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Catalogue Description: Skills needed by professionals to assist parents in understanding and promoting their children\u2019s development and adjustment. Includes effective communication techniques, basic counseling skills, and strategies to enhance parental effectiveness within the family and community.
Instructor\u2019s Description: Knowledge needed by professionals to gain understanding of the impact of a child with chronic illness and/or disability on the family. Skills and information necessary to make the intervention process with each family individualized and effective. Development of sensitivity to family strengths and needs. Awareness of personal bias and its impact on practice with families. Knowledge needed of basic counseling skills with families experiencing severe mental health and environmental challenges.
Competencies and Desired Outcomes:
PD 5 \u2013
Textbooks: Nonfinite Loss and Grief: A Psychoeducational Approach
Authors: Elizabeth J. Bruce and Cynthia L. Schultz
Publisher: Paul H. Brookes Publishing Company
The Home Visitor\u2019s Guidebook, 2ndedi tio n
Author: Carol S. Klass
Publisher: Paul H. Brookes Publishing Company
Students will interview a family with a child, age 0-4 with typical or atypical development, using assessment tools presented in class. Students will prepare a 15-20 minute oral presentation of their family interview. The family may not be a family member of the student, a client of the student or a fellow student in the UTD program. The interview must be conducted face to face. Students will present their experience, assessment, and insights to the class. Students will prepare a power point, transparency or handouts, which demonstrate their use ofthree assessment tools during the presentation. Students may choose from a lifeline, genogram, life cycle, psychosocial history, or ecomap.
Students will be assigned a \u201cspecial topic\u201d and/or article provided by the instructor. The purpose of the assignment is to sensitize the class regarding family issues that are unique and impact their response to a child\u2019s diagnosis. Each student will develop a typed outline based on his or her research.
A copy of this outline will be provided to each student in class at the time of their presentation. Student will present a 15 minute oral presentation of the topic in class. Dates of presentation will be assigned based on the class schedule.
Students will write a 3-page essay, single space, on a personal loss \u2013 an object, dream, or person. The loss essay should include the student\u2019s personal observations of the impact of this loss on their life. The essay will address the impact of this loss on their past and future personal/professional relationships, behavior, emotions, life philosophy, and cognition. Students should explore in this essay how this loss experience could assist or impair their sensitivity in work with families of children with chronic illness and/or disabilities. Also, students should address their style of handling \u201cgood-byes\u201d whether personal or professional. The loss essay will not be presented in class and will be considered confidential by the instructor. Grade will be based on student\u2019s attempt to understand the loss and its impact on their life. Students may refer to various theories of loss and grief learned in class but the most important goal of the paper is self-reflection.
Students will construct a Genogram of their family of origin or adoptive family, including at least three generations (the student, their parents, and grandparents), using the symbols presented in class. Student will do a self-assessment of patterns seen in their families. Students will write a 3-page essay describing their Genogram. Students will include their own interpretation and chronology of family events and how their family of origin dynamics might impact their work with families. Again, the Genogram will be considered confidential. Only the instructor will read the Genogram and essay.
1. Expected hours of work: The general expectation is that students will, across the semester, put in a total of 45 hours of work for each semester credit hour in which they are enrolled. For a typical 3-hour commitment during the semester, the student should expect to devote 135 total hours of effort.
3. Attendance policy: Students will be on time to each class (9:30am-12:15pm) and in attendance for the entire session. The student is responsible for informing the professorprior to class of an absence, either in person or by voice mail. My voice mail can be used 24 hrs a day. It is the student\u2019s responsibility to access all information presented for the missed class session from other studentsi n the class. The instructor is not responsible for ensuring the student has the missed materials. No make-up tests will be given without a written Doctor\u2019s excuse. If a student is a \u201cno show\u201d on the day of the test, the student will automatically earn a zero. If a student arrives to a class session after it has begun, he/she is expected to enter quietly and take a seat in the least disruptive location. Attendance and participation represents 10% of the student\u2019s grade.
4. Assignments are due on or before the designated date.No late assignments will be accepted. In the event of a verified Illness (Doctor\u2019s note), the assignment may be faxed to my office prior to 5:00pm on the due date for credit. In a life-threatening event (Doctor verified), the instructor may permit late assignments.
5. Written assignment criteria: All written material submitted should be typed. If you have difficulty in the area of written communication skills, you must obtain the assistance of the UTD Learning Resource Center Writing Lab (on web site and at 972-883- 6707).
6. Students are expected to demonstrate professional behavior in this class. Students should be prepared for class by reading the assigned materials and to participate in class discussions in a constructive manner with the instructor and other students. Should the instructor become concerned about the demeanor of a student, the student will be contacted in private to express that concern.
7. This course requires that students develop insight into their personal feelings, thoughts and behaviors that may negatively or
positively impact future work with families. The course content can be distressing at times. Students must understand that the
nature of work with families can be emotional and sometimes traumatic. The instructor would encourage students to be responsible
for monitoring their level of distress and seek support as appropriate. Due to the emotional nature of this course, the instructor asks
all students to respect the diverse opinions of class participants.
Attendance and participation are essential to the integration of course material and the student\u2019s ability to demonstrate proficiency. Excused absences include illnesses with Doctor\u2019s excuse. All other excused absences must be approved by instructor in advance. One unexcused absence will result in a ten point drop in grade resulting in an automatic B grade. Students, who miss more than 2 classes regardless of the reason, may be asked to drop the class or receive a failing grade. Repetitive tardiness may be considered an absence.
Grading: To successfully complete this course, students will be required to complete all assignments on time. Assignments are due at 9:30am on the designated due date. Assignments turned in after the designated date and time will not be accepted without a Doctor\u2019s excuse (see above). Grades will be determined by test scores, completion and demonstration of understanding class concepts through assigned work, and participation. Tests will be multiple choice, True/False and/or essay.
92-100 = A 82-91 = B 72-79 = C
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