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Arizona State University College of Public Programs School of Social Work Graduate Certificate in Assessment of Integrative Health Modalities SWG: 655: Mindfulness & Quality of Life Course Days and Time : Course Location : Instructor : Email: Office Hours : Enrollment Requirements: Pre-requisite Graduate or Doctoral Student (degree and non-degree seeking). Pre-requisite for Social Work majors only: SWG 542. This course meets Selective credits Program Level : Graduate Credits: 3 II. Course Description: This course teaches students the practice of mindfulness and its application for a) effective intervention with clients b) develop non-judgmental awareness of self for objective practice and professional development, c) reinforcing empathy, stress reduction, management of vicarious trauma and effective listening skills; d) apply mindfulness practice to children, adolescents, families, Indigenous peoples and populations suffering from anxiety, depression 1

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Arizona State UniversityCollege of Public ProgramsSchool of Social Work

Graduate Certificate in Assessment of Integrative Health Modalities

SWG: 655: Mindfulness & Quality of Life

Course Days and Time: Course Location: Instructor: Email: Office Hours:

Enrollment Requirements: Pre-requisite Graduate or Doctoral Student (degree and non-degree seeking). Pre-requisite for Social Work majors only: SWG 542. This course meets Selective credits

Program Level: Graduate Credits: 3               

II. Course Description:

This course teaches students the practice of mindfulness and its application for a) effective intervention with clients b) develop non-judgmental awareness of self for objective practice and professional development, c) reinforcing empathy, stress reduction, management of vicarious trauma and effective listening skills; d) apply mindfulness practice to children, adolescents, families, Indigenous peoples and populations suffering from anxiety, depression and disabilities.

The teaching model used is problem-based learning. Mindfulness is congruent with a problem-based learning as it facilitates the ability for students to readily transfer knowledge learned in the classroom to their professional practice and personal lives, hence theory to practice. The course addresses development of professional skills whereby students are able to respond to their countertransference versus reacting to thoughts and feelings that emerge that hinder objectivity.

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The classroom is viewed as a practice laboratory where mindfulness is experienced, both individually and in small groups as it relates to professional development and self-care. These tasks include 1) experiential activities offering opportunities for students to simulate various practice situations using their mindfulness skills, 2) use critical thinking skills, 3) group research presentations and 4) student evaluation of professional and personal self. Through their mindfulness practice, students develop a culturally competent practice using the skills of non-interference, present oriented versus future focus and an integrated model of practice that is congruent with holistic Indigenous healing.                  III. Rationale for course:All students who undertake a profession in the health care profession experience stress, emotional exhaustion and vicarious trauma during their education. Oftentimes these reactions negatively impact their ability to objectively practice and integrate course material.  By developing the skill and practice of mindfulness, students will be able to meet the challenges of practice and personal life.  When students are mindful in the classroom, meaning they are present without internal or external filters, they are better able to regulate emotions and are more open to diverse perspectives. Mindfulness has been shown to increase cultural competency skills. Additionally, clients with personality, severe anxiety, eating and substance abuse disorders as well as those suffering from depression have responded to treatment using mindfulness techniques.

Teaching the skill during a 16-week course offers students the opportunity to competently learn mindfulness thus creating the opportunity to transfer the skills to professional practice. Over the past two years the Kentucky Inventory of Mindfulness Scale was administered before and after this course to assess changes in students’ use of mindfulness skills. Results indicate that students significantly increased their skill levels in the following areas:  a) acting with awareness, b) observing, and c) accepting without judgment. Students will be able to model the benefits of mindfulness (effective communication, empathy, managing stress and dealing with the long term effects of trauma) with their clients providing tools for change while transferring the skills to client’s for use outside of the treatment setting.   IV:  Course Objectives: At the conclusion of the course students will be able to:

Effectively develop and use mindfulness practice skills including: acting with awareness, emotion regulation, self-awareness, observation, and acceptance without judgment.

Develop effective empathic communication Develop cultural competence using silence, non-interference, non-judgmental

acceptance and viewing client situations from different perspectives Develop skill in responding versus reacting to countertransference Describe the relationship between the neuroscience of empathy and mindfulness   Describe the biological and emotional effects of stress Explore students’ cultural norms and how they impact practice and present

functioning

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Assess strategies for burnout prevention, vicarious trauma and stress management Apply mindfulness skills in their practice when working with parents, children,

Indigenous Peoples and special populations

V: Student Competencies

1) Students will be able to identify personal triggers that stimulate the fight or flight response2) Students will develop individual strategies for preventing burnout and vicarious trauma in the workplace3) Students will integrate their cultural norms and how they enhance or interfere with quality of life and sensitize themselves mindfully to client culture and how it impacts treatment4) Students will begin to initiate behaviors in daily living that improve quality of life and develop awareness of how they can make a difference at work and community5) Students will develop a personal mindfulness practice as well as practice the core tenets of mindfulness for themselves and model mindfulness with clients

VI:  Key Course ConceptsStress reduction                                         Vicarious traumaMirror neurons                                 Non-judgmentAttention Stress emotionsNutrition                                                 Non-interferenceAutonomic nervous system                                 HumorBody-scan                                                 SpiritualityRest and relaxation                                         Empathy                

Burnout                                                Passion and visionMindfulness                                            Cultural practice      VII: Course Units:

Unit 1: Understanding the Tenets and Application of Mindfulness Practice Unit 2: Mindfulness Practice: Burnout, vicarious trauma; Anxiety and DepressionUnit 3: Mindfulness Practice and Self Care: Developing QOL Strategies: Unit 4: Mindfulness Practice with Indigenous Peoples, Children and Families

VIII. Required Textbook and Readings

Napoli, M. (2016). Tools for Mindful Living: Practicing the 4 Step MAC Guide. Third Edition. Dubuque, IA: Kendall Hunt Publishing.Napoli, M. & Roe, S. (2016). Life by Personal Design: Limitless Horizons, Third Edition. Dubuque, IA: Kendall Hunt Publishing.

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9 Critical Thinking Readings12 Socratic Journal Articles25-30 Research articles-fast- fact presentation

Required readings consist of two textbooks and selected articles from professional journals. Textbooks can be purchased at the ASU campus bookstore. BlackBoard will be used throughout the semester.

Each Class will include the following activities:

A Mindfulness MeditationLecture topicMindfulness group activitiesStudent Process of Tools for Mindful Living (TML) and Life by Design (LBD) Chapter Journals & MAC reflectionStudent Process of Critical Thinking Article Reviews and Socratic Articles

Unit 1. Understanding the Tenets and Application of Mindfulness Practice

January 11, Week 1: Introduction to CourseOrientation and overview of course and course material with Jamie Valderrama. January 18, Week 2. Review syllabus, Review Assignments. Defining Mindfulness.

January 25, Week 3: The Benefits of Mindfulness.Understanding the emotional brain, relationship between stress emotions and fight or flightPractice Lab:1) Student assessment of stress indicators 2) Mindfulness practice group activityRequired Readings & Assignments due for Week 3:

1) TML Ch, 1; Be as You Are and Cp. 2; Four Step MAC Guide. 2) Chapter Journal entries (minimum of 1.5-2pp.) and MAC reflection (use format in

textbooks)3) Choose Fast-Fact Groups

February 1, Week 4:   Core Tenets of Mindfulness: Applications for Practice Explore mindfulness, its theoretical framework and application in a variety of practice settings using student cases from field. Practice lab:1) Small group activities: Mindfulness activities in acknowledgment, intentional attention; non-judgment, regulating breath.Required Readings & Assignments due for Week 4:

1) TML Cp. 3; Becoming Stress-Less and LBD Cp. 1; Mindfully Creating the Life

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You Love.2) Chapter Journal entries and & MAC Reflection.

3) Article Review,(AR) #1 Poulin, P.A. (2008). Mindfulness training as an evidenced-based approach to reducing stress and promoting well being among human services professionals. International Journal of Health Promotion and Education 46 (2) 72-80.3) Socratic Discussion   Gokhan, N., Meehan, E.F., & Peters, K. (2020). The value of mindfulness-based methods in teaching at a clinical field placement. Psychoogical Reports 106 (2), 455-66.

Unit 2: Mindfulness Practice: Burnout, Vicarious trauma, Anxiety and Depression

February 8, Week 5: Identifying Student Burnout Student assessment: thinking, behavior and emotions that impact professional practice. Review student experience in class, field and personal life and how they are affected by burnout and vicarious trauma while exploring alternatives.Practice Lab:1) Socratic round table: Identify ways vicarious trauma affects practice: Explore solutions Required Readings & Assignments due for Week 5:

1) TML Cp. 4; Are You Breathing. LBD Cp. 2; Eating with Joy and Harmony 2) Chapter Journal entries and & MAC Reflection.

3) AR #2Krasner M., S, Epstein R., M, Beckman H. Suchman A., L, Chapman B. Mooney C., J, Quill, T.E. (2009 )Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians, JAMA. Sep 23; 302(12): 1284-93.4) Socratic DiscussionBerceli, D. & Napoli, M. (2006) Mindful-based trauma-prevention program for social work professionals. Journal of Complementary Health Practice Review 11, 153-165. 

February 15, Week 6 Mindfulness and Neuroscience: Stress Emotions: Anger and Fear, Anxiety & Depression                        Discuss the practice of mindfulness and anxiety utilizing various techniques from Kabat-Zinn;Thich Nhat Hanh and Langer. Discuss the practice of mindfulness and depression exploring techniques that reduce negative thinking 1) Co listening exercises: identify specific types of situations encountered with clients that elicit anger and fear. 2) Group process: difference between reacting and responding: using your mindfulness practice.Required Readings & Assignments due for Class 6:

1) TML Cp. 5; MAC Your Body. LBD Cp. 3; Maximizing Your Body’s Vitality. 2) Chapter Journal entries and & MAC Reflection.3) AR #3

Lo, H. H. M., Ng, S. M., Chan, C.L.W. (2014). Evaluating Compassion-

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Mindfulness Therapy for Recurrent Anxiety and Depression. Research on Social Work Practice, 25(6), 715-725.

4) Socratic DiscussionFollette, V.m Palm, K.M., & Pearson, A. N. (2006) Mindfulness and trauma: implications for treatment. Journal of Rational-Emotive & Cognitive-Behavior Therapy 24, 45-61. 

5) Socratic DiscussionUebelacker, L. A., Epstein-Lubow, G., Gaudiano, B. A., Tremont, G., Battle, C. L., & Miller, I. W. (2010). Hatha yoga for depression: Critical review of the evidence for efficacy, plausible mechanisms of action, and directions for future research. Journal of Psychiatric Practice, 16(1), 22-33.

February 22, Week 7 Mindfulness & Modern Culture, Assessment of Challenges to Self-Care. View video: “The Mindfulness Movie”, and write a 1 page critical reflectionMeet in your Fast Fact groups, for 30 min. Required Readings & Assignments due for Class 7:

1) TML Cp. 6; Stretch Your Body to Your Personal Edge. LBD Cp. 4; Discovering your Balance; Rest and Relaxation

2) Chapter Journal entries and & MAC Reflection. 3) AR #4

Shapiro, S.L., Brown, K. W. & Biegel, G. M (2007) Teaching Self-Care to caregivers: effects of mindfulness-based stress reduction on the mental health of therapists in training, Training and Education in Professional Psychology 1(2) 105-115.

Unit 3: Mindfulness Practice and Self Care: Developing QOL Strategies

March 1, Week 8: Mindfulness; Relationships and Building Empathy Meet in your Fast Fact groupsRequired Readings & Assignments due for Class 8:

1) TML Cp. 7; Your Senses are Calling. LBD CP. 5; Building Harmonious Relationships

2) Chapter Journal entries and & MAC Reflection.3) AR #5

Christopher, J., Christopher, S., Dunnagan, T., Schure, M. (2006). Teaching Self-Care Through Mindfulness Practices: The Application of Yoga, Meditation, and Qigong to Counselor Training. Journal of Humanistic Psychology, 46(4), 494-509.

4) 1 page reflection due on movie; “The Mindfulness Movie.” 5) Socratic Discussion

Ulmer, C. S., Stetson, B. A., & Salmon, P. G. (2010). Mindfulness and acceptance are associated with exercise maintenance in YMCA exercisers. Behaviour Research and Therapy

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March 8, Week 9 Spring Break – No Class

March 15, Week 10: Assessment of Challenges to Self-Care Impact of Stress on QOL. Student identification of behaviors, thoughts and emotions that activate fight or flight response.Practice lab;Co listening activity: process personal “red buttons” and how to disconnect them. discussion: Identify areas of your life that have been neglected or have been obstacles in effective practice. Assessment of student habits and activities aiding in prevention of stress Required Readings & Assignments due for Class 10:

1) TML Cp. 8; Emotions Run Deep. LBD Cp. 6; Protecting Your Life Space; Environmental Awareness.

2) Chapter Journal entries and & MAC Reflection. 3) AR #6

Richards, K.C., Campenni, C.E. & Muse-Burke, J. L. (2010) Self-care and well-being in mental health professionals: The mediating effects of self-awareness and mindfulness. Journal of Mental Health Counseling. 32 (3) July 247-264.

4) 3. Socratic Discussion: Ulmer, C. S., Stetson, B. A., & Salmon, P. G. (2010). Mindfulness and acceptance are associated with exercise maintenance in YMCA exercisers. Behaviour Research and Therapy.

March 22 Week 11:   Mindful Exploration: Solutions for Self-Care. Mindfulness and Neuroscience; Impact of Stress Creating healthy behaviors, thinking and emotional regulation in professional and personal life by identifying areas of quality of life that sustain mental, physical and spiritual healthPractice Lab: Small group Required Readings & Assignments due for Class 11:

1) TML Cp. 9; Witness Your Thoughts. LBD Cp. 7; Cherishing your Passions.2) Chapter Journal entries and & MAC Reflection.3) Socratic Discussion

Tang, Y.Y., Hölzsel, B., & Posner, M. (2015). The Neuroscience of Mindfulness Meditation. Nature Reviews, Neuroscience. 16(4), 213-225.

Unit 4. Mindfulness Practice with Indigenous People, Children and Families      March 29, Week 12 Mindfulness: Relationships and Mindful Communication Examine relationships with clients, supervisors and significant others; identify challenges and negative patterns while exploring ways to improve relationships.Practice LAB:

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Exploring Primary and Disowned Selves and the impact on personal and professional relationships. Where are you stuck: i.e. judgment, expectations, ruminating about the past.Required Readings & Assignments due for Class 12:

1) TML Cp. 10; Mindful Communication. LBD Cp. 8; Visioning Your Life.2) Chapter Journal entries and & MAC Reflection.3) Students will have the last 15 minutes to meet with fast fact group4) Socratic Discussion;

Barnes, S. Brown, K. W., Kruesmark, E., Campbell, W.K., & Rogge, R. D. (2007). The Role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital and Family therapy 33 (4), 482-500.

April 5, Week 13 Group Fast Fact Research Presentations Fast Facts Research Midterm Presentation each student will research 10-15 facts related to the group’s chosen topic. Turn in FF with references.

April 12, Week 14 Becoming Culturally Competent. Mindfulness Practice with Children Explore culturally competent practice skills: non-interference; silence; living in presentPractice LAB:Experiential activity: explore the congruency between mindfulness skills and cultural competency and how they impact practice in agency settings and treatment room.Practice Lab: explore activities to teach mindfulness to children Required Readings & Assignments Due for Class 14:

1) MAC Reflection.2) 1) AR #7

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting Prosocial Behavior and Self-Regulatory Skills in Preschool Children through a Mindfulness-Based Kindness Curriculum. Developmental Psychology, 51(1), 44-51.

3) Socratic DiscussionMacDonald, E. E., & Hastings, R. P. (2010) Mindful Parenting and Care Involvement of Fathers of Children with Intellectual Disabilities, Journal of Child and Family Studies 19 (2), 152-156).

4) Students will have the last 30 minutes of class to meet with their Fast Fact Group5) Post Fast Facts and references on line by 04/01/17, bring a hard copy next week.

April 19, Week 15: Mindfulness Practice with Children Practice Lab: explore activities to teach mindfulness to childrenRequired Readings & Assignments Due for class 15:

1) MAC Reflection.2) AR # 8

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Singh, N. N., Singh, A. N., Lancioni, G. E., Singh, J., Winton, A. S. W., & Adkins, A. D. (2010). Mindfulness training for parents and their children with ADHD increases the children’s compliance. Journal of Child and Family Studies, 19(2), 157-166.

3) Socratic DiscussionFlook., Smalley,, S. L., Kill, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., Ishijima, E. & Kasare, C. (2010) Effects of Mindful Awareness practices on executive functions in elementary school children, Joural of Applied School Psychology 26, 70-95.

Self-Reflection Paper: 10 pointsSpecial Assignment: Based on your Mindfulness experience in this class thus far, write about a significant existential and or spiritual experience. Write a 3.5 page,(minimum), paper double space reflection on that experience. Due 04/26

April 26, Week 16 Mindfulness Practice with Parents. ClosureGroup Process and Reflections on Course and ExperiencesRequired Readings & Assignments due for class 16:

1) MAC Reflection2) AR #9

Coatsworth, J. D., Duncan, L. G., Greenberg, M. T., & Nix, R. L. (2010). Changing parent’s mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19(2), 203-217.

3) Socratic DiscussionWilliams, K. L. & Whaer, R. G. (2010) Are Mindful parents more authoritative or less authoritarian?, An analysis of Clinic-referred mothers. Journal of Child and Family Studies 19 (2) 203-217.

Required assignments for the last class: 1. Min. 3.5 page Mindful reflection on an existential and or spiritual experience.

Reminder: Post Test: Evaluations on linePractice LAB:  Silent MealMindfulness Process of student’s practice

Class Preparation & Participation, worth 10 points. Each week we will be discussing the student’s reflection and class lecture related to their mindfulness practice and quality of life. In addition, students are required to read the assigned article and be prepared to discuss it in a Socratic format. Attendance Students are expected to attend all classes and participate in class activities.  Attendance will be taken at each class. Students who have problems with attendance are advised to withdraw from the course. The 1st absence can be excused; the student will lose 3 points for the 2nd absence; the student will lose 5 points for the 3rd absence. A fourth absence is not considered acceptable for meeting the minimum course requirement.

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IX: Assignments: PointsTools for Mindful Living & Life By Personal DesignQuestions from chapters (TBD & LBD) with additional MAC reflection, due weekly, wks 2-10 36 Combined chapter journals are 1.5-2 pp. (3 points) Double space, with additional MAC reflection (1 point) Article Reviews-(9), due weekly, wks 4-8, 10, 14, 15 9                

Movie 5Midterm (Fast Facts Research)   04/05      30Self-reflection paper (3,5 pages minimum) 10Class Preparation & Participation 10

Total: 100

Tools for Mindfulness Living and Life by Personal Design chapter journal entries- (27 points): ten chapter entries for Tools for Mindful Living: Steppingstones for Practice and 9 chapter entries for Life by Personal Design: Limitless Horizons. Journal entries are to employ critical thinking, personal reflection and physical activity review. Each weekly journal is worth 3 points, will cover 2 chapters, minimum 1.5-2 pages total). Journals include reflections on several topics you found interesting from the chapter readings. Accompanying each combined chapter journal will be an additional MAC Mindfulness reflection. Please use the Chapter Journal form and the MAC Mindful Awareness Reflection Journal form as a general guide, but use descriptive paragraphs when writing your chapter journals. Students will lose ½ point for late journals, 2 week make-up limit.A mindfulness practice is the key to fully experiencing the events in life both personal and professional. When we are mindful, the events of everyday become more meaningful where attention to and acceptance of experiences are encountered without expectation. The emphasis on language and the cognitive process in western society decreases the use of our senses, which are the first indicator of eliciting the empathy neurons in the brain. When we pay attention to our senses we experience events in our lives more fully as well as gain tools for effective communication in personal and professional relationships.  Use your tools to develop a mindfulness practice and be creative and reflective with your journal in both your formal and informal mindfulness practice. a.     Find a place of non-interference for your Mindfulness breath meditation, Tools for Mindful Living CD and certain other Mindfulness exercises that are conducive to seclusion.  You may wish to develop a daily practice and also practice with the CD more often. b.     Read and practice the exercises in the Tools for Mindful Living (TML) and Life by Design (LBD) workbooks.c.     Process thoughts and emotions from the article discussions d.     Tune into your senses daily and observeIncreasing your quality of life is critical for competent practice: maintaining enthusiasm; passion; and energy in your life. You will pay attention to and make changes in your quality of life in relation to nutrition, exercise, environment, relationships, vision and

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passion through your LIFE BY DESIGN (LBD) activities.

Article Reviews. (AR’s) (9x1=9 points)You will mindfully critique 9 articles, (beginning with week 2-14), each worth 1 point. Each AR should be 1 double spaced page. Students will lose ½ point for every 3rd late article, 2 week make- up limit.

Article Reviews

Critical ThinkingPlease format each 1 page critical thinking article review with the following information:

Name: __________________________________Date:______________ __ Article #: I found the following aspects of what I read/viewed relevant to

QOL/Mindfulness because The main points and conclusions in the article The most important information in this article is: I can apply the information I learned in the following three ways: After reading/viewing, the following two questions peak my curiosity:

All Article Reviews Must Be Word-Processed!

                                                                 

Socratic Class Discussions: Students are required to read the assigned article for the week due and be prepared to discuss it in class Use the format above to prepare for Socratic class discussions. Students can bring their notes but do not have to hand in a written assignment.

GroupResearchPresentation - Fast Facts Research. (30 points) Students will come into groups of 2-3.  Each group will choose a topic based on the assigned readings and class discussions.  Each student in the group will develop a research fast facts page with 25-30 facts on the topic presented.  (a paragraph for each reading is sufficient, be clear and concise, be mindful) Each group will have 30 minutes to discuss their topic and facts among themselves in a fishbowl format. Students will post their fast facts with references on blackboard the week before the presentation so students have an opportunity to read them,(and bring 1 hard copy to class). A class discussion will take place following the presentations to answer questions, give opinions and share

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knowledge and thoughts.  Understanding the implications for diversity and how culture and differences relate to your topic are included. You will be graded on delivery, organization, content, and literature review.  We will have time for class interaction and discussion following your presentation.

Mindfulness and Quality of Life as it relates to:

Autonomic Nervous SystemBalanced LivingIndigenous CulturesHappinessRelationshipsVicarious traumaAnxietydepressionpassion

SleepEnergyHumorSpiritualityWellnessEcopsychologyPositive PsychologyMeditationMulti-taskingNarcissism

Self EsteemExerciseNutritionRelaxationRecreationRestParentingClinical PracticeChildrenEducation (primary, secondary, higher education, professional education

Student Discretion Please take into consideration that this class is both didactic and experiential where self -exploration will be a part of the weekly activities. If you are not comfortable with any activities there is no obligation to participate. If you are not interested in a class that involves self -reflection you may not want to be enrolled in this course.

NOTE: The dates and material in this course may vary from this calendar/outline depending on the assessed needs of the classCourse Expectations1. Attend all class sessions and arrive promptly.2. Participate in classroom discussions and exercises, reflecting knowledge of assigned readings, self-awareness and critical thinking.3. Participation and interaction in class should reflect good communication and

interpersonal skills. All discussion will demonstrate understanding of the NASW Code of Ethics and be conducted in a manner respectful of each other as professionals with differing opinions.

Methodology/Classroom Policies:This course utilizes a combination of large class discussion and small group practice activities and experiential learning such as role-playing. It is expected that students will come to class prepared to engage in classroom activities by reading all required reading prior to each class session. It is also expected that all students participate in large group discussions and small group activities. Finally, it is expected that we all cooperate in creating a positive learning environment for all students. Therefore, it is expected that students treat one another with respect at all times. HIPPA Policy Statement:

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In line with the new HIPAA regulations concerning protected health information, it is important that you understand that any case information you present from your work will need to be de-identified. What this means is that any information that would allow someone to know who the person was needs to be changed or eliminated. This includes obvious things like names and birthdates but may also contain other information that is so unique to the person that it will allow for identification, including diagnosis, race/ethnicity, or gender.

ASU PoliciesStudents are responsible for reviewing and complying with all ASU policies, including the following:

Academic Integrity Policy: http://provost.asu.edu/academicintegrity/policyStudent Code of Conduct: http://www.asu.edu/studentaffairs/studentlife/judicialComputer, Internet, and Electronic Communications Policy:http://www.asu.edu/aad/manuals/acd/acd125.html School of Social Work Student Academic Integrity Policy:http://ssw.asu.edu/portal/filelib/students/PlagiarismPolicy.pdf Social work students are responsible for reviewing and complying with the National Association of Social Workers Code of Ethics:http://www.socialworkers.org/pubs/code/code.asp

Grading Criteria 100-99 = A+ 82-80 = B-98-93 = A 79-78 = C+92-90 = A- 77 – 70 = C89-88 = B+ 69-60 = D87-83 = B 59 and below = E

GRADING RUBRIC – Fast Facts (35 Points)

1. How clear and well organized was the presentation ? 5 4 3 2 1

Presentation demonstrated an exceptionally clear, focused, and coherent organization

Presentation was clear and well organized

Some of the concepts within the presentation were vague or confusing, but overall the presentation was coherent.

Most of the concepts withinthe presentationwere vague or confusing which limited my understanding of the presentation.

I don’t get it.

2. To what extent did the presentation demonstrate depth, fullness, and complexity of thought?5 4 3 2 1

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The presentation demonstrated substantial depth, fullness, and complexity of thought.

Concepts in the presentation are developed, but

lack complexity.

The presenter understood the topic but it was

incomplete

Concepts in the presentation lack development or are simplistic in

thought.

What was the point?

3. How well was the literature used to support the arguments in the topic chosen for the presentation?

5The presenterfully describedThe topic and effectively draws upon the empirical or theoretical literature to defend or refute arguments.

4The presenter adequately described the topic and draws upon some empirical or theoretical literature, but does not use it very effectively.

3The presenter described the topic somewhatAnd minimallyDraws upon empirical or theoretical literature.

2The presenter’s description of the topic was incomplete, vague, or brief.

1The presenter did not draw upon the empirical or theoretical literature.

4. How well did the student describe and critique the issues of oppression and diversity?5 4 3 2 1

The student fully describes the influence of oppression and diversity and thoughtfully explores the issues related to it.

The student adequately describes the influence of oppression and diversity and explores the issues related to it.

The student addresses some aspects of oppression and diversity and explores the issues related to it.

The student doesn’t really address oppression and diversity and may or may not discuss some of the issues related to it.

Were there any issues of oppression and diversity?

5. How well did the student use APA format, grammar, professionalism5 4 3 2 1

Consistent use of grammar with no spelling errors. Writing was appropriate for a graduate student level.Evidence of all requirements of APA Editorial Format.

Some errors in spelling and grammar.Writing was satisfactory for this level of instruction.

Some evidence of the use of APA Editorial Format.Writing was inconsistent

Many errors in spelling and grammar. Writing was unsatisfactory for graduate level of instruction.Little to no evidence of the use of APA Editorial Format.

Did the student edit the paper?

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6. How well did the student understand the material to competently address student’s questions.5 4 3 2 1

Student’s answers and feedback were were clear and thoroughly described

Student’s answers and feedback were adequately described

Student’s answers and feedback were somewhat clear and described

Students answers and feedback were confusing and not clear

Students answers and feedback were poorly described

7. How well did the group stimulate class discussion related to the presentation? 5 4 3 2 1

The presentation stimulated a critical and thoughtful class discussion.

The presentation stimulated a thoughtful class discussion.

The presentation stimulated some class discussion.

The presentation generated a few questions or comments.

Students were not engaged

Comments:

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Points earned for Fast Facts: __________________________

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