UNIVERSITY OF ARKANSAS AT LITTLE ROCKSCHOOL OF SOCIAL WORK

GRADUATE SOCIAL WORK PROGRAM

COURSE OUTLINESpring 2016

January 11, 2016 – May 2, 2016

Number and Title of the Course: 8302 Advanced Direct Practice II: Family TherapySemester Credits: 3 Room Location/Times: Two Sections: (Monday 9-12, Ross 413) & Tuesday (9-12 noon, Ross 416) – Ross 416 Prerequisite: Advanced Direct Practice I Instructor: LaVerne Bell-Tolliver, Ph.D., LCSW Office: Ross Hall, 417 (Stairwell)Office Hours: Tuesdays (1-4 pm). Contact Information: lbtolliver@ualr.edu or Blackboard emailPhone Contact: Office (501) 569-8466 or Cell (870) 816-5169

I. DESCRIPTION OF COURSE:

Advanced Direct Practice II: Family Therapy, builds on Advanced Practice I, Foundations I & II and Human Behavior in the Social Environment, and provides augmented knowledge, values and skills specific to the concentration’s advanced competencies. Particular emphasis is placed on skills of engagement, assessment, intervention and evaluation. This course will include the use of critical thinking skills in understanding and applying general systems theory and selected models of family therapy. Methods for working with families and family subsets, such as couples counseling, parenting issues, and siblings in the context of the environment, will also be presented. Emphasis will be on the integration of knowledge and skills. Each student will be challenged to become increasingly aware of him or herself within a changing society and to develop a sense of self as a professional based on social work ethics and values. In an effort to help students acquire a more contextual understanding of family systems, the course draws from the ecosystems model, with a focus on the systemic link between the family system and cultural issues in addition to factors that impact the delivery of services to families. This will include such factors as socioeconomic status and policy related issues, and how these factors affect the structural and functional aspects of family life. The course will maintain a focus on vulnerable populations (including people of color, gender issues, vulnerable age groups, sexual orientation, income class, disabilities) throughout. The impact of diversity (i.e., age, color, disability, ethnicity, family structure, gender, race, religion, culture, sex, and sexual orientation) issues related to social justice and oppression is emphasized in each unit. The course will also emphasize the use of research and knowledge of evidence-based family social work practice.

1

II. OBJECTIVES OF THE COURSE:

Students will demonstrate:

1. The ability to effectively engage with families by using empathy, use of self, and other interpersonal skills, in addition to the ability to develop mutually agreed upon focus and outcomes (practice behaviors ADP10.1-10.2).

2. Ethical decision-making skills in relation to issues specific to working with families (practice behavior ADP2.1).

3. The ability to integrate multiple sources of knowledge, including research-based knowledge and practice wisdom in working with families (practice behavior ADP3.1)

4. The ability to formulate problems clearly, evaluate, and select, appropriate assessment, intervention, and evaluation tools for use with families (practice behavior ADP3.2).

5. The ability to utilize conceptual frameworks (general systems theory and cybernetics), practice models and theories (Bowen, structural, solution focused and CBT) in assessing families (content for advanced competency #7 & 10, practice behaviors ADP7.1 & 10.3).

6. Effective oral and written communication in assessing and working with families (practice behavior ADP3.3).

7. The ability to continuously improve upon self awareness and assess all aspects of diversity that impact and influence family systems (practice behavior ADP4.1, 4.2).

8. An understanding of the forms and mechanisms of oppression and discrimination, and the ability to engage in practices that advance social and economic justice when working with families (practice behaviors ADP5.1-5.2).

9. The ability to apply policy practice skills in work with families (practice behavior ADP8.1).

10. Knowledge of the resources and the organizational, community,

and societal context within which social work services are delivered to families, and the ability to advocate at multiple levels for enhanced service delivery (practice behaviors ADP9.1-9.2)

11. The ability to access, evaluate and select effective evidence-based intervention strategies in working with families (practice behavior ADP6.1).

12. The ability to implement prevention and intervention strategies that are

2

informed by advanced practice theories and models of practice with families (content for advanced competency #10; practice behaviors ADP10.4-10.5)

13. The ability to apply research skills in evaluating practice effectiveness with families; assess results; modify goals when needed; and, communicate evaluation results to client/agency (practice behaviors ADP10.7-10.9)

14. The ability to appropriately terminate with families (practice behavior ADP10.6)

UNITS, CONTENT & REQUIRED READING ASSIGNMENTS

Unit I: Introduction, Evolution and Basic Techniques of Family Therapy Some, but not all, of the key issues to be addressed within this unit include: a background on family centered practice, problems within the family system including domestic violence, child abuse, and substance abuse, assessment, and communication with the family(2 weeks – (Monday Class: January 11, 25; Tuesday Class: 12 & 19, 2016) – The evolution and foundation of family therapy

A. Practice and critical thinking skills necessary for engaging, assessing and intervening with family systems will be integrated in each unit (competency #3).

B. Ethics in family therapy (competency #2).C. Diversity and issues related to policy and social justice (competency #4).D. Larger systems issues, such as socioeconomic class, community, and policy related forces that impact family functioning will be addressed throughout this course (competency #8, 9).E. Taking into account and assessing factors related to the changing nature of social work services will be addressed throughout this course (competency #9). F. Skills of engagement, assessment, intervention and evaluation of practice (competency #10).G. The importance of theory informed and evidence-based practice and professionalism in the field will be woven throughout this course (competency #1, 6, 7). H. Dovetailing field and classroom learning.

** We will visit Ottenheimer Library regarding assessment instruments. Monday class: 1/25/16, 10:45 – 11:45 am; Tuesday class 1/19/16, 10:45 – 11:45 am **

Readings: Nichols, Introduction & Chapters 1, 2

Unit II: Fundamental Concepts of Family Therapy: assessing and engaging with family systems (1 week –Monday: 2/1; Tuesday, 1/26)Some, but not all, of the key issues to be addressed within this unit include: the development of young children as informed by attachment theory, the working concepts of family-centered practice, stages of the family life cycle, and some discussion on

3

Cultural Competency as it relates to Children / Families.

o General family systems theory (practice behavior ADP7.1)o Cybernetics (practice behavior ADP7.1)o Assessing and engaging family systems (practice behaviors ADP10.1, 10.3)o Context of practice in regard to service to families (practice behaviors

ADP9.1-9.2)o Assessing factors related to policy, diversity and social and economic

justice when working with families (practice behaviors ADP4.1, 4.2, 5.1, 5.2, 8.1).

o Ethical issues specific to working with families (practice behavior ADP2.1)o Applying critical thinking skills in organizing and interpreting clinical

material and selecting appropriate family practice models (includes practice behaviors ADP3.1-3.3)

Readings: Nichols, Chapter 3

Unit III: Evidence-Informed Practice with Families and Evaluating Outcomes (1 week –M. 2/8; T. 2/2)

o Identify, evaluate and select effective evidence-based intervention strategies in working with families (practice behavior ADP6.1)

o Apply research skills to evaluating practice effectiveness with families (practice behavior ADP10.7)

o Assess results of evaluation and modify treatment goals/strategy if needed (practice behavior ADP10.8)

o Communicating evaluation results to client/agency (practice behavior ADP10.9)

Reading: Nichols, Chapter 14

*Assignment Due: Students will provide oral and written summaries on Evidence Based Assessment Measurements* (Due: M. 2/15; T. 2/9)

Unit IV: Bowen Family Systems Therapy (1 week: M. 2/15; T. 2/9)Some, but not all, of the key issues to be addressed within this unit include: protective factors and normal family development, family assessment, and mental health issues related to children and families

o Central concepts (practice behavior ADP7.1)o Use the genogram in family practiceo Engaging and assessing family system (practice behavior ADP10.1, 10.3)

4

o Establishing goals (practice behavior ADP10.2)o Theory specific interventions (practice behaviors ADP10.4-10.5)o Measuring outcome (practice behaviors ADP10.7-10.9)

Readings: Nichols, Chapter 4

Unit V: Structural/Strategic Family Therapy (3 weeks: M. 2/22, 29, & 3/7; T. 2/16, 23, & 3/1)Some, but not all, of the key issues to be addressed within this unit include: child welfare, and mental health issues related to children and families

o Central concepts (practice behavior ADP7.1)o Engaging and assessing family system (practice behavior ADP10.1, 10.3)o Establishing goals (practice behavior ADP10.2)o Theory specific interventions (practice behaviors ADP10.4-10.5)o Measuring outcome (practice behaviors ADP10.7-10.9)

Readings: Nichols, Chapters 5 & 6Psychotherapy Net video: Salvador Minuchin - http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/video?vid=185 Salvador Minuchin on Family Therapy Mysearchlab: Review the video related to chapter 5. This one covers child welfare and mental health issues.

(1st part of paper one due (Both Section: 3/8/16) Note: Last day to drop an individual class: March 8, 2016

Unit VI. Cognitive Behavioral Family Therapy (1 week: M. 3/14, T. 3/8)

o Central concepts (practice behavior ADP7.1)o Engaging and assessing family system (practice behavior ADP10.1, 10.3)o Establishing goals (practice behavior ADP10.2)o Theory specific interventions (practice behaviors ADP10.4-10.5)o Measuring outcome (practice behaviors ADP10.7-10.9)

Readings: Nichols, Chapter 9Psychotherapy.net video: Aaron Beck – Cognitive Theory/therapy. http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/video?vid=213 Optional videos on the subject are available for viewing (Judith Beck, Albert Ellis, etc)

Exam 1 due (Opens Tuesday, March 15, 2016 at 6pm) – Exam on Blackboard

Spring Break: March 21-27, 2016

5

Unit VII: Solution-Focused Brief Therapy (2 weeks: M. 3/28, 4/4; T. 3/15, 3/29)

Some, but not all, of the key issues to be addressed within this unit include: Domestic violence, cultural competency as it relates to children & families, poverty and the welfare system

o Central concepts (practice behavior ADP7.1)o Engaging and assessing family system (practice behavior ADP10.1, 10.3)o Establishing goals (practice behavior ADP10.2)o Theory specific interventions (practice behaviors ADP10.4-10.5)o Measuring outcome (practice behaviors ADP10.7-10.9)

Readings: Nichols, Chapter 11Psychotherapy.net video: Insoo Kim Berg and Steve de Shazer - http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/video?vid=063 – Solution Focused Therapy

Unit VIII: Narrative Therapy (1 week: M. 4/11; T. 4/5)o Central concepts (practice behavior ADP7.1)o Engaging and assessing family system (practice behavior ADP10.1, 10.3)o Establishing goals (practice behavior ADP10.2)o Theory specific interventions (practice behaviors ADP10.4-10.5)o Measuring outcome (practice behaviors ADP10.7-10.9)

Reading: Nichols, Chapter 12Psychotherapy.net video: Madigan’s Approach to Narrative Therapy - http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/video?vid=177

Unit IX: Cultural Considerations; Diversity and Issues related to Social and Economic Justice when working with families (2 weeks – 4/18, 25; T. 4/12, 19)

o Assess all aspects of diversity that impact and influence the family (practice behavior ADP4.1)

o Understanding the forms and mechanisms of oppression and discrimination in working with families (practice behavior ADP5.1)

o Specific practices that advance social and economic justice for

families (practice behavior ADP5.2)

Psychotherapy.net viewing: View either Harry Aponte’s therapy session with a family - http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/video?vid=228 or one of the videos by Kenneth Hardy - http://0-www.psychotherapy.net.iii-server.ualr.edu/stream/ualr/videos/topic/kenneth-hardy

6

Readings: Nichols, Chapter 10 Unit X. The Use of Critical Thinking Skills in Applying the Various Family Models, &Termination Issues Specific to working w/Families (1 week: M. 5/2; T. 4/26)

o The process of evaluating and selecting appropriate models and understanding their unique way of assessing engaging, intervening and evaluating outcomes (practice behavior ADP3.2)

o Termination issues in family therapy (practice behavior ADP10.6)

Readings: Nichols, Chapter 14

The last class will also be used to REPORT TO THE CLASS your findings re: your families. Second/Final Paper Due 11:30 pm: (M. 4/25; T. 4/19) – Note: Safe Assign will be turned on as your final paper is dropped into the assignment drop box.

Final Exam: (Opens Monday, May 2, 2016 at 6pm) – Exam on Blackboard

III. TECHNIQUES OF INSTRUCTION

Each section of this course will meet three hours per week covering the content areas as specified under “Units, Contents and Required Reading Assignments.” There will be a combination of lectures, tapes, (video and audio) role-plays, and discussions. It is essential that each student attends class to participate in the interactive learning and completes the required readings so that there will be a common base of facts and theories.

IV. REQUIRED TEXTBOOKS

Nichols, M.P. (2010). Family therapy: Concepts and Methods (10th Ed.) Boston: Allyn & Bacon or most recent edition.

Articles for this class are listed in this course outline and are all full-text. They can be retrieved from the UALR library data base.

You will also have various assignments found through psychotherapy.net videos. They may be found on the Ottenheimer Library website.

7

V. WRITTEN ASSIGNMENTS

There is one paper worth 40 points (40%) of the course grade. The paper assignment will be given to students, which includes a detailed outline for completing the paper. Note: Your assignments are to be submitted only in either Microsoft Word or Rich Text Format. No PDF files please! We have difficulty opening all other formats. If you need help developing your writing or verbal skills, please speak to me as soon as you believe you need assistance, and/or take advantage of the Writing lab on campus.

8

VI. METHODS OF EVALUATIONEach student is expected to assume responsibility for the integration of knowledgeand skills. It will be the responsibility of each student to successfully complete all assignments. Other assignments may be made at the discretion of the instructor.

Assignment Content Points/Percent of Grade

Date Due

Exam #1

Exam #2

Therapy models through CBTModels beginning Solution Focused through Instruments

20 25

3/15/16 5/2 – 5/3/16

Family Paper Assignment # 1Family Paper

Part Two

Family Paper

(Completed Paper)

40*(Temp. points awarded) (Final points awarded this date*)

3/8/15

M. 4/25; T. 4/19

Student-led Article Discussion Assignment # 2

Student-led Article Discussion

5 Throughout the semester

Family Assessment Measures Assignment # 3

Assessment Instrument & Abstract

10 M. 2/15; T. 2/9

VII. GRADING SCALE

92-100 A82-91 B72-81 C0-71 F

VII. HONOR CODEAll students registered for courses in the School of Social Work are expected to adhere to the rights, responsibilities, and behavior as articulated in both the UALR Student Handbook and the NASW (National Association of Social Workers) Code of Ethics. An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty. This commitment insures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity.

9

VIII. DISABILITY SUPPORT SERVICES

Students with Disabilities:Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or need to have a disability documented), and need an accommodation, please contact me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please visit the DRC website at www.ualr.edu/disability.

This brief statement represents not only responsiveness to Federal expectations but also a desire on the part of this institution to meet its own commitments in the academic arena to students with disabilities.

IX. ATTENDANCE, CELL PHONE, AND COMPUTER USE POLICYLearning in a graduate professional program is based in large part on the interaction that occurs between the instructor and the students in the classroom. Regular attendance is an expected responsibility of the student. Absences of greater than 20% (three classes) of the total of class time may constitute grounds for course failure. Three tardies (past the first 15 minutes of class) constitutes one absence. In the event of bad weather: CHECK BLACKBOARD for your assignment. The class will continue with specific tasks you will need to accomplish on Blackboard. I will post them on that day (or ASAP, if my power is out). Any oral or written assignments you were expected to complete will be due on that day or as soon as your power becomes available, in the event your power is out (we will need to discuss that process. Please contact me if something like that occurs.)

Cell Phones and Computer use: All cell phones are to be turned off or set to silent or vibrate modes. Cell phones and computers are only to be used for in class notes or for use with the online text book material. No use of email or other internet use outside of the purpose of the class will be allowed.

10

X. Official Course Communication Via. BlackboardOfficial communication will be distributed to students by email at the Blackboard site. I will use Blackboard for all official course actions such as: distribution of PowerPoint, announcement of changes in the reading assignments or in the exam schedule, announcement of any cancellation of class meetings due to weather emergencies or other contingencies, etc. In addition, all assignments and test will be submitted and received through Blackboard. Students in the course may also choose to use Blackboard to communicate with the other students in the course. Please let me know if you need any assistance in regard to logging on to Blackboard.

Optional Articles, By UnitImportant Note: You have the option of choosing to make a presentation from one of the articles listed below, or of locating an appropriately relevant-to-the-subject and current (5 years or less) peer-reviewed article. NOTE: Highest points in the area of relevance will be awarded to those who selected the latter option.

(Article presentations are due on the date the unit is assigned)Unit 4: Butler, J.F. (2008), The family diagram and genogram: Comparisons and

contrasts. American Journal of Family Therapy, 36(3), 169-180.

Unit 5: Radohl, T. (2011). Incorporating family into the formula: Family-directed structural therapy for children with serious emotional disturbance. Child & Family Social Work, 16(2), 127-137.

Young, T. L., Negash, S.M., Long, R.M. (2009). Enhancing sexual desire and intimacy via the metaphor of a problem child: Utilizing Structural-Strategic family therapy. Journal of Sex &Marital Therapy, 35(5), 402-417.

Unit 6: Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42(1), 1-18.

Unit 7: Levy, J. (2006), Using a meta-perspective to clarify the structural-Narrative Debate. Family Process, 45, 55-73.

Unit 8: Fox, G.L., & Murry, V.M. (2000). Gender and families: Feminist perspectives and family research. Journal of Marriage & Family, 62(4), 1160-1172.

Bell-Tolliver, Brock, & Burgess (2009) African American Therapists working with African American Families: An Exploration of the Strengths Perspective in Treatment. Journal of Marital and Family Therapy, 35(3), 293-307, doi:10.1111/j.1752-0606,2009.00117.x

11

Antshel, K.M. (2002). Integrating culture as a means of improving treatment adherence in the Latino population. Psychology, Health & Medicine, 7(2), 435-449.

Comas-Diaz, L. (2001). Hispanics, Latinos, or Americans: The evolution of identity. Cultural Diversity and Ethnic Minority Psychology, 7(2), 115-120.

12

Assignment # 1: Due: M. 2/15; T. 2/9/16Evidence Based Family Assessment Measures Assignment

(10 points)

Every student will: Locate a scholarly measurement that (1) either evaluates the effectiveness of a family therapy intervention, or (2) can be used to evaluate the progress that a family makes during the process of attending therapy that uses a specific treatment modality (e.g., CBT, Solution Focused, Bowen, Structural, etc.)

Possible sources to locate the instrument are: current scholarly journal articles that discusses family therapy interventions, texts on mental measurements, or scholarly websites that display the measurements. In order to prepare you for this project, this class will take a field trip to the library to speak with our research librarian there concerning this assignment Please have your instrument approved by me prior to completing this assignment.

Write a 2-3 page summary outlining the type of measurement that was used, the findings (where appropriate, if an article was used) and your reaction (critique) of it. Submit your summary to the Assessment Measures Assignment drop box on Blackboard.

Be prepared to discuss this measurement and your critique of it in class on the above-mentioned dates. ________________________________________________________________________

ADP II Assignments - Assignment # 2(1st part of paper one due (Both Section: 3/8/16)

Second/Final Paper Due: 11:30 pm: (M. 4/25; T. 4/19/16)Part One Paper Draft (5 points, extra credit)

Family Therapy Paper(40 points)

(Course Objectives 1-13 are linked with this paper) Please note that this paper may be submitted in stages. Check the bottom of page for instructions concerning due dates.

Family therapy is one way of explaining human interactions. Working with families, we have the opportunity to observe family groups in the clinical setting. This assignment is the opportunity to demonstrate your knowledge and understanding of one theory you select for the focus of this paper. You may choose any of the family therapy theories discussed in the textbook or a family theory that undergirds the family therapy model used by your agency; however, please consider choosing a theory other than CBT and Solution Focused Therapy (SFT). You have had extensive experience using CBT in ADP I. Regarding SFT, students from previous classes have founded it very difficult to identify therapeutic approached for this one, primarily because SFT is heavily focused on the use of therapy techniques/interventions, rather than theory.

13

It is expected that, in preparation for this paper, you will read and study a number of resources beyond the textbook so that your paper will reflect a significant understanding of the assumptions the theory makes, its application, and its effectiveness. To complete this assignment, you must first select a family. If you are not currently working in an internship, or if that internship does not provide you with a family therapy (quantity of therapy sessions: you must be able in your placement settings to provide therapy to clients for more than 4 sessions) opportunity, you will be assigned a “ lab family* ” within our class. (*Lab families are comprised of students within the class who will take on roles of various family members for a period of 4-6 sessions. Students who are not able to see families within their internship settings or who are not currently placed within internships will serve as therapists for these families) Please let me know no later than the second class period whether you need to be assigned to a lab family.

The paper shall be no more eighteen but now less than 12 pages, typed in APA 6 format (not including the title page, references, or your evidence based instrument). Use a minimum of 20 discipline-specific references (ones from scholarly, peer reviewed journals or assigned texts; only use online web-based sources that end in “.edu” or “.gov”). DO NOT OVER USE THE SOURCES OR TEXTBOOK AS REFERENCES (“Over use” is considered use of a source more than 4 times within your overview). The final paper is worth 40% of your grade in this course. One point will be deducted each day for papers turned in beyond the due date. One point per day is deducted beginning 8 am on the following day).

Note: As of 1/19/16, paper one is officially known as a draft. It must be received by 11:30 pm on 3/8/16 in order to receive the 5 extra credit points. This is a change from what was indicated on the first day of class. You will receive your actual points for each section of the paper when the final paper is graded. On the other hand, submission of your draft will credit you with 5 free points. If you choose not to submit the draft, you will only lose extra credit points.

Important: The paper should include the following information. The paper should include the following components to organize your paper; however, do not, per APA, use neither Roman numerals nor the word “introduction:” What is listed below is only an outline of the content information to be included in your paper.

I. Introduction (Brief overview of what your paper will cover) 1 point (3/8/16)II. Overview of theory (explain the central concepts of you chosen theory (Do

not cover therapy techniques, interventions or explanations here). Start by presenting the central concepts as you understand them. Include explanations theorists provide concerning of how problems are conceptualized by the theory and the assumptions client have about problems/problem resolution) 7 points (3/8/16)

III. Case summary (describe the family you have chosen. Give as much history as you can and carefully explain such things, depending upon the theory you

14

will utilize, as interactional patterns, generational themes, family roles, etc.) 5 points (3/8/16)

IV. Family Assessment (In this section link the central concepts of the theory to your case. Provide examples from the case as to how you think a particular concept fits) 7 points (3/8/16)

V. Treatment Plan: Goals, Objectives, & Intervention (drawing from you chosen model, develop the central goals for your family, measurable objectives, and treatment interventions that would allow you and family, through the use of the model to achieve these goals. 6 points. (Due 3/8/16) HOWEVER, I will not grade it on that date; Due for grading M. 4/25; T. 4/19.

VI. Evaluation of Therapy Model Intervention through the use of your Evidence Based Instrument (In this section, you will report the outcome of your pre-post measurement of your family’s progress through the use of your chosen instrument. You will provide a summary of the outcomes and include any significant areas of change or the lack thereof) 4 points (Due M. 4/25; T. 4/19)

VII. Oral and Written Evaluation of Results of Overall Work with Client– (In this section, you will summarize your overall progress with the client, describing the fit of the client to the model, and the progress that the client made. You will also include your own perception the progress you made as the clinician) 6 points (Due: M. 4/25; T. 4/19)

VIII. Summary/Conclusion (Brief overview of what you covered in the paper)1 point (M. 4/25; T. 4/19)

IX. Proper APA 6, use, grammar, syntax & spelling = 3 points (M. 4/25; T. 4/19)

(Please note: Those items that are due on 3/8/16 will be considered as draft . [Note: A paper must be submitted to qualify as the draft] Final grading for the entire paper, with the exception of oral report, occurs M. 4/25; T. 4/19. ______________________________________________________________________

Assignment # 3: Student-led Article Discussion (5 points) [Due on the day the appropriate unit is assigned for the article you selected]

Individuals or small groups of 1-2 students will present an article they selected either from the syllabus OR as a result of locating one through research of the subject by the second day of class. They will either email students a copy of the presentation no less than 24 hours prior to class, or provide a handout to them and present a PowerPoint presentation on the day the article is assigned in the syllabus. Presentations receiving full points will include the following criteria: (1) appropriate, scholarly, peer-reviewed articles relevant to the topic (highest points are given to those articles located by presenters); (2) presentations will flow smoothly, while reading is kept at a minimum; (3) presenters will provide an organized discussion of the article’s contents that also reflect the presenters’ critical reflection of the information; (4) demonstration of full teamwork on the part of each team member (5) presenters will

15

engage fellow students in various activities that generate participation and thoughtful discussion of the matter beyond asking, “Are there any questions?”

You will need to complete the topic part of your presentation rubric that is found in the Article assignments portion of Blackboard. Each student is expected to submit the rubric to me no later than the day of your presentation. ___________________________________________________________________Revised 1/19/16

16