SYLLABUS FOR HIV / AIDS / STD’s

 

Term: Summer, 2000 (993) May 1 – August 5, 2000

Course Number: HSV 255W

Instructor: Ms. Jean Lubeckis

Office: Room #

Office Phone: 219-836-8806

Pager: 1-800-518-5839 (BEFORE 10:00 P.M. PLEASE!)

E-mail: bluehvn@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.

Course Description:

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.

Prerequisites: None

Textbooks:

Jones, L. HIV/AIDS: What To Do About It. California: Brooks/Cole (1996)

REQUIRED READINGS ON RESERVE IN LIBRARY (See Course Design for details)

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 1997.

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.
  1. 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.
  1. 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.
  1. 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.
  1. 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 reading the text, 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.
  1. 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.
  1. Through contact with professional service providers, students will gain knowledge about the issue of confidentiality as it applies to HIV/AIDS/STD’s patients.
  1. 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.
  1. 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 off-site visits 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!

 

 

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 qre 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.)

      1. What does the program do for Prevention?
      2. 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
      1. Why they are at risk
      2. What is being done to treat this subpopulation differently (ie medications, prevention efforts, etc.)
      1. 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 sensitivity 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 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

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 Assignments:

POINTS FOR PAPERS

20 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 qre 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.)

      1. What does the program do for Prevention?
      2. Who is at risk for contracting HIV?

20 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
      1. Why they are at risk
      2. What is being done to treat this subpopulation differently (ie medications, prevention efforts, etc.)
      1. 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)

15-20: 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.

10-14: 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.

5 - 9: 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.

0-4: Final paper lacks references. No reflection of personal growth. Little insight into the material.

Class Date Topic-Assignment

Friday, May 5, 2000: Introductions; Syllabus review;

Review expectations; Values clarification; Sensitivity

Saturday, May 6, 2000: Cultural competency, Sexual definitions

Myths/facts sheet; Video: Cultural

Competence; HIV and Substance Abuse

Harm Reduction

Friday, May 19, 2000: Biopsychosocial Issues

Ethical Issues

Confidentiality

Film: Recovery is an Inside job

Saturday, May 20, 2000: GUEST SPEAKER: Jim Thode

Aliveness Project of Northwest Indiana

(9:00-12:00)

Clinical Treatment Implications

Dual Diagnosis

Substance Abuse

Progression of illness

Cultural/gender issues

Friday, June 9, 2000: Sex/Sexuality

How to Talk about Sex with Clients

Video: No Greater Love

Role Plays

Saturday, June 10, 2000: *Family Issues

*Movie: Long-Time Companion

*Client Advocacy

Friday, June 16, 2000: Religious/Spiritual Issues

Group Process: What Have I Learned?

Saturday, June 17, 2000: No class to accommodate final papers

and out of class time to do site visits.