Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6543
Tracking Number - 5313
Edit function not enabled for this course.
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 at the College of Behavioral and Community Sciences.This course is offered as an elective due to the recent development and approval of the new MSCABH program. The establishment of the new MSCABH 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 6543 Foundations in Behavioral Health Systems. The requested change of the prefix and course number is: MHS 6002. Foundations in Behavioral Health Systems is listed as an elective for the new MSCABH program as well as a required course for the Behavioral Health Concentration in the Community and Family Health Department (CFH) at the College of Public Health (COPH).
Comments: withdrawn by COPH 12/4/15
Detail Information
- Date & Time Submitted: 2015-11-03
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 583001, 100000, 000000,000000
- Contact Person: Bruce Levin
- Phone:
- Email: levin@usf.edu
- Prefix: PHC
- Number: 6543
- Full Title: Foundations in Behavioral Health Systems
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum):
- Course Online?: O -
Online (100% online)
- Percentage Online: 100
- Grading Option:
-
- Prerequisites: NA
- Corequisites: NA
- Course Description: This web-based course is a graduate course designed to provide the graduate student with an overview and understanding of the significant issues and trends in community & family behavioral health delivery systems in America.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- 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 behavioral health delivery systems serving children, adolescents, families, and their communities 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.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition to a doctoral degree, substantial knowledge of community and family behavioral health delivery systems in America, including knowledge of the history and legislation, services & systems delivery, programs & policies, and selected at-risk populations is required.
- Objectives: 1.Identify and analyze behavioral health (including mental health and substance abuse) problems and issues in terms of historical factors that influence their development and current approaches and strategies to improve these systems;
2.Recognize similarities and differences between health and behavioral health care delivery systems for specific populations at-risk and assess utility of interventions at different mental health delivery system levels;
3.Identify key areas of behavioral health delivery systems which continue to be in need of further research and development; and
4.Identify and discuss current trends and issues in behavioral health delivery systems in America, in both for-profit and not-for-profit organizations.
- Learning Outcomes: At the end of this course, students will be able to:
1. Identify seminal legislation in behavioral health (including mental health and substance abuse) and analyze trends in behavioral health policy;
2. Describe the critical role of continuous quality improvement, evaluation and research findings in developing evidence-based behavioral health interventions and informing systems of care;
3. Specify strategies for assessing effectiveness for planning and evaluating behavioral health programs;
4. Identify and analyze how behavioral health systems are organized and funded and the impact on behavioral health service delivery;
5. Develop skills in the translation of diverse research into understanding implications for policy, practice and training needs for behavioral healthcare service delivery.
- Major Topics: Week 1: Introduction & Types of Data
Week 2: Epidemiologic, Historical, & Legislative Perspectives
Week 3: Mental Health Systems
Week 4: Services Delivery & Recovery
Week 5: Policy & Leadership
Week 6: Insurance & Financing
Week 7: Managed Care & Pharmacoeconomics
Week 8: Cultural Competence
Week 9: Quality, Outcome, & Evidence-Based Practice
Week 10: Child & Adolescent Mental Health
Week 11: Older Adult Mental Health
Week 12: Alcohol & Drug Abuse
Week 13: Ethics in Behavioral Health
Week 14: Rural Mental Health
Week 15: Selected At-Risk Populations
- Textbooks: Levin BL, Hennessy KD, Petrila J (Eds.). Mental Health Services: A Public Health Perspective, Third Edition. New York: Oxford University Press, 2010.
Available at: the USF Bookstore (http://usfhsc.bkstore.com); the USF Health Bookstore; and at many online bookstores.
- Course Readings, Online Resources, and Other Purchases: Readings:
Week 1:
Week One Lecture
Chapters 1 & 22 in course text
Week 2:
Week two Lecture
Chapters 7, 13, & 14 in course text
Suggested Readings:
Integration of Mental Health in the Public Health System.A Healthcare Reform Brief. The Bazelon Center for Mental Health Law.
Bertolote, J. The roots of the concept of mental health. World Psychiatry 2008; 7(2): 113-116.
Week 3:
Week three lecture
Chapters 9 & 15 in course text.
Suggested Readings:
Transforming the Adult Mental Health Care Delivery System in Milwaukee [WI] County: Executive Summary, pp. 7-12. Cambridge, MA: Human Services Research Institute, 2010.
Kendrick KJ, Jones DL, Bezanson L, et al. Key Components of Systems Change. Houston, TX: Independent Living Research Utilization Program, 2006.
Week 4:
Week four lecture
Chapters 12 & 20 in course text
Suggested Readings:
Co-Occurrence of Depression with Medical, Psychiatric and Substance Abuse Disorders. Alexandria, VA: Mental Health America, 2011.
Position Statement #31: Employment Development of Services for Adults in Recovery for Mental Illness. Alexandria, VA: Mental Health America, 2011.
Week 5:
Week five lecture
Chapters 3 & 16 in course text.
Goldman, HH, Grob GN. Defining “Mental Illness” in Mental Health Policy.
Suggested Reading:
Goldman HH. Making Progress in Mental Health Policy in Conservative Times: One step at a time.
Week 6:
Week six lecture
Chapter 2 in course text.
Levit KR, Kassed CA, Coffey RM, et al. Projections of National Expenditures for Mental Health Services and Substance Abuse Treatment (Links to an external site.), 2004¬–2014. Publication No. SMA 08-4326, Rockville, MD: Substance Abuse and Mental Health Services Administration, 2008, Executive Summary.
Suggested Reading:
Project Atlas:Resources for Mental Health. Geneva: World Health Organization.
Week 7:
Week 7 lecture
Chapter 21 in course text
Strom, Gottfried, 2010. Families in Society.
Suggested Reading:
Merrick EL, Reif S. Services in an era of managed care. In: Levin BL, Becker MA (Eds.). A Public Health Perspective of Women’s Mental Health. New York: Springer Publications, 2010, pp. 201-227.
Week 8:
Week 8 lecture
Chapter 19 in course text.
Shedden M. 2013 The Tampa Tribune.
Suggested Reading:
Funk M, Minoletti A, Drew N, et al. Advocacy for mental health: roles for consumer and family organizations and governments. Health Promotion International 2005; 21(1):70-75.
Week 9:
Week 9 lecture
Chapter 23 in course text.
Suggested Reading:
Tanenbaum, SJ. Evidence-based practice as mental health policy: Three controversies and a caveat (Links to an external site.). Health Affairs 2005; 24(1): 163-173.
Week 10
Week 10 lecture
Chapters 8 & 17 in course text.
Suggested Readings:
Cooper JL, Aratani Y, Knitzer J, et al. Unclaimed Children Revisited: The Status of Children's Mental Health Policy in the United States (Links to an external site.). NYC: National Center for Children in Poverty, 2008. (Read Executive Summary, Major Findings, Major Recommendations, & Conclusion).
Schreier A, Wolke D, Thomas K, et al. Prospective study of peer victimization in childhood and psychotic symptoms in a nonclinical population at age 12 years. Archives of General Psychiatry 2009; 66(5):527-536.
Week 11:
Week 11 lecture
Chapter 10 in course text
Centers for Disease Control and Prevention and National Association of Chronic Disease Directors.The State Of Mental Health In America (Issue Brief 1: What Do the Data Tell Us?). Atlanta, GA: National Association of Chronic Disease Directors, 2008.
Week 12:
Week 12 lecture.
Chapter 11 in course text.
Results from the 2013 National Survey on Drug Use and Health. Summary of National Findings.
Becker G, & Murphy K. Have We Lost the War on Drugs? The Wall Street Journal, 2013.
Suggested Readings:
Smoking & Tobacco Use: Health Effects of Cigarette Smoking. Atlanta, GA: Centers for Disease Control and Prevention, 2014.
Week 13:
Week 13 lecture
Roberts LW, Geppert CMA, Bailey R. Ethics in psychiatric practice: Essential ethics, skills, informed consent, the therapeutic relationship, and confidentiality. Journal of Psychiatric Practice 2002; 8:290-305.
Welch HG, Schwartz L, Woloshin S. Too Many Diagnoses Make Us Ill. St. Petersburg Times, Sunday 7 January, 2007. Reprinted from the New York Times.
Week 14:
Week 14 lecture
Becker MA, Levin BL. Public health and women’s mental health. In: Levin BL, Becker MA (Eds.). A Public Health Perspective of Women’s Mental Health. New York: Springer Publishing, 2010, pp. 3-10. Used with permission.
Flynn HA. Depression and postpartum disorders. In: In: Levin BL, Becker MA (Eds.). A Public Health Perspective of Women’s Mental Health. New York: Springer Publishing, 2010, pp. 109-120. Used with permission.
Week 15:
Week 15 lecture
Chapter 18 in course text
Suggested Reading:
Healthy Minds. Healthy Lives. HIV & AIDS. Washington, D.C. American Psychiatric Association, 2010.
Online Resources:
Technical Assistance:The Technical Assistance button, located on the Canvas course Home webpage, links to the Technical Support page of the Office of Educational Technology & Assessment website at: http://health.usf.edu/publichealth/eta/techsupport.html Select from any of the available options. Students will usually receive a reply WITHIN 24 hours via phone or email, based upon student preference.
- Student Expectations/Requirements and Grading Policy: Class Expectations
1.) Class Attendance
Regular “class attendance” in this course (accessing the class at least once per week for all 15 weeks of the semester) is required.
Due to prior experiences in teaching distance learning courses, students tend to not adhere to deadlines in distance learning courses compared to in-class courses. Nevertheless, I highly encourage students in this course to submit every course assignment on time… I will pay close attention to the submission date for weekly assignments and other assignments throughout the entire semester.
Class Alerts
Be sure to check the class announcements weekly for information regarding this Canvas course.
Use “People First Language”
Please use “People First language” for all writing assignments in this course to describe those who suffer from mental health and substance use problems. Rather than use “labels” to define individuals (e.g., “the chronic mentally ill”), it is more appropriate to use terminology to describe individuals as being diagnosed with a mental or substance use disorder.
Use of Non-Sexist and Professional Language
The use of non-sexist and professional language is expected in all written assignments, exams, papers, and class Après Café postings. Guidelines for Non-Sexist Use of Language may be found at the following web address: http://www.apaonlinecsw.org/apa-guidelines-for-non-sexist-use-of-language.
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.) Missed or Late Assignments
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 Dr. Levin 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.
4.) Extra Credit
The two extra credit opportunities in this course are OPTIONAL!
OPTIONAL EXTRA CREDIT #1 (up to 8 points)
During Week #5, students should post constructive comments for three student semester paper outlines; and
OPTIONAL EXTRA CREDIT #2 (up to 8 points)
During Week #15, students should answer the Bonus Question on the Final Exam
5.) Right to Change Syllabus
As the faculty (i.e., instructor of record) for this course, I reserve the right to change any portion of this course syllabus at any time during the Spring Semester, 2015. If the course syllabus is changed during the semester, I will post these changes to the Canvas announcement page.
6.) 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.
7.) Grading Scale
92.00%-100% = A
90.00%-91.99% = A -
88.00%-89.99% = B +
82.00%-87.99% = B
80.00%-81.99% = B -
78.00%-79.99% = C+
72.00%-77.99% = C
70.00%-71.99% = C -
68.00%-69.99% = D+
62.00%-67.99% = D
60.00%-61.99% = D -
< 60.00% = F
Grading Rubrics
Weekly Assignments (up to 208 points)
Students should check the specific directions for each weekly assignment. Students are expected to post an Answer to each weekly assignment or embedded question in the lecture. This posting should be labeled as your Answer. Students are also expected to post a Comment to at least two other students’ answers for each weekly assignment. These postings should be labeled as Comments. In the Comments, please include each student’s name you are directing your Comment. Please respond to different individuals’ answers throughout the semester. Weekly assignment Answers are due by 11 PM Fridays, and your two weekly Comments are due by 11 PM Sundays. Answers and Comments should be posted to the class Aprés Café (i.e., the class discussion board).
Grading Rubric for Weekly Assignment/Embedded Question Answer Postings (10 points)
• Post Answer by 11 PM Fridays = 2 pts.
• Content of answer = 4 pts.
• “Implications for Behavioral Health” heading & content = 2 pts.
• References heading + references = 2 pts.
Example Answer to Weekly Assignment
“Answer: USF Library Tutorial
I am impressed with the volume of information that is available to students through the USF online library system. I found the online tutorials to be excellent tools for the new USF student. I developed a clear understanding of the differences and benefits of the three recommended databases for HSC students: PubMed, CINAHL and PsycInfo. The tutorials were very well organized and progressed at a reasonable pace. I will refer to them regularly as I familiarize myself with the various library resources and develop my research techniques. The USF Louis de la Parte Florida Mental Health Institute Research Library (located in the USF College of Behavioral & Community Sciences, MHC Building) also has several tutorials and helpful tip sheets that I will refer to as I progress through the course work. I appreciate that these tutorials were part of an actual assignment as opposed to having to jump in week one with a research assignment.
Implications for Behavioral Health
I fully understand the importance of integrating clinical information from peer reviewed scholarly journals and evidence-based medicine into the practice environment. I am not a mental health practitioner or a clinical practitioner of any type. I am a health care administrator and as such it is my responsibility to formulate policy and ensure that the practice of health care is safe, ethical, timely and of the highest quality. A continuous process of conducting research, developing policy and integrating into the health care delivery model is critical to improve the overall health of individuals regardless of whether it is at the national, state or local level.
Reference
USF FMHI library system tutorials Available online at http://www.youtube.com/watch?v=bzgHYPsxaBw&feature=share&list=PLE7E644F2269EC37D. Accessed January 7, 2012.”
Grading Rubric - Weekly Module Comments (up to 3 pts. per comment = up to 6 points per week)
• Identify name of student you are directing your Comment = 1 pt.
• Content of Comment = 1 pt.
• Post Comment by 11 PM Sundays = 1 pt.
Example Comment to Another Student’s Answer
“Allison,
I think you are the only one so far who did an appraisal on the Cochrane Database of Systematic Reviews (CDSR). You did a good job of explaining the purpose and value of using CDSR. This looks like it could be an important tool to use for my Semester Paper. Especially since this is my first course related to community-based prevention in behavioral health and I want to make sure I don’t make citations to biased or unscientific articles related in an unfamiliar subject for me.
Thanks,
Dale”
Semester Paper Outline & Grading Rubric (up to 50 points)
The outline of your semester paper must include the following:
• Title page + Abstract (up to 5 points);
• Paragraph describing the main topic & objectives of paper (up to 10 points);
• Outline of topics to be covered in paper (up to 10 points);
• “Implications…” section heading & content (up to 10 points);
• Post the semester paper outline to Après Café by due date (up to 5 points); and
• Provide a preliminary list of references (at least five references) using JBHS&R referencing style (up to 10 points).
The outline should be posted on the Module #4 Après Café Outline on or before the deadline stated on the Course Calendar. Example outlines from previous years appear in the Course Resources section of this Canvas course.
Semester Paper Grading Rubric (up to 200 pts.)
The semester paper may be written on any topic in the broad field of behavioral health. Please look at the table of contents in the course text for a good selection of behavioral health topics.
Students may collaborate on semester papers! However, students must carefully document what each student has done in preparing the semester paper. If more than one student prepares a semester paper, in addition to a written product, either a power point presentation or a video (with audio) presentation of the paper will also be required. Please contact me if you will be collaborating with at least one additional student for the grading rubric and requirements for a semester paper video.
Due dates for the semester paper may be found on the Course Calendar. In addition, examples of semester paper outlines and semester papers from previous years may be found in the Course Resources section of this Canvas course.
Semester Paper Requirements:
• At least 15 double-spaced pages (12 pt. Times Roman or Arial Font computer generated pages) NOT including references, title page, abstract page, or tables/figures (up to 50 pts.);
• Submitted to Turnitin (Semester Paper) by due date (up to 10 points);
• Title page + Abstract heading & content (up to 10 pts.);
• Paragraph describing main topic & objectives of paper (up to 10 pts.);
• Major and sub-section titles throughout the paper (up to 10 pts.);
• Substantive content of paper (up to 60 pts.);
• Correct spelling & grammar (up to 10 pts.);
• “Implications for Behavioral Health” heading & content (up to 15 pts.);
• Correct use of JBHS&R referencing style for in-text references & list of references (up to 10 pts.); and
• References heading & content of references list (up to 15 pts.).
The semester paper should be prepared according to the Journal of Behavioral Health Services & Research (JBHS&R) Referencing Style, available in the Course Resources section of this Canvas course. The semester paper title page should include your name and the paper should be submitted to Turnitin (Semester Paper) through this Canvas course according to the due date listed in the course calendar.
The weekly assignment, semester paper, and exams will require the use of academic/research materials as well as internet-based resources. Students must use academic databases for weekly assignment references as well as for the semester paper and exam answer references rather than using internet search engines (e.g., Google and Yahoo). No more than three references in the semester paper and exam answers may be used from Google, Yahoo, or equivalent search engines. Please do not use Wikipedia as a reference source in any work for this course.
Exams
Both the Mid-Term and Final Exams will consist of essay questions. The Mid-Term Exam will cover the lectures, assigned readings, weekly videos, and introductory audio comments for Weeks #1 - #7. The Final Exam will primarily cover the lectures, assigned readings, weekly videos, and audio comments for Weeks #8 - #15, although all material presented during Weeks #1 - #7 in the course is eligible to be queried in the Final Exam. Answers for the mid-term and final exams must be submitted to Turnitin in the EXAMS category of this Canvas course.
Mid-Term & Final Exam Essay Question Grading Rubric (up to 250 pts. per exam = 500 pts. total)
• Organization of the answers (up to 25 pts.);
• Content of the answers, completeness of answers in comparison to the questions, adequate page length for answering the question, and meets exam submission deadline (up to 100 pts.);
• Style and grammar of the answers (up to 25 pts.);
• Section headings and sub-headings throughout the paper (up to 10 pts.);
• Implications heading & content (up to 15 pts.);
• References heading, in-text references, & list of references (up to 25 pts.);
• Correct use of JBHS&R in-text & list of references (up to 25 pts.); and
• Submission of answers to Turnitin (Mid-Term and Final Exam) categories in this Canvas course (up to 25 points).
Extra Credit (up to 16 points)
You have two opportunities to earn OPTIONAL Extra Credits in this course:
1. OPTIONAL Extra Credit #1 (up to 8 points):
Commenting on at least three semester paper outlines that students have posted to the Après Café; and
2. OPTIONAL Extra Credit #2 (up to 8 points):
Answering the OPTIONAL Extra Credit question on the Final Exam (last question).
Comments on Semester Paper Outlines (OPTIONAL Extra Credit #1)
• Simply post helpful comments to the Module #4 Après Café Outline regarding at least three student outlines during Week #5 of this Canvas course (see the Course Calendar). The extra credit points will be based upon the quality of your comments/suggestions for improving three students’ semester paper outlines. I do not have a grading rubric for this optional assignment. However, please do not respond “good effort, I liked the outline”. Make some substantial suggestions so students may improve their papers.
Students Auditing This Course
For students interested in auditing this course, an Audit form must be filled out by students and approved by the College of Public Health Office of Academic and Student Affairs during the first week of classes. All students must be either registered for “credit” or registered for “Audit” in order to access this graduate level Canvas course.
Instructions for Submitting Work
Students should post their weekly assignment answers (either to embedded question in the lecture or the weekly assignment questions; post your answers and your comments to two other students’ answers) to the class Après Cafe (class discussions) according to the schedule included in the Course Calendar.
Answers to the two exams, the semester paper outline, and the semester paper must be submitted to Turnitin by the respective due dates and times (see Course Calendar for due dates). Samples of both the semester paper outline and semester papers from previous years are accessible through the Course Resources category on the front page of this Canvas course.
References
References should be included in all assignments and prepared according to The Journal of Behavioral Health Services & Research (JBHS&R) style referencing listed in the Course Resources (within the course syllabus) section of this Canvas course.
The weekly assignment answers, the semester paper, mid-term and final exam answers will require the use of academic/research materials as well as internet-based resources. Students must use academic databases for the weekly assignments, the semester paper, and final exam. Use of internet search engines such as Google and Yahoo are discouraged.
8.) 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.
9.) 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
10.) 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.
11.) 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.
12.) 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.
13.) 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.
14). 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.
15.) 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
- Assignments, Exams and Tests: Week 1:
Week #1 Après Café Introduction by 11 PM on Wednesday, January 7, 2015
Response to Week #1 Après Café Assignment by 11PM on Friday, January 9, 2015.
Week 2:
Week #2 Après Café by 11 PM on Friday, January 16, 2015.
Response to Week #2 Après Café by 11 PM on Sunday, January 18, 2015.
Week 3:
Week #3 Après Café by 11 PM on Friday, January 23, 2015.
Response to Week #3 Après Café by 11 PM on Sunday, January 25, 2015.
Week 4:
Week #4 Après Cafe Assignment by 11 PM Friday January 30, 2015
Responses to week #4 by 11 PM Sunday February 1, 2015.
OUTLINE OF SEMESTER PAPER DUE BY 11 PM FRIDAY, January 30, 2015
Week 5:
Week #5 Apres Cafe by 11 PM Friday, February 6, 2015.
Response to Week #5 Apres Cafe by 11 PM, Sunday, February 8, 2015.
OPTIONAL Extra Credit #1 Post Comments to Après Café for THREE Students’ Outlines Due by 11 PM FRIDAY February 6, 2015.
Week 6:
Week #6 Apres Cafe by 11 PM Friday, February 13, 2015.
Response to Week #6 Apres Cafe by 11 PM, Sunday, February 15, 2015.
Week 7:
NO WRITTEN ASSIGNMENT THIS WEEK
MID-TERM EXAM POSTED @ 8 AM MONDAY, February 16, 2015
Week 8:
Week #8 Apres Cafe by 11 PM Friday, February , 20, 2015.
Response to Week #8 Apres Cafe by 11 PM, Sunday, February 22, 2015.
MID-TERM EXAM DUE BY 8 AM MONDAY, February 23, 2015.
Week 9:
Week #9 Apres Cafe 11 PM Friday, March 13, 2015
Response to the Week #9 Apres Cafe by11 PM Sunday, March 15, 2015.
Week 10:
Week #10 Apres Cafe 11 PM Friday, March 20, 2015
Response to the Week #10 Apres Cafe by11 PM Sunday, March 22, 2015.
Week 11:
Week #11 Apres Cafe 11 PM Friday, March 27, 2015
Response to the Week #11 Apres Cafe by 11 PM Sunday, March 29, 2015.
Week 12:
Week #12 Apres Cafe 11 PM Friday, April 3, 2015
Response to the Week #12 Apres Cafe by11 PM Sunday, April 5, 2015.
SEMESTER PAPER DUE BY 11 PM FRIDAY April 3, 2015
Week 13:
Week #13 Apres Cafe 11 PM Friday, April 10, 2015
Response to the Week #13 Apres Cafe by11 PM Sunday, April 12, 2015.
Week 14:
Week #14 Apres Cafe 11 PM Friday, April 17, 2015.
Response to the Week #14 Apres Cafe by11 PM Sunday, April 19, 2015.
Week 15:
Week #15 Apres Cafe 11 PM Friday, April 24, 2015.
No comment postings are due for the Week #15 assignment!
FINAL EXAM POSTED 8 AM MONDAY, April 20, 2015
Final Exam Week:
FINAL EXAM DUE BY 8 AM MONDAY, April 27, 2015
OPTIONAL Extra Credit #2
DUE BY 8 AM MONDAY, April 27, 2015
- Attendance Policy: Class Attendance Policy:
Class Attendance
Regular “class attendance” in this course (accessing the class at least once per week for all 15 weeks of the semester) is required.
Due to prior experiences in teaching distance learning courses, students tend to not adhere to deadlines in distance learning courses compared to in-class courses. Nevertheless, I highly encourage students in this course to submit every course assignment on time… I will pay close attention to the submission date for weekly assignments and other assignments throughout the entire semester.
Class Alerts
Be sure to check the class announcements weekly for information regarding this Canvas course.
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.
- Policy on Make-up Work: Missed or Late Assignments
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 Dr. Levin 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.
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.
Academic Integrity:
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.
14). 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
- Program This Course Supports: This graduate course will serve as an elective course in the new MS Degree in Child&Adolescent Behavioral Health in the Department of CFS in the CBCS and remain a required course for the Behavioral Health Concentration at the COPH.
- Course Concurrence Information: This course is offered as an elective in the new MS Degree in Child&Adolescent Behavioral Health program at the College of Behavioral and Community Sciences in the Department of Child and Family Studies. Furthermore, this course services students at the College of Public Health in the Department of Community and Family Health enrolled in the MPH, Behavioral Health Concentration.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.