SYLLABUS
FOR HIV / AIDS / STD’s
Term: Summer, 2005 May 1 – August 2005
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:
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
class experiences 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 readings noted in Blackboard
2. Read five articles of your own choice OR one book on the subject of HIV/AIDS WRITTEN AFTER 2004..
3. View movie “Philadelphia” on reserve in the library.
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 , class attendance and reading
resource material, students will become
knowledgeable about HIV/AIDS/STD’s.
2.
Through assigned readings,
classroom attendance, videos 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 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
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 you
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?
8-10: The paper demonstrates a thorough knowledge of
HIV/AIDS/STD’s gathered
from both printed material and class. Supporting references are evident throughout. 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 sensitivity to those
who struggle with this disease. Finally,
the paper demonstrates awareness of what is involved in the effort to offer
human services: a) 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 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 Dates Topic-Assignment
Friday,
June 2, 2006 Introductions;
Syllabus
review;
Review expectations
What is HIV? Who can get it?
How do you get it?
The changing disease;
Differences since the first HIV antibody test.
Video: HIV virus; how it works
Saturday,
June 3, 2006 Review
of prevalence; Numbers of HIV cases and AIDS cases; IN and US
And
World-Wide
CDC
categories of Transmission:Risk factors
MOVIE: And the Band Played On
Counseling/Testing
Video: Testing
Cultural competency, Sexual
definitions
Myths/facts
sheet;
Video: Cultural
Competencey
Friday, June 16, 2006 GUEST SPEAKER:
Charles
Johnson: Aliveness Project
HIV/AIDS
Values clarification;
Sensitivity
Cultural competency, Sexual
definitions
Myths/facts
sheet;
Video: Cultural Competency
Saturday,
June 17, 2006 World-wide
issues
HIV/AIDS impact based on
culture, economics and geographic location
Video: Women and HIV
Biopsychosocial
Issues
Videos
on support
Contemporary
concerns
Video: Life is What you Make It
Friday,
June 30, 2006 HIV
and Substance Abuse Harm
Reduction
Video: Recovery is an Inside Job
ASSIGNMENT: Chicago Recovery
Alliance; Positively Aware; July/August 2005
Saturday,
July 1, 2006 Sex/Sexuality
How
to Talk about Sex with Clients
Video: No Greater Love
Role
Plays
Friday,
July 14, 2006 Religious/Spiritual
Issues Group
Process: What have I learned?
Saturday, July 15, 2006 No
class to accommodate final papers
and
out of class time to do site visit.