Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - PHC6240

Edit function not enabled for this course.


Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): It is important to note that the substantive content and concepts of the course will not change. Simply, the course prefix, number, and title, are being asked to change in order to accurately represent the existing content of the course and the recent establishment of the new MS degree program in CFS. This course has now become a core course due to the recent development and approval of the new Master of Science Degree in Child and Adolescent Behavioral Health (CABH) program in the Department of Child and Family Studies at the College of Behavioral and Community Sciences. The establishment of the new MS degree program necessitates a prefix/course number change. Therefore, we would like to ask that the course prefix/# reflects this new development. At the same time, we would like to alter the current title so that it more accurately reflects the substantive content presented in this course. The current graduate course prefix, number, and title is PHC 6240 Cultural Competency in Children's Mental Health. The requested change of the prefix/course number/title is: MHS 6075 Creating Cultural Competence in Behavioral Health Organizations. The Creating Cultural Competence in Behavioral Health Organizations course is one of the core courses in the new MS degree program as well as the Graduate Certificate in Children's Mental Health in CFS, but will continue to be offered as an elective in the Behavioral Health Concentration in the Community and Family Health Department (CFH) at the College of Public Health (COPH). There is concurrence from the Department Chair of the Community and Family Health Department at the College of Public Health to proceed with the prefix/course # change, as this course will still remain an elective for the Behavioral Health Concentration in the College of Public Health. Also, the course description has been updated to the following in order to depict a more accurate portrayal of the course content and the course title change: “The course will explore the need of cultural competence in the provision of behavioral health services for diverse populations. The course will examine culture and ethnicity, multiculturalism, and intercultural communication. The course will define cultural competence from the perspective of current and various approaches of the concept, and examine cultural competence in behavioral health organizations. Case studies of how cultural competence is implemented by different behavioral health organizations will be examined.”
Comments: Req for MS in Child & Adol Be Hlth. Retd to Coll. 4/18/16 Needs New Course for MHS 6075 and term for PHC 6240 . Upd and another email 5/5/16. Resending Chng to prefix w/COPH ok. Apprd 5/18/16. To USF Sys 5/18/16. to SCNS after 5/25/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5207 2015-03-20
     
    Department College Budget Account Number
    Child and Family Studies BC TPA, 583001, 10000, 000000, 0000000
     
    Contact Person Phone Email
    Mario Hernandez 8139744640 marioh@usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 6240 Cultural Competency in Children's Mental 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) -
     
    Abbreviated Title (30 characters maximum)
    Cultural Comp Child Mental Hlt
     
    Course Online? Percentage Online
    O - Online (100% online) 0

    Prerequisites

    NA

    Corequisites

    NA

    Course Description

    The course will explore the need of cultural competence in the provision of behavioral health services for diverse populations. The course will examine culture and ethnicity, multiculturalism, and intercultural communication.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for program/concentration/certificate change

    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 cultural competence in behavioral health is in demand as evidenced by the significant increase of students enrolled in the course each semester the course is offered. This course has been offered for several years with satisfactory and pleasing reviews from students each semester. A review of current existing courses offered in the program does not show offerings similar to the content presented in this course. Furthermore, as an elective, this course services students enrolled in the Behavioral Health Concentration offered by graduate programs in the College of Public Health. This course also services students in the Department of Child and Family Studies Graduate Certificate in Children's Mental Health. In addition, this course compliments and reflects the learning objectives/competencies of the new MS degree.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    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 cultural competence in behavioral health services/supports is required.


  4. Other Course Information

    A. Objectives

    In the conclusion of the course, students will be able to:

    1.) Summarize what is culture and how its dynamics play a role in shaping human behavior in behavioral health organizations;

    2.) Describe the concept of cultural competence;

    3.) Summarize what is meant by the term “disparities” and the federal standards associated with reducing “disparities”;

    4.) Describe how cultural competence can be implemented in behavioral health organizations.

    B. Learning Outcomes

    1.) define culture, its impacts on human functioning, and distinguish between race, culture, and ethnicity.

    2.) identify the different processes in which culture changes and summarize how cultural changes affect immigrant and non-immigrant families.

    3.) summarize the different groups immigrating to the United States, migration patterns among diverse populations in this country, and the implications that this has on health and behavioral health services delivery.

    4.) define behavioral health disparity, identify factors that contribute to disparities, and summarize the important role of community and family engagement in increasing access to behavioral health services for underserved populations.

    5.) identify the essential elements of achieving cultural competence and define organizational cultural competence and describe the components of a cultural competence conceptual model.

    C. Major Topics

    SCHEDULED TOPICS: Creating Cultural Competence in Behavioral Health Organizations

    Part I

    Week 1: Understanding Culture and What It Influences

    Week 2: Understanding Race and other Social Categories and How these Affect Our Well-Being

    Week 3: Cultural Change and Adaptation: Acculturation, Assimilation, and Creolization

    Week 4: Emerging Groups and Migration

    Week 5: Addressing the Needs of Youth who are LGBTQ

    Week 6: Understanding Behavioral Health Disparities, their Patterns, and their Social Consequences

    Week 7: Cultural Competence Continuum

    Week 8: Operationalizing Cultural Competence through Federal Standards

    Part II

    Week 9: Conceptual Model for Operationalizing Organizational Cultural Competence

    Week 10: Community Context and Family/Youth Involvement

    Week 11: Organizational Components

    Week 12: Service Accessibility

    Week 13: Enhancing the Availability of Culturally Competent Behavioral Health Services

    Week 14: Utilization

    Week 15: Cultural Competence in Evaluation

    D. Textbooks

    Required readings are noted in the student syllabus and are accessible through Canvas. Peer reviewed journal articles, book chapters, and other readings are listed in each Module section under "Readings" as well "Resources" in Canvas.

    E. Course Readings, Online Resources, and Other Purchases

    Online Course Resources:

    1.) How to Cite Sources: http://www.lib.usf.edu/citing-sources/apa/

    2.) Library Information: Library Services for Off-Campus Students

    Library Information FMHI Research Library 101

    Resource on Plagiarism Plagiarism

    http://www.grad.usf.edu/catalog.php

    3.) CLC Hub Library

    http://cfs.cbcs.usf.edu/projects-research/CLChub_resourcelib.cfm

    4.) Enhanced National CLAS Standards for Culturally and Linguistically Appropriate Services in Health and Health Care: A Blueprint for Advancing and Sustaining CLAS Policy and Practice . https://www.thinkculturalhealth.hhs.gov/pdfs/EnhancedCLASStandardsBlueprint.pdf

    5.) National CLAS Standards

    https://www.thinkculturalhealth.hhs.gov/pdfs/NationalCLASStandardsFactSheet.pdf

    6.) National CLAS Standards https://www.thinkculturalhealth.hhs.gov/Content/clas.asp

    7.) U.S. Department of Health and Human Services. (2001). Mental Health: Culture, Race, and

    Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. http://webharvest.gov/peth04/20041015192359/http://www.surgeongeneral.gov/library/mentalhealth/cre/sma-01-3613.pdf

    8.) Sternberg, R., Grigorenko, E., & Kidd, K. (2005). Intelligence, Race, and Genetics, The American Psychologist, 60 (1), 46-59. http://tools.medicine.yale.edu/kidd/www/440.pdf

    9.) Smedley, A. (2007). The History of Race And Why it Matters, American Anthropological Association.

    http://www.understandingrace.org/resources/pdf/disease/smedley.pdf

    Course Readings:

    Week 1:

    Adelson, R. (2005). Hues and Views. Monitor on Psychology, 36, 2, 26-29.

    Dingfinger, S. F. (2005). Fuzzy Math. Monitor on Psychology, 36, 2, 30-31.

    Kao, H. S., Hsu, M. T., & Clark, L. (2004). Conceptualizing and critiquing culture in health research. Journal of Transcultural Nursing, 15, 269-277.

    Sternberg, R. (2004). Culture and Intelligence. American Psychologist, 59, 325-338.

    Week 2:

    Baker, D. W., Cameron, K. A., Feinglass, J., Georgas, P., Foster, S., Pierce, D., et al. (2005). Patients’ attitudes toward health care providers collecting information about their race and ethnicity. Journal of General Internal Medicine, 20, 895-900.

    Kleinman, A., & Benson, P. (2006). Anthropology in the clinic: The problem of cultural competency and how to fix it. PLoSMed, 3(10).

    Smedley, A, & Smedley, B (2005). Race as biology is fiction, racism as a social problem is real: Anthropological and historical perspectives on the social construction of race. American Psychologist, 60, 1, 16-26.

    Additional suggested reading:

    Bamshad, M., Wooding, S., Salisbury, B. A., & Stephens, J. C. (2004).Deconstructing the relationship between genetics and race. Nature Reviews Genetics, 5(8), 598-609.

    Mays, V. M., Ponce, N. A., Washington, D. L., & Cochran, S. D. (2003). Classification of race and ethnicity: Implications for public health. Annual Review of Public Health, 24, 83-110.

    Song, M. (2001) Comparing minorities’ ethnic options: Do Asian Americans possess ‘more’ ethnic options Than African Americans? Ethnicities,1:1 pp. 57-82.

    Week 3:

    Fernandez-Kelly, P. M., & Schauffler, R. (1994). Divided Fates: Immigrant children in a restructured U.S. economy. International Migration Review, 28, xxviii, 662-689.

    Spitzer, N. R. (2003). Monde Creole: The cultural world of French Louisiana creoles and the creolization of world cultures. Journal of American Folklore, 116, 459, 57-72.

    Zhou, M. (1997). Segmented Assimilation: Issues, Controversies, and Recent Research on the New Second Generation. International Migration Review, 31, 4, 975-1008.

    Schwartz, Seth J.; Unger, Jennifer B.; Zamboanga, Byron L.; Szapocznik, José (2010, May-June). Rethinking the concept of acculturation: Implications for theory and research. American Psychologist, 65(4), pp. 237-251.

    Additional Suggested Reading:

    Vargas, JH, Kemmelmeier, M. (2013). Ethnicity and Contemporary American Culture: A Meta-Analytic Investigation of Horizontal-Vertical Individualism-Collectivision, Journal of Cross-Cultural Psychology, 44, 195-222.

    Week 4:

    Pumariega, A.J., Rothe, E., and Pumariega, J. B. (2005). Mental health of immigrants and refugees. Community Mental Health Journal, 41, 5, 581-597.

    Snowden, L.R., Masland, M., and Guerrero, R. (2007). Federal civil rights policy and mental health treatment access for persons with limited English proficiency. American Psychologist, 62, 2, 109-117.

    Williams, D.R., Haile, R., Gonzalez, H.M., Neighbors, H., Baser, R., & Jackson, J.S. (2007). The mental health of Black Caribbean immigrants: Results from the National Survey of American Life. American Journal of Public Health, 97, 1, 52-59.

    Week 5:

    “A Guide for Understanding, Supporting, and Affirming LGBTQI2-SQI2-S Children, Youth, and Families” (2013). CMHS, SAMHSA National LGBTQI2-S System of Care Workgroup. Available at: http://www.air.org/resource/guide-supports-lgbtqi2-s-children-youth-and-families

    CLC Hub Library: Resources for Eliminating Behavioral Health Disparities, CBCS/USF

    http://cfs.cbcs.usf.edu/projects-research/CLChub_resourcelib.cfm

    Gamache, P., & Lazear, K.J. (2009). Asset-Based Approaches for Lesbian, Gay, Bisexual, Transgender, Intersex and Two-Spirit (LGBTQI2-S) Youth and Their Families in Systems of Care. Available at: http://rtckids.fmhi.usf.edu/rtcpubs/FamExp/lgbt-mono.pdf\

    Week 6:

    Alegria, M., Green, JG, McLaughlin, KA, Loder, S. (2015). Disparities in child and adolescent mental health and mental health services in the U.S. Center for Multicultural Health Research, Cambridge Health Alliance. W.T. Grant Foundation. Available at: https://philanthropynewyork.org/sites/default/files/resources/Disparities_in_child_and_adolescent_health.pdf.

    Bolin JN, Bellamy G, Ferdinand AO, Kash BA, Helduser JW, eds. (2015). Rural Healthy People 2020. Vol. 1. College Station, Texas: Texas A&M Health Science Center School of Public Health, Southwest Rural Health Research Center. Available http://sph.tamhsc.edu/srhrc/docs/rhp2020-volume-1.pdf.

    Carter-Pokras, O., & Baquet, C. (2002). What is a "Health Disparity"? Public Health Reports, 117, 5, 426-434.

    Flisher, AJ., et al. (1997). Correlates of unmet need for mental health services by children and adolescents. Psychological Medicine,27, 5, 1145-1154.

    Gamble, V. N., & Stone, D. (2006). U.S. policy on health inequities: The interplay of politics and research. Journal of Health Politics, Policy and Law, 31, 1, 93-126.

    Horowitz, CR, Davis MH, Palermo AG, Vladeck, BC. 2000. Approaches to eliminating sociocultural disparities in health. Health Care Financ. Rev. 21(4): 57-74.

    U.S. Department of Health and Human Services. (2001).

    Mental Health: Culture, Race, and Ethnicity—A Supplement to Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services. Available at: http://webharvest.gov/peth04/20041015192359/http://www.surgeongeneral.gov/library/mentalhealth/cre/sma-01-3613.pdf

    Additional Suggested Readings:

    Ceci, S., & Papierno, P. (2005). The rhetoric and reality of gap closing: When the have-nots gain but the haves gain even more. American Psychologist, 60, 2, 149-160.

    Phillips, K. A., Mayer, M. L., & Aday, L. A. (2000). Barriers to care among racial/ethnic groups under managed care. Health Affairs, 19, 4 , 65.

    Yeh, M., K. McCabe, Hurlburt, M., Hough, R., Hazen, A., Culver, S., Garland, A., & Landsverk, J. (2002). Referral sources, diagnoses, and service types of youth in public outpatient mental health care: a focus on ethnic minorities. Journal of Behavioral Health Services & Research, 29, 45-60.

    Zuvekas, S. H., & Taliaferro, G. S.

    (2003). Pathways to access: Health insurance, the health care delivery system, and racial/ethnic disparities, 1996-1999. Health Affairs, 22, 2, 139-153.

    Week 7:

    Cross, T., Bazron, B., Dennis, K., & Isaacs, M. (1989). Toward a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children Who are Severely Emotionally Disturbed. Washington, DC: National Technical Assistance Center for Children’s Mental Health.

    Week 8:

    Enhanced National CLAS Standards for Culturally and Linguistically Appropriate Services in Health and Health Care: A Blueprint for Advancing and Sustaining CLAS Policy and Practice. Available at: https://www.thinkculturalhealth.hhs.gov/pdfs/EnhancedCLASStandardsBlueprint.pdf

    National CLAS Standards Fact Sheet. Available at:https://www.thinkculturalhealth.hhs.gov/pdfs/NationalCLASStandardsFactSheet.pdf

    Students are also asked to choose among the readings below to reflect the field they represent. If a set of standards are available through a professional organization (e.g., Therapy – marriage/family), those standards can be used for this week’s readings.

    American Psychological Association. (1990). APA Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and Culturally Diverse Populations. Washington D.C.

    American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 5, 377-402.

    Jayaratne, S., Croxton, T., & Mattison, D. (2002). Race, practice behaviors and the NASW code of ethics. Journal of Social Service Research, 28, 3, 65-89.

    National Association of Social Workers. Indicators for the Achievement of the NASW Standards for Cultural Competence in Social Work Practice. (2007).

    Week 9:

    Chapter 1 in Examining the Research Supporting Cultural Competence in Children’s Mental Health Services. Available online at:

    http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/services/CultCompServices.pdf

    Organizational Cultural Competence: A Review of Assessment Protocols. Available online at: http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/protocol/CultCompProtocol.pdf (Links to an external site.)

    Week 10:

    Arcia, E., Skinner, M., Bailey, D., & Correa, V. (2001). Models of acculturation and health behaviors among Latino immigrants to the US. Social Science & Medicine, 53, 41–53.

    Brave Heart, M.Y.H. & DeBruyn, L. M. (1998). The American Indian holocaust: Healing historical unresolved grief. American Indian and Alaska Native Mental Health Research, 8, 60-82.

    Dana, R. H. (2002). Mental health services for African Americans: A cultural/racial perspective. Cultural Diversity & Ethnic Minority Psychology, 8, 3-18.

    Chapters 2-5 in Examining the Research Supporting Cultural Competence in Children’s Mental Health Services. Students should review the first sections of each chapter that present findings for each population of interest.

    McLaughlin, L.A .& Braun, K.L. (1998). Asian and Pacific Islander cultural values: Considerations for health care decision making. Health & Social Work, 23, 116-126.

    Additional suggested reading:

    Friesen, B.J., Koroloff, N.M., Walker, J.S., & Briggs, H.E. (2011). Family and Youth Voice in Systems of Care: The Evolution of Influence. Best Practices In Mental Health, 7(1), 1-25.

    Norton, I. M. & Manson, S. M. (1996). Research in American Indian and Alaska Native communities: Navigating the cultural universe of values and process. Journal of Consulting and Clinical Psychology, 64 , 856-860.

    Sanders Thompson, V.L., Bazile, A., & Akbar, M. (2004). African Americans’ perceptions of psychotherapy and psychotherapists, Professional Psychology: Research and Practice, 35, 19-26.

    Vega, W. (1995). The study of Latino families. In R. E. Zambrana (Ed.), Understanding Latino Families: Scholarship, Policy, and Practice (pp. 3-17). Thousand Oaks: Sage. (USF Library, E184.S75 U4 1995).

    Week 11:

    Organizational Cultural Competence: A Review of Assessment Protocols.

    Available online at:

    http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/protocol/CultCompProtocol.pdf

    Week 12:

    Creating a Front Porch: Strategies for Improving Access to Mental Health Services by Callejas, Nesman, Mowery, & Hernandez (2008).

    Available online at: http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/porch/default.cfm

    Chapters 2-6 in: Hernandez, M., Nesman, T., Isaacs, M., Callejas, LM., & Mowery, D. (Eds.). (2006). Examining the Research Base Supporting Cultural Competence in Children’s Mental Health Services. Available at: http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/services/CultCompServices.pdf. (focus on the sections related to service accessibility)

    Week 13:

    Prince Inniss, J., Nesman, T., Mowery, D., Callejas, L.M., & Hernandez, M. (2009). Serving everyone at the table: Strategies for enhancing the availability of culturally competent mental health services (Making children’s mental health services successful series). Tampa, FL: University of South Florida, College of Behavioral & Community Sciences, Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies, Research and Training Center for Children’s Mental Health. http://rtckids.fmhi.usf.edu/rtcpubs/CulturalCompetence/availability/Availability-Monograph.pdf

    Trimble, J., Scharron-del-Rio, M.R., & Hill, J.S. ( 2012). Ethical Considerations in the Application of Cultural Adaptation Models with Ethnocultural Populations. In Bernal, G., Domenech, M.M., Rodriguez ,R.G. (Eds.). Cultural adaptations. Tools for evidence-based practice with diverse populations (pp.45-67). Washington, DC, US: American Psychological Association.

    Additional suggested reading:

    Martinez-Lora, A.M., & Atkins, M.S. (2012). Evidence Based Treatment in Practice-Based

    Cultural Adaptations. In Bernal In Bernal, G., Domenech, M.M., Rodriguez, R.G. (Eds.). Cultural adaptations. Tools for evidence-based practice with diverse populations (pp.239-261). Washington, DC, US: American Psychological Association.

    Week 14:

    Burrus, T., Mowery, D., Callejas, L.M., Nesman, T., & Hernandez, M. (2010). Increasing utilization: Strategies for engaging culturally/racially diverse children and their families in mental health services (Making children’s mental health services successful series). Available online at: http://cfs.cbcs.usf.edu/_docs/publications/Study5_IncreasingUtilization.pdf.

    Week 15

    Aguado Loi, C. X. & McDermott, R. J. (2010). Conducting program evaluation with Hispanics in rural settings: Ethical issues and evaluation challenges. American Journal of Health Education, 41(4), 252-256.

    Cardemil, E.V., et al. (2010). Developing a culturally appropriate depression prevention program: Opportunities and challenges. Cognitive and Behavioral Practice, 17, 188–197.

    Cherner, R., & et.al. (2014). Evaluation of the Organizational Cultural Competence of a Community Health Center: A Multimethod Approach. Health Promotion Practice, 15 (5), 675-684.

    Chouinard, J. A. & Cousins, J. B. (2009). A Review and Synthesis of Current Research on Cross-Cultural Evaluation. American Journal of Evaluation, 30(4), 457-494.

    Goldston, D. B., Molock, S. D., Whitbeck, L. B., Murakami, J. L., Zayas, L. H., & Nagayama Hall, G. C. (2001). Cultural considerations in adolescent suicide prevention and psychosocial treatment. American Psychologist, 63(1), 14–31.

    F. Student Expectations/Requirements and Grading Policy

    GRADING

    The grading format is as follows:

    Weekly Course Work 42 % (14 weeks at 3% each week)

    Final Paper 58 %

    The final grade will be distributed as follows:

    90.00% to 100% A

    80.00% to 89.99% B

    70.00% to 79.99% C

    60.00% to 69.99% D

    59.99% or less F

    DESCRIPTION OF MAJOR ASSIGNMENTS

    Through audio lectures, videos, weekly readings, activities, online discussions, and written assignments, students will explore concepts surrounding cultural competence at the system and direct service levels. Performance in the course will be evaluated on the following activities:

    Weekly Course Work

    Each week students will be provided with topical reading assignments, videos, as well as audio presentations that are matched to specific exercises to complete on the Discussion Board by the designated deadlines. This provides students an opportunity to view the work and ideas of their colleagues and to communicate regularly with classmates and the professors. Since this is an excellent forum for group learning, student participation is paramount to the success of the course.

    Students will be asked to post two sets of Discussion Board responses:

    1. Your initial response to the questions posed, which is always due no later than Thursdays by 11:59 p.m. EST of the appropriate week. Your initial response is worth 2 points each week.

    2. Your response to postings of two other students in the course, which must be posted by Sundays at 11:59 p.m. EST. The two responses are worth 0.5 each, for a total of 1 point each week. Students are welcome to respond to more than two postings, but additional points will not be given.

    Students are to complete all weekly assignments according to the specifications outlined (i.e., on time, graduate level quality, and containing appropriate content - minimum word count, free of simplistic/typographic errors, and adherence to the assignment). Your Discussion Board posts are time-stamped with the exact minute they are submitted in Eastern Standard Time. Since this is a weekly course similar to designating an amount of time to attend class, your submissions must be on time or you will forfeit the points for the week they are due. Entering archived discussions from prior weeks defeats the purpose of the Discussion Board. Please make sure that your responses are related to the current lecture and readings.

    Mid-Term and Final

    Overview

    This assignment includes two parts: (1) identifying a person to interview who is an immigrant to the U.S., developing a set of interview questions, conducting an interview, and (2) writing a paper that covers both the interviewee’s experiences and how they may apply to the behavioral health service system. The goal of the paper is to increase your understanding of the interviewee’s personal experiences adjusting to life in the U.S., and applying the concepts covered in the course to analyze the interviewee’s situation as it relates to potential improvements to the behavioral health service system.

    Mid-Term

    For the Mid-Term, students will create an interview proposal. First, the student will identify someone to interview (preferably in person) who has come to the United States within the past 15 years. Students will also develop a set of questions that will guide their interview. The interview proposal must include the name and country of origin of their proposed interviewee and a draft set of interview questions to the instructor for approval and feedback. The interviewee cannot be a friend or relative. If choosing to interview a teenager, make sure to obtain parental/guardian consent. To aid in topical areas of inquiry, examples of papers from previously interviewed persons, will be posted in the Announcement section of Canvas. The interview proposal must be submitted via Canvas, no later than Friday, March 4 by 11:59 pm EST. The mid-term will be graded on a pass/fail basis and is required to be approved before the interview can proceed.

    Final Paper

    The Final is a paper based on the student’s interview and should include an analysis of the interviewee’s culture and the interviewee’s perceptions about changes needed in order to better adapt to U.S. institutions such as education and behavioral and health services. It should also include potential changes in approaches to parenting. The interview and paper should be written after receiving approval of the mid-term. Students will conduct their interview and analyze their notes. Key themes should be developed based on the interview and these themes should be supported in the paper through direct quotes and references from the lectures and readings from the course.

    The final paper should also include a conclusion and recommendation section regarding how a behavioral health organization could develop compatibility with the interviewee’s culture. This analysis must be supported by data from the interview as well as the course. Students must incorporate citations from the readings and lectures. This paper (especially citations and references) must be in American Psychological Association (APA 5th Edition) format only. References cannot be from newspaper articles or other non-peer-reviewed media such as Wikipedia. The paper is to be between 12-15 pages (not including the cover sheet and references), double spaced, Times New Roman, 12 point font, and must be submitted via Canvas, no later than Tuesday, April 26, by 11:59 pm EST.

    G. Assignments, Exams and Tests

    Week 1:Understanding Culture and What It Influences

    Watch:

    What’s So Different About Cultures Anyway?

    How Multicultural Awareness Creates a World With No Boundaries

    Everything You Always Wanted to Know About Culture

    Activity: Read the slides describing horizontal and vertical individualism and collectivism. Take the self-assessment quiz and email your reaction to tgsmith@usf.edu (what is good/bad about it, its potential application, etc.)

    Discussion Board:

    Write about a personal experience or situation where you realized cultural or social differences required to change your behavior. Think about an experience where you’ve traveled to an unfamiliar area outside or inside the United States (or a neighborhood) or if you moved to the U.S. Describe the experience in terms of the culture elements that were different than yours and describe your reaction to them.

    After you have completed this initial response, please write a paragraph introducing yourself. What is your educational and professional background? What are your professional/educational goals? What are your interests beyond work or school? And finally, what are your expectations from this course?

    Week 2: Understanding Race and other Social Categories and How these Affect Our Well-Being

    Watch:

    The social construction of race explained -- Paradox Animation

    Discussion Board-Post : Post 250-word (or more):

    Given what you have learned about race, ethnicity, culture, and class, what categorizing information do you think would be useful to collect about clients (e.g. cultural)? Discuss your rationale for the categories you think are useful.

    Also, using the New York Times interactive graphic “How Class Works,” (see link below) see where you fit on each of the four dimensions of class discussed. Based on the class readings, what role do you think your race, ethnicity and culture play in where you are; be sure to include references to income, wealth, education and occupation in your response. Also consider how this might impact families you serve.

    Discussion Board-Response: After reading the responses offered by your colleagues, respond to two postings with 100-words (or more) to each by Sunday no later than 11:59 p.m. EST. What additional considerations can you provide? How do your posts compare? Did you learn something new, or do the posts you are responding to resonate with your experiences?

    Week 3: Cultural Change and Adaptation: Acculturation, Assimilation, and Creolization

    Watch:Immigration and Cultural Assimilation

    Discussion Board-Post: Write a 250-word (or more) discussion about the current state of immigration framed positively or negatively in the media and the potential positive/negative impacts on the desire for or avoidance of acculturation, assimilation, and creolization.

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two student’s postings. Your response should present an evaluation of what is additive/non-additive/neutral about the post or should pose a question to your colleague related to this week’s content.

    Week 4:Emerging Groups and Migration

    Watch:

    An Emptiness in My Heart: Coping with mental illness in a foreign land

    Bozena Lukaszewska: Mental Health and Immigration

    Mental Health Issues

    Discussion Board-Post: Write a 250-word (or more) discussion by that addresses the following: How have these groups impacted the service system? How has the service system adapted and what additional adaptations are needed? Don’t forget to draw upon the readings and PowerPoint lecture.

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two student’s postings by adding to ideas presented, questioning points made, or providing additional information (including citations) to support a point.

    Week 5: Addressing the Needs of Youth who are LGBTQ

    Watch:A Message to Gay Teens: It Gets Better

    Discussion Board-Post:

    Watch: http://www.ted.com/talks/joel_burns_tells_gay_teens_it_gets_better

    and write down five things provoked by the video, materials, etc. that reflect the seriousness of the challenges faced by LGBTQ youth and young adults who also experience behavioral health challenges. Write down five things that you find hopeful about the potential of systems of care to help LGBTQ youth and young adults reach adulthood in good health and ready to achieve productive, satisfying lives.

    Discussion Board-Response: After watching http://www.ted.com/talks/joel_burns_tells_gay_teens_it_gets_better

    and reading the responses offered by your colleagues, please respond to two of your colleagues postings in 250 words or less, highlighting what you agreed with and what you did not agree with and why.

    Week 6:Understanding Behavioral Health Disparities, their Patterns, and their Social Consequences

    Watch:

    Minority Mental Health

    Discussion Board-Post: Write and post to the class Discussion Board a 250-word (or more) discussion reflecting on the readings for this week. First, offer your own definition of "Mental Health Disparities." Next address the considerations for identifying, researching, and addressing disparities at an organizational or service level. Explain what would be needed (e.g., support, human resources), where these would be sourced, and how/what changes would be made.

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two student’s postings. Your response should present an evaluation of the organizational considerations presented or should pose a question to your colleague related to this week’s content.

    Week 7: Cultural Competence Continuum

    Watch:Cultural Competence Continuum

    Race and Ethnicity

    Discussion Board-Post:Write and post to the class Discussion Board a 250-word (or more) discussion reflecting on the following prompts: What is the value of using a model such as the one provided here to explain cultural competence? Are there limitations, and if so can these be overcome? Potential areas for discussion include how concepts are understood, disseminated, and evaluated.

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two student’s postings. Your response should include analysis of the limitations suggested by your colleague, suggestions for additional consideration, or supporting information (with citations).

    Week 8: Operationalizing Cultural Competence through Federal Standards

    Watch:The Cultural Intelligence (CQ) Difference

    Discussion Board-Post: Implementing standards and policies is quite different from having them. Find a publicly available training on CLAS standards available in your State and evaluate its pros and cons, elements that are missing or need improvement, its importance or non-importance, and whether it is achievable and realistic. Be sure to answer the following in your discussion board post: Why did you select this particular training? How would you critique this training? What components need to be added? If you cannot find a training in your State, select a training from any State of your choosing but be sure to answer the aforementioned questions.250 words (or more).

    Discussion Board-Response:After reading the responses offered by your colleagues, please respond to two student evaluations. Try to respond to students who selected different standards than your own. Your response should offer a reaction to ideas posed or suggest and alternate or agreeing reaction (and the reasons why) to the ideas posed.

    Mid-Term: Your interview proposal for the Mid-Term is due this Friday, March 4th by 11:59pm EST (though it may be submitted earlier) and must be submitted via Canvas. Proposals will be graded on a pass/fail basis and are required before the interview can proceed.

    Week 9: Conceptual Model for Operationalizing Organizational Cultural Competence

    Discussion Board-Post:Students are asked to consider the definition and conceptual model presented in this week’s lecture and to conduct a search for a peer-reviewed journal article discussing or bringing to light an aspect of organizational cultural competence in behavioral health (e.g., bilingual issues, human resource issues, direct service issues, etc.). The article can focus on the operationalization of cultural competence from the organizational (infrastructure) or direct service (access, availability, utilization) domain.

    Write and post to the course Discussion Board:

    • The citation for the article,

    • The abstract (if available), and

    • A 250 word (or more) discussion of why you selected this article, including its implications to the field of behavioral health.

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two students

    Week 10:Community Context and Family/Youth Involvement

    Discussion Board-Post:Students are asked to design a research study to evaluate the effectiveness of children’s behavioral health services.

    First select a particular group identified within the United States (e.g., American Indian or Alaska Native; Asian; Black or African American; Native Hawaiian or Other Pacific Islander; and White) and a sub-population within this group (e.g., Black or African American adolescents ages 13 to 17). Formulate at least two research questions of interest. How will you collect the data? Discuss the considerations for gaining community and family voice in the data collection phase, and select at least two targets where findings will be disseminated (e.g., community/advocacy groups, program administration, your congressional representative). Explain each of your choices.Students are encouraged to examine the abstracts and content of current research to use a model for presenting/writing this posting. 250 words (or more).

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two students

    Week 11: Organizational Components

    Discussion Board-Post: Students are asked to select one (or more) of the organizational components within the conceptual model (Organizational Values; Policies/Procedures/ Governance; Planning/Monitoring/ Evaluation; Communication; Human Resource Development; Community & Consumer Participation; Facilitation of a Broad Service Array; and Organizational Infrastructure/Supports) and discuss how it (they) can contribute to compatibility with the community being served. Areas of discussion may include needed information, specific barriers and how to overcome them, specific policies, or strategies and methods to gain support. 250 words (or more).

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two students.

    Week 12: Service Accessibility

    Discussion Board-Post:Students are asked to evaluate the research findings pertaining to access within the assigned readings. Discuss the similarities and differences across groups (e.g., areas that are missing and need further research, how the need for further research can be demonstrated). Is research being utilized in your organization, and is there an opportunity for you to share these findings? 250 words (or more).

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two students.

    Week 13: Enhancing the Availability of Culturally Competent Behavioral Health Services

    Watch: Serving Diverse Populations and Places: Phoenix Native Health

    Discussion Board:

    Review findings related to availability of children's behavioral health services. Think about a particular traditionally-underserved ethnic or racial group with which you work or wish to work in the future.

    Write and post to the class Discussion Board a 250 word (or more) discussion that reviews one or two of the availability strategies that may be recommended for the population that you have identified. Are some of these strategies in place for this population at your agency? If not, how do you think that the strategies that you selected would work with your population? What are some of the challenges that you and other providers may encounter as you try to implement these strategies?

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two students.

    Week 14: Utilization

    Discussion Board-Post: Write and post to the class Discussion Board a 250 word (or more) discussion reflecting on the readings and lecture for this week. Review findings related to utilization of children's behavioral health services.

    Write and post to the class Discussion Board a 250 word (or more) discussion that reviews one or two of the availability strategies that may be recommended for the population that you have identified. Are some of these strategies in place for this population at your agency? If not, how do you think that the strategies that you selected would work with your population? What are some of the challenges that you and other providers may encounter as you try to implement these strategies?

    Discussion Board-Response: After reading the responses offered by your colleagues, please respond to two student's postings. Your response should present an evaluation of the organizational considerations presented or should pose a question to your colleague related to the week's content.

    Week 15: Cultural Competence in Evaluation

    Final: The final is due this Tuesday, April 28th, by 11:59pm EST.

    H. Attendance Policy

    Due to the distance-learning format of this course, traditional attendance policies will not apply. If a student is unable to complete an assignment on time, he/she should notify the instructor as soon as possible and provide written documentation of an extended illness or other extenuating circumstances. Any Discussion Board responses that are posted after the due date will not receive credit unless there is prior notification to the instructor. 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, http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Absences Due to Religious Observances:

    Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination due to a religious observance. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed.

    USF policy: http://regulationspolicies.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf

    I. Policy on Make-up Work

    Attendance Policy/Missed Work:

    Due to the distance-learning format of this course, traditional attendance policies will not apply. If a student is unable to complete an assignment on time, he/she should notify the instructor as soon as possible and provide written documentation of an extended illness or other extenuating circumstances. Any Discussion Board responses that are posted after the due date will not receive credit unless there is prior notification to the instructor.

    Assignment Policy:

    Keep a Copy of All Submitted Coursework

    In case of unforeseen events during the creation/submission of written assignments (e.g., lost or rejected emails, corrupted files, viruses, hard drive crash, Internet going down, etc.), make absolutely sure to keep a digital copy of all of your submitted coursework. This applies to all papers and discussion board posts. Having a backup will save you time and stress. If a student is unable to complete an assignment on time, he/she should notify the instructor as soon as possible and provide written documentation of an extended illness or other extenuating circumstances. Any Discussion Board responses that are posted after the due date will not receive credit unless there is prior notification to the instructor.

    J. Program This Course Supports

    This graduate course will serve as a core course in the new MS Degree in Child&Adolescent Behavioral Health Program in the CFS and remain an elective course in the CFH Behavioral Health Concentration


  5. Course Concurrence Information

    This graduate course will serve as a core course in the new MS Degree in Child&Adolescent Behavioral Health Program in CFS and remain an elective course in the CFH Behavioral Health Concentration. Also, this course services students who are pursuing a Graduate Certificate in Children's Mental Health from CFS.



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