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Graduate Course Proposal Form Submission Detail - PHC6544
Tracking Number - 5267

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Current Status: Removed from DB by orginator - 2015-12-04
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 and number, are being asked to change in order to accurately represent the existing content of the course and the recent establishment of the new Master of Science Degree in Child and Adolescent Behavioral Health (MSCABH) program in the Department of Child and Family Studies (CFS) at the College of Behavioral and Community Sciences (CBCS). This course has now become an elective due to the recent development and approval of the new MSCABH program. The establishment of the new MSCABH degree program necessitates a prefix/course number change. Therefore, we would like to ask that the course prefix/course number reflects this new development. The current graduate course prefix, number, and title is PHC 6544 Children's Mental Health Services. The requested change of the prefix and course number is: MHS 6074. Children's Mental Health Services is listed as an elective for the new MS degree program as well as an elective for the Behavioral Health Concentration in the Community and Family Health Department (CFH) at the College of Public Health (COPH). Children's Mental Health Services is also listed as a required course for the Graduate Certificate in Children's Mental Health, offered in the Department of Child and Family Studies.
Comments: withdrawn by COPH 12/4/15

Detail Information

  1. Date & Time Submitted: 2015-09-18
  2. Department: Child and Family Studies
  3. College: BC
  4. Budget Account Number: TPA 583001, 100000, 000000, 000000
  5. Contact Person: Bruce Levin
  6. Phone:
  7. Email: levin@usf.edu
  8. Prefix: PHC
  9. Number: 6544
  10. Full Title: Children’s Mental Health Services
  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?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum):
  19. Course Online?: O - Online (100% online)
  20. Percentage Online: 0
  21. Grading Option: -
  22. Prerequisites: NA
  23. Corequisites: NA
  24. Course Description: The content of this course is designed to prepare professionals to work in partnership with families and other professionals and participate in interdisciplinary teams in a variety of settings to meet the needs of children with mental health problem

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  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? A specific focus on children's mental health services is in demand as evidenced by the continuous enrollment of students 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. In addition, this course compliments and reflects the learning objectives/competencies of the new MSCABH degree, as well as several of the courses offered within the MSCABH degree program and Behavioral Health Concentration.
  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.) In addition to a doctoral degree, substantial knowledge of children's mental health services/supports is required.
  29. Objectives: Course Objectives

    1.) Become familiar with the field of children’s mental health, including the concept of systems of care.

    2.) Examine the perspectives of parents, providers, and collaborative partners in children’s systems of care.

    3.) Summarize the role of cultural competence in children’s service delivery.

    4.) Become aware of evidence-based treatment interventions and the importance of careful dissemination of these practices.

  30. Learning Outcomes: At the end of this course, students will be able to:

    1.) Discuss the perspectives of various players in the delivery of children’s mental health services, including parents and providers.

    2.) Describe the population, children’s mental health problems and appropriate treatment interventions.

    3.) Describe the critical role of continuous quality improvement, evaluation and research findings in developing evidence-based children’s mental health interventions and informing systems of care.

    4.) Specify strategies for assessing effectiveness for planning and evaluating behavioral health programs

  31. Major Topics: Week 1: Brief history of children’s mental health Introduction to concept of systems of care

    Week 2 Epidemiology of childhood mental disorders : Risk and protective factors in the promotion of healthy development

    Week 3: Theories of change in systems of care

    Week 4: Collaboration in systems of care :Perspectives of collaborative partners

    Week 5 Understanding from the perspective of parents and youth: The roles of parents and youth in systems of care

    Week 6: Cultural Competence and Disparities in Children’s Mental Health

    Week 7: Care Management and Wraparound

    Week 8: Special Populations: Youth in Transition

    Week 9: Special Populations: Children with Mental Health Needs in Child Welfare and Trauma-Informed Care

    Week 10: Children and Youth with Mental Health Needs in Juvenile Justice

    Week 11: Effective Children’s Treatment Interventions: Evidence-Based Practices

    Week 12: Financing of Children’s Mental Health Services

    Week 13: Evaluation and Research Methods in Children’s Mental Health

    Week 14: Primary Health and Behavioral Health

    Week 15: Sustaining Systems of Care

  32. Textbooks: Pires, S. (2002). Building Systems of Care: A Primer: 2nd Edition. Washington: Georgetown University Center for Child and Human Development.

    (Packet available through Pro-Copy on line www.pro-copy.com or by visiting them 5219 E. Fowler Ave., Tampa, Florida 33617)

  33. Course Readings, Online Resources, and Other Purchases: Week 1: Brief history of children’s mental health Introduction to concept of systems of care

    Assigned Readings

    Institute of Medicine (2009). Preventing mental, emotional, and behavioral disorders among young people: Report brief for policy makers. Available for download at http://www.iom.edu/Reports/2009/Preventing-Mental-Emotional-and-Behavioral-Disorders-Among-Young-People-Progress-and-Possibilities.aspx

    Stroul, B., Blau, G., & Friedman, R. (2010). Issue brief: Updating the System of Care concept and philosophy. Downloaded 8/1/2011. Available for download at http://www.tapartnership.org/SOC/SOCvalues.php

    Recommended Readings

    Cook, J., & Kilmer, R. (2012). Systems of care: New partnerships for community psychology. American Journal of Community Psychology, 49, 393-403. DOI: 10.1007/s10464-012-9516-8.

    Knitzer, J., & Cooper, J. (2006). Beyond integration: Challenges for children’s mental health. Health Affairs, 25, 670-679.

    Huang, L., Stroul, B., Friedman, R., Mrazek, P., Friesen, B., Pires, S., & Mayberg, S. (2005). Transforming mental health care for children and their families. American Psychologist, 60, 615-627.

    Office of the Surgeon General, Department of Health and Human Services, 1999. Mental health: A report of the Surgeon General. Chapter 3. Children and mental health.

    Accessible at: http://www.surgeongeneral.gov

    Week 2 Epidemiology of childhood mental disorders : Risk and protective factors in the promotion of healthy development

    Assigned Readings

    AACAP (2007). Practice parameter on child and adolescent mental health care in community systems of care. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 284-299.

    Kessler, R. C., & Wang, P. S. (2008). The descriptive epidemiology of commonly occurring mental disorders in the United States. Annual Review of Public Health, 29, 115-129.

    Perou, R., Bitsko, R. H., Blumberg, S. J., Pastor, P., Ghandour, R. M., Gfroerer, J., … Huang, L. N. (2013). Mental Health Surveillance Among Children — United States, 2005–2011. MMWR , 62, 1-35.. Available for download at http://www.cdc.gov/mmwr/pdf/other/su6202.pdf

    Recommended Readings

    American Academy of Child and Adolescent Psychiatry (2009). Practice parameter on the use of psychotropic medication in children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 961-973.

    Hamilton, W., & Shepherd, J. (2008). The needs and experiences of parents of young people who have mental health difficulties. East Sussex, UK: Trust for the study of adolescents (TSA).

    Epidemiology of Mental Health Disorders National Comorbidity Study – Replication

    http://www.hcp.med.harvard.edu/ncs/index.php

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 3rd at 11:59 PM

    In email consultation with instructor, identify a population of focus for semester long assignment.

    Week 3: Theories of change in systems of care

    Assigned Readings

    Hernandez, M., & Hodges, S. (2005). Crafting logic models for systems of care: Ideas into action. [Making children’s mental health services successful series; no. 216-1-rev]. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies. Available at http://rtckids.fmhi.usf.edu/rtcpubs/CMHseries/IdeasintoAction.html

    Hernandez, M., & Hodges, S. (2006). Applying a theory of change approach to interagency planning in child mental health. American Journal of Community Psychology, 38, 165-73.

    Walker, J. S., & Matarese, M. (2011). Using a theory of change to drive human resource development for wraparound. Journal of Child and Family Services, 20, 791-803.

    Narrated presentation of Central Massachusetts Communities of Care logic model development http://logicmodel.fmhi.usf.edu/narrations/SOCpages/WorcesterMA.html

    Recommended Readings

    Hernandez, M., & Hodges, S. (2003). Building upon theory of change for systems of care. Journal of Emotional and Behavioral Disorders, 11, 19-26.

    Hodges, S., Ferreira, K., & Israel, N. (2012). If we're going to change things, it has to be systemic: Systems change in children's mental health. American Journal of Community Psychology, 49, 526-537. DOI: 10.1007/s10464-012-9491-0.

    Julian, D. (1997). The utilization of the logic model as a system level planning and evaluation device. Evaluation and Program Planning, 20, 251-257.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 10th at 11:59 PM

    Week 4: Collaboration in systems of care :Perspectives of collaborative partners

    Assigned Readings

    Evans, M. E., Armstrong, M. I., Beckstead, J. W., & Lee, J. (2007). Examining the impact of policy on collaboration in systems of care. Journal of Child and Family Studies,16, 567-576.

    Glisson, C., & Green, P. (2006). The effects of organizational culture and climate on the access to mental health care in child welfare and juvenile justice systems. Administration and Policy in Mental Health, 33, 433-448.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 3-24). Washington: Georgetown University Center for Child and Human Development.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 17th at 11:59 PM

    Week 5 Understanding from the perspective of parents and youth: The roles of parents and youth in systems of care

    Assigned Readings

    Burk, L. K., Bergan, J., Long, J., Noelle, R., Soto, R., Richardson, R., & Waetzig, E. (2013). Youth advocate to advocate for youth. Available at http://www.pathwaysrtc.pdx.edu/featuredproducts. Portland, OR: Research and Training Center for Pathways to Positive Futures.

    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 Practice in Mental Health, 7, 1-25.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 27-43). Washington: Georgetown University Center for Child and Human Development.

    Welcome to Holland Available for download at http://www.our-kids.org/Archives/Holland.html

    Recommended Readings

    Brannan, A., & Heflinger, C. A. (2006). Caregiver, child, family, and service system contributors to caregiver strain in two child mental health service systems. Journal of Behavioral Health Services & Research, 33, 408-422. DOI: 10.1007/s11414-006-9035-1.

    National Federation of Families for Children’s Mental Health (2008). Family-to-family peer support programs: Critical issues guide. http://tapartnership.org/enterprise/docs/RESOURCE%20BANK/RB-FAMILY-DRIVEN%20APPROACHES/Tools/Family_Peer_to_Peer_Support_Programs_Critical_Issues_Guide_NFFCMH_2008.pdf. Downloaded 8/19/2012.

    Hoagwood, K. E. (2005). Family-based services in children's mental health: A research review and synthesis. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 46, 690-713.

    Walker, J. S., Gowen, L. K., & Aue, N. (Eds.) (2009). Youth empowerment and participation in mental health care. Focal Point: Research, Policy, and Practice in Children's Mental Health, 23. Available at http://www.rtc.pdx.edu/pgFPS09TOC.php.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 24th at 11:59 PM

    Experiential Project due by Friday, September 25th at 5 PM.

    Week 6: Cultural Competence and Disparities in Children’s Mental Health

    Assigned Readings

    Barksdale, C., Ottley, P., Stephens, R., Gebreselassie, T., Fua, I., Azur, M., & Walrath-Greene, C. (2012). System-level change in cultural and linguistic competence (CLC): How changes in CLC are related to service experience outcomes in systems of care. American Journal of Community Psychology, 49, 483-493. DOI: 10.1007/s10464-011-9442-1.

    Hernandez, M., Nesman, T., Mowery, D., Acevedo-Polakovich, I. D., & Callejas, L. M. (2009). Cultural competence: A literature review and conceptual model for mental health services. Psychiatric Services, 60, 1046–1050.

    Miech, R., Azur, M., Dusablon, T., Jowers, K., Goldstein, A.B., Stuart, E., … Leaf, P. J. (2008). The potential to reduce mental health disparities through the comprehensive community mental health services for children and their families program. Journal of Behavioral Health Services & Research, 35, 253-264. DOI: 10.1007/s11414-008-9123-5.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 38-43). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Barksdale, C. L., Azur, M. Leaf, P. J. (2010). Differences in mental health service sector utilization among African American and Caucasian youth entering systems of care programs. Journal of Behavioral Health Services & Research, 37, 363-373. DOI: 10.1007/s11414-009-9166-2.

    Bell, C. C., Wells, S. J., Merritt, L. M. (2009). Integrating cultural competency and empirically-based practices in child welfare services: A model based on community psychiatry field principles of health. Children & Youth Services Review, 31, 1206-1213.

    Snowden, L. R., Masland, M. C., Libby, A. M., Wallace, N., & Fawley, K. (2008). Racial/ethnic minority children's use of psychiatric emergency care in California's public mental health system. American Journal of Public Health, 98, 118-124.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 1st at 11:59 PM

    Week 7: Care Management and Wraparound

    Assigned Readings

    Miles, P., Bruns, E. J., Osher, T. W., Walker, J. S., & National Wraparound Initiative Advisory Group (2006). The wraparound process user’s guide: A handbook for families. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University. Available at http://www.nwi.pdx.edu/pdf/Wraparound_Family_Guide09-2010.pdf

    Suter, J. C., & Bruns, E. J. (2009). Effectiveness of the wraparound process for children with emotional and behavioral disorders: A meta-analysis. Clinical Child and Family Psychology Review, 12, 336-351.

    Overview of Wraparound Milwaukee. Available at https://www.youtube.com/watch?v=AjenM8SJ8Wg&feature=em-share_video_user

    Finalist presentation on Wraparound Milwaukee – Available for download at https://www.youtube.com/watch?v=P1CTskgyYMg&feature=em-share_video_user

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 82-116). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Bertram, R., Suter, J., Bruns, E., & O'Rourke, K. (2011). Implementation research and wraparound literature: Building a research agenda. Journal of Child & Family Studies, 20, 713-725. DOI: 10.1007/s10826-010-9430-3.

    Walker, J. S., & Schutte, K. M. (2005). Quality and individualization in wraparound planning. Journal of Child and Family Studies, 14, 251-267.

    Walker, J. S. (2008). How, and why, does wraparound work: A theory of change. Portland, OR: National Wraparound Initiative, Portland State University. Downloaded 8/21/2010 http://www.nwi.pdx.edu/pdf/howandwhywraparound.pdf

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 8th at 11:59 PM

    Literature review draft due by Friday, October 9th at 5 PM.

    Week 8: Special Populations: Youth in Transition

    Assigned Readings

    Clark, H. B., & Hart, K. (2009). Navigating the obstacle course: An evidence-supported community transition system. In H. B. Clark, & D. K. Unruh (Eds.) Transition of youth and young adult with emotional or behavioral difficulties: An evidence-supported handbook (pp. 47-113). Baltimore: Brookes Publishing.

    Pottick, K. J., Bilder, S., Vander Stoep, A., Warner, L. A. & Alvarez, M. F. (2008). US patterns of mental health service utilization for transition-age youth and young adults. Journal of Behavioral Health Services & Research, 35, 373-389.

    Walker, J. S. & Gowen, L. K. (2011). Community-based approaches for supporting positive development in youth and young adults with serious mental health conditions. Portland, OR: Research and Training Center for Pathways to Positive Futures, Portland State University. Available at http://www.pathwaysrtc.pdx.edu/pdf/pbCmtyBasedApproaches09-2011.pdf.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 47-77). Washington: Georgetown University Center for Child and Human Development.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 15th at 11:59 PM

    First logic model draft due by Friday, October 16th at 5 PM.

    Week 9: Special Populations: Children with Mental Health Needs in Child Welfare and Trauma-Informed Care

    Assigned Readings

    Centers for Disease Control. Adverse childhood experiences reported by adults—Five states, 2009. MMWR 2010, 59, 1609-1613. Downloaded at http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5949a1.htm

    Dodge, K. A., Berlin, L. J., Epstein, M., Spitz-Roth, A., O’Donnell, K., Kaufman, M., … Christopoulos, C. (2004). The Durham family initiative: A preventive system of care. Child Welfare, 83, 109–128.

    Fallot, R. D. & Harris, M. (2008). Trauma-informed approaches to systems of care. Trauma Psychology Newsletter, Division 56 of the American Psychological Association, 3, 6-7.

    Raghavan, R., Inoue, M., Ettner, S. L., Hamilton, B. H., & Landsverk, J. (2010). A preliminary analysis of the receipt of mental health services consistent with national standards among children in the child welfare system. American Journal of Public Health, 100, 742-749.

    Recommended Reading

    Gyamfi, P., Lichtenstein, C., Fluke, J., Xu, Y., Lee, S., & Fisher, S. (2012). The relationship between child welfare involvement and mental health outcomes of young children and their caregivers receiving services in system of care communities, Journal of Emotional and Behavioral Disorders, 20, 211–225. DOI: 10.1177/1063426610385119.

    Oppenheim, E., Lee, R., Lichtenstein, C., Bledsoe, K. L., & Fisher, S. K. (2012). Reforming mental health services for children in foster care: The role of child welfare class action lawsuits and systems of care. Families in Society: The Journal of Contemporary Social Services, 93, 287-294.

    Warner, L., Song, N, & Pottick, K. (2014). Outpatient psychotropic medication use in the US: A comparison based on foster care status. Journal of Child & Family Studies, 23, 652-665. DOI: 10.1007/s10826-013-9885-0.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 22nd at 11:59 PM

    Week 10: Children and Youth with Mental Health Needs in Juvenile Justice

    Assigned Readings

    Skowyra, K. & Cocozza, J. J. (2006). A blueprint for change: Improving system response to youth with mental health needs in the juvenile justice system. Delmar, NY: National Center for Mental Health and Juvenile Justice.

    Stambaugh, L. F., Southerland, D., Mustillo, S. A. & Burns, B. J. (2010). Service system involvement and delinquent offending at system of care entry. Journal of Behavioral Health Services & Research, 37, 307-321.

    Recommended Readings

    Constantine, R., Robst, J., Andel, R., Jones, M., McPherson, M., & Givens, E. (2014). Service and medication use and their effects on arrest rates among children with emotional disturbances before disenrollment from Medicaid. Journal of Child & Family Studies, 23, 641-651. DOI: 10.1007/s10826-013-9746-x.

    Finello, K., Poulsen, M., (2012). Unique system of care issues and challenges in serving children under age 3 and their families. American Journal of Community Psychology, 49, 417-429. DOI: 10.1007/s10464-011-9458-6.

    National Reentry Resource Center (2014). Measuring and using juvenile recidivism data to inform policy, practice, and resource allocation. Washington, DC: Council of State Governments Justice Center: Author. Available for download at http://csgjusticecenter.org/wp-content/uploads/2014/07/Measuring-and-Using-Juvenile-Recidivism-Data-to-Inform-Policy-Practice-and-Resource-Allocation.pdf.

    National Reentry Resource Center (2014). Core principles for reducing recidivism and improving other outcomes for youth in the juvenile justice system. Washington, DC: Council of State Governments Justice Center: Author. Available at http://csgjusticecenter.org/wp-content/uploads/2014/07/Core-Principles-for-Reducing-Recidivism-and-Improving-Other-Outcomes-for-Youth-in-the-Juvenile-Justice-System.pdf.

    Weiner, D., Leon, S., Stiehl, M. (2011). Demographic, clinical, and geographic predictors of placement disruption among foster care youth receiving wraparound services. Journal of Child & Family Studies, 20, 758-770.

    Whitted, K., Delavega, E., & Lennon-Dearing, R. (2013). The youngest victims of violence: Examining the mental health needs of young children who are involved in the child welfare and juvenile justice systems. Child & Adolescent Social Work Journal, 30, 181-195. DOI: 10.1007/s10560-012-0286-9.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 29th at 11:59 PM

    Second logic model draft due by Friday, October 30th at 5 PM.

    Week 11: Effective Children’s Treatment Interventions: Evidence-Based Practices

    Assigned Readings

    Kazak, A. E., Hoagwood, K., Weisz, J. R., Hood, K., Kratochwill, T. R., Vargas, L. A., & Banez, G. A. (2010). A meta-systems approach to evidence–based practice for children and adolescents. American Psychologist, 65, 85-97.

    Walrath, C., Blase, K. A., & Kanary, P. J. (2008). Implementing evidence-based practices within systems of care. In B. A. Stroul. & G. M. Blau (Eds.). The system of care handbook: Transforming mental health services for children, youth, and families (pp. 155-180). Baltimore, MD: Paul H. Brookes Publishing Co.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 123-131). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Aarons, G. A. (2004). Mental health provider attitudes toward adoption of evidence-based practice: The evidence-based practice attitude scale. Mental Health Services Research, 6, 61-74.

    Green, L. W. (2006). Public health asks of systems science: To advance our evidence-based practice, can you help us get more practice-based evidence? American Journal of Public Health, 96, 1-4. Available for download at http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2005.066035

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 5th at 11:59 PM

    Outline for Analytic Paper due by Friday, November 6th at 5 PM.

    Week 12: Financing of Children’s Mental Health Services

    Assigned Readings

    Pires, S. A., Stroul, B. A., Armstrong, M., McCarthy, J., Pizzigati, K. A., Wood, G., & Echo-Hawk, H. (2008). Financing strategies for systems of care. In B. A. Stroul & G. M. Blau (Eds). The system of care handbook: Transforming mental health services for children, youth, and families (pp. 181-212). Baltimore, MD: Paul H. Brookes Publishing Co.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 161-187). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    DeRigne, L. (2010). What are the parent-reported reasons for unmet mental health needs in children? Health & Social Work, 35, 7-16.

    Stroul, B. A., Pires, S. A., Armstrong, M. I., McCarthy, J., Pizzigati, K., & Wood, G. M., … Echo-Hawk, H. (2009). Effective financing strategies for systems of care: Examples from the field—A resource compendium for financing systems of care: Second edition (RTC study 3: Financing structures and strategies to support effective systems of care, FMHI pub. #235-03). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute (FMHI), Research and Training Center for Children’s Mental Health. (FMHI Publication #235–03)

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 12th at 11:59 PM

    Discussion of Process due by Friday, November 13th at 5 PM.

    Week 13: Evaluation and Research Methods in Children’s Mental Health

    Assigned Readings

    Mendenhall, A. N., & Frauenholtz, S. (2014). System of care development in children's mental health: Lessons learned from a process evaluation. Journal of Child & Family Studies, 23, 157-168. DOI: 10.1007/s10826-012-9701-2.

    Stroul, B. A., Heflinger, C. A., Alegria, M., Slaton, E., Farmer, E. M. Z., Betts, V. T., Outlaw, F. H. & Gruttadaro, D. (2010). Improving the linkage between research and system change: Making it real. Administration & Policy in Mental Health & Mental Health Services Research, 37,125-127.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 206-226). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Wald, H., Zubritsky, C., Jaquette, N. (2014). Measuring system of care core values in a behavioral health system of care. Community Mental Health Journal, 50, 275-280. DOI: 10.1007/s10597-013-9639-x.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 19th at 11:59 PM

    Discussion of Two Functions due by Friday, November 20th at 5 PM.

    Week 14: Primary Health and Behavioral Health

    Assigned Readings

    Borschuk, A.P., Jones, H.A., Parker, K.M., & Crewe, S. (2015). Delivery of behavioral health services in a pediatric primary care setting: A case illustration with adolescent depression. Clinical Practice in Pediatric Psychology, 3(2), 142-153.

    Melchert, T.P. (2015). Integrating behavioral health care into primary health care. In. Biopsychosocial practice: A science-based framework for behavioral health care (pp. 275-284). Washington, D.C., US: American Psychological Association.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 25th at 11:59 PM

    Week 15: Sustaining Systems of Care

    Assigned Readings

    Miller, B., Blau, G., Christopher, O., & Jordan, P. (2012). Sustaining and expanding systems of care to provide mental health services for children, youth and families across America. American Journal of Community Psychology, 49, 566-579, DOI: 10.1007/s10464-012-9517-7.

    Stroul, B. A., Manteuffel, B. A. (2007). The sustainability of systems of care for children’s mental health: Lessons learned. Journal of Behavioral Health Services & Research, 34, 237-259. DOI: 10.1007/s11414-007-9065-3.

    Assignments

    Analytic Paper due by Friday, December 4th at 5 PM.

    Last week of classes

    Course Resources:

    Library Resources: FMHI Research Library: http://www.lib.usf.edu/fmhi/

    USF Library Resources and Services: http://www.lib.usf.edu/

    Shimberg Health Sciences Library: http://health.usf.edu/library/

    Shimberg Health Sciences Library Tutorials: http://library.hsc.usf.edu/ (follow links under ‘Instructional Services’ section)

    Creating Citations & Using Refworks: http://guides.lib.usf.edu/CitingSources

    Netiquette

    (online communication etiquette): http://eta.health.usf.edu/publichealth/standards/syllabus/Online_Netiquette.pdf

    USF Email Accounts: http://health.usf.edu/publichealth/eta/pdf/MyUSF_Email.pdf

    Canvas Tutorials: http://eta.health.usf.edu/publichealth/CanvasStudentTutorial/story.htm l

    Elluminate Live Tutorials:

    (online courses) http://media.c21te.usf.edu/elluminatestudents.html

  34. Student Expectations/Requirements and Grading Policy: Class Requirements and Expectations

    Internet access and a degree of creativity are required to avoid technical problems for this course. The most current versions available may be used to create the following files: PowerPoint, Windows Media Player/RealMedia/Quicktime, and Adobe Acrobat (.pdf). Please be sure to upgrade as necessary.

    Many readings are available through the USF Virtual Library http://www.lib.usf.edu/

    Please visit http://www.lib.usf.edu/services/students/ for any library related assistance.

    1. 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.

    2. 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

    3. Assignment Policy.

    Students should post their weekly discussion board posts and respond to at least two student’s posts on Canvas by 11:59 PM on Thursday.

    The experiential project, class presentation and final paper should be uploaded to Canvas by 5 PM on their respective due dates (see COURSE CALENDAR for due dates). Additional assignment expectations are provided below.

    Students are expected to honor due dates for ALL class assignments. Therefore, if students anticipate missing an entire week or more of the course and are unable to complete one or more weekly assignments by the original assignment due date, students should contact the instructor at least one week PRIOR to the anticipated student absence to avoid the submission of a late assignment. The late submission of any assignment will result in a deduction of at least 10 points per day past the due date for each assignment for the experiential, presentation and final paper. Late submission of weekly discussion board posts will not count.

    10% – To be eligible for full credit for class participation, students must participate actively in at least 12 of the 13 discussion board posts. Active participation entails responding appropriately to at least two other students’ posts.

    4. Right to Change Syllabus

    It may be necessary to adjust the content, assignments, timeline, point system, and due dates for assignments during the semester. If this is necessary, the Instructor has the right to change the syllabus. However, these changes will be announced to the students in class and posted on Canvas. The students are responsible for any such announced changes and for checking Canvas .

    5. Canvas

    Canvas will be used during the course. All course materials, handouts, and PowerPoint presentations will be posted on Canvas one week after the class during which they were used. Grades will also be recorded on Canvas. Students should check Canvas regularly for updates and announcements related to the class.

    Canvas Technical Support

    USF’s Academic Computing Help Desk offers assistance to students for Canvas, USF dial-up Internet access, Student email accounts, and connecting from home to USF libraries. To contact the Help Center via telephone, call: 813-974-1222 or 866-974-1222 (toll free in Florida) or visit http://it.usf.edu/ It is highly recommended that you use Mozilla Firefox or Google Chrome as your web browser for Canvas.

    Physical location is:

    Tampa Campus Library, LIB 117/ Information Commons/ University of South Florida

    4202 E. Fowler Avenue LIB122, Tampa, Florida 33620-5400

    6. Grading Scale

    Class Participation 10%

    - Discussion Board Comments 5%

    - Peer Feedback on Student Presentations 5%

    Experiential Project 25%

    Class Presentation 20%

    Literature Review 5%

    Logic Model Draft 1 2.5%

    Logic Model Draft 2 2.5%

    Outline for Analytic paper 5%

    Discussion Of Process 5%

    Discussion Of Two Functions 5%

    Executive Summary 10%

    Weekly Reading - Discussion Board Post 10%

    TOTAL: 100%

    The plus/minus grading system will be utilized – thus grades may range from

    A+ to F. The following grades are possible:

    97.00%-100% A+

    93.00%-96.99% A

    90.00% -92.99% A-

    87.00%-89.99% B+

    83.00%-86.99% B

    80.00%-82.99% B-

    77.00%-79.99% C+

    73.00%-76.99% C

    70.00%-72.99% C-

    67.00%- 69.99% D+

    63.00%- 66.99% D

    60.00%- 62.99% D-

    59.99% or lower F

    7. Graduate Incomplete Grade Policy: An Incomplete grade is exceptional and granted at the instructor’s discretion only when students are unable to complete course requirements due to illness or other circumstances beyond their control. An I grade may be considered when the majority of the students work for a course has been completed before the end of the semester and the work that has been completed is qualitatively satisfactory. The student must request consideration for an I grade as soon as possible but no later than the last day of finals week. The Instructor must file an “I” grade contract. An I grade not cleared within the next academic semester (including summer semester) will revert to the grade noted on the contract.

    8. Students with Disabilities

    USF is committed to providing reasonable support for students with disabilities. Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. Students in need of academic accommodations for a disability may consult with the Office of Students with Disabilities Services to arrange appropriate accommodations. Students are required to give reasonable notice prior to requesting an accommodation. A letter from SDS must accompany this request. Contact the SDS Office to arrange academic accommodations and assistance at (813) 974-4309, SVC 1133.

    See Student Responsibilities – http://www.sds.usf.edu/students.asp

    See Faculty Responsibilities— http://www.sds.usf.edu/faculty.asp

    9. Use of Non-sexist, Person-First, and Professional Language

    The use of non-sexist, person-first and professional language is expected in written assignments and in class discussion. Guidelines are available in the Publication Manual of the American Psychological Association.

    10. Text Matching Services for Potential Plagiarism

    USF uses an automated text matching service that allows instructors and students to submit student assignments to be checked for potential instances of plagiarism. The Instructors reserve the right to (1) request that assignments be submitted as electronic files and (2) electronically submit assignments through Turn It In. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The Instructors will receive a report showing exactly text matches that suggest plagiarism may be a possibility.

    11. Emergency Suspension of University Operations

    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, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor the Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    12. Academic Integrity of Students

    Selected examples from the USF policies and procedures regarding academic dishonesty are included in this syllabus. Students are responsible for adherence to all USF policies and procedures even if they are not specifically printed in this syllabus. The complete regulations may be found at: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    Cheating is using or attempting to use materials, information, notes, study aids, or

    other assistance in any type of examination or evaluation which have not been

    authorized by the instructor.

    Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgement of sources. Students must consult with their instructors for clarification in any situation in which the need for documentation is an issue, and will have plagiarized in any situation in which their work is not properly documented.

    1. Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by parenthetical citation in the text or in a footnote or endnote.

    2. When material from another source is paraphrased or summarized in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by parenthetical citation in the text.

    3. Information gained in reading or research that is not common professional knowledge must be acknowledged in a parenthetical citation in the text or in a footnote or endnote.

    4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else.

    Fabrication is the use of invented, counterfeited, altered or forged information in assignments of any type including those activities done in conjunction with academic courses that require students to be involved in out-of-classroom experiences. Forgery is the imitating or counterfeiting of images, documents, signatures, and the like. Obstruction is any behavior that limits the academic opportunities of other students by improperly impeding their work or their access to educational resources.

    1. Fabricated or forged information may not be used in any laboratory experiment, report of research, or academic exercise. Invention for artistic purposes is legitimate under circumstances explicitly authorized by an instructor.

    2. Students may not furnish to instructors fabricated or forged explanations of absences or of other aspects of their performance and behavior.

    3. Students may not furnish, or attempt to furnish, fabricated, forged or misleading information to university officials on university records, or on records of agencies in which students are fulfilling academic assignments.

    4. Students may not steal, change, or destroy another student’s work. Students may not impede the work of others by the theft, defacement, mutilation or obstruction of resources so as to deprive others of their use.

    5. Obstruction does not include the content of statements or arguments that are germane to a class or other educational activity.

    Multiple submission is the presenting or turning of the same or substantially the

    same work for credit in two or more courses. Multiple submissions shall include the use of any prior academic effort previously submitted for academic credit at this or a different institution. Multiple submissions shall not include those situations where the prior written approval by the instructor is given to the student to use a prior academic work or endeavor.

    1. Students may not normally submit any academic assignment, work, or endeavor in more than one course for academic credit of any sort. This will apply to submissions of the same or substantially the same work in the same semester or in different semesters.

    2. Students may not normally submit the same or substantially the same work in two different classes for academic credit even if the work is being graded on different bases in the separate courses (e.g., graded for research effort and content versus grammar and spelling).

    3. Students may resubmit a prior academic endeavor if there is substantial new work, research, or other appropriate additional effort. The student shall disclose the use of the prior work to the instructor and receive the instructor’s permission to use it PRIOR to the submission of the current endeavor.

    4. Students may submit the same or substantially the same work in two or more courses with the prior written permission of all faculty involved. Instructors will specify the expected academic effort applicable to their courses and the overall endeavor shall reflect the same or additional academic effort as if separate assignments were submitted in each course. Failure by the student to obtain the written permission of each instructor shall be considered a multiple submission.

    Complicity is assisting or attempting to assist another person in any act of academic dishonesty. A student will be considered to be complicit if the student is aware of an academic integrity violation, is able to report it, and fails to do so.

    1. Students may not allow other students to copy from their papers during any type of examination.

    2. Students may not assist other students in acts of academic dishonesty by providing material of any kind that one may have reason to believe will be misrepresented to an instructor or other university official.

    3. Students may not provide substantive information about test questions or the material to be tested before a scheduled examination unless they have been specifically authorized to do so by the course instructor. This does not apply to examinations that have been administered and returned to students in previous semesters.

    Improper use of teamwork credit is allowing your name to be included on a group project in which you did not participate. For reference, general guidelines for appropriate teamwork participation include, but are not limited to the following:

    No team member shall intentionally restrict or inhibit another team member’s access to team meetings, team work-in-progress, or other team activities without the express authorization of the instructor.

    All team members shall be held responsible for the content of all teamwork submitted for evaluation as if each team member had individually submitted the entire work product of their team as their own work.

    Only those persons who participated on the team shall be named in the submission of the assignment.

    Solicitation or Purchase is the offering, advertising or responding to solicitations or purchasing products or services designed to facilitate, support or actively contribute to the commission of an act of academic dishonesty.

    Misrepresentation. Submitting the work of another as your own, e.g., using a ghostwriter to write a paper, thesis, dissertation; having another person complete an on-line class in your name

    Misconduct in research is a serious deviation from the accepted professional practices within a discipline or from the policies of the university in carrying out, reporting, or exhibiting the results of research or in publishing, exhibiting, or performing creative endeavors. It includes the fabrication or falsification of data, plagiarism, and scientific or creative misrepresentation. It does not include honest error or honest disagreement about the interpretation of data.

    1. Students may not invent or counterfeit information.

    2. Students may not report results dishonestly, whether by altering data, by improperly revising data, by selective reporting or analysis of data, or by being grossly negligent in the collecting or analysis of data.

    3. Students may not represent another person’s ideas, writing or data as their own.

    4. Students may not appropriate or release the ideas or data of others when such data have been shared in the expectation of confidentiality.

    5. Students may not publish, exhibit, or perform work in circumstances that will mislead others. They may not misrepresent the nature of the material or its originality, and they may not add or delete the names of authors without permission.

    6. Students must adhere to all federal, state, municipal, and university regulations for the protection of human and other animal subjects.

    7. Students may not conceal or otherwise fail to report any misconduct involving research, professional conduct, or artistic performance of which they have knowledge.

    8. Students must abide by the university’s policies on Misconduct in Research where applicable, which can be found in the University’s Policies and Procedures Manual at the General Counsel’s website.

    Computer misuse includes unethical or illegal use of the computers of any person, institution or agency in which students are performing part of their academic program.

    1. Students may not use the university computer system in support of any act of plagiarism.

    2. Students may not monitor or tamper with another person’s electronic communications.

    Misuse of intellectual property is the illegal use of copyright materials, trademarks, trade secrets or intellectual properties. Students may not violate state or federal laws concerning the fair use of copies.

    13. Punishment for Academic Dishonesty: The punishment for academic dishonesty depends on the seriousness of the offense and may include assignment of an “F” or a numerical value of zero on the subject paper, lab report, etc., and “F” or an “FF” grade (the latter indicating academic dishonesty) in the course, and suspension or expulsion from the University. A student who receives an “FF” grade may not use the USF Grade Forgiveness Policy if the course is subsequently repeated. An “FF” grade assigned to indicate academic dishonesty is reflected only on internal records. If a student who has been accused of academic dishonesty drops the course, the student’s registration in the course will be reinstated until the issue is resolved. Notice that a student has been dismissed for reasons of academic dishonest may be reflected on the student’s transcript with the formal notation: Dismissed for Academic Dishonesty.

    For graduate courses: At the graduate level, any violation of academic integrity may result in immediate dismissal from the University.

    14. Academic Grievance Policy:

    “The purpose of these procedures is to provide all undergraduate and graduate students taking courses within the University of South Florida System (USF System) an opportunity for objective review of facts and events pertinent to the cause of the academic grievance. Such review will be accomplished in a collegial, non-judicial atmosphere rather than an adversarial one, and shall allow the parties involved to participate.”

    http://regulationspolicies.usf.edu/policies-and-procedures/pdfs/policy-10-002.pdf.

  35. Assignments, Exams and Tests: Class Presentation (20 points)

    The class presentation will require the student, either individually or in groups (depending on total class size), to develop, present, and facilitate a professional presentation (i.e., Power Point) on one of the major topical areas covered in this course. The major topical areas are listed in the syllabus as session titles on 8/24/15 through 12/4/15. The presentation should include use of the recommended readings from the syllabus on the topic as well as additional readings found by the student, and should NOT rely upon information from the required text. A draft of the presentation should be submitted for review no later than 5 pm on Monday of the scheduled week to receive instructor feedback. The completed presentation should be uploaded to Canvas by 5 pm on Wednesday of that same week (Look to the course schedule above for exact dates).

    Class Participation- Peer Feedback on Class Presentation (5 points)

    During these presentations, students not presenting will serve as evaluators of the presentations. A detailed summary of the presentation and any additional feedback should be submitted to Canvas by 5 pm on Friday of that same week (Look to the course schedule above for exact dates).

    Logic Models (2 drafts for a total of 5 points) The logic model should be the road map for your detailed outcome and the analytic paper. There are two iterations. You will receive detailed feedback on each and are expected to submit a polished version as an appendix to the final paper.

    Detailed course outline (5 points) The logic model will provide the bird’s eye view of the paper. The detailed outline will provide specifics to be included in the paper to ensure that the final paper is logical, complete and compelling.

    Analytic Paper-25 points

    This project is designed to provide students with an opportunity to apply the concepts of systems of care and theory of change to a specific issue, problem, or population. The first step is to identify a topic or population of interest to you and develop a statement of the problem. Once the topic is identified, the next step is to conduct a systematic review of the literature pertaining to your topic, and include in your literature review at least 5 recent references (published in 2004 and later) that were NOT distributed in class or listed on the syllabus. Using the principles and strategies of systems of care, develop a theory of change for how you would address the topic of interest. This theory of change will be submitted for feedback from the instructor to guide the development of the final paper. The paper must end with a description of additional studies needed and/or specific recommendations for future research, policy, practice, or training related to that topical area. The “recommendation” section will be reviewed critically by the instructor and will comprise a significant part of the grade for the paper.

    Weekly Reading Discussion Board Post – 10 points

    Each week students will submit a brief response to the following questions for each of the assigned readings in the discussion board. [PIRES readings are exempted] The questions are 1.) ‘What did you learn from this reading’ and 2.) ‘What questions remain for you about this topic or reading’? 3.) Thinking about your population of focus, how does the information in this article / monograph influence your thinking on this topic? Questions are subject to change by the instructor with sufficient notice. Responses to these questions would be developed in order to provide a focus of discussion. There are 13 of these assigned in weeks 2-14. Students need only complete 12. Students must turn these in on the discussion board on Canvas by 11:59 PM on the Thursday of the week they are due.

    Course Schedule

    Week 1: Brief history of children’s mental health Introduction to concept of systems of care

    Assigned Readings

    Institute of Medicine (2009). Preventing mental, emotional, and behavioral disorders among young people: Report brief for policy makers. Available for download at http://www.iom.edu/Reports/2009/Preventing-Mental-Emotional-and-Behavioral-Disorders-Among-Young-People-Progress-and-Possibilities.aspx

    Stroul, B., Blau, G., & Friedman, R. (2010). Issue brief: Updating the System of Care concept and philosophy. Downloaded 8/1/2011. Available for download at http://www.tapartnership.org/SOC/SOCvalues.php

    Recommended Readings

    Cook, J., & Kilmer, R. (2012). Systems of care: New partnerships for community psychology. American Journal of Community Psychology, 49, 393-403. DOI: 10.1007/s10464-012-9516-8.

    Knitzer, J., & Cooper, J. (2006). Beyond integration: Challenges for children’s mental health. Health Affairs, 25, 670-679.

    Huang, L., Stroul, B., Friedman, R., Mrazek, P., Friesen, B., Pires, S., & Mayberg, S. (2005). Transforming mental health care for children and their families. American Psychologist, 60, 615-627.

    Office of the Surgeon General, Department of Health and Human Services, 1999. Mental health: A report of the Surgeon General. Chapter 3. Children and mental health.

    Accessible at: http://www.surgeongeneral.gov

    Week 2 Epidemiology of childhood mental disorders : Risk and protective factors in the promotion of healthy development

    Assigned Readings

    AACAP (2007). Practice parameter on child and adolescent mental health care in community systems of care. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 284-299.

    Kessler, R. C., & Wang, P. S. (2008). The descriptive epidemiology of commonly occurring mental disorders in the United States. Annual Review of Public Health, 29, 115-129.

    Perou, R., Bitsko, R. H., Blumberg, S. J., Pastor, P., Ghandour, R. M., Gfroerer, J., … Huang, L. N. (2013). Mental Health Surveillance Among Children — United States, 2005–2011. MMWR , 62, 1-35.. Available for download at http://www.cdc.gov/mmwr/pdf/other/su6202.pdf

    Recommended Readings

    American Academy of Child and Adolescent Psychiatry (2009). Practice parameter on the use of psychotropic medication in children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 48, 961-973.

    Hamilton, W., & Shepherd, J. (2008). The needs and experiences of parents of young people who have mental health difficulties. East Sussex, UK: Trust for the study of adolescents (TSA).

    Epidemiology of Mental Health Disorders National Comorbidity Study – Replication

    http://www.hcp.med.harvard.edu/ncs/index.php

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 3rd at 11:59 PM

    In email consultation with instructor, identify a population of focus for semester long assignment.

    Week 3: Theories of change in systems of care

    Assigned Readings

    Hernandez, M., & Hodges, S. (2005). Crafting logic models for systems of care: Ideas into action. [Making children’s mental health services successful series; no. 216-1-rev]. Tampa, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child & Family Studies. Available at http://rtckids.fmhi.usf.edu/rtcpubs/CMHseries/IdeasintoAction.html

    Hernandez, M., & Hodges, S. (2006). Applying a theory of change approach to interagency planning in child mental health. American Journal of Community Psychology, 38, 165-73.

    Walker, J. S., & Matarese, M. (2011). Using a theory of change to drive human resource development for wraparound. Journal of Child and Family Services, 20, 791-803.

    Narrated presentation of Central Massachusetts Communities of Care logic model development http://logicmodel.fmhi.usf.edu/narrations/SOCpages/WorcesterMA.html

    Recommended Readings

    Hernandez, M., & Hodges, S. (2003). Building upon theory of change for systems of care. Journal of Emotional and Behavioral Disorders, 11, 19-26.

    Hodges, S., Ferreira, K., & Israel, N. (2012). If we're going to change things, it has to be systemic: Systems change in children's mental health. American Journal of Community Psychology, 49, 526-537. DOI: 10.1007/s10464-012-9491-0.

    Julian, D. (1997). The utilization of the logic model as a system level planning and evaluation device. Evaluation and Program Planning, 20, 251-257.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 10th at 11:59 PM

    Week 4: Collaboration in systems of care :Perspectives of collaborative partners

    Assigned Readings

    Evans, M. E., Armstrong, M. I., Beckstead, J. W., & Lee, J. (2007). Examining the impact of policy on collaboration in systems of care. Journal of Child and Family Studies,16, 567-576.

    Glisson, C., & Green, P. (2006). The effects of organizational culture and climate on the access to mental health care in child welfare and juvenile justice systems. Administration and Policy in Mental Health, 33, 433-448.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 3-24). Washington: Georgetown University Center for Child and Human Development.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 17th at 11:59 PM

    Week 5 Understanding from the perspective of parents and youth: The roles of parents and youth in systems of care

    Assigned Readings

    Burk, L. K., Bergan, J., Long, J., Noelle, R., Soto, R., Richardson, R., & Waetzig, E. (2013). Youth advocate to advocate for youth. Available at http://www.pathwaysrtc.pdx.edu/featuredproducts. Portland, OR: Research and Training Center for Pathways to Positive Futures.

    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 Practice in Mental Health, 7, 1-25.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 27-43). Washington: Georgetown University Center for Child and Human Development.

    Welcome to Holland Available for download at http://www.our-kids.org/Archives/Holland.html

    Recommended Readings

    Brannan, A., & Heflinger, C. A. (2006). Caregiver, child, family, and service system contributors to caregiver strain in two child mental health service systems. Journal of Behavioral Health Services & Research, 33, 408-422. DOI: 10.1007/s11414-006-9035-1.

    National Federation of Families for Children’s Mental Health (2008). Family-to-family peer support programs: Critical issues guide. http://tapartnership.org/enterprise/docs/RESOURCE%20BANK/RB-FAMILY-DRIVEN%20APPROACHES/Tools/Family_Peer_to_Peer_Support_Programs_Critical_Issues_Guide_NFFCMH_2008.pdf. Downloaded 8/19/2012.

    Hoagwood, K. E. (2005). Family-based services in children's mental health: A research review and synthesis. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 46, 690-713.

    Walker, J. S., Gowen, L. K., & Aue, N. (Eds.) (2009). Youth empowerment and participation in mental health care. Focal Point: Research, Policy, and Practice in Children's Mental Health, 23. Available at http://www.rtc.pdx.edu/pgFPS09TOC.php.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, September 24th at 11:59 PM

    Experiential Project due by Friday, September 25th at 5 PM.

    Week 6: Cultural Competence and Disparities in Children’s Mental Health

    Assigned Readings

    Barksdale, C., Ottley, P., Stephens, R., Gebreselassie, T., Fua, I., Azur, M., & Walrath-Greene, C. (2012). System-level change in cultural and linguistic competence (CLC): How changes in CLC are related to service experience outcomes in systems of care. American Journal of Community Psychology, 49, 483-493. DOI: 10.1007/s10464-011-9442-1.

    Hernandez, M., Nesman, T., Mowery, D., Acevedo-Polakovich, I. D., & Callejas, L. M. (2009). Cultural competence: A literature review and conceptual model for mental health services. Psychiatric Services, 60, 1046–1050.

    Miech, R., Azur, M., Dusablon, T., Jowers, K., Goldstein, A.B., Stuart, E., … Leaf, P. J. (2008). The potential to reduce mental health disparities through the comprehensive community mental health services for children and their families program. Journal of Behavioral Health Services & Research, 35, 253-264. DOI: 10.1007/s11414-008-9123-5.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 38-43). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Barksdale, C. L., Azur, M. Leaf, P. J. (2010). Differences in mental health service sector utilization among African American and Caucasian youth entering systems of care programs. Journal of Behavioral Health Services & Research, 37, 363-373. DOI: 10.1007/s11414-009-9166-2.

    Bell, C. C., Wells, S. J., Merritt, L. M. (2009). Integrating cultural competency and empirically-based practices in child welfare services: A model based on community psychiatry field principles of health. Children & Youth Services Review, 31, 1206-1213.

    Snowden, L. R., Masland, M. C., Libby, A. M., Wallace, N., & Fawley, K. (2008). Racial/ethnic minority children's use of psychiatric emergency care in California's public mental health system. American Journal of Public Health, 98, 118-124.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 1st at 11:59 PM

    Week 7: Care Management and Wraparound

    Assigned Readings

    Miles, P., Bruns, E. J., Osher, T. W., Walker, J. S., & National Wraparound Initiative Advisory Group (2006). The wraparound process user’s guide: A handbook for families. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University. Available at http://www.nwi.pdx.edu/pdf/Wraparound_Family_Guide09-2010.pdf

    Suter, J. C., & Bruns, E. J. (2009). Effectiveness of the wraparound process for children with emotional and behavioral disorders: A meta-analysis. Clinical Child and Family Psychology Review, 12, 336-351.

    Overview of Wraparound Milwaukee. Available at https://www.youtube.com/watch?v=AjenM8SJ8Wg&feature=em-share_video_user

    Finalist presentation on Wraparound Milwaukee – Available for download at https://www.youtube.com/watch?v=P1CTskgyYMg&feature=em-share_video_user

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 82-116). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Bertram, R., Suter, J., Bruns, E., & O'Rourke, K. (2011). Implementation research and wraparound literature: Building a research agenda. Journal of Child & Family Studies, 20, 713-725. DOI: 10.1007/s10826-010-9430-3.

    Walker, J. S., & Schutte, K. M. (2005). Quality and individualization in wraparound planning. Journal of Child and Family Studies, 14, 251-267.

    Walker, J. S. (2008). How, and why, does wraparound work: A theory of change. Portland, OR: National Wraparound Initiative, Portland State University. Downloaded 8/21/2010 http://www.nwi.pdx.edu/pdf/howandwhywraparound.pdf

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 8th at 11:59 PM

    Literature review draft due by Friday, October 9th at 5 PM.

    Week 8: Special Populations: Youth in Transition

    Assigned Readings

    Clark, H. B., & Hart, K. (2009). Navigating the obstacle course: An evidence-supported community transition system. In H. B. Clark, & D. K. Unruh (Eds.) Transition of youth and young adult with emotional or behavioral difficulties: An evidence-supported handbook (pp. 47-113). Baltimore: Brookes Publishing.

    Pottick, K. J., Bilder, S., Vander Stoep, A., Warner, L. A. & Alvarez, M. F. (2008). US patterns of mental health service utilization for transition-age youth and young adults. Journal of Behavioral Health Services & Research, 35, 373-389.

    Walker, J. S. & Gowen, L. K. (2011). Community-based approaches for supporting positive development in youth and young adults with serious mental health conditions. Portland, OR: Research and Training Center for Pathways to Positive Futures, Portland State University. Available at http://www.pathwaysrtc.pdx.edu/pdf/pbCmtyBasedApproaches09-2011.pdf.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 47-77). Washington: Georgetown University Center for Child and Human Development.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 15th at 11:59 PM

    First logic model draft due by Friday, October 16th at 5 PM.

    Week 9: Special Populations: Children with Mental Health Needs in Child Welfare and Trauma-Informed Care

    Assigned Readings

    Centers for Disease Control. Adverse childhood experiences reported by adults—Five states, 2009. MMWR 2010, 59, 1609-1613. Downloaded at http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5949a1.htm

    Dodge, K. A., Berlin, L. J., Epstein, M., Spitz-Roth, A., O’Donnell, K., Kaufman, M., … Christopoulos, C. (2004). The Durham family initiative: A preventive system of care. Child Welfare, 83, 109–128.

    Fallot, R. D. & Harris, M. (2008). Trauma-informed approaches to systems of care. Trauma Psychology Newsletter, Division 56 of the American Psychological Association, 3, 6-7.

    Raghavan, R., Inoue, M., Ettner, S. L., Hamilton, B. H., & Landsverk, J. (2010). A preliminary analysis of the receipt of mental health services consistent with national standards among children in the child welfare system. American Journal of Public Health, 100, 742-749.

    Recommended Reading

    Gyamfi, P., Lichtenstein, C., Fluke, J., Xu, Y., Lee, S., & Fisher, S. (2012). The relationship between child welfare involvement and mental health outcomes of young children and their caregivers receiving services in system of care communities, Journal of Emotional and Behavioral Disorders, 20, 211–225. DOI: 10.1177/1063426610385119.

    Oppenheim, E., Lee, R., Lichtenstein, C., Bledsoe, K. L., & Fisher, S. K. (2012). Reforming mental health services for children in foster care: The role of child welfare class action lawsuits and systems of care. Families in Society: The Journal of Contemporary Social Services, 93, 287-294.

    Warner, L., Song, N, & Pottick, K. (2014). Outpatient psychotropic medication use in the US: A comparison based on foster care status. Journal of Child & Family Studies, 23, 652-665. DOI: 10.1007/s10826-013-9885-0.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 22nd at 11:59 PM

    Week 10: Children and Youth with Mental Health Needs in Juvenile Justice

    Assigned Readings

    Skowyra, K. & Cocozza, J. J. (2006). A blueprint for change: Improving system response to youth with mental health needs in the juvenile justice system. Delmar, NY: National Center for Mental Health and Juvenile Justice.

    Stambaugh, L. F., Southerland, D., Mustillo, S. A. & Burns, B. J. (2010). Service system involvement and delinquent offending at system of care entry. Journal of Behavioral Health Services & Research, 37, 307-321.

    Recommended Readings

    Constantine, R., Robst, J., Andel, R., Jones, M., McPherson, M., & Givens, E. (2014). Service and medication use and their effects on arrest rates among children with emotional disturbances before disenrollment from Medicaid. Journal of Child & Family Studies, 23, 641-651. DOI: 10.1007/s10826-013-9746-x.

    Finello, K., Poulsen, M., (2012). Unique system of care issues and challenges in serving children under age 3 and their families. American Journal of Community Psychology, 49, 417-429. DOI: 10.1007/s10464-011-9458-6.

    National Reentry Resource Center (2014). Measuring and using juvenile recidivism data to inform policy, practice, and resource allocation. Washington, DC: Council of State Governments Justice Center: Author. Available for download at http://csgjusticecenter.org/wp-content/uploads/2014/07/Measuring-and-Using-Juvenile-Recidivism-Data-to-Inform-Policy-Practice-and-Resource-Allocation.pdf.

    National Reentry Resource Center (2014). Core principles for reducing recidivism and improving other outcomes for youth in the juvenile justice system. Washington, DC: Council of State Governments Justice Center: Author. Available at http://csgjusticecenter.org/wp-content/uploads/2014/07/Core-Principles-for-Reducing-Recidivism-and-Improving-Other-Outcomes-for-Youth-in-the-Juvenile-Justice-System.pdf.

    Weiner, D., Leon, S., Stiehl, M. (2011). Demographic, clinical, and geographic predictors of placement disruption among foster care youth receiving wraparound services. Journal of Child & Family Studies, 20, 758-770.

    Whitted, K., Delavega, E., & Lennon-Dearing, R. (2013). The youngest victims of violence: Examining the mental health needs of young children who are involved in the child welfare and juvenile justice systems. Child & Adolescent Social Work Journal, 30, 181-195. DOI: 10.1007/s10560-012-0286-9.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, October 29th at 11:59 PM

    Second logic model draft due by Friday, October 30th at 5 PM.

    Week 11: Effective Children’s Treatment Interventions: Evidence-Based Practices

    Assigned Readings

    Kazak, A. E., Hoagwood, K., Weisz, J. R., Hood, K., Kratochwill, T. R., Vargas, L. A., & Banez, G. A. (2010). A meta-systems approach to evidence–based practice for children and adolescents. American Psychologist, 65, 85-97.

    Walrath, C., Blase, K. A., & Kanary, P. J. (2008). Implementing evidence-based practices within systems of care. In B. A. Stroul. & G. M. Blau (Eds.). The system of care handbook: Transforming mental health services for children, youth, and families (pp. 155-180). Baltimore, MD: Paul H. Brookes Publishing Co.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 123-131). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Aarons, G. A. (2004). Mental health provider attitudes toward adoption of evidence-based practice: The evidence-based practice attitude scale. Mental Health Services Research, 6, 61-74.

    Green, L. W. (2006). Public health asks of systems science: To advance our evidence-based practice, can you help us get more practice-based evidence? American Journal of Public Health, 96, 1-4. Available for download at http://ajph.aphapublications.org/doi/pdf/10.2105/AJPH.2005.066035

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 5th at 11:59 PM

    Outline for Analytic Paper due by Friday, November 6th at 5 PM.

    Week 12: Financing of Children’s Mental Health Services

    Assigned Readings

    Pires, S. A., Stroul, B. A., Armstrong, M., McCarthy, J., Pizzigati, K. A., Wood, G., & Echo-Hawk, H. (2008). Financing strategies for systems of care. In B. A. Stroul & G. M. Blau (Eds). The system of care handbook: Transforming mental health services for children, youth, and families (pp. 181-212). Baltimore, MD: Paul H. Brookes Publishing Co.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 161-187). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    DeRigne, L. (2010). What are the parent-reported reasons for unmet mental health needs in children? Health & Social Work, 35, 7-16.

    Stroul, B. A., Pires, S. A., Armstrong, M. I., McCarthy, J., Pizzigati, K., & Wood, G. M., … Echo-Hawk, H. (2009). Effective financing strategies for systems of care: Examples from the field—A resource compendium for financing systems of care: Second edition (RTC study 3: Financing structures and strategies to support effective systems of care, FMHI pub. #235-03). Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute (FMHI), Research and Training Center for Children’s Mental Health. (FMHI Publication #235–03)

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 12th at 11:59 PM

    Discussion of Process due by Friday, November 13th at 5 PM.

    Week 13: Evaluation and Research Methods in Children’s Mental Health

    Assigned Readings

    Mendenhall, A. N., & Frauenholtz, S. (2014). System of care development in children's mental health: Lessons learned from a process evaluation. Journal of Child & Family Studies, 23, 157-168. DOI: 10.1007/s10826-012-9701-2.

    Stroul, B. A., Heflinger, C. A., Alegria, M., Slaton, E., Farmer, E. M. Z., Betts, V. T., Outlaw, F. H. & Gruttadaro, D. (2010). Improving the linkage between research and system change: Making it real. Administration & Policy in Mental Health & Mental Health Services Research, 37,125-127.

    Pires, S. (2002). Building systems of care: A primer: 2nd ed. (pp. 206-226). Washington: Georgetown University Center for Child and Human Development.

    Recommended Readings

    Wald, H., Zubritsky, C., Jaquette, N. (2014). Measuring system of care core values in a behavioral health system of care. Community Mental Health Journal, 50, 275-280. DOI: 10.1007/s10597-013-9639-x.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 19th at 11:59 PM

    Discussion of Two Functions due by Friday, November 20th at 5 PM.

    Week 14: Primary Health and Behavioral Health

    Assigned Readings

    Borschuk, A.P., Jones, H.A., Parker, K.M., & Crewe, S. (2015). Delivery of behavioral health services in a pediatric primary care setting: A case illustration with adolescent depression. Clinical Practice in Pediatric Psychology, 3(2), 142-153.

    Melchert, T.P. (2015). Integrating behavioral health care into primary health care. In. Biopsychosocial practice: A science-based framework for behavioral health care (pp. 275-284). Washington, D.C., US: American Psychological Association.

    Assignments

    Weekly Reading - Discussion board post and responses to two other student’s posts due by Thursday, November 25th at 11:59 PM

    Week 15: Sustaining Systems of Care

    Assigned Readings

    Miller, B., Blau, G., Christopher, O., & Jordan, P. (2012). Sustaining and expanding systems of care to provide mental health services for children, youth and families across America. American Journal of Community Psychology, 49, 566-579, DOI: 10.1007/s10464-012-9517-7.

    Stroul, B. A., Manteuffel, B. A. (2007). The sustainability of systems of care for children’s mental health: Lessons learned. Journal of Behavioral Health Services & Research, 34, 237-259. DOI: 10.1007/s11414-007-9065-3.

    Assignments

    Analytic Paper due by Friday, December 4th at 5 PM.

    Last week of classes

  36. Attendance Policy: 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.

    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

    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)

    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: 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.

    Students should post their weekly discussion board posts and respond to at least two student’s posts on Canvas by 11:59 PM on Thursday.

    The experiential project, class presentation and final paper should be uploaded to Canvas by 5 PM on their respective due dates (see COURSE CALENDAR for due dates). Additional assignment expectations are provided below.

    Students are expected to honor due dates for ALL class assignments. Therefore, if students anticipate missing an entire week or more of the course and are unable to complete one or more weekly assignments by the original assignment due date, students should contact the instructor at least one week PRIOR to the anticipated student absence to avoid the submission of a late assignment. The late submission of any assignment will result in a deduction of at least 10 points per day past the due date for each assignment for the experiential, presentation and final paper. Late submission of weekly discussion board posts will not count.

    10% – To be eligible for full credit for class participation, students must participate actively in at least 12 of the 13 discussion board posts. Active participation entails responding appropriately to at least two other students’ posts.

    Academic Integrity of Students

    Selected examples from the USF policies and procedures regarding academic dishonesty are included in this syllabus. Students are responsible for adherence to all USF policies and procedures even if they are not specifically printed in this syllabus. The complete regulations may be found at: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    Cheating is using or attempting to use materials, information, notes, study aids, or

    other assistance in any type of examination or evaluation which have not been

    authorized by the instructor.

    Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgement of sources. Students must consult with their instructors for clarification in any situation in which the need for documentation is an issue, and will have plagiarized in any situation in which their work is not properly documented.

    1. Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by parenthetical citation in the text or in a footnote or endnote.

    2. When material from another source is paraphrased or summarized in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by parenthetical citation in the text.

    3. Information gained in reading or research that is not common professional knowledge must be acknowledged in a parenthetical citation in the text or in a footnote or endnote.

    4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else.

    Fabrication is the use of invented, counterfeited, altered or forged information in assignments of any type including those activities done in conjunction with academic courses that require students to be involved in out-of-classroom experiences. Forgery is the imitating or counterfeiting of images, documents, signatures, and the like. Obstruction is any behavior that limits the academic opportunities of other students by improperly impeding their work or their access to educational resources.

    1. Fabricated or forged information may not be used in any laboratory experiment, report of research, or academic exercise. Invention for artistic purposes is legitimate under circumstances explicitly authorized by an instructor.

    2. Students may not furnish to instructors fabricated or forged explanations of absences or of other aspects of their performance and behavior.

    3. Students may not furnish, or attempt to furnish, fabricated, forged or misleading information to university officials on university records, or on records of agencies in which students are fulfilling academic assignments.

    4. Students may not steal, change, or destroy another student’s work. Students may not impede the work of others by the theft, defacement, mutilation or obstruction of resources so as to deprive others of their use.

    5. Obstruction does not include the content of statements or arguments that are germane to a class or other educational activity.

    Multiple submission is the presenting or turning of the same or substantially the

    same work for credit in two or more courses. Multiple submissions shall include the use of any prior academic effort previously submitted for academic credit at this or a different institution. Multiple submissions shall not include those situations where the prior written approval by the instructor is given to the student to use a prior academic work or endeavor.

    1. Students may not normally submit any academic assignment, work, or endeavor in more than one course for academic credit of any sort. This will apply to submissions of the same or substantially the same work in the same semester or in different semesters.

    2. Students may not normally submit the same or substantially the same work in two different classes for academic credit even if the work is being graded on different bases in the separate courses (e.g., graded for research effort and content versus grammar and spelling).

    3. Students may resubmit a prior academic endeavor if there is substantial new work, research, or other appropriate additional effort. The student shall disclose the use of the prior work to the instructor and receive the instructor’s permission to use it PRIOR to the submission of the current endeavor.

    4. Students may submit the same or substantially the same work in two or more courses with the prior written permission of all faculty involved. Instructors will specify the expected academic effort applicable to their courses and the overall endeavor shall reflect the same or additional academic effort as if separate assignments were submitted in each course. Failure by the student to obtain the written permission of each instructor shall be considered a multiple submission.

    Complicity is assisting or attempting to assist another person in any act of academic dishonesty. A student will be considered to be complicit if the student is aware of an academic integrity violation, is able to report it, and fails to do so.

    1. Students may not allow other students to copy from their papers during any type of examination.

    2. Students may not assist other students in acts of academic dishonesty by providing material of any kind that one may have reason to believe will be misrepresented to an instructor or other university official.

    3. Students may not provide substantive information about test questions or the material to be tested before a scheduled examination unless they have been specifically authorized to do so by the course instructor. This does not apply to examinations that have been administered and returned to students in previous semesters.

    Improper use of teamwork credit is allowing your name to be included on a group project in which you did not participate. For reference, general guidelines for appropriate teamwork participation include, but are not limited to the following:

    No team member shall intentionally restrict or inhibit another team member’s access to team meetings, team work-in-progress, or other team activities without the express authorization of the instructor.

    All team members shall be held responsible for the content of all teamwork submitted for evaluation as if each team member had individually submitted the entire work product of their team as their own work.

    Only those persons who participated on the team shall be named in the submission of the assignment.

    Solicitation or Purchase is the offering, advertising or responding to solicitations or purchasing products or services designed to facilitate, support or actively contribute to the commission of an act of academic dishonesty.

    Misrepresentation. Submitting the work of another as your own, e.g., using a ghostwriter to write a paper, thesis, dissertation; having another person complete an on-line class in your name

    Misconduct in research is a serious deviation from the accepted professional practices within a discipline or from the policies of the university in carrying out, reporting, or exhibiting the results of research or in publishing, exhibiting, or performing creative endeavors. It includes the fabrication or falsification of data, plagiarism, and scientific or creative misrepresentation. It does not include honest error or honest disagreement about the interpretation of data.

    1. Students may not invent or counterfeit information.

    2. Students may not report results dishonestly, whether by altering data, by improperly revising data, by selective reporting or analysis of data, or by being grossly negligent in the collecting or analysis of data.

    3. Students may not represent another person’s ideas, writing or data as their own.

    4. Students may not appropriate or release the ideas or data of others when such data have been shared in the expectation of confidentiality.

    5. Students may not publish, exhibit, or perform work in circumstances that will mislead others. They may not misrepresent the nature of the material or its originality, and they may not add or delete the names of authors without permission.

    6. Students must adhere to all federal, state, municipal, and university regulations for the protection of human and other animal subjects.

    7. Students may not conceal or otherwise fail to report any misconduct involving research, professional conduct, or artistic performance of which they have knowledge.

    8. Students must abide by the university’s policies on Misconduct in Research where applicable, which can be found in the University’s Policies and Procedures Manual at the General Counsel’s website.

    Computer misuse includes unethical or illegal use of the computers of any person, institution or agency in which students are performing part of their academic program.

    1. Students may not use the university computer system in support of any act of plagiarism.

    2. Students may not monitor or tamper with another person’s electronic communications.

    Misuse of intellectual property is the illegal use of copyright materials, trademarks, trade secrets or intellectual properties. Students may not violate state or federal laws concerning the fair use of copies.

  38. Program This Course Supports: This graduate course will serve as an elective course in the new MS Degree in Child&Adolescent BH Program and a core course for the Graduate Certificate in Children's MH in the CFS and remain an elective course in the CFH Behavioral Health Concentration.
  39. Course Concurrence Information: This course is offered as an elective and services students enrolled in the new MSCABH degree program and the Graduate Certificate in Children's Mental Health offered by the Department of Child and Family Studies, College of Behavioral and Community Sciences. Furthermore, this course is offered as an elective for the Master of Public Health, Behavioral Health Concentration offered by the Department of Community and Family Health at the College of Public Health.


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