SYLLABUS FOR (INSTRUCTOR COURSE)

1

Term:  Spring, 2003-2004 (032)

Course Number: HSV 255

Instructor:  Jean Lubeckis

Office: 

Office Phone:  219-836-8806

E-mail:  jeanlubeckis@netnitco.net

Pager:  CALL BEFORE 10:00 P.M.  1-800-518-5839

Office Hours:  As requested before or after class

 

Instructor Background:   I obtained a MHS Degree from Governors State University in 1983.  I obtained my Bachelors Degree in Education from Loyola University in 1973.  I was a school teacher for ten years and then began my counseling career at Ingalls Memorial Hospital in 1983.  I also worked at several other hospital based alcohol/drug treatment programs after that.  My last position was at Cook County Hospital as Director of an HIV/AIDS specific Alcohol/Drug treatment program.  I worked there from 1990-1995.  From 1995-1997  I worked at The Aliveness Project of Northwest Indiana as Prevention Services Director.  I also began Private Practice in 1995 and am presently in Private Practice full-time.  As a counselor in Private Practice, I have see many clients including those with HIV disease.  When I am not working, I enjoy outside leisure including biking, walking and gardening .  I also enjoy sitting at home with a DVD at the end of the week.  Family and friends are also high on my list of  activities.

 

Course Time:   Friday:  6:00-10:00

                            Saturday:  9:00-5:00

 

Course Description: Human Service providers are confronted with clients who are at high risk for contracting many diseases.  In order to serve these clients and their families, Human Service professionals need information that is up-to-date and can be readily used in educating , supporting and assisting their clients.

 

Prerequisites:  NONE

 

Learning Outcomes/ Competencies:

Students in this course will:

 

1.  Through viewing selected videos related to HIV/AIDS/STD’s, reading resource materials and listening to       guest speakers, 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.

 

Textbooks:  NONE

 

Learning Strategies:   Classroom attendance for presentations, lectures, guest speakers.  Role plays, group discussion, on-site visit to The Aliveness Project of Northwest Indiana, viewing movies, reading assignments and independent research.

 

Assessment:

 

Exams (Midterm, Final, Quizzes)                                                     20% of grade

Class participation/collaboration/attendance/assignments       40% of grade

Class presentation and assessment instruments                         40% of grade

 

                Paper !:  10%

                Paper 2:  10%

                Paper 3: 20%

 

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 Policy for Assignments:  Assignments must be turned in on time.  If you want papers returned, they must be turned in at class on the date assigned.  If you do not want them back, they can be e-mailed.  Late papers will lose 2 points.  Assignment dates will be discussed in class and posted in blackboard.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grading Scale:

Grade

Points

A

100-92

A-

91-90

B+

89-88

B

87-82

B-

81-80

C+

79-78

C

77-72

C-

71-70

D+

69-68

D

67-62

D-

61-60

F

59 and below

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 Policy on Electronic Devices:  We all have cell phones and pagers these days, including myself.  Mine will only be answered for an emergency; I would hope you would do the same by turning them off or screening messages during class.

 

 

 

Course Outline:

                                                                                               

Class Dates:      

Topics/Assignments:

Friday,  June 11, 2004                                                    Introductions; Syllabus review;

 

 

Saturday, June 12, 2004:                                    

                                                                                   

 

 

 

Friday, June 25 2004                                                     

                                                                                   

 

Saturday,  June26, 2004                                                                                                            

 

 

Friday,  July 9, 2004                                                      

 

 

 

 

Saturday, July 10, 2004                                                 

 

 

*Friday, July 16, 2004                                                   

                                                                                   

                                                                                   

 

*Saturday, July 17, 2004:                                                        

**NOTE CHANGE IN DATES

 

 

 

 

 

 

 

 

Review expectations;  What is HIV? Who can get it? Values clarification; Sensitivity

 

Review of prevalence;  Risk factors

Counseling/Testing        Cultural competency, Sexual definitions Myths/facts sheet; Video:  Cultural

 

Biopsychosocial Issues; Family Issues

 

Guest Speakers:  Jim Thode, Assistant Director Aliveness Project of Indiana

Counseling and Testing Staff

Other guest speakers

 

HIV and Substance Abuse        

Harm Reduction ; Film:  Recovery is an Inside Job

 

 

No Class to accommodate site visit and Independent study

 

Religious/Spiritual Issues

Group Process:  What have I learned?                                                                                                                                               

 Sex/Sexuality              

How to Talk about Sex with Clients

Video:  No Greater Love

                                                                                Role Plays Issues                                                                          Competencey

 

 

 

Class Participation: Your participation is important to your grade and will count for up to 20% of your grade.

 

Center for Academic Excellence:

Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.

 

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.

 

Please note: Calumet College of St. Joseph subscribes to Turnitin.com and all papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

 

Citation Guidelines:

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and 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. The Registrar must receive written request for withdrawal 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.

 

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).

School Closing Information:

 

                Internet:                                               http://www.ccsj.edu

               

http://www.EmergencyClosings.com

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Phone: 219.473.4770

 

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