SYLLABUS
FOR HIV / AIDS / STD’s
Term: Summer, 2003 May 1 – August 2003
Course Number: HSV 255W
Instructor: Ms. Jean Lubeckis
Office
Phone: 219-836-8806
Pager: 1-800-518-5839 (BEFORE 10:00 P.M. PLEASE!)
E-mail: jeanlubeckis@netnitco.net
Office
Hours: As requested before or after
class
Course Time: Friday, 6:00p.m. – 10:00p.m.
Saturday, 9:00a.m. – 5:00p.m.
Today Human Service providers are confronted with clients who are high risk for contracting many diseases. In order to serve these clients, Human Service professionals need information that is up-to-date and can be readily used in educating their clients.
Textbooks:
NONE
REQUIRED READINGS NOTED IN
BLACKBOARD
Statement of
Plagiarism:
If an instructor or other Calumet College of
St. Joseph personnel find that a student has plagiarized or been involved in
another form of academic dishonesty, the instructor or other personnel may
elect to bring the matter up for judicial review. The maximum penalty for any
form of academic dishonesty is dismissal from the College. The procedures for
judicial review are listed under the section of CCSJ handbook that addresses
student grievances.
Calumet College of St. Joseph adheres to
citation guidelines as prescribed by the particular discipline (i.e., MLA, APA,
Chicago Manual of Style or Turabian.).
All of these guidelines are available in the Calumet College of St.
Joseph library or bookstore. These
texts outline how to cite references from a variety of sources, including
electronic media.
Withdrawal
from Classes Policy:
After the last day for class changes has
passed (see College calendar), students may withdraw from a course in which
they are registered with permission from the faculty member conducting the
course. A written request detailing the reason(s) for the withdrawal must be
filed with the Registrar. Written request for withdrawal must be received by
the Registrar by the last day of classes prior to the final examination dates
specified in the catalogue. Written requests may be mailed to the Registrar or
faxed to the College fax number 219-473-4259. Students are to make note of the
refund schedule when withdrawing from courses. The request is forwarded to the
faculty member, who makes the final determination to accept or deny the
request. If the request is honored, the student will receive notification of
official withdrawal; if denied, the notification will indicate why the withdrawal
is disallowed. Note: Degree Completion Division (DCD) students should consult
the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a
"W" grade on the student's transcript. Dropping a
course without written permission
automatically incurs an "F" grade for the course (see
Refund Schedule).
Class Policy
on Attendance:
ATTENDANCE IS
A MUST IN THIS CLASS!
The class is highly experiential and based
upon class content rather than textbook readings. As such, a great deal of
your grade will be based upon attendance.
Your presence in this class is critical to the process of learning;
attendance IS NECESSARY in order to process your own experiences and learn
directly from HIV+ clients and service providers.
Class Time and
Participation:
8 CLASSES (1 Saturday class OFF-SITE); Maximum 40
points: 20 for attendance, 20 for
participation.
Attendance:
7-8 classes = 20 points
5-6 classes = 15 points
3-4 classes = 10 points
1-2 class = 5 points
0 classes = 0 points
20 hours of
independent study:
1. Read required literature on reserve in library
2. Read five articles of your own choice OR one book on the subject of HIV/AIDS WRITTEN AFTER 2000.
18 hours of
Written Reports/Papers:
1. One paper 3-5 pages long reviewing “The Aliveness Project of Northwest Indiana” (see details)
2. One paper 3-5 pages long reviewing a population of your choice (Women, Women of Color, Gay /Bi-Sexual Men, Lesbians, People of Color, etc.) (see details)
3. One paper 7-10 pages long demonstrating what you have learned from your independent study and the class experiences, including guests. (see details)
Class Policy
For Assignments:
Class assignment must be turned in on
time. Late papers will lose 5 points
from total score.
COURSE GOALS:
1.
Counselors,
professionals in Pastoral Care, Nursing and Criminal Justice must learn to deal
with the irrational fear that many individuals have about HIV/AIDS. Addiction Counselors are faced with serving
as advocates for these clients in an attempt to eliminate the discrimination
these clients face. This discrimination
affects access to services and/or are less than effective because service
providers are not effectively dealing with HIV/AIDS issues.
2.
Counselors/Human
Service Professionals need to be particularly sensitive to protecting the
confidentiality of clients who are HIV+.
This requires discretion with documentation and awareness of the law
regarding disclosure.
3.
Counselors/Human
Service Professionals are professionally obligated to be aware of special needs
of HIV+ clients (i.e. medical needs, financial assistance, HIV Support Groups)
and be prepared to assist the clients in assessing these special services.
4.
Treatment
agencies need to develop clear policies about how they will deal with HIV/AIDS
patients. For example, will clients be
allowed to receive an HIV test while in treatment. Most state regulations require AIDS prevention education and
screening for individuals at risk; chemically dependent clients should receive
HIV education as a standard part of their treatment for substance abuse.
5.
Counselors/Human
Service Professionals must evaluate their own attitude and fears about
this
topic.
Counselors must develop empathy and understanding toward these clients
as well as an
understanding of this disease.
Course
Objectives:
Students in this course will:
1.
Through
viewing selected videos related to HIV/AIDS/STD’s and reading
resource material on reserve in the
library, students will become knowledgeable about
HIV/AIDS/STD’s.
2.
Through
assigned readings and interaction with people involved in HIV/AIDS work,
students
will learn to distinguish between
rational and irrational fears about contracting
HIV/AIDS/STD’s.
3. Through contact with professional service providers, students will gain knowledge about
the issue of confidentiality as it
applies to HIV/AIDS/STD’s patients.
4.
Through
assigned readings and discussion in class, students will gain insight into the
need for t
treatment agencies to develop clear
policies about how treatment agencies will deal with
HIV/AIDS patients.
5.
Through
discussion with classmates, individuals with HIV/AIDS, service providers, role
plays,
group exercises, values clarification
and their own response to films and own writing, students
will be able to identify and assess
their own attitudes and fears surrounding HIV/AIDS/STD’s
as well as increase their empathy
for/and understanding of what those who have HIV/AIDS
face in their struggle to survive.
COURSE
REQUIREMENTS/EVALUATION
This
course has been designed around 4 -4 hour classes and 4-8 hour classes (1of
which will be spent at an off-site visit and/or research times), independent
reading assignments, class participation, group process, opportunities to meet
with and question service providers and individuals with HIV disease and three
written papers.
Details
regarding grades and requirements are listed in “Course Design” section.
·
Assessment:
Exams (Midterm, Final, Quizzes) 20 % of grade
Class attendance 20 % of grade
Class participation 20 % of grade
Assignments: 40% of grade
Paper
1: 10%
Paper
2: 10%
Paper
3: 20%
Grading Scale:
A:
97-100 A-:93-96 B+: 88-92 B: 85-87 B-:
83-84 C+: 78-82
C:
76-80 C-:72-75 D+: 69-71 D: 64-65 D-:64-65 F:
<63
Format for
Written Assignments:
ALL PAPERS
MUST BE TYPED AND SUBMITTED BY THE DEADLINE GIVEN AT THE FIRST CLASS OR AS
POSTED IN BLACKBOARD.
POINTS FOR
PAPERS
10 Points for
Paper 1:
Review Aliveness Project of Northwest Indiana and at least two other
resources in the area:
Outline for paper: 3-5 pages
long
1. Overview of what the
organization does
2. What HIV related services
are available to HIV+ clients?
3. What resources are in NWI
for HIV+ individuals?
4. What challenges confront the
organization (i.e. money for the agency, money for client care, etc.)
5. How is the organization
funded?
6. How many people does the
organization serve?
7. Demographics:
Percentages
racially
Percentages
by gender
Percentages
by risk factor (i.e. IV drug use, MSM sex, etc.)
8. What does the program do for
Prevention?
9. Who is at risk for contracting
HIV?
10 POINTS FOR
PAPER 2: 3-5 pages long
Research a population your are interested in and
write on the following issues:
1.
Any prevention suggestions
2.
Numbers of people affected
a.
Why they are at risk
b.
What is being done to treat
this sub-population differently (i.e. medications, prevention efforts, etc.)
3.
What do you believe will be
a challenge as a health care provider with
this population?
20 POINTS FOR PAPER 3:
5-10pages
This
paper will summarize YOUR PERSONAL EXPERIENCES in this class.
1.
What
did you learn from this class about who is infected with HIV, how to prevent
it and the challenges before those who
are INFECTED AND AFFECTED?
2.
What
will you do differently when you are working with HIV impacted individuals?
3.
What
did you learn from guest speakers?
4.
What
might you do to keep yourself informed?
5.
What
is different for YOU…what has CHANGED about you as a result of this class?
POINTS FOR PAPERS: (distribution for each paper)
8-10: The paper demonstrates a thorough knowledge of
HIV/AIDS/STD’s gathered
from both printed material and class. Supporting references are evident trough-
out. For the final paper, it demonstrates an
integration of the knowledge acquired
from various sources rather than repetition of it. ALL papers demonstrate insight into the phenomenon of
HIV/AIDS/STD’s with special sen-
sitivity to those who struggle with this
disease. Finally, the paper
demonstrates awareness of what is involved in the effort to offer human
services: al) to those who struggle with HIV/AIDS/STD’s and b.) designed to offer education for
prevention. PERSONAL GROWTH IS EVIDENT AND DISCUSSED.
5-7: The written work demonstrates a working knowledge of the
material and classes.
Supporting references were evident but reflect
repetition rather than insight into the issues and concerns regarding
HIV?AIDS/STD’s and Human Services. PERSONAL GROWTH IS REFERRED TO.
3-4:
The
written work shows little insight into the material. No references were noted.
Not all of the materials were
reviewed. There was little carryover
into the needs
for HIV+ client needs in Human Services. Writing did not reflect any personal
insight or responses.
1-2: Final paper lacks references.
No reflection of personal growth.
Little insight into t
the material.
0: No paper turned in or paper turned in but points were deducted
for quality of
writing (see separate notation below under
technical competence).
***For final paper, double score.
***TECHNICAL COMPETENCE:***
This is a college and
individuals with college degrees are expected to be able to express themselves
in writing. That writing should reflect
correct spelling, grammar and sentence structure. Therefore, I expect the papers to be organized and typed with few
errors. Rather than give points, points
will be deducted for frustrating reading!
If I cannot read your work,
it doesn’t make sense, it’s spelled “fun-et-i-ka-lee” or I have to read it more
than twice to figure out what you are trying to say, I will deduct 5 points
from your score. Use spell check or a
dictionary! If it is totally
unreadable,(that means you are the only one who can read it or understand what
it means) count on 15 points deducted!
Class
Participation:
Participation: 20 Points: Participates in each class with insight; questions and comments reflect
assimilation of class material and reading; willing to look at own issues with this topic.
15-19 Points: Participates in some classes, reflecting insight into the topic; somewhat
willing to share how you feel about the topic
10-14 Points: Participates only part of the time, reflecting little insight; reluctant to look
at your own issues
5-9 Points: Little, if any participation; no insight demonstrated in comments; unwilling
to discuss own issues
0-4 Points: Minimal participation; does not reflect work on own issues.
Class Date Topic-Assignment
Friday,
May 9, 2003 Introductions; Syllabus review;
Review expectations; What is HIV? Who can get it? Values
clarification; Sensitivity
Saturday, May 10, 2003: Review of prevalence; Risk factors
Counseling/Testing
Cultural competency, Sexual
definitions
Myths/facts
sheet; Video: Cultural
Competencey
Friday, May 23, 2003 Biopsychosocial Issues
Family
Issues
Saturday,
May 24, 2003 Guest Speakers:
Jim
Thode, Assistant Director Aliveness
Project
of Indiana
Counseling
and Testing Staff
Other
guest speakers from Speakers
Bureau
Friday, June 13, 2003 HIV and Substance Abuse Harm
Reduction
Saturday, June 14, 2003 Sex/Sexuality
How
to Talk about Sex with Clients
Video: No Greater Love
Role
Plays
Friday, June 27, 2003 Religious/Spiritual Issues Group
Process: What have I learned?
Saturday, July 28, 2003: No class to accommodate final papers
and
out of class time to do site visit.