Name: Tamala (Tammy) Johnson
Department Chair, Schools of Public Affairs and Social Services
Muncie Campus - Patterson Building
Muncie, IN 47305
765.289.2291 ext. 1110
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Disabilities Support Contact- Muncie Campus
Ms. Lois Weiss - Muncie Disabilities Coordinator - 765-289-2291 ext. 1388
email: firstname.lastname@example.org; Office - Muncie, Cowen Road Building-NIC
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Required Text & Materials
Title: Intentional Interviewing & Counseling
Author: Ivey, A.E., Bradford Ivey, M., Zalaquett, C. (2014)
Edition: Eigth Edition
Publisher: Cengage Learning
Course Outline of Record
Ivy Tech Community College 1 HUMS 103
COLLEGEWIDE COURSE OUTLINE OF RECORD
COURSE TITLE: Interviewing and Assessment
COURSE NUMBER: HUMS 103 46969
PREREQUISITES: HUMS 101 Introduction to Human Services and HUMS 102 Helping Relationship Techniques.
SCHOOL: Public and Social Services
PROGRAM: Human Services
CREDIT HOURS: 3
CONTACT HOURS: Lecture: 3
DATE OF LAST REVISION: Fall, 2013
EFFECTIVE DATE OF THIS REVISION: Fall, 2014
CATALOG DESCRIPTION: Introduces and develops basic interviewing skills. Includes assessment strategies and treatment planning. Third in a series of three introductory human services courses.
MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course, the student will be expected to:
- Demonstrate basic attending skills.
- Learn and demonstrate appropriate use of open and closed questions.
- Recognize various forms of verbal and nonverbal behavior in clients.
- Demonstrate appropriate use of paraphrasing.
- Understand and practice eliciting and reflecting feelings.
- Identify the steps of the interview process.
- Recognize the appropriate use of confrontation.
- Evaluate the appropriate use of self-disclosure.
- Recognize the components of a psychosocial assessment.
- Collect accurate documentation.
COURSE CONTENT: Topical areas of study include -
93-100 = A
83-92 = B
75-82 = C
70-74 = D
0-69 = F
Ivy Tech Community College HUMS 103
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undermine the quality and diminish the value of educational achievement.
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shall engage in behavior that, in the judgment of the instructor of the class, may be construed as
cheating. This may include, but is not limited to, plagiarism or other forms of academic
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distribution of these materials and other academic work. This includes students who aid and abet
as well as those who attempt such behavior.
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immediately. Look for evacuation procedures posted in your classroom.
HOW TO ACCESS THE IVY TECH COMMUNITY COLLEGE LIBRARY:
The Ivy Tech Library is available to students on- and off-campus, offering full text
journals and books and other resources essential for course assignments. Go to
http://www.ivytech.edu/library/ and choose the link for your campus.
Students are strongly encourage to click the link above to review standard College policies and information on academic support services.
Course Policies & Procedures
HUMS 103-11F is a face to face class which meets two times per week for eight weeks in Room 305 at the Patterson Bldg. Campus. Please refer to the electronic syllabus posted under module one for the course orientation for course policies and procedures.
All grades will be maintained in IvyLearn’s online grade book. Students are responsible for tracking their progress by referring to the online grade book. Students can generally expect to receive grades and feedback within seven days of the assignment due date. If exceptions occur, the instructor may notify students of changes to this expectation.
Due Dates & Deadlines
The Syllabus and Calendar are two important tools to help students understand the course, student and instructor expectations, and deadlines. Both tools can be found in IvyLearn. The Calendar can be accessed from the main navigation area on the left-hand side of IvyLearn.
Students are required to submit work on time for a chance to receive credit. Deadlines for each week/assignment are summarized on the calendar. Students should check the calendar frequently for deadlines and to be aware of what to expect next. Deadlines are listed in Eastern Time and are subject to change.
Students are responsible for timely assignment submission. Should a computer system or network go down, students must still turn in work in a timely manner. Don’t wait until the last minute. Plan ahead by seeking alternative means for submitting work before it is due. Local libraries and all Ivy Tech Community College campuses can serve as alternative resources. Contact the closest/most convenient campus or other public lab for schedules and Internet availability. Not having access to the required software on a home or work computer is not a legitimate excuse for turning in homework late.
Late assignments will be assigned a grade of “0” unless a student has received prior approval from the professor. If a student has a problem or scheduling conflict that prevents the student from submitting an assignment on time, the student should contact the professor immediately. The professor will determine if the seriousness of the problem warrants an extension on the assignment. Unless absolutely unavoidable, students need to contact their instructor before missing the deadline – not after. Instructors have the right to decline accepting work for any credit after a deadline passes with a few specific exceptions, including but not limited to:
- If there is an outage of the IvyLearn system that is verified by central system administrators, instructors will provide an extension for students to submit work at no penalty.
- If the student has documentation of serious illness or death of a family member, instructors will work with the student to determine an alternate deadline.
Attendance Policy – Don’t Get Dropped from Class!
Ivy Tech performs administrative drops for students who do not attend either of the first two class sessions .Students need to attend at least one of the first two class sessions prior to NW deadline listed below in order to avoid being dropped for non-attendance.
Attendance Drop Deadline: September 1, 2017, by 5:00 pm Eastern Time.
Am I Required to Come to Campus for this Course?
HUMS 103-11F is a face to face course that meets on Tuesdays and Thursdays from 6:00 pm to 8:50 pm at the Muncie Campus, Patterson building, Room 206 for eight weeks. As it is a skills class, it requires face to face contact with your instructor and classmates.
Last Day to Withdraw
If a student wishes to withdraw from this course, students are responsible for completing an official withdrawal form with the registrar. Your local registrar contact information can be looked up here: http://www.ivytech.edu/registrar/.
The last day to withdraw from this course is February 24, 2018 at 5:00 pm.
Online Communication Etiquette
Students are expected to uphold their responsibilities in terms of appropriate and professional communication with faculty and peers. Please review the ‘Students Rights and Responsibilities’ section of the student handbook (located within Campus Connect) and review common netiquette (Internet etiquette) practices, like those found at: https://www.ivytech.edu/online/11570.html
Ivy Tech Community College instructors are committed to responding to students’ written inquiries sent via the conversations tool in IvyLearn (instructions below), within 36 hours, including weekends. Students can contact their local Online Technologies Support with questions (http://ivytech.edu/online/contacts.html).
All students must use the conversations feature of IvyLearn for course-related communications. Using conversations, students can send and receive messages from within IvyLearn. Conversations can only be sent and received from within IvyLearn. Please check Conversations frequently.
For information on how to access Conversations (send and receive) click this link to open the Canvas Guides (https://community.canvaslms.com/docs/DOC-2666) (Links to an external site.). The Canvas Guides will provide you with the necessary information to get started with conversations within IvyLearn.
IvyLearn has a robust notification system that students can opt to use to receive course notifications for many course activities and events such as new announcements, due dates, and grade updates. Students can receive those notifications via many different channels including text messages and are highly encouraged to customize their notifications. To learn more about notifications and how to setup and customize notifications, please review the guide here: https://guides.instructure.com/m/4152/l/73162-how-do-i-set-my-notification-preferences (Links to an external site.).
Additional Communication Options
Below are several additional optional ways to communicate with your instructor:
Phone – 765-621-6466 cell
Email: email@example.com is the most reliable way to contact your instructor as she checks it many times a day.
Assignments & Grading
How is my grade calculated?
Your grade is calculated by the HUMS grading scale listed above on the following assignments:
Attendance and Participation:
Each student will be awarded 20 points for each class session they attend. They will only get 10 points per session for leaving early 15 minutes or more or arriving 15 minutes or more late, or attending to other activities than class activities during the class session. 20 points for 16 class sessions =320 possible points
REFLECTIVE JOURNALS: 14 journals x 20 points each = 280 points
Format: This should be at least two substantial paragraphs as it relates to each previous class session and text readings. Your spelling and grammar will be graded. Journals should be completed on Canvas using the link provided in the Assignments tab.
Assignment Description: It is expected that you write a journal of your experiences for each class session and text readings. These journals are an opportunity for you to reflect on your experiences in class. These journals will require you to look beyond the experiences themselves and explore what you can learn from them. Good reflection journals will engage you in thinking critically about your experiences and will enhance your skills in a number of areas such as the ability to:
- develop and test hypotheses
• recognize gaps in your own knowledge and skills
• observe yourself (your behavior, your feelings, your biases, etc.)
• set goals for your own learning and performance
• work systematically toward achieving the goals which you set for yourself
• observe others
• critique your own performance as well as that of others
Below are several characteristics which are typical of high quality reflection in service-learning.
- critiques and evaluates self and others
• observes situations and people carefully, including self
• reflects upon emotions
• reflects upon own strengths, weaknesses recognizes and addresses personal biases
• raises questions and seeks to answer them
• conveys writer's active effort to learn
• demonstrates personal growth and self-awareness
Content & Depth............................................................. 16 pts.
Writing............................................................................ 4 pts.
Total Points Available Each Journal........................... 20 pts.
INTERVIEWING SESSIONS: 60 points each x 3 = 180 points total
Assignment Description: You will have three interview sessions during this semester with a fellow student. They will be approximately 15 minutes in length using skills we discuss in class. You will be discussing your own life issues, so please be sure to discuss something you are willing to explore in front of your peers. The interviewer, in each situation, will be evaluated in the classroom so we may learn from each other. After each session the person conducting the interview will handwrite a note documenting the information discussed in the session. The note will be written in DAP format (this will be discussed in class).
Completed Interview........................................... 50 pts.
DAP Note............................................................ 10 pts.
..... Total Points Available Each Interview........... 60 pts.
BIOPSYCHOSOCIAL ASSESSMENT & INTERVENTION PLAN: 200 points
Format: Title page, 5-8 pages, double-spaced, 12-point, Times New Roman font, 1-inch margins, and APA formatting.
Required References: Not applicable
Assignment Description: The biopsychosocial assessment is an important tool in the field of Human Services. It is an assessment that considers the biological, psychological, and social factors that impact the clients we serve. This assessment allows us to develop a treatment plan that will guide us in providing the best services to our clients. During this class you will be required to conduct an assessment on a film from which you will develop a biopsychosocial assessment and intervention plan. The biopsychosocial assessment and intervention plan are to be written as though they will be presented to a court or interdisciplinary team. That is, they are to be written in a professional format, rather than as a course paper.
The film that will be used for this assignment is a documentary called Kind Hearted Woman. This film chronicles a young Oglala Sioux woman as she struggles between saving her family and risking it all to help end domestic and child abuse on her Native American reservation. Robin Charboneau negotiates single motherhood, tenuous sobriety, and a complicated tribal justice system. Robin’s battles in tribal court with her ex-husband for custody of the children, even after he is convicted of abusive sexual contact with his daughter, illuminates how serious this problem is on the reservation. Robin’s intimate journey is one of heartbreak, discovery, and redemption.
This film is divided into two parts and each part is very lengthy. We will watch the first part in class and you will be required to watch the second part outside of class. The second part of the series is approximately three hours. You can find the link to Part 1 and Part 2 to the film here: https://www.pbs.org/wgbh/frontline/film/kind-hearted-woman/ .
Use the outline below to help guide the format of your data collection. The format of the outline is to be used in writing this paper after you have observed an interview in the classroom setting. Use the headings listed below in your paper.
Biopsychosocial Assessment Format
- Demographic information: age, sex, ethnic group, current employment, marital status, physical environment/housing: nature of living circumstances (apartment, group home or other shared living arrangement, homeless); neighborhood.
- Referral information: referral source (self or other), reason for referral. Other professionals or indigenous helpers currently involved.
- Data sources used in writing this assessment: interviews with others involved (list dates and persons), tests performed, other data used.
- Description of the problem and situation for which help is sought as presented by the client. Use the client’s words. What precipitated the current difficulty? What feelings and thoughts have been aroused? How has the client coped so far?
- Who else is involved in the problem? How are they involved? How do they view the problem? How have they reacted? How have they contributed to the problem or solution?
- Past experiences related to current difficulty. Has something like this ever happened before? If so, how was it handled then? What were the consequences?
- Background History
- Developmental history: from early life to present (if obtainable)
- Family background: description of family of origin and current family. Extent of support. Family perspective on client and client’s perspective on family. Family communication patterns. Family’s influence on client and intergenerational factors.
- Intimate relationship history
- Educational and/or vocational training
- Employment history
- Military history (if applicable)
- Use and abuse of alcohol or drugs, self and family
- Medical history: birth information, illnesses, accidents, surgery, allergies, disabilities, health problems in family, nutrition, exercise, sleep
- Mental Health history: previous mental health problems and treatment, hospitalizations, outcome of treatment, family mental health issues.
- Nodal events: deaths of significant others, serious losses or traumas, significant life achievements
- Cultural background: race/ethnicity, primary language/other languages spoken, significance of cultural identity, cultural strengths, experiences of discrimination or oppression, migration experience and impact of migration on individual and family life cycle.
- Religion: denomination, church membership, extent of involvement, spiritual perspective, special observances.
- What is the key issue or problem from the client’s perspective? From the worker’s perspective?
- How effectively is the client functioning?
- What factors, including thoughts, behaviors, personality issues, environmental circumstances, stressors, vulnerabilities, and needs seem to be contributing to the problem(s)? Please use systems theory with the ecological perspective as a framework when identifying these factors.
- Identify the strengths, sources of meaning, coping ability, and resources that can be mobilized to help the client.
- Assess client’s motivation and potential to benefit from intervention
- Tentative Goals (with measurable objectives and tasks)
- One Short-term
- One Long-term
- Possible obstacles and tentative approach to obstacles
- Tentative Goals (with measurable objectives and tasks)
Biopsychosocial Draft: Follow format and answer all questions above…… 50 pts.
Scoring of Biopsychosocial Final paper
Content & Depth................................................. 160 pts.
Writing................................................................ 40 pts.
Total Points Available....................................... 200 pts.
FINAL INTERVIEW: 160 points
Assignment Description: A 20-minute interview will be completed at the end of the semester with another student in the class. You will be using interviewing skills and assessment techniques as discussed, presented, and practiced in class.
After the interview you will write a 3-page reflection paper regarding the entire interview experience (Interview #1, #2, #3, and your final interview). Your reflection must include a summary of all the interviews; your thoughts about them and your feelings regarding your interviewing skills. What specific skills did you utilize in the interviews? What skill set do you feel are the strongest for you at this moment? What skill set did you struggle with and how can you improve for future interviews?
A DAP note must be included (though does not count towards the page requirement).
Completed Interview........................................... 60 pts.
DAP Note............................................................ 20 pts.
Reflection Paper Content & Depth..................... 80 pts.
..... Total Points Available....................................... 160 pts.
Tue Jan 23 and Jan 25, 2018
Due by 11:59 p.m. each day
|Tue Jan 30 and Thurs Feb 1, 2018||
|Tue Feb 6 and Thurs Feb 8, 2018||
|Tue Feb 13 and Thurs Feb 15, 2018||
|Tue Feb 20 and Thurs Feb 22, 2018||
Tue Feb 27 and Thurs Mar 1, 2018
Tue Mar 6 and Thurs Mar 8, 2018
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.