent Mental Health Care for Latino Immigrants, Journal of Immigrant & Refugee Services, 3 (1-2), 191-198.

    22. Falkenstein, S. (2004): An Evaluation of Mental Health Services for the Culturally Diverse, Journal of Social Work in Disability & Rehabilitation, 3 (3), 53-74. Retrieved 2-27-13 from: http://dx.doi.org/10.1300/J198v03n03_05

    23. Berger, L.M. (2012). Disadvantaged Men as Fathers. Institute for Research on Poverty Webinar November 28, 2012. http://ics.webcast.uwex.edu/Mediasite6/Play/356a32d409a74b019b65311312e227bf1d

    24. Betancourt, J.R., Green, A.R., Carrillo, J.E., & IIa, O.A-F. (2003). Defining Cultural Competence: A Practical Framework for Addressing Racial/Ethnic Disparities in Health and Health Care. Public Health Reports, 118, 293-302.

    25. Gallegos, J.S., Tindall, C., & Gallegos, S.A. (2008). The Need for Advancement in the Conceptualization of Cultural Competence. Advances in Social Work, 9 (1), 51-62.

    26. Harry, B. (2002). Trends and issues in serving culturally diverse families of children with disabilities. The Journal of Special Education, 36 (3), 131-38.

    27. Braveman, P., Egerter, S., & Barclay, C. (2011). Exploring the social determinants of health what shapes health-related behaviors? The role of social factors. Robert Wood Johnson Foundation. Issue brief series.

    28. Shore, N., Brazauskas, R., Drew, E., Wong, K. A., Moy, L., Baden, A. C., & Seifer, S. D. (2011). Understanding community-based processes for research ethics review: A national study. American Journal of Public Health, 101(S1), S359.

    29. Sin Pais (Without Country) Discussion Guide. POV Community Engagement and Education. Retrieved 3-12-13 from: http://www.pbs.org/pov/film-files/sinpais-discussionguide_action_discussion_file_0.pdf.

    30. Cubbins, L.A., & Buchanan, T. (2009): Racial/Ethnic Disparities in Health: The Role of Lifestyle, Education, Income, and Wealth, Sociological Focus, 42 (2), 172-191

    31. Strict Asian Parents & Stressed, Pressured Youth . Retrieved 1-17-13 from: https://www.youtube.com/watch?v=3xz05GUU9I0

    32. Lysy, Z., Booth, G.L., Shah, B.R., Austin, P.C., Luo, J., & Lipscombe, L.L. (2013). The impact of income on the incidence of diabetes: A population-based study. Diabetes Research and Clinical Practice, Corrected Proof, Available online 8 January 2013. Retrieved 1-20-13 from http://ac.els-cdn.com/S0168822712005037/1-s2.0-S0168822712005037-main.pdf?_tid=bcd57664-8c09-11e2-8ff4-00000aab0f6b&acdnat=1363198602_ef67a726126bf8dfbda5a5e705667f5f.

    33. Caprio, S., Daniels, S.R.,Drewnowski, A., Kaufman, F.R., Palinkas, L.A., Rosenbloom, A.L., & Schwimmer, J.B. (2008). Influence of Race, Ethnicity, and Culture on Childhood Obesity: Implications for Prevention and Treatment. Diabetes Care, 31(11), 2211–2221. doi: 10.2337/dc08-9024

    34. Christopher Wildeman and Bruce Western (2010). Incarceration in Fragile Families. The Future of Children, 20 (2), 157-177. Downloaded 2-19-13 from http://prisonstudiesproject.org/wp-content/uploads/2011/07/west_wild_incarcfragfam2010.pdf

    35. Zhou, Q., Tao, A., Chen, S.H., Main, A., Lee, E., Ly, J., Hua, M., Li, X. (2012) “Asset and protective factors for Asians Americans children’s mental health adjustment.” Child Development Perspectives. 6(3): 312-319.

    36. Merikangas, K. R., Dierker, L. C., & Szatmari, P. (1998). Psychopathology among offspring of parents with substance abuse and/or anxiety disorders: A high-risk study. J Child Psychol Psychiatry, 39(5), 711-720.

    37. Ramchandani, P., & Psychogiou, L. (2009). Paternal psychiatric disorders and children's psychosocial development. Lancet, 374(9690), 646-653.

    38. Suárez-Orozco, C. and Suárez-Orozco, M. M. (2001). The psychosocial experience of immigration. In Suárez-Orozco, C. and Suárez-Orozco, M. M. (eds.). Children of Immigration, pp. 66-86. Cambridge, MA: Harvard University Press.

    39. Delgado, M.Y., Updegraff, K.A., Roosa, M.W., Umana-Taylor, A.J. (2009). “Discrimination and Mexican-origin adolescents’ adjustment: The moderating roles of adolescents’, mothers’, and fathers cultural orientations and values.”Journal of Youth and Adolescence. 40, 125-139.

    40. Garcia, C.M., Saewyc, E.M. (2007) “Perceptions of mental health among recently immigrated Mexican adolescents.” Issues in Mental Health Nursing. 28, 37-54.

    41. Jaycox, L. H., Stein, B. D., Paddock, S., Miles, J. N., Chandra, A., Meredith, L. S., et al. (2009). Impact of teen depression on academic, social, and physical functioning. Pediatrics, 124(4), e596-e605.

    42. Whitbeck, L.B., Walls, M.L., Johnson, K.D., Morrisseau, A.D., & McDougall, C.M. (2009). Depressed affect and historical loss among North American indigenous adolescents. American Indian and Alaska Native Mental Health Research, 16, 3: 16-41. Centers for American Indian and Alaska Native Health, Colorado School of Public Health. Available: www.ucdenver.edu/caianh.

    43. Wu, P., Goodwin, R. D., Fuller, C., Liu, X., Comer, J. S., Cohen, P., et al. (2010). The relationship between anxiety disorders and substance use among adolescents in the community: Specificity and gender differences. J Youth Adolesc, 39(2), 177-188.

    44. Yip, T. and Douglass, S. (2011). Ethnic/racial identity and peer relationships across elementary, middle, and high schools. In Chen, X., and Rubin, K.H., Socioemotional Development in cultural Context. New York: Guilford Press (pp.186-207).

    45. Low, N. C. P., Dugas, E., Constantine, E., Karp, I., Rodriguez, D., & O'Loughlin, J. (2012). The association between parental history of diagnosed mood/anxiety disorders and psychiatric symptoms and disorders in young adult offspring. BMC Psychiatry, 12(1), 188.

    46. Carlson, D., Williams, K. (2011). “Parenthood, life course expectations, and mental health.” Society and Mental Health. 1(1), 20-40.

    47. Mizell, C.A. (1999). “Life course influences on African American men’s depression: Adolescent Parental Composition, self-concept, and adult earnings.” Journal of Black Studies. 29, 467-490.

    48. Kim, S., Dickson, G. (2007). “Revisiting mental health issues in young immigrants: A lesson learned from the Virginia Tech massacre.” Issues in Mental Health Nursing. 28, 939-942.

    49. Davies, G.K. (2008). “Connecting the dots: Lessons from the Virginia Tech shootings.” Change: The Magazine of Higher Learning. 40(1), 8-15.

    50. Shipherd, J. C., Green, K. E., & Abramovitz, S. (2010). Transgender clients: Identifying and minimizing barriers to mental health treatment. Journal of Gay & Lesbian Mental Health, 14(2), 94-108.

    51. Kershaw, K. N., Albrecht, S. S., & Carnethon, M. R. (2013). Racial and ethnic residential segregation, the neighborhood socioeconomic environment, and obesity among blacks and Mexican Americans. American journal of epidemiology, 177 (4), 299-309.

    52. Gu, C. J. (2010). Culture, emotional transnationalism and mental distress: family relations and well-being among Taiwanese immigrant women. Gender, Place and Culture, 17(6), 687-704.

    53. Liang, C. T., Salcedo, J., & Miller, H. A. (2011). Perceived racism, masculinity ideologies, and gender role conflict among Latino men. Psychology of Men & Masculinity, 12(3), 201-215.

    54. Watkins, D. C. (2012). Depression Over the Adult Life Course for African American Men Toward a Framework for Research and Practice. American Journal of Men's Health, 6(3), 194-210.

    55. Milkie, M. A., Bierman, A., & Schieman, S. (2008). How adult children influence older parents' mental health: Integrating stress-process and life-course perspectives. Social Psychology Quarterly, 71(1), 86-105.

    56. Jang, Y., Chiriboga, D. A., Kim, G., & Phillips, K. (2008). Depressive Symptoms in Four Racial and Ethnic Groups The Survey of Older Floridians (SOF). Research on Aging, 30(4), 488-502.

    57. Ayalon, L., & Gum, A. M. (2011). The relationships between major lifetime discrimination, everyday discrimination, and mental health in three racial and ethnic groups of older adults. Aging & Mental Health, 15(5), 587-594.

    58. Solway, E., Estes, C. L., Goldberg, S., & Berry, J. (2010). Access barriers to mental health services for older adults from diverse populations: Perspectives of leaders in mental health and aging. Journal of Aging & Social Policy, 22(4), 360-378.

    59. Dilworth-Anderson, P., & Burton, L. (1999). Critical issues in understanding family support and older minorities. Full-Color Aging. Washington, DC, 93-105.

    60. Shannon, P., Im, H., Becher, E, Simmelink,J., Wieling, E., & O’Fallon, A. (2012): Screening for War Trauma, Torture, and Mental Health Symptoms Among Newly Arrived Refugees: A National Survey of U.S. Refugee Health Coordinators, Journal of Immigrant & Refugee Studies, 10 (40), 380-394. Retrieved 2-25-13 from: http://dx.doi.org/10.1080/15562948.2012.674324

    61. Meghani, S.H., Brooks, J.M., Gipson-Jones, T., Waite, R., Whitfield-Harris, L. & Deatrick,J.A. (2009): Patient–provider race-concordance: Does it matter in improving minority patients’ health outcomes? Ethnicity & Health, 14 (1), 107-130. Retrieved 2-26-13 from http://dx.doi.org/10.1080/13557850802227031

    62. Shern, D. & Lindstrom, W. (2013). After Newtown: Mental Illness And Violence. Health Affairs, 32 (3), 447-450. doi: 10.1377/hlthaff.2013.0085

    Supplemental Reading

    63. Henrich, Joseph, Steven J. Heine, and Ara Norenzayan. (2010). The weirdest people in the world. Behavioral and Brain Science,s 33(2-3), 61-83.

  34. Student Expectations/Requirements and Grading Policy: The student will actively participate in class discussions, review readings and case assignments each week, and prepare a preliminary and final case report that includes literature review of central points.

    Class participation worth 15% of grade; team presentation worth 10% of grade; individual case presentation worth 15% of grade; preliminary report worth 25% of grade; final case report worth 35% of grade.

    Grading Plan

    Team presentation of one case- 5 points

    First individual case study presentations (two and five minute presentations) - 5 points

    Written report on selected case – 10 pages maximum, with literature review on central points - 25 points

    Class presentation of your final case study report - 10 points

    Completed final case study report, 20 pages maximum - 45 points

    Attendances and class participation - 10 Points

    Total 100 points

    Participant’s overall grade will be based on the quality of the products submitted in fulfillment of the course requirements (e.g., proposal, presentation, meeting summary), overall participation in class, and contribution to class discussions of the readings. The following grades are possible:

    Grading Rubric Points of 100

    A+ 97 up to 100

    A 93 to less than 97

    A- 90 to less than 93

    B+ 87 to less than 90

    B 83 to less than 87

    B- 80 to less than 83

    C+ 77 to less than 80

    C 73 to less than 77

    C- 70 to less than 73

    D+ 67 to less than 70

    D 63 to less than 67

    D- 60 to less than 63

    F

  35. Assignments, Exams and Tests: Course Topics:

    1.The life course from a family perspectives: Basic concepts

    a.Generational differences: opportunities and challenges

    b.Immigration history of the family

    c.Stages of life and developmental tasks: Piaget,Erikson

    d.Birth cohorts, the historical period, and the present

    Task: preliminary group discussion of a single case

    2.The concepts of diversity and disparities from a family perspective

    a.Key barriers to health care services

    i.Limited English proficiency

    ii.Acculturation and assimilation

    b.Life style/behavioral risk factors

    c.Occupational and environmental risks

    d.Homicide, Suicide, and crime rates

    Task: Continued group discussion of a single case

    3. Key concepts revisited

    Task: Preliminary team case presentations

    4.Cultural sensitivity and competence

    a.The challenge to the family

    b.The challenge to the provider

    c.The challenge to organizations

    d.The challenge to evidence-based interventions

    Task: Continued team case presentations

    5.Cultural sensitivity and competence from a family and life course perspective

    Task: Preliminary individual case presentations

    6. Review of cultural issues and competence

    7. Putting concepts together: The family perspective on behavioral health disparities

    Task: Class presentations of individual cases

    8.Childhood issues in the family

    Task: Mid-term case report due

    9.Issues during the adolescent years

    10.Issues during early adulthood

    11.Issues during middle adulthood: Caught in the middle

    a. caregiving to the young and old

    12.Issues during later life: Generational gaps and more

    13. Application of the family systems perspective

    Task: class presentations of individual cases

    14. Applications of the family perspective (cont.)

    Task: class presentations of individual cases

    15. Final case report due

  36. Attendance Policy: 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.

  37. Policy on Make-up Work: If students miss the deadline for submission of either of the two major writing projects, they will be required to make arrangements in advance to an agreed-upon date. If sick on the day of a deadline the student must call the office of the primary instructor, Dr. Chiriboga, (813-974-1939) or e-mail him (dchiriboga@usf.edu) in advance. Voice mail messages are acceptable if the instructor is not available.For both the midterm and final reports, students will be given the opportunity to submit their drafts one week prior to due date, in order to receive written commentary from instructors prior to final submission.

    Students should be aware of university policies with respect to academic integrity, and the fact that all written documents will be reviewed for evidence of plagerism, fabrication and other untoward activities. As per USF3.027 (Academic Integrity of Students; http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.027.pdf): “academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students.”

  38. Program This Course Supports: Master's in Child and Adolescent Behavioral Health
  39. Course Concurrence Information:


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.