Proposed MA in Psychology (USFSP)

Agenda item:
USF Board of Trustees
June 14, 2012
Issue: M.A. in Psychology
________________________________________________________________
Proposed action: Approve implementation of an M.A. in Psychology in the
USF St. Petersburg College of Arts and Sciences.
________________________________________________________________
Background information:
The USF St. Petersburg (USFSP) College of Arts and Sciences proposes to offer
a terminal Master’s degree to address a key need in the region for Master’s-level
professionals with knowledge and experience in risk, resilience and prevention in
a family setting. These graduates will have the skills necessary to provide
leadership in assessment, analysis and evaluation to agencies serving very
young and high-risk children and their families. The proposed program is fully
supportive of USFSP’s mission to serve its region and is consistent with the
strategic direction of the USF System and the Florida Board of Governors.
Letters of support from a number of local and regional agencies are included in
the proposal.
Eight other SUS institutions list a Masters degree in the same CIP code. Of
these, three (FAU, UWF, UNF) offer a terminal Master’s and these institutions
were consulted during the development of this proposal. However, none has an
emphasis on Risk, Resilience and Prevention or on infant-family mental health.
All eight institutions were consulted and written responses were received from
five. None of these expressed concerns about the proposed degree.
The proposed program has been approved by the USFSP College of Arts and
Sciences Council, the USFSP Graduate Council, and the USFSP Regional
Chancellor. It has been recommended to be forwarded to the ACE Advisory
Council.
Significant Policy Issues for the Board to Consider:
The USF System Board of Trustees has the authority to approve implementation
of new degree programs at the Bachelor’s, Master’s, and Specialist level.
Proposed new programs require evaluation of budget and resource implications
and a determination that the programs advance the USF System mission and are
in accord with the strategic plans and priorities of the USF System Board of
Trustees and the Florida Board of Governors. All of these issues were
addressed by USFSP in the review and development of this program.
________________________________________________________________
Strategic Goal(s) Item Supports: Goal 1 of USF St. Petersburg’s Strategic Plan
Workgroup Review: ACE, Academics and Campus Environment
Supporting documentation: Proposal for the M.A. in Psychology.
Prepared by: Norine E. Noonan, Regional Vice Chancellor for Academic Affairs, 727-8734260
Revised 11/23/2011
Board of Governors, State University System of Florida
Request to Offer a New Degree Program
University of South Florida St. Petersburg
Fall 2013
University Submitting Proposal
Proposed Implementation Term
College of Arts & Sciences
Psychology
Name of College(s) or School(s)
Name of Department(s)/ Division(s)
Psychology, General
M.A. in Psychology
Academic Specialty or Field
Complete Name of Degree
42.0101
Proposed CIP Code
The submission of this proposal constitutes a commitment by the university that, if the proposal is
approved, the necessary financial resources and the criteria for establishing new programs have been
met prior to the initiation of the program.
Date Approved by the University Board of
Trustees
President
Date
Signature of Chair, Board of
Trustees
Regional Chancellor
Date
Date
Provide headcount (HC) and full-time equivalent (FTE) student estimates of majors for Years 1
through 5. HC and FTE estimates should be identical to those in Table 1 in Appendix A. Indicate the
program costs for the first and the fifth years of implementation as shown in the appropriate columns
in Table 2 in Appendix A. Calculate an Educational and General (E&G) cost per FTE for Years 1 and 5
(Total E&G divided by FTE).
Implementation
Timeframe
Year 1
Year 2
Year 3
Year 4
Year 5
Projected
Enrollment
(From Table 1)
HC
FTE
15
20
25
25
25
9
12
13
13
13
Projected Program Costs
(From Table 2)
E&G
Cost per
FTE
E&G
Funds
Contract
Auxiliary
& Grants
Total Cost
Funds
Funds
$16,559
$149,027
$0
$0
$149,027
$9,316
$121,111
$0
$0
$121,111
Note: This outline and the questions pertaining to each section must be reproduced within the body of the proposal
to ensure that all sections have been satisfactorily addressed. Tables 1 through 4 are to be included as Appendix A
and not reproduced within the body of the proposals because this often causes errors in the automatic calculations.
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INTRODUCTION
I.
Program Description and Relationship to System-Level Goals
A. Briefly describe within a few paragraphs the degree program under consideration,
including (a) level; (b) emphases, including concentrations, tracks, or specializations; (c)
total number of credit hours; and (d) overall purpose, including examples of employment
or education opportunities that may be available to program graduates.
(a) M.A. in Psychology
(b) Concentration: Risk, Resilience, and Prevention
(c) 33 credit hours
(d) Overall purpose:
The program provides study of biological, social-developmental, and cognitive bases of health and
human behavior, with concentrated emphasis on how adjustment in these realms serves as the platform
for later health and chronic disease outcomes. The program will also cultivate advanced competence in
research methodology.
Why a dedicated concentration on Risk, Resilience, and Prevention (RRP)?
Risk, Resilience and Prevention was identified as the sole concentration area because thorough grounding
in research methodology and in health applications equips program graduates with competencies needed
by Bay Area health and human agencies that serve children and families (which together with industry
and education, are the primary work settings for psychology professionals with master's degrees).
Wulczyn (2008)1 frames a case for RRP in terms of social capital. He draws on Nobel economist James
Heckman’s (2000)2 work on Return on Investment (ROI) from prevention and early intervention during
the prenatal and early childhood years. For Heckman,2 human capital is “a blend of innate ability,
education, and skills acquired through life experience” (the lay person would think of such capital as
well-being, bundling education, physical health, and behavioral health as a single concept). Heckman 2
sees accumulation of human capital as a trajectory; the quantity of human capital an individual possesses
changes over time, and accumulates in a distinct way. Positive changes in human capital beget further
positive changes (increases), as when children who experience high-quality early childhood education (an
increase in their human capital) start school better prepared. Children who start school better prepared
are better able to handle the rigors of school, are less likely to develop behavioral problems, are less likely
to be held back a grade, and are more likely to graduate. High school graduates are more likely to enter
the labor market for higher wages. The cycle of investments is self-reinforcing.
Prevention is the most effective strategy for promoting human capital and reducing risk of both
untoward health outcomes and behavioral and community problems like school dropout rates and youth
aggression and violence. No single factor can predict who is likely to fail the 3rd grade FCAT, become
obese, develop asthma, contract sexually transmitted diseases, engage in aggressive and violent behavior,
drop out of school, or be incarcerated for criminal activity. However, longitudinal studies have
established that cumulative risk from factors found at multiple levels—individual, family, and
community—play an operative role. But, many children exposed to risk factors do not display negative
outcomes—thanks to mitigating protective factors. Such factors are often described in terms of
resilience—the ability to recover strength and spirit under adversity for a positive outcome. Like risk
factors, protective factors can be strengthened through interaction among individual, family, school and
community factors. Prevention and early intervention are key; instead of waiting for undesired behaviors
to occur and then reacting (with accompanying costs) investments are made proactively to cultivate
protective social, academic, and health-promoting behaviors and skills required for success in school and
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life. The RRP emphasis of the Master's in Psychology program at USFSP has these principles as its core.
Program graduates with an M.A. in Psychology from USF St. Petersburg (USFSP) would be positioned to
assume human service and clinical health research positions demanding advanced competencies in
research methodology; data tracking, collection, and analysis; and grant writing associated with graduate
training. Area hospitals and agencies with whom we consulted early on and throughout design of our
program (among them All Children’s Hospital, the Florida Center for Early Childhood (Sarasota), the
Juvenile Welfare Board of Pinellas County, the Pinellas County Health Department, Eckerd Community
Alternatives, the Early Learning Coalition, Personal Enrichment through Mental Health Services
(PEMHS) and Coordinated Child Care) verified the desirability of the above competencies and their
match with existing and potential positions for which they hire. Our Master’s program graduates would
also be eligible for teaching positions at high schools and at 2- and 4-year colleges or universities. And
because job prospects in psychology will always remain best for people holding doctoral degrees in
applied specialties such as counseling or health,4 the foundational content and research courses built into
the first year of the M.A. curriculum will be a desirable option for students whose undergraduate majors
were in fields other than psychology and who seek re-specialization coursework so as to be eligible to
compete for slots at top doctoral programs. Finally, for strong USF system graduates whose
undergraduate major was psychology, the M.A. program provides a thesis option that will provide
intensive experience in a nationally-recognized program of faculty research to equip them to compete for
admission to top doctoral-granting programs.
1 Wulczyn, F.H (2008). Child well-being as human capital. Chicago: Chapin Hall Center for Children at the University of Chicago.
2 Heckman, J. J. (2000). Policies to foster human capital. Research in Economics, 54(1):3-56.
3 Courtney, M. E., Terao, S., & Bost, N. (2004). Evaluation of the Adult Functioning of Former Foster Youth: Conditions of Youth Preparing
to Leave State Care. p. 60. Chicago: Chapin Hall Center for Children.
4 The Washington Post, Jobs: Getting into graduate school in clinical psychology.
http://www.washingtonpost.com/wl/jobs/Content?Content=/communities/industries/health/friedman3.htm
B. Describe how the proposed program is consistent with the current State University
System (SUS) Strategic Planning Goals. Identify which specific goals the program will
directly support and which goals the program will indirectly support. (See the SUS
Strategic Plan at http://www.flbog.org/about/strategicplan/)
The new degree advances six of the nine goals of the SUS Strategic Plan 2012-2025, as described in the
2025 Goals for the State University System section of that document.
GOAL: Teaching and Learning—Excellence: Strengthen Quality & Reputation of Academic Programs
and Universities. The scholarship of the USFSP Psychology Department faculty serves as the foundation
for the advancement of this SUS goal. Current faculty include national leaders in areas of infant and
family mental health, developmental disabilities, asthma and lung health, HIV in children, medical
decision making, and other health-science related areas. The new M.A. program will directly advance the
SUS goal of strengthening the quality and reputation of academic programs and universities by turning
out an annual cadre of Master's level professionals who have been uniquely prepared to contribute
competently and innovatively to research and development arms of health and human service agencies
with prevention and early intervention programming. The research competencies and advanced
knowledge of risk, resilience, and prevention that program graduates entering the regional workforce
will possess, cultivated through applied coursework and through work on cutting-edge faculty research
initiatives, will benefit the citizens of Pinellas, Pasco and the surrounding counties. Program graduates
who advance to doctoral study at leading institutions will themselves be poised to help contribute to the
national dialogues on best practices in risk, resilience, and prevention, which their graduate mentors at
USFSP have helped to shape and advance.
GOAL: Teaching and Learning—Productivity: Increase Degree Productivity and Program Efficiency.
The new M.A. will increase student access to advanced graduate training in the region, materially
enhancing the marketability and skills of those who will be employed in the Tampa Bay region.
Concerning accessibility to underrepresented students, the opportunities for students to be involved in
community-based health and human service research are factors important to civic-minded African
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American and Hispanic students, many of whom desire to pursue graduate study regionally to be
positioned to contribute to community. Moreover, the 4+1 option provides opportunities for strong
students to move through an accelerated program. A blend of face-to-face and distance delivery
instruction in required and elective coursework will provide flexibility for older and non-traditional
returning students and for those already employed but seeking a master's degree for career advancement.
The positioning of the program's Methodology Qualifying Exam at the end of the first year of the
curriculum rather than at the conclusion of all studies is also in the service of streamlining time to degree
and maximizing program efficiency. Overall, the program meets the SUS aim by providing greater access
to graduate training and enhancing graduate enrollments.
GOAL: Scholarship, Research, & Innovation—Excellence: Strengthen Quality & Reputation of
Scholarship, Research, and Innovation. USFSP Psychology faculty are all active scientists engaged in
community-based research that advances the scientific dialogues of their respective fields. Since 2005,
USFSP Psychology faculty have held a half dozen sponsored grants from the NIH and DOE totaling in
excess of $4 million, and during that time, undergraduate and post-baccalaureate OPS research assistants
involved with these projects have contributed to over 50 regional, national, and international conference
reports and publications. The new opportunities the M.A. program will create for faculty and graduate
students to think, work, and write together on existing and planned new sponsored projects promise to
substantially enhance the productivity, scholarship, and national research prominence of already highlysuccessful and generative departmental research programs. Enhancements to USFSP's research potential
afforded by accessibility of graduate student researchers promise to further strengthen the institution's
sponsored project portfolio. Eventually the strengthening of the institution's innovative work on
reduction of risk and enhancement of resilience among individuals and families across cultures and
generations would lay a foundation for pursuit of a Center Grant bridging work of departmental faculty.
GOAL: Community& Business Engagement—Excellence: Strengthen Quality & Recognition of
Commitment to Community and Business Engagement. Engagement of students and faculty in the new
M.A. program with the community will be ongoing and robust. Over a dozen major agencies in Pinellas
County that serve infants and young children and their families were consulted during the design and
development of the program to determine both the need for the program and research competencies and
skill sets employers would be looking for in new hires. The aim of the program is to materially influence
the health and well-being of the state and region's young children through the advanced competencies
program graduates will bring to the community. As one example of the dialectic being set up between
community and the M.A. program, representatives from several county health and human service
agencies will be advisory to the M.A. program and work with the Department to help create material for
coursework and to write applied problems (similar to the ones program graduates will be asked to solve
as employees in their agencies) for inclusion in the Methodology Qualifying Exam. Program graduates
will hence be in position to aptly serve the agencies that hire them; program graduates well-trained in
Risk, Resiliency and Prevention will be valuable additions to regional and statewide workforce efforts to
enhance prevention, health promotion, disease prevention and clinical and healthcare research.
GOAL: Community& Business Engagement—Productivity: Increase Levels of Community and
Business Engagement. Virtually all of our department's current faculty research initiatives already
involve community partners, and our community-based research and partnerships are connected with
the program's main mission—to help strengthen the region's community capacities for responding to the
woeful state of Florida’s children. According to Florida's State of the Children Report (March, 2011), our
state's children rank in the bottom in the nation on almost every key indicator of health and well-being.
Moreover, Pinellas County presently has not only the 7th largest number of Florida’s children, but also
the state’s largest health disparities between black and white children -- disparities that are among the
highest in the nation, and include cardiovascular, asthma and lung health, cancer, diabetes, and
communicable diseases. In 2010, African-American infants in Pinellas were more than twice as likely to
die before their first birthday than White infants, with greatest health disparities in south Pinellas
communities proximate to USF St. Petersburg. Recent community initiatives and formal collaborations
with COQEBS (Concerned Organizations for Quality Education for Black Students), the School Board, the
Pinellas County Health Department, the Juvenile Welfare Board, and faith-based organizations are
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exemplary of the types of community engagement efforts that will come to define the relationship
between the M.A. program and our community, region and state.
GOAL: Community& Business Engagement—Strategic Priorities for a Knowledge Economy: Increase
Community and Business Workforce. Program graduates will be prepared to work with vulnerable
populations within Pinellas County and the surrounding areas. This is an area of growing, recognized
need. Florida is home to the fourth largest number of children in the U.S. and as indicated, Florida
children are near the bottom of the nation of nearly all measures of importance. A rapidly evolving
preventive health market presents opportunities for well-trained health-related professionals possessing
the aptitude to provide leadership in assessment, analysis and evaluation in agency settings serving very
young and higher risk children and their families and the new program will provide leadership in this
emerging area of strategic focus.
C. If the program is to be included in an Area of Programmatic Strategic Emphasis as
described in the SUS Strategic Plan, please indicate the category and the justification for
inclusion.
The Areas of Programmatic Strategic Emphasis:
1. Critical Needs:
• Education
• Health Professions
• Security and Emergency Services
2. Economic Development:
• Globalization
• Regional Workforce Demand
3. Science, Technology, Engineering, and Math (STEM)
Though Psychology is not included in a current Area of Strategic Emphasis, a focus on risk, resiliency and
prevention within the Psychology subdiscipline should be a very high priority for the Florida Board of
Governors. In order to deliver the economy, talent and innovations that Florida must have to be globally
competitive and assure a true and holistic economic transformation, Florida will need a healthy, educated
citizenry that is capable of becoming productive and contributing members to our state’s economy.
However, as detailed in Sections I-B and II-A of this proposal, the Centers for Disease Control and
Prevention identify adverse childhood experiences as a chief contributor to the nation’s health problems.
Florida children currently rank near the bottom in the nation on almost every key indicator of health and
well-being. The SUS educational emphasis and the state’s renewed attention to Voluntary Pre-K and K-12
education are vitally important, but fail to reckon with the leading national survey preschool expulsion
rate1 of 6.67 per 1,000 enrolled—or more than 3.2 times the K-12 rate data of 2.09 students per 1,000
enrolled. This is a powerful indication that children’s lifelong educational trajectories have already been
shaped long before the state’s educational investments touch their lives.
Moreover, these childhood disparities also impact our nation’s security. Mission: Readiness, the national
security nonprofit organization led by over 250 retired generals, admirals and other senior military
leaders, 2 note that 75 percent of 17- to 24-year olds in the U.S. cannot serve in the military. Primary
reasons include being physically unfit, not graduating from high school, or having a criminal record.
Mission: Readiness works to ensure continued American security and prosperity by calling for smart
investments in the next generation of American children, concluding that investing early in the upcoming
generation is critical to securing our state and nation’s future. According to the report, “Retired admirals
and generals understand that whether young people join the military or not, we must increase
investments so that all young people can get the right start and succeed in life—whatever career path
they choose.”2 Risk, resiliency and prevention are concepts central to a healthier, more economically
productive citizenry. Therefore, over the longer term, a reinvigorated emphasis on prevention and early
intervention in the state will have arguably the greatest impact both on Economic Development and on
regional workforce demand and readiness—both of which are current areas of strategic emphasis.
1 Gilliam, Walter. Prekindergarteners Left Behind: Expulsion Rates in State Prekindergarten Systems, Yale University Child Study
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Center, May 4, 2005, pg. 1.
2 http://www.missionreadiness.org/
D. Identify any established or planned educational sites at which the program is expected to
be offered and indicate whether it will be offered only at sites other than the main campus.
The program is planned to be offered entirely at USF St. Petersburg. Students will take certain courses
online.
INSTITUTIONAL AND STATE LEVEL ACCOUNTABILITY
II.
Need and Demand
A. Need: Describe national, state, and/or local data that support the need for more people to
be prepared in this program at this level. Reference national, state, and/or local plans or
reports that support the need for this program and requests for the proposed program
which have emanated from a perceived need by agencies or industries in your service
area. Cite any specific need for research and service that the program would fulfill.
The Need for Prevention in Early Childhood
In 2009, the Centers for Disease Control and Prevention and Kaiser Permanente identified adverse
childhood experiences as a leading contributor to the nation’s health problems.1 Florida is home to the
fourth largest number of children in the United States, but as cited above currently ranks in the bottom in
the nation on almost every indicator of child wellbeing.2 According to Florida’s State of the Children
Report (March, 2011), Florida children rank in the bottom in the nation on almost every key indicator of
health and well-being. 3 Pinellas County not only has the 7th largest number of Florida’s children, but also
the state’s largest health disparities between black and white children, and these disparities are among
the highest in the nation. Health disparities include cardiovascular, asthma and lung health, cancer,
diabetes, and communicable diseases. For example, African-American infants in Pinellas were almost 4
times more likely to die before their first birthday in 2010 than White infants. The greatest health
disparities lie in south Pinellas communities proximate to USF St. Petersburg. Program graduates welltrained in Risk, Resiliency and Prevention will be valuable additions to the Pinellas County workforce in
prevention, health promotion, disease prevention and clinical and healthcare research.
With the growing recognition that the greatest rate of return on investment to reduce medical costs is
preventive care,4 background and training in principles of prevention and early intervention have begun
to drive demand in our field. Employment of psychologists is projected to grow 12 percent from 2008 to
2018 (about as fast as the average for all occupations).5 Rising healthcare costs associated with unhealthy
lifestyles is also likely to drive demand and employment opportunities. Presently about 21 percent of
psychologists are employed in healthcare, primarily in offices of mental health practitioners, hospitals,
physicians' offices, and outpatient mental health and substance abuse centers. Employment opportunities
are limited for bachelor's degree holders, whereas Master's degree holders are in a better position to
compete for both public and private sector positions.5
The Demand by Local Agencies
Two years ago, while in the early stages process of creating our recently-approved new online certificate
program in Infant-Family Mental Health (IFMH), the developers of the certificate program met with
leadership from all Pinellas County agencies who serve pregnant women and families of infants and
toddler-aged children. Their unanimous support and enthusiasm for creation of the certificate program
and its content was based on perceptions that the college graduates hired into entry-level positions
working with and making decisions affecting the lives of our most vulnerable citizens had little to no
focused preparation for the complexities of the work they would undertake. Indeed, several of the same
individuals with whom we met and their agency associates then partnered with us in development of
individual course module content. From a 2011 Infant-Family Mental Health class that is part of the
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certificate program, approximately 25% have already moved directly into positions within the Pinellas
County early childhood mental health system, serving children and their families. Ultimately, we also
expect national/international interest in the fully online certificate. In addition to the support we received
in creation and development of the IFMF certificate, the following provides a small sampling of
enthusiastic comments received from colleagues during our M.A. proposal development (See Appendix
C Agency Letters of Support):
“The Master's program you are proposing is hence a necessary asset to our community and county, as
will be a source of continuous new talent for agency hires—I would even go so far as to say "absolutely
necessary" if we are to move forward in ensuring children and families receive services found to be
meaningful and to leave an enduring impact on the individual and family. The Coalition firmly supports
this new Masters program for students attending the University of South Florida St. Petersburg. We look
forward to working with you and with future graduates of your program."
 Executive Director, Early Learning Coalition of Pinellas County
“We, like many providers, have so much data at our fingertips but no time to gather and analyze it.
Understanding trends on a much larger scale, not to mention overall program impact, would certainly
help to better inform practice and administrative decision making. A Master's level person may also be
more affordable than a doctoral level applicant. Some community funders have moved to a "Results
Based Accountability" method of analyzing community impact of programs so a position like this would
certainly be looked upon favorably by these funders. The "Risk/Prevention" type degree would also be a
great fit in organizations that have these focuses such as Healthy Start, Healthy Families, Head Start as
program coordinators or similar type position”
 Vice President, Infant and Early Childhood Mental Health and Fetal Alcohol Diagnostic and
Intervention Clinic, The Florida Center for Early Childhood
“With the curriculum described, I see good possibilities for these candidates in Research Administration
positions in a healthcare and/or biomedical research environment. An MA only, and one with the
additional education / training in statistical / methodological skills and ethics in research and clinical
settings, would definitely be an advantage over bachelor’s prepared candidates. Pre-award research
administration positions and proposal development / grant writing positions would I think be good fits
for these folks. I also think they could fit nicely into post-award research administration positions. These
folks would also likely find opportunities in Program Coordination / Program Evaluator positions
(Community Education Programs / Community Advocacy Programs / Prevention Services Programs,
etc.) and possibly Study / Research Coordinator positions…where the positions do not have clinical
responsibilities”
 Director of Research & Grants Administration, All Children’s Hospital
“In particular, the Promise Neighborhood implementation grant could include a mental health researcher
as part of a longitudinal research component of social work overlay or wrap services outcomes. Such an
individual would also be qualified for a position as a senior researcher with our Research and Evaluation
Department”
 Director of Children’s Policy, Juvenile Welfare Board of Pinellas
1. Centers for Disease Control and Prevention http://www.cdc.gov/ace/outcomes.htm
2. 2011 KIDS Count http://datacenter.kidscount.org/data/bystate/StateLanding.aspx?state=FL
3. Florida’s State of the Children Report (March 2011) http://www.pinellashealth.com/The_State_of_Florida_s_Child_Update.pdf
4. http://www.childandfamilypolicy.duke.edu/pdfs/10yranniversary_Heckmanhandout.pdf
4. U.S. Dept of Labor, Bureau of Labor Statistics http://stats.bls.gov/oco/ocos056.htm#projections_data
B. Demand: Describe data that support the assumption that students will enroll in the
proposed program. Include descriptions of surveys or other communications with
prospective students.
At USF St. Petersburg, the largest undergraduate major is Psychology. In surveys of our advanced
majors, nearly 90% indicate their intention to pursue advanced graduate study in Psychology and other
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health-related disciplines. However, opportunities to pursue study at the Master’s level in the region are
limited. For example, USF Tampa does not offer a terminal Master’s program in psychology. Further, USF
Tampa’s doctoral programs in Psychology do not have enough seats available to handle demand within
the USF system (admitting an average of 10-15 students annually from a wide range of applicants
nationally and internationally). With few other options in the region, most USFSP graduates look to
specialized certificate programs or online Master’s degrees from outside the region. The USF system has
historically lost out on the opportunity to provide training for the large cohort of qualified students from
both USFSP and other regional universities within and outside the USF system who desire graduate
training and would benefit from Master’s-level education. The proposed M.A. program in Psychology
designed by our faculty meets that demand. It also occupies a unique niche in the USF system; there is no
terminal Master’s in Psychology within the USF system.
In fact, only three other Florida public universities (Florida Atlantic University; the University of North
Florida; the University of West Florida) offer a terminal M.A. in the General Psychology or GeneralExperimental Psychology major/concentration area. Each of the three programs, like ours, offers the
promise of advanced training and coursework for students seeking re-specialization. ). FAU was the first
Florida graduate program to offer a terminal Master’ s degree in General-Experimental Psychology. The
University of North Florida Master of Arts in General Psychology (MAGP) program is more broad-based.
It resembles our program in that it is also research–oriented with a core curriculum of statistics, research
design, substantive areas of psychology, and a research-based thesis. UNF program graduates are
described as having the same aspirational aims and objectives as our program graduates—pursuit of
further graduate work at universities offering a Ph.D. in Psychology, and employment requiring masterslevel expertise (e.g. human factors and evaluation research specialists in government, community
agencies and industry. The University of West Florida’s program bears some resemblance to our
proposed M.A. program concentration in Risk, Resilience, and Prevention (RRP). UWF offers some
specialty coursework in Health Psychology, though there is not the same program emphasis on early
childhood and prevention.
While the emphasis of the proposed M.A. in Psychology at USFSP shares both some similarities and some
unique features relative to other programs in the state, perhaps most to the point is that none of the three
other terminal M.A. programs serve the Tampa Bay area and the surrounding region (e.g., Pasco,
Manatee and Sarasota counties). This is particularly relevant because the Tampa Bay area (Hillsborough
and Pinellas) has the second-largest combined population of infants and young children in the state,
second only to Miami and surrounding communities. RRP was identified as the sole concentration area
because thorough grounding in research methodology and in health applications equips program
graduates with competencies needed by Bay Area health and human agencies that serve children and
families (which together with industry and education, are the primary work settings for psychology
professionals with master's degrees). The proposed program is anticipated to be able to serve the needs of
working professionals in the region looking to enhance their credentials and our current undergraduate
psychology student population.
Our surveys of advanced majors indicate that applications for graduate study will be robust. Our
program will offer an option for talented USFSP undergraduate psychology majors identified during
their junior year to gain early entry into the M.A. program through a combined program in accordance to
the USF Accelerated Program Guidelines in the Graduate School Catalog. This option would enable
qualified students to earn their bachelor’s degree while taking 6000-level graduate courses during their
senior year, eliminating one year of graduate coursework upon successful completion of their qualifying
exams (taken after Year 1 in program). Admitted USFSP undergraduate students would complete four of
the five required Year 1 core courses during their senior year, and will complete the fifth required Year 1
course during the summer following graduation. This will enable them to enter into their second year in
the M.A. program the following fall after graduating with the B.A. in Psychology (see below). At two fall
2011 meetings of the USF St. Petersburg Psychological Science Organization (September 8, 2011;
September 22, 2011), which drew 22 and 35 student attendees, over 90% of those polled indicated that
they would find great interest in a combined 4+1 Master’s program, an option not currently afforded to
students through any existing M.A. programs in Psychology at Florida public universities. For B.A.
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students admitted to the two-year M.A program, we would anticipate drawing from USF System schools,
Eckerd College, St. Petersburg College, and other area institutions that do not offer a terminal Master’s
degree in Psychology.
C. If substantially similar programs (generally at the four-digit CIP Code or 60 percent
similar in core courses), either private or public exist in the state, identify the
institution(s) and geographic location(s). Summarize the outcome(s) of communication
with such programs with regard to the potential impact on their enrollment and
opportunities for possible collaboration (instruction and research). In Appendix B,
provide data that support the need for an additional program as well as letters of support,
or letters of concern, from the provosts of other state universities with substantially
similar programs.
Eight of the 11 Florida public universities offer a Master’s degree in Psychology that falls under CIP
42.0101. These degrees vary by university in major/concentration areas (e.g., Clinical,
Industrial/Organizational, etc.) and degree program admittance. Some universities allow admittance into
a terminal master’s degree program versus a doctoral program, in which students may receive a master’s
degree en route to a Ph.D. The following table summarizes the Psychology graduate degree offerings for
the Florida public universities.
Status of Graduate Degrees in Psychology (CIP 42.0101) in SUS Universities
Name of Institution
Florida Atlantic
University (FAU)
Florida A&M
University (FAMU)
Florida Gulf Coast
University (FGCU)
Florida International
University (FIU)
Florida State
University (FSU)
New College of
Florida (NCF)
University of Central
Florida (UCF)
University of Florida
(UF)
Location
Admits Students to
Terminal Master’s
Degree Program
Yes*
Admits Students
to Doctoral
Degree Program
No
Student May Receive
Master’s Degree in
Progression to Ph.D.
N/A
No
No
N/A
No
No
N/A
Miami, FL
Yes*
Yes
Yes
Tallahassee,
FL
Sarasota, FL
Yes*
Yes
Yes
No
No
N/A
Orlando, FL
No
Yes
Yes
Gainesville,
FL
No
Yes
Yes
Boca Raton,
FL
Tallahassee,
FL
Ft. Myers, FL
University of North
Jacksonville,
Yes*
No
Florida (UNF)
FL
University of South
Tampa, FL
No
Yes
Florida (USF)
University of West
Pensacola, FL
Yes*
No
Florida (UWF)
*Additional Notes on Psychology Graduate Degree Major/Concentration Area:
FAU
General-Experimental Psychology (MA)
FIU
Behavior Analysis (MS)
Counseling Psychology (MS)
9
N/A
Yes
N/A
Revised 11/23/2011
FSU
Psychology, Applied Behavior Analysis specialty (MS)
UNF
General Psychology (MA)
UWF
Counseling Psychology (MA)
General Psychology (MA)
Industrial/Organizational Psychology (MA)
The programs most similar to the one that we propose fall within the General or General-Experimental
major/concentration area of Master’s degrees in Psychology. Only three Florida public universities offer
the M.A. in Psychology in the General Psychology or Experimental Psychology major/concentration area.
None offer a concentration in Risk, Resilience, and Prevention, and none offer the combined 4+1 option
for high-achieving undergraduate to be offered by the USFSP M.A. program. The Universities of North
Florida and West Florida both offer an M.A. in General Psychology that includes a Master’s thesis (UWF
is in the process of moving to a thesis option as thesis is currently mandatory). Florida Atlantic University
offers an M.A. in General-Experimental Psychology that includes a Master’s thesis. Among private
universities, Nova Southeastern offers a 30-credit entirely online M.S. degree in General Psychology with
a thesis option. Walden University also offers an entirely online M.S. degree in Psychology with a
specialization in General Psychology and a thesis option. Walden’s 53- to 55-credit degree is entirely
online and currently is the only existing Florida program that provides an opportunity for high-achieving
undergraduate students to earn graduate credits while completing a B.S. in Psychology through an
Accelerate into Master’s (AIM) program.
We endeavored to assess the impact of the proposed new M.A. program at USFSP on enrollment of
existing Florida public M.A. programs in General Psychology. Department Chairs at both UNF and UWF
were contacted on 10/4/2011 to apprise them of the proposed new USFSP program and to verify no
foreseen potential adverse impact on their enrollments. Representatives of both programs verified that
there was no foreseeable adverse impact. The student body of UWF’s graduate program is comprised
almost exclusively of students who had matriculated within the institution as undergraduates;
undergraduate enrollments are generally drawn from the region, including (in the case of UWF)
northwest Florida and nearby states (southern Alabama, Georgia and southeastern Louisiana). The
Director of UWF’s School of Psychological and Behavioral Sciences was also especially helpful in
providing constructive feedback from lessons learned in administering and implementing the M.A.
degree in Psychology at UWF. The Director of UNF’s program foresaw no significant impact on their
Master of Arts in General Psychology (MAGP) program; UNF generally receives 40-50 applicants
annually for 15-18 positions in the program, drawing students from throughout the state but typically
only 1-2 applicants from out of state.
We also solicited feedback from FAU as to the proposed program’s impact on their enrollments. The
telephone consultation with the Graduate Program Director on 1/13/2012 revealed that Florida Atlantic
University in Boca Raton was the first graduate program in Florida to offer a terminal Master’s and
continues to offer a terminal Master’s degree in Psychology, with strong emphasis on Experimental
Psychology. FAU attracts applicants from throughout Florida and other states and receives more
applicants annually than can be accommodated. Approximately 30-40 students are admitted annually for
an incoming cohort of approximately 20 students. Department administrators anticipated some but
limited impact on the program as historically some students admitted have been from the Tampa Bay
area. Students must already hold a baccalaureate to be admitted, and FAU does not offer an accelerated
admissions program for their undergraduate students.
Additional outreach was done to assess the impact of the Psychology graduate degree programs
categorized underneath the CIP 42.0101 code. The FIU Graduate Director was connected with on 1/10/12
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to discuss the impact of the proposed new USFSP program on their enrollments. He disclosed that FIU
has 4 Master’s programs. For two of the programs, Developmental Sciences and IndustrialOrganizational Psychology, the Master’s degree is received in progression to Ph.D. The other two,
Behavior Analysis and Counseling Psychology, are very specialized terminal Master’s degrees unrelated
to General Psychology. Specifically, Behavior Analysis was described as a certification to be able to
practice in that realm; the Master’s in Counseling is designed to get students licensed for practice. No
issue was foreseen for FIU at all as our proposed program is not a clinical skills Master’s and the
overwhelming majority of their graduate students are Miami-area students. The provosts of the 8
universities within the CIP 42.0101 were also provided opportunity for comment on the proposal.
Responses were received from FAU, FIU, UF, UNF and UWF with no adverse impacts to their programs.
(See Appendix B Letters from the Provosts)
We also explored opportunities for possible instructional collaboration. We engaged in conversations
with the Chair of Psychology at USF Tampa and with the Area Director for USF Tampa’s Doctoral
Program in Cognition, Neuroscience, and Social Psychology. Both were very collegial and confirmed
possibilities for students in both the USFSP Master’s program and the USF Tampa doctoral program to
select certain elective courses at the sister system school not offered within their own program of study
and mutually approved by department advisors at both system schools. A kindred conversation with the
Dean of Public Health at USF Tampa was likewise productive in identifying possible complementary
elective courses in programs at both sister institutions that would be of interest to students in the
respective fields of study.
D. Use Table 1 in Appendix A (A for undergraduate and B for graduate) to categorize
projected student headcount (HC) and Full Time Equivalents (FTE) according to primary
sources. Generally undergraduate FTE will be calculated as 40 credit hours per year and
graduate FTE will be calculated as 32 credit hours per year. Describe the rationale
underlying enrollment projections. If, initially, students within the institution are
expected to change majors to enroll in the proposed program, describe the shifts from
disciplines that will likely occur.
Given the enthusiasm of those in our current undergraduate program formally polled, we anticipate that
15 students will be accepted to the 2-year program during its first year (as many as 5 on a thesis track).
We anticipate identifying qualified undergraduate students beginning in 2013-14, such that new
enrollment will reach 25 students (10 admitted to the 2-year Master’s, 15 to the combined program) by
2015-16. A cohort of 25 is then projected annually. We project that these will be primarily USFSP students.
By Year 3, we anticipate that we will also benefit from regional students (5 admits), out-of-state students
(2 admits) and individuals who come from agencies/industries within our service area (1 admit). Given
the data outlined above in the need and demand sections in addition to a comprehensive marketing plan,
we believe that these projections on HC and FTE are reasonable and realistic. (See Appendix A Tables)
E. Indicate what steps will be taken to achieve a diverse student body in this program. If
the proposed program substantially duplicates a program at FAMU or FIU, provide, (in
consultation with the affected university), an analysis of how the program might have an
impact upon that university’s ability to attract students of races different from that which
is predominant on their campus in the subject program. The university’s Equal
Opportunity Officer shall review this section of the proposal and then sign and date in
the area below to indicate that the analysis required by this subsection has been reviewed
and approved.
USF St. Petersburg’s Psychology Department has a well-established commitment to diversity. Fifty-seven
percent of our full-time faculty are women and 29% are people of color. USFSP’s Psychology program not
only infuses diversity concepts across the curriculum but is also among the very few institutions
nationally to require a 3-credit Diverse Perspectives in Psychology course as a requirement for graduation
with a B.A. degree in Psychology. The research programs of three of the seven current full-time faculty
are explicitly concerned with risk, resilience and prevention with higher-risk minority populations. One
of the first graduate courses to be developed as an elective for the proposed M.A. program (Infant-Family
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Revised 11/23/2011
Mental Health) has drawn approximately 25% USFSP students of color, the majority of those African
American. We expect to achieve similar diversity in the Master’s Degree in Psychology.
In order to continue with the success in diversity during this pilot course, part of our marketing
campaign and recruitment strategy will be to work with USFSP Undergraduate Admissions to provide
them with the information regarding the 4+1 option as a draw for talented and diverse students. In
addition, the Multicultural Student Affairs Office, Academic Success Center, and TRIO (First Time in
College Support Services) would be collaborated with in order to ensure that the proper support services
were in place for students to be successful within the Intro to Psychology course, which is taken during
the freshman year. Additional recruitment would be done during junior and senior year targeting diverse
students who meet the program criteria within the USFSP psychology major. We anticipate that students
will be attracted to the curriculum, research and scholarly interests of our current faculty as they reflect
the racial, cultural and ethnic composition and concerns of the community served by USFSP; eightypercent of Pinellas County’s African American population resides in historically black neighborhoods
located within a 4 zip-code area abutting USF St. Petersburg’s campus zone.
The explicit goal of our marketing campaign is to achieve a diverse student body in this program. This
will be done through leveraging the resources within our USFSP community, targeted area community
contacts with area African-American leadership, including the Concerned Organizations for the Quality
of Education for Black Students (COQEBS); social media campaigns; and paid advertising on the Web,
the latter two approaches geared toward specific audiences. For example, we will place ads on websites
and in publications of colleges and universities with diverse student bodies, including Historically Black
Colleges and Universities such as Florida A&M University and Hispanic-serving institutions such as FIU.
We will also target professional groups, including the National Association of Black Psychologists and
their state affiliates and will earmark a specific amount of our marketing budget toward the goal of
achieving a diverse student body.
Original signature obtained prior to minor
edits. See Appendix G for signature.
Signature of Equal Opportunity Officer
III.
Date
Budget
A. Use Table 2 in Appendix A to display projected costs and associated funding sources for
Year 1 and Year 5 of program operation. Use Table 3 in Appendix A to show how existing
Education & General funds will be shifted to support the new program in Year 1. In
narrative form, summarize the contents of both tables, identifying the source of both
current and new resources to be devoted to the proposed program. (Data for Year 1 and
Year 5 reflect snapshots in time rather than cumulative costs.) If the university intends to
operate the program through continuing education on a cost-recovery basis or market
rate, provide a rationale for doing so and a timeline for seeking Board of Governors’
approval, if appropriate.
The program will be taught by existing faculty, assisted initially by a Visiting Assistant Professor whose
line will be converted to a tenure-line hire by Year 3. In Year 1, a total of $149,027 is the anticipated
amount that will be reallocated from the College of Arts and Sciences (CAS) E&G fund to support
program start up and administration in Year 1. Current salaries and benefits of $79,554 will be used to
pay for existing faculty in 2013-14 (when only 7 classes will be taught to a first-year Year 1 cohort in the 2year M.A. program. Beginning in 2014-15, the number of classes taught annually will move from 7 to 13
as we educate both a new Year 1 cohort and the class now in their second year of the 2-year M.A.). Also,
$15,473 will be used to pay for the Visiting Assistant Professor in 2013-14 who will contribute to teaching
graduate-level courses in Years 1 and 2. An additional non-recurring $50,000 cost is budgeted in Year 1
for creation and equipping of a physiological laboratory. This estimate is based on recent historical
funding provided to comparable entry-level science faculty hired at this institution for their research
undertakings. The precise instrumentation to be purchased to equip the physiological laboratory will
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Revised 11/23/2011
depend on the new tenure-line hire’s specific research endeavor and equipment needs. The library will
need $4,000 annually in order to enhance existing electronic resources for graduate scholarship. This has
been reflected in budgeting $4,000 in the Year 1 and Year 5 snapshots. Year 5 total E&G costs are
anticipated to be $121,111.
To compensate for existing faculty’s reallocation of effort from course coverage contributions to the
undergraduate program to course coverage contributions to the graduate program, a new non-tenure-line
instructor hire (Year 3) will be assigned annual coverage of the undergraduate curriculum’s advanced
quantitative core coursework (specifically, Research Methods, Experimental Design and Analysis, and
Tests & Measurement), augmented as required by existing adjunct faculty. Summer session classes will
also be used judiciously to permit regular annual coverage of elective courses to facilitate student
programs. The plan for such summer course offerings has been discussed with and affirmed by the Dean
of the College. Hence the only additional new recurring resources required to start up and administer a
Master’s program in Year 1 will be those for the new instructor and the library enhancement of electronic
resources, funds for which will come from increased E&G. USFSP has made a significant commitment to
the success of this new degree. (See Appendix A Tables)
B. If other programs will be impacted by a reallocation of resources for the proposed
program, identify the program and provide a justification for reallocating resources.
Specifically address the potential negative impacts that implementation of the proposed
program will have on related undergraduate programs (i.e., shift in faculty effort,
reallocation of instructional resources, reduced enrollment rates, greater use of adjunct
faculty and teaching assistants). Explain what steps will be taken to mitigate any such
impacts. Also, discuss the potential positive impacts that the proposed program might
have on related undergraduate programs (i.e., increased undergraduate research
opportunities, improved quality of instruction associated with cutting-edge research,
improved labs and library resources).
Our undergraduate program will be minimally impacted by a reallocation of resources for the proposed
program. Six of seven current faculty members will assume teaching responsibility for one or more
courses in the new degree. The shortfall in the existing program created by this small shift of resources
will be made up by the new faculty described above.
The new M.A. degree will also yield benefits to our existing programs:
1.
The M.A. will strengthen caliber of undergraduate students majoring in psychology by virtue of its
provision of a desirable path for our top students to pursue graduate study in a program that is
designed to enhance their research competencies and attractiveness for doctoral level study, teaching
positions, or marketability for entry-level positions in prevention and behavioral health science
research fields.
2.
By increasing Departmental visibility, the combined M.A. degree will attract a larger pool of talented
high school students to our undergraduate program.
3.
The new degree will likely also impact the recently-approved, new certificate program in InfantFamily Mental Health. We would expect some students each year might seek to migrate from the
certificate program to the graduate degree program.
C. Describe other potential impacts on related programs or departments (e.g., increased need
for general education or common prerequisite courses, or increased need for required or
elective courses outside of the proposed major).
The new degree will require no new general education, prerequisite or elective courses.
D. Describe what steps have been taken to obtain information regarding resources (financial
and in-kind) available outside the institution (businesses, industrial organizations,
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Revised 11/23/2011
governmental entities, etc.). Describe the external resources that appear to be available to
support the proposed program.
USF St. Petersburg maintains relationships throughout the private and public sectors with businesses,
industrial organizations, and governmental entities. The institution manages these relationships centrally
through the Division of External Affairs. The Division employs three staff members who are dually
employed by the USF Foundation, Inc., the charitable giving arm of the institution. USF St. Petersburg
maintains access to several foundation databases and technology that enables us to fine tune a strong
partnership with parties who would be mutually interested and benefit from a psychology program.
In development of this program, we consulted with and received affirmation and strong encouragement
from a broad cross-section of the agencies in Pinellas County and Sarasota who will be likely employers
of program graduates (among them All Children’s Hospital, the Florida Center for Early Childhood
(Sarasota), the Juvenile Welfare Board of Pinellas County, the Pinellas County Health Department,
Eckerd Community Alternatives, the Early Learning Coalition, Personal Enrichment through Mental
Health Services (PEMHS) and Coordinated Child Care). We have also already begun consulting with
various agencies to assure that our curriculum affords students the pertinent background training and
skill sets demanded by the types of research positions they would hold. As further evidence of this
community connection and partnership, individuals from several different Pinellas agencies have already
contributed videotaped guest presentations constituting particular modules of graduate courses under
development for the certificate program, committed to provide guest lectures for proposed courses
supporting the M.A. degree, and have agreed to participate on advisory panels for ongoing program
development.
IV.
Projected Benefit of the Program to the University, Local Community, and State
Use information from Tables 1 and 2 in Appendix A, and the supporting narrative for “Need
and Demand” to prepare a concise statement that describes the projected benefit to the
university, local community, and the state if the program is implemented. The projected
benefits can be both quantitative and qualitative in nature, but there needs to be a clear
distinction made between the two in the narrative.
The new degree will provide broad benefits to the university, local community, and the state by setting
the program and university apart in terms of its unique combination of Master’s-level training in research
methodology, prevention, and the biopsychosocial foundations of health and illness. The program and
the cutting-edge faculty research directly relevant to the program’s emphasis will draw increasing
numbers of students to the university, to the community and to the state. The synergy between the
innovative program curriculum and faculty research will also further strengthen USFSP’s scholarly
reputation among scientific peers. By becoming a training ground for Master’s level students versed in
the scholarship of Risk, Resilience, and Prevention, the new master’s program will deliver to the
community and the state increasing numbers of qualified professionals capable of working within
organizations to strengthen their mission in promoting health and preventing illness through capacity to
analyze, assess, and provide leadership in initiatives attending to the socioemotional foundations of
health and wellness. The new program will serve the university by further solidifying existing
collaborations with community partners such as All Children’s Hospital, the Juvenile Welfare Board, the
Early Learning Coalition, the Pinellas County Health Department, and several other organizations who
were consulted during the process of researching and preparing the M.A. program proposal. USFSP
faculty research and partnerships in civic engagement have been instrumental in building the existing,
strong ties with community agencies and service systems, and the visibility of an M.A. program will
certainly assist in the ongoing creation of new community partnerships.
V.
Access and Articulation – Bachelor’s Degrees Only
A. If the total number of credit hours to earn a degree exceeds 120, provide a justification for
an exception to the policy of a 120 maximum and submit a separate request to the Board
of Governors for an exception along with notification of the program’s approval. (See
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Revised 11/23/2011
criteria in Board of Governors Regulation 6C-8.014)
Not applicable.
B. List program prerequisites and provide assurance that they are the same as the approved
common prerequisites for other such degree programs within the SUS (see the Common
Prerequisite Manual at FACTS.org).
The courses in the Common Prerequisite
Counseling Manual are intended to be those that are required of both native and transfer
students prior to entrance to the major program, not simply lower-level courses that are
required prior to graduation. The common prerequisites and substitute courses are
mandatory for all institution programs listed, and must be approved by the Articulation
Coordinating Committee (ACC). This requirement includes those programs designated
as “limited access.”
If the proposed prerequisites are not listed in the Manual, provide a rationale for a request
for exception to the policy of common prerequisites. NOTE: Typically, all lower-division
courses required for admission into the major will be considered prerequisites. The
curriculum can require lower-division courses that are not prerequisites for admission into
the major, as long as those courses are built into the curriculum for the upper-level 60
credit hours. If there are already common prerequisites for other degree programs with
the same proposed CIP, every effort must be made to utilize the previously approved
prerequisites instead of recommending an additional “track” of prerequisites for that CIP.
Additional tracks may not be approved by the ACC, thereby holding up the full approval
of the degree program. Programs will not be entered into the State University System
Inventory until any exceptions to the approved common prerequisites are approved by the
ACC.
Not applicable.
C. If the university intends to seek formal Limited Access status for the proposed program,
provide a rationale that includes an analysis of diversity issues with respect to such a
designation. Explain how the university will ensure that community college transfer
students are not disadvantaged by the Limited Access status. NOTE: The policy and
criteria for Limited Access are identified in Board of Governors Regulation 6C-8.013.
Submit the Limited Access Program Request form along with this document.
Not applicable.
D. If the proposed program is an AS-to-BS capstone, ensure that it adheres to the guidelines
approved by the Articulation Coordinating Committee for such programs, as set forth in
Rule 6A-10.024 (see Statewide Articulation Manual at FACTS.org). List the prerequisites,
if any, including the specific AS degrees which may transfer into the program.
Not applicable.
INSTITUTIONAL READINESS
VI.
Related Institutional Mission and Strength
A. Describe how the goals of the proposed program relate to the institutional mission
statement as contained in the SUS Strategic Plan and the University Strategic Plan.
Above we detailed how the new degree advances all four goals of the SUS Strategic Plan 2005-2013, as
described in Appendix 2 of that document. The M.A. in Psychology also supports three goals of the USF
System Strategic Plan and the USFSP Strategic Plan. Without competing with other degree programs in
15
Revised 11/23/2011
the USF System, it addresses:
Goal 1: Academic Excellence, Student Access and Student Success by meeting student demand for
advanced education in Psychology in the region through a rigorous program of graduate study. The
program will have a faculty advisor in Psychology to provide academic support for student retention and
success;
Goal 2: Impactful Research, Economic Leadership, and Civic Engagement by directly engaging
graduate students in coursework and research that brings them into contact with active faculty-student
collaborations and partnerships with preventive and health initiatives involving the Pinellas County
Health Department, Juvenile Welfare Board, All Children’s Hospital, Healthy Start Coalition, Mt. Zion
Ministry and Human Services, Concerned Organization for the Quality of Education for Black Children
in Pinellas County, the Drug Abuse Comprehensive Coordinating Office in Hillsborough County, and the
statewide Florida Association of Family and Conciliation Courts. The opportunity the MA program will
create for further expansion of existing USFSP-agency partnerships within the region also supports Goal
5;
Goal 5: Expand and Diversify Resources. Recent examples include funding from the St. Petersburg
Times (now Tampa Bay Times) and Juvenile Welfare Board to conduct a family-strengthening clinical
trial for high risk expectant African American couples, in a program administered by the faith-based
community in partnership with the Health Department, using a curriculum written and evaluated by
USFSP Psychology faculty. The MA Program creates expanded opportunities for corporate and
foundational support for quality education and research.
The proposed degree also supports the USFSP Strategic Plan by addressing the four goals of academic
distinction, research, diversity, increased enrollments and increased financial support. The program’s
unique regional role in providing graduate training in research methodology and in risk, resilience and
prevention are detailed above, and our faculty members conduct high quality prevention and healthrelated research that meaningfully involves USFSP students. The M.A. program will further the USFSP
Psychology Department’s already-auspicious track record of student dissemination of their scholarly
work to regional, national, and international audiences; as indicated above over 50 student-authored
conference reports and publications have emanated from student-faculty research collaborations over the
past 7 years. In addition, the M.A. program’s focus on prevention and service to underrepresented
populations is expected to enhance diversity through its appeal to civically-minded underrepresented
students; increase graduate program enrollments; and enhance partnerships with corporate and
foundational funders as well as federal sponsors.
B. Describe how the proposed program specifically relates to existing institutional
strengths, such as programs of emphasis, other academic programs, and/or institutes and
centers.
Our Risk, Resilience, and Prevention (RRP) focus complements the current focus of the B.S. in Health
Sciences at USF St. Petersburg. Specialty coursework in the RRP concentration could serve as elective
coursework for students in other USF system graduate programs, such as Clinical Psychology, where
such specialty coursework is not otherwise available. For example, in spring and fall 2011 USF Tampa
doctoral students were encouraged to take a USFSP Psychology Infant-Family Mental Health graduate
course offering that would complement their program of study. Our department has recently developed
a one-year graduate certificate program in Infant-Family Mental Health. Courses in the certificate
program could be used to fulfill graduate course electives for the Master’s in Psychology, and students
would have an opportunity to take coursework with faculty in other disciplines at USFSP
(Interdisciplinary Social Sciences, Dr. Susan Allen) that have expertise in this field. We will also
encourage our students to pursue elective courses elsewhere in the USF System (e.g., we have consulted
with the Dean of Public Health at USF Tampa and have a pertinent list of course offerings that will be
relevant for our students pursuing the RRP track).
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Revised 11/23/2011
● Demonstrate awareness of how cultural perspective influence beliefs, values and behavior.
SLO 3: Critical Thinking Skills
● Provide appropriate theoretical rationale based on existing literature for development of research
questions and testable research hypotheses.
● Demonstrate competence in searching for and retrieving relevant literature and in conducting
statistical analyses and presenting results using contemporary computer applications.
● Demonstrate ability to analyze data using basic descriptive and inferential statistics.
Evaluate the merit of different arguments and recognize biases and fallacies.
Assessment Approaches
Qualifying exams and course embedded assessments using defined scoring rubrics (criterion-based
rating scale) will be the principle assessment approaches. Other direct program learning measures for
sub-sets of students pursuing different concentrations will include evaluation of teaching portfolios and
of thesis projects and defenses.
All students in the M.A. program will be trained to develop:
A. Conceptual understanding of biological, social-developmental, and cognitive-learning foundations of
health and human behavior (SLO 1, 2).
1. Demonstrated by passing a Qualifying Exam on which biological, social-developmental, and
cognitive-learning foundations are tested.
B. Capacity to analyze and interpret statistical data concerning applied health issues (SLO 1, 3).
1. Demonstrated by passing a Qualifying Exam in Research Methods assessing:
●
●
●
Selection of correct statistical tests for given sets of data and research questions.
Accurate written descriptions of statistical test results and implications for given
hypotheses.
Design of studies to test hypotheses, accounting for potential confounds, statistical power,
and ethical considerations.
In addition, students in the Risk, Resilience and Prevention (RRP) concentration will demonstrate:
A. Understanding of the foundations, theory, and mechanisms surrounding prevention of both healthrelated and psychological disorders (SLO 2, 3).
1. Demonstrated by identifying risk and resilience factors in cases where health and maladjustment
are at stake, and proposing appropriate prevention and early intervention strategies
B. Evidence of insight into and understanding of cultural differences (SLO 2, 3).
1. Demonstrated by reflecting on and writing about how their own culture impacts their
psychological perspective.
2. Assembling a portfolio outlining how information they have learned about diversity might be
expected to influence their work with a multicultural population
C. Evaluating responsibilities of individuals, organizations and policies with respect to promotion of
healthy human development, and proposing solutions to complex ethical issues (SLO 1, 3).
1. Demonstrated by identifying a relevant problem demanding a change of approach at a system
level and proposing a well-founded strategy to address the problem.
B. Describe the admission standards and graduation requirements for the program.
Must meet University requirements (Graduate Admissions) as well as requirements listed below.
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C. Provide a narrative of the planning process leading up to submission of this proposal.
Include a chronology (table) of activities, listing both university personnel directly
involved and external individuals who participated in planning. Provide a timetable of
events necessary for the implementation of the proposed program.
Planning Process
Date
Spring 2010
Fall 2010
December 2010
Participants
Drs. McHale, Pezzo, Durand,
Chenneville, Clutter, Fowler, GaskinButler, Allen
Dr. McHale, Dean Biafora
January-Sept 2011
Drs. McHale and Allen, and
representatives from following
agencies:
Pinellas County Health Department,
Eckerd Community Alternatives,
Suncoast Center, Directions for Mental
Health, PEMS, Healthy Start Coalition
of Pinellas County
Drs. McHale and Allen
Summer 2011
Drs. McHale and Pezzo
August/September
2011
September 12, 2011
Drs. McHale and Clutter;
Representatives from All Children’s
Hospital, Juvenile Welfare Board, and
other area agencies.
Dr. McHale
September 16, 2011
Dr. McHale
September 30, 2011
Drs. McHale, Pezzo, Chenneville,
Clutter, Salnaitis and Gaskin-Butler
August/October
2011 (inclusive)
Drs. McHale and Pezzo
Planning Activity
Psychology Department meets to confirm
interest in developing a combined
Master’s Program
Psychology Chair meets with Dean to
discuss feasibility of program
Psychology Chair and Dr. Allen meet
with leadership from various agencies to
discuss need/demand of graduate
certificate and/or Master’s degree in
Psychology
Courses for Certificate Program
developed and piloted to contribute to
RRP concentration of Master’s Degree
Chair and Associate Dean begin work on
pre-proposal
Formal job descriptions for major area
employers collected
Contacts Chair of USF Tampa to discuss
potential partnerships, overlap, and
complexities (e.g., shared course
numbers) with their PhD program.
Addresses questions about Pre-Proposal
to CAS Undergraduate Curriculum
Committee; Pre-proposal Reviewed,
Approved by UCC
Departmental Curriculum Committee
meets to finalize curriculum and course
offerings for Full Proposal
Chair and Associate Dean meet weekly
from August to October to finalize
curriculum and complete research for Full
Proposal submission on 10/7/11
Events Leading to Implementation
Date
Implementation Activity
February 2011
Master’s in General Psychology approved for BOG Work Plan
May 2011
Department Requests and has approved creation of two additional faculty lines to
support new program
September 2011
Pre-proposal approved by USFSP CAS Academic Program Committee and CAS
Dean, forwarded to USFSP Graduate Curriculum Committee.
October 2011
Full Proposal completed and submitted to USFSP CAS Academic Program
Committee
17
Revised 11/23/2011
October 2011
November 2011
January 2012
February 2012
April 19, 2012
June 14, 2012
Summer 2012
VII.
Advertising posted for first of two new positions; individual hired begins August
2012 and contributes to program development of courses and Qualifying Exam in
2012-13
USFSP Graduate Curriculum Committee considers Full Proposal, sends comments
Proposal to USF System ACE Advisory Committee; Norine Noonan, USFSP VCAA
in attendance. 30 day review period begins
USF System ACE Advisory Committee. 30 day review period ends
USF System ACE workgroup approves proposal
USF System Board of Trustees approves proposal
Florida BOG approves proposal
Program Quality Indicators - Reviews and Accreditation
Identify program reviews, accreditation visits, or internal reviews for any university degree
programs related to the proposed program, especially any within the same academic unit. List
all recommendations and summarize the institution's progress in implementing the
recommendations.
The Psychology Department as a distinct unit within the USFSP College of Arts and Sciences is still not
even five years old. As such it has not yet undergone a formal external review, and at the time of this
proposal submission, the new USFSP B.S. in Health Science degree, to which our Department contributes,
is in the process of initial implementation. However, the Department’s undergraduate Academic
Learning Compacts (ALCs) have been reviewed annually by the USFSP Planning Effectiveness and
Budget Committee (PEBC). The bulk of departmental response to PEBC reviews since the inception of the
annual review process has been to collate required documentation and substantiating materials (e.g.,
grading rubrics) for all coursework in the undergraduate curriculum. The lone major change of
consequence in the undergraduate program was the Department’s development and implementation of a
set of new undergraduate diversity courses in Psychology (Psychology of Religion, Cross-Cultural
Psychology, Women’s Mental Health) along with a curriculum change mandating completion of one of
these diversity courses as a requirement for graduation. This curricular change was directly responsive to
our undergraduate ALC area 4 (development of a culturally sensitive workforce to promote responsible
civic engagement), and our Department took leadership both within the USF system, and nationally, in
implementing this program requirement. Cultural awareness will also be a core thrust of graduate
coursework.
VIII.
Curriculum
A. Describe the specific expected student learning outcomes associated with the proposed
program. If a bachelor’s degree program, include a web link to the Academic Learning
Compact or include the document itself as an appendix.
Student Learning Outcomes
USFSP M.A. in Psychology program graduates will be able to:
SLO 1: Communication Skills
● Articulate psychological concepts clearly and concisely by presenting ideas in written formats
that apply APA style.
● Articulate psychological concepts clearly and concisely by presenting ideas professionally in oralpresentation formats.
SLO 2: Content Discipline Knowledge/Skills
● Describe major theories, contributions, methodological approaches, and scientific foundations of
Cognition/Learning, Physiological Psychology, and Typical/Atypical Development.
18
Revised 11/23/2011
Program Admission Requirements for the 2-year Master’s program
1.
A baccalaureate degree from a regionally accredited institution, with a grade point average (GPA) of
3.00 or better in the last two years (60 hours) of undergraduate work or a Graduate Record
Examination (GRE), score of 1050 or higher, including a score of 4 or higher on the Writing
subsection.
2.
Undergraduate Introduction to Psychology and Statistics classes are required. An undergraduate
Research Methods course is preferred, but not required.
3.
A 1000-word statement of intent for seeking an M.A. in psychology, including discussion of: your
academic background; the specific scholarly issues in which you have an interest; how your
background has prepared you to excel in the psychology M.A. program; and how you intend to
apply your education when you complete the M.A. program.
4.
Three letters of recommendation from qualified people familiar with the nature of the work required
of graduate students in the social sciences, and who can address your ability to excel in graduate
work.
5.
Two examples of professional or academic writing.
Program Admission Requirements for the combined 4+1 Master’s program
1.
Psychology major at USF St. Petersburg or other accredited institution having completed at least 60
credit hours.
2.
Preferred: Grade point average (GPA) of 3.50 or better overall including a 3.50 or better in
Departmental “gateway” courses (Introduction to Psychology, Statistics, Research Methods) and in
any other required Psychology coursework completed.
3.
Preferred: GRE score of 1150 or higher, including a score of 4 or higher on the Writing subsection.
C. Describe the curricular framework for the proposed program, including number of credit
hours and composition of required core courses, restricted electives, unrestricted
electives, thesis requirements, and dissertation requirements. Identify the total numbers
of semester credit hours for the degree.
The M.A. in Psychology requires 33 hours of coursework for the non-thesis track and 27 coursework
hours with a thesis for 6 credit hours for those students admitted on a thesis track. All students are
required to take 5 core courses and to pass qualifying examinations during the first year of study and
then to choose a specialization concentration during their second year of study. As an option, students
may take up to 6 hours of the 33-hour requirement in an area of specialization through other departments
of the university, including 3 at any other USF system campus.
Qualifying Exams:
For advancement to the second year of graduate study, students must pass all five required first-year core
courses with a grade of B (not B-) or better, and pass a comprehensive qualifying exam in (a)
biopsychosocial bases of development; and (b) statistics and research methodology at the conclusion of
their first full year of study.
Non-Thesis Option:
Students may choose admittance to the RRP concentration. Students admitted to the RRP concentration
pursue study of individuals across their lifespan in the context of family, peer networks, child-care
programs, schools, neighborhoods, and larger communities. Our program stresses theory and research in
20
Revised 11/23/2011
the ultimate service of policy and practice. Health and well-being of children, youth, and adults,
pathways through which group disparities emerge and reduction of disparities, and innovative
educational and societal strategies for promoting health and preventing illness and later psychological
maladjustment are key content areas. Thematic areas include prevention science and health psychology,
infant-family mental health, ethics, cultural competence, individual and family strengths and
developmental risk and disability. All students must demonstrate competencies in working with data
and addressing applied research questions through successful completion of a Qualifying Exam in
Research Methodology.
Thesis Option:
Students admitted on a thesis track will complete an empirical research study on a topic approved by a
thesis committee of three (3) faculty members and defended orally before this committee at the end of the
second year of study. During the course of their second year thesis work, students must enroll in 6 credits
of Thesis Research. Student in the RRP concentration can elect to do a thesis.
D. Provide a sequenced course of study for all majors, concentrations, or areas of emphasis
within the proposed program.
Two-Year M.A. in Psychology:
Year 1: Core Requirements, All Students (5 Core Classes, 1 Elective):
Fall Semester:
PSB 6056 (3) Physiological Psychology
PSY 6XXX (3) Typical and Atypical Development
PSY 6217 (3) Research Methods and Measurement
Spring Semester:
EXP 6608 (3) Cognitive Psychology
PSY 6218 (3) Graduate Research Methods
RRP or Other Elective (See Elective Courses Below)
Qualifying Exam in Research Methodology; Qualifying Exam in Biopsychosocial Bases
Year 2 (Non-Thesis Track)
Fall Semester:
Three RRP or Other Electives
Spring Semester:
Three RRP or Other Electives
Year 2 (Thesis Track)
Fall Semester:
Two RRP or Other Electives
PSY 6971 (3) Thesis Research
Spring Semester:
Two RRP or Other Electives
PSY 6971 (3) Thesis Research
Electives: Risk, Resilience and Prevention Concentration
CLP 6XXX (3) Prevention Science and Health Psychology
CLP 6XXX (3) Professional and Ethical Issues in Applied Psychology
CLP 6XXX (3) Infant-Family Mental Health
CLP 6XXX (3) Cultural Competence
CLP 6XXX (3) Developmental Disabilities and Other Disorders of Childhood Adolescence
21
Revised 11/23/2011
CLP 6XXX (3) Working with Families of Infants and Toddlers
Electives: Other
EXP 6930 (3) Topics in Experimental Psychology (May be repeated for credit with different subject
matter)
SOP 6266 (3) Topics in Social Psychology (May be repeated for credit with different subject matter)
CLP 6937 (3) Grant Writing
PSY 6XXX (3) Teaching of Psychology
PSY 6947 Grad Instruction Methods
Combined 4+1 M.A. in Psychology:
Fall Semester, Senior Year
PSB 6056 (3) Physiological Psychology
PSY 6217 (3) Research Methods and Measurement
Spring Semester, Senior Year
EXP 6608 (3) Cognitive Psychology
PSY 6218 (3) Graduate Research Methods
Qualifying Exam in Research Methodology (May of each academic year)
Summer Semester Following Graduation
PSY 6XXX (3) Typical and Atypical Development
RRP or Other Elective
Qualifying Exam in Biopsychosocial Bases
Year 2 (Non-Thesis Track)
Same course selections as second-year students in 2-Year Master’s
Year 2 (Thesis Track)
Same course selections as second-year students in 2-Year Master’s
E. Provide a one- or two-sentence description of each required or elective course.
CLP 6XXX (3) Cultural Competence. Provides a foundation in the field of multicultural psychology.
Addresses cultural and minority status and the role of multicultural issues in mainstream research, with
emphases on several cultural groups living in the United States.*
CLP 6XXX (3) Developmental Disabilities and Other Disorders of Childhood and Adolescence. Coverage
of concepts and research in the scientific study of developmental disabilities and other disorders of
childhood and adolescence. Emphases on basic conceptual and research issues in classification and
diagnosis; features of common developmental disabilities and disorders of childhood and adolescence;
research findings concerning causes and correlates of disabilities and disorders.*
CLP 6XXX (3) Infant-Family Mental Health. Overview of the field of infant-family mental health. Topics
include brain development, normally progressing and problematic early development, infant-caregiver
relationships, coparenting and family relationship dynamics in cultural context, diagnosis and
assessment, preventive and intervention approaches designed to strengthen child and family functioning,
and policy issues.*
CLP 6XXX (3) Prevention Science and Health Psychology. Detailed coverage of current theories, research,
and practice in prevention science and health psychology. Addressed are contributions of psychology
and prevention science to a wide range of evidence-based health promotion and prevention
interventions.*
CLP 6XXX (3) Professional and Ethical Issues in Applied Psychology. Coverage of ethical, legal, and
professional standards and guidelines that direct the activities of psychologists in a variety of settings
including, but not limited to, clinical settings, research settings, educational settings, community settings,
22
Revised 11/23/2011
and hospital administration settings.*
CLP 6XXX (3) Working with Families of Infants and Toddlers. Principles of prevention and intervention
with diverse family systems. Emphases on conceptual bases of effective family strengthening efforts and
applications of dyadic, triadic, family group, multi-parent and multi-family group interventions in work
with common family forms including nuclear and fragile families, extended and kinship families, postdivorce families, biological-foster family systems coparenting infants, and others.*
CLP 6937 (3) Grant Writing. Principles of effective grant writing for federal agencies, foundations and
corporation including how to initiate contact with potential funders, planning calls and meetings, and
building partnerships with donors, key components of a proposal, essentials of budget preparation,
including both financial elements and budget narratives.
DEP 6XXX (3) Typical and Atypical Development. Introduction to theory and research on both typical
and atypical development of individuals from birth to late life.*
EXP 6608 (3) Cognitive Psychology. A survey of the research and theory dealing with higher memory,
language, and the higher mental processes, including perception.
EXP 6930 (3) Topics in Experimental Psychology. Study of cognition from neuropsychological perspective
with special focus on areas of attention, perception, memory, and executive functioning. Cases of brain
damage or disorders compared with theories of normal cognition to provide balanced understanding of
the nature of cognition. May be repeated for credit with different subject matter.
PSB 6056 (3) Physiological Psychology. Introduction to data and research methods in Physiological
Psychology. Topics include neurophysiology and neuroanatomy, sensory and motor systems, and
internal regulation.
PSY 6XXX (3) Teaching of Psychology. Application of psychological principles to the educational process.
Readings, lectures and activities focus on areas of development, behavioral, cognitive, and social
learning, effective instruction, educational assessment, student motivation, and classroom management.
Emphasis on learner-centered model of instruction in which attention is placed on student learning
outcomes, and means of achieving these outcomes. *
PSY 6217 (3) Research Methods and Measurement. Coverage of research strategies, design and analysis,
and measurement theory in psychological experimentation. Inferential statistics, anova, correlation
methods, and interpretation.
PSY 6218 (3) Graduate Research Methods. Advanced coverage of research strategies, design and analysis,
and measurement theory in psychological experimentation. Emphasis on common field applications.*
PSY 6947 Grad Instruction Methods. Special course for training of teaching assistants. May be repeated
for credit with different subject matter.
SOP 6266 (3) Topics in Social Psychology. Study of advanced topics in social psychology to include social
cognition, judgment, and decision-making. May be repeated for credit with different subject matter.*
*These courses are approved by the USFSP Graduate Council and have been approved by USF System concurrence.
F.
For degree programs in the science and technology disciplines, discuss how industrydriven competencies were identified and incorporated into the curriculum and indicate
whether any industry advisory council exists to provide input for curriculum
development and student assessment.
The 2010 American Psychological Association report, Psychology as a Core Science, Technology, Engineering,
and Mathematics (STEM) Discipline*, addresses reasons why psychological science is inconsistently
included within public and private initiatives to enhance STEM research and education. APA has
advanced an agenda to advocate for more consistent inclusion. The 2010 report was formally accepted by
the APA Council of Representatives. In developing our curriculum we consulted with potential area
employers concerning expected competencies and job duties of current and anticipated future hires. Our
qualifying examination in Research Methods developed in collaboration with an advisory board of
community agency collaborators will be designed to incorporate questions on applied research-based
issues, and our grant writing course will include concepts and materials contributed by area non-profits
as well as tutelage in grant writing for federal agencies.
*http://www.apa.org/science/about/psa/2010/08/stem-report.pdf
23
Revised 11/23/2011
G. For all programs, list the specialized accreditation agencies and learned societies that
would be concerned with the proposed program. Will the university seek accreditation
for the program if it is available? If not, why? Provide a brief timeline for seeking
accreditation, if appropriate.
The American Psychological Association (APA) is the accreditation agency for doctoral graduate
programs in clinical, counseling, school psychology, other developed practice areas, and combinations of
two or three of those areas. Pre-doctoral internships in the above areas may be accredited. Postdoctoral
residencies in traditional (clinical, counseling, school) or specialty areas of professional psychology are
also accredited. The Commission on Accreditation does not accredit master’s level or undergraduate level
programs in psychology.
H. For doctoral programs, list the accreditation agencies and learned societies that would be
concerned with corresponding bachelor’s or master’s programs associated with the
proposed program. Are the programs accredited? If not, why?
Not applicable.
I.
Briefly describe the anticipated delivery system for the proposed program (e.g.,
traditional delivery on main campus; traditional delivery at branch campuses or centers;
or nontraditional delivery such as distance or distributed learning, self-paced instruction,
or external degree programs). If the proposed delivery system will require specialized
services or greater than normal financial support, include projected costs in Table 2 in
Appendix A. Provide a narrative describing the feasibility of delivering the proposed
program through collaboration with other universities, both public and private. Cite
specific queries made of other institutions with respect to shared courses,
distance/distributed learning technologies, and joint-use facilities for research or
internships.
The M.A. in Psychology degree program is a hybrid program. It features select core and elective courses
through online delivery, augmented by traditional classroom delivery for research skill courses and for
advanced seminars in the general experimental track. Opportunities for research with USFSP psychology
faculty are available to students admitted on a thesis track. An elective teaching practicum enables
students to become familiar with both classroom and online delivery of undergraduate psychology
courses and to develop and deliver specific modules for a course as part of the supervised experience.
IX.
Faculty Participation
A. Use Table 4 in Appendix A to identify existing and anticipated ranked (not visiting or
adjunct) faculty who will participate in the proposed program through Year 5. Include (a)
faculty code associated with the source of funding for the position; (b) name; (c) highest
degree held; (d) academic discipline or specialization; (e) contract status (tenure, tenureearning, or multi-year annual [MYA]); (f) contract length in months; and (g) percent of
annual effort that will be directed toward the proposed program (instruction, advising,
supervising internships and practica, and supervising thesis or dissertation hours).
Six existing ranked faculty and 1 anticipated ranked faculty member will be participating in the program
through Year 5. The new hire faculty line will be converted to a tenure-line hire by Year 3. (See Appendix
A Tables)
Anticipated Faculty Participation Summary
(a) Faculty Code
(b) Name
(c) Highest
Degree Held
A
James
McHale
Ph.D.
A
Mark Pezzo
Ph.D.
A
Tiffany
Chenneville
Ph.D.
A
Michiko
Clutter
Ph.D.
24
A
Christina
Salnaitis
Ph.D.
A
Vikki GaskinButler
Ph.D.
C
New Hire
Ph.D.
Revised 11/23/2011
(d) Academic
Discipline or
Specialization
(e) Contract
Status
(f) Contract
Length in
Months
(g) % of Annual
Program Effort
Psychology
Psychology
Psychology
Psychology
Psychology
Tenure
Tenure
0
0
Tenureearning
0
Tenureearning
0
Tenureearning
0
Year
1
0.250
Year
5
0.250
Year
1
0.125
Year
5
0.250
Year
1
0.125
Year
5
0.250
Year
1
0.125
Year
5
0.125
Year
1
0.125
Year
5
0.125
Psychology &
Interdisciplinary
SS
MYA
Psychology
0
0
Year 1
Year 5
0.125
0.125
MYA
Year
1
0.000
B. Use Table 2 in Appendix A to display the costs and associated funding resources for
existing and anticipated ranked faculty (as identified in Table 2 in Appendix A). Costs
for visiting and adjunct faculty should be included in the category of Other Personnel
Services (OPS). Provide a narrative summarizing projected costs and funding sources.
The program will be taught by existing faculty, assisted initially by a Visiting Assistant Professor whose
line will be converted to a tenure-line hire by Year 3. Current salaries and benefits of $79,554 will be
reallocated from the College of Arts and Sciences (CAS) E&G to pay for existing faculty in 2013-14 (when
only 7 classes will be taught to a first-year Year 1 cohort in the 2-year M.A. program. Beginning in 201415, the number of classes taught annually will move from 7 to 13 as we educate both a new Year 1 cohort
and the class now in their second year of the 2-year M.A.). An additional $15,473 will be reallocated from
CAS) E&G to pay for the anticipated Visiting Assistant Professor in 2013-14 who will contribute to
teaching graduate-level courses in Years 1 and 2. In Year 5, the faculty salaries and benefits will total to
$117,111. The Continuing Base E&G will be $88,666 with $28,445 of New Enrollment Growth E&G
devoted to the new tenure-line hire that will begin in Year 3. (See Appendix A Tables)
C. Provide in the appendices the curriculum vitae (CV) for each existing faculty member (do
not include information for visiting or adjunct faculty).
D. Provide evidence that the academic unit(s) associated with this new degree have been
productive in teaching, research, and service. Such evidence may include trends over
time for average course load, FTE productivity, student HC in major or service courses,
degrees granted, external funding attracted, as well as qualitative indicators of excellence.
In 2011-12, the Psychology Department is constituted of 6 tenure-line faculty and one instructor. The
Department typically graduates the largest number of majors in the College of Arts & Sciences
(approximately 100 per year) and annually produces the second highest number of SCH in the College of
Arts & Sciences, second only to the English Department. Comparative SCH totals over the past three
years attest to the sustained productivity of our departmental faculty as undergraduate teachers:
AY 2010-11 = 7,323 SCH (English = 10,339; Languages = 6,786)
AY 2009-10 = 6,102 SCH (English = 10,363; Languages = 6,252)
AY 2008-09 = 6,072 SCH (English = 8,548; Languages = 4,976)
Four of the six faculty members contributing to the Master’s program have won awards for excellence in
teaching and mentorship. Moreover, academic scholarly production in the Department is among the
strongest at USF St. Petersburg, both in terms of volume and impact of scholarly publications and in
terms of grant-supported research. Collectively, faculty who will be contributing to the Master’s program
have published 113 scholarly books, chapters, and peer-reviewed articles in the program-relevant areas of
behavioral medicine, health psychology, pediatrics, family psychology, medical ethics, infant and child
development, educational and school psychology, neuropsychology and cognitive neuroscience, social
cognition, human judgment, and professional psychology. See Appendix B Faculty Curricula vitae for
details.
25
Year
5
0.375
Revised 11/23/2011
Faculty Name
Theses
Dissertations
Professional Publications
James McHale
20
8
57; infant and child development; family
psychology
Tiffany Chenneville
0
0
21; medical ethics; school psychology;
professional psychology
Vikki Gaskin-Butler
1**
0
4; educational psych; political psych
Christina Salnaitis
0
0
3; neuropsychology; cognitive neuroscience;
educational psychology
Mark Pezzo
10**
0
18; social cognition, human judgment
Michiko Clutter
2**
0
10; behavioral medicine, health psych,
pediatrics
*10 Master’s theses; 10 Honor’s theses
** Honor’s theses
X.
Non-Faculty Resources
A. Describe library resources currently available to implement and/or sustain the proposed
program through Year 5. Provide the total number of volumes and serials available in
this discipline and related fields. List major journals that are available to the university’s
students. Include a signed statement from the Library Director that this subsection and
subsection B have been reviewed and approved.
With eight library faculty, four information management professionals, and 8-10 paraprofessional staff,
the Nelson Poynter Memorial Library provides access to over 260,000 items in-house, and to an electronic
library with 26,000 e-journals, more than 320,000 e-books, over 800 databases, and over a million art
images. The library has a 45 station networked information commons, a 25 station instruction classroom,
and an Instructional Media Services department providing instructional technology and distance learning
support services. In addition to traditional reference, bibliographic instruction, circulation and
interlibrary loan, the library also provides online renewal, interlibrary loan, and reference services
including “Chat” reference, and a full-time Distance Learning Librarian. A librarian liaison assigned to
the psychology program offers collection development reference, research, and bibliographic instruction
services to students and faculty.
Volumes held at the USFSP library with specific LC subject headings:
Currently, students and faculty have access to 8,009 print titles and 5,075 online materials in psychology
(Library of Congress call numbers BF, QP, RC) through the USFSP Library.
Volumes held at the USFSP library with specific LC subject headings:
Call Number area:
BF1-990
Psychology
QP351-495 Neurophysiology and neuropsychology
RC435-571
Psychiatry
Specific online databases/collections relevant to Psychology:
PsycINFO
26
USFSP print
5197
Online
3013
Total
8210
482
2330
534
1528
1016
3858
Revised 11/23/2011
PsycARTICLES
PsycBOOKS
Psychiatry Online
Medline
Mental Measurements Yearbook
Health and Psychosocial Instruments (HaPI)
CSA Neurosciences Abstracts
Web of Science
ProQuest Dissertations and Theses Full-Text
Cambridge Books Online: Psychology Collection
Springer eBook Collection in Behavioral Science
JSTOR Arts & Sciences IV
Specific Journals:
The Poynter Library has access to more than one thousand journals relating to psychology. Selected high
impact titles that are relevant to the proposed concentrations are listed below:
Advances in Experimental Social Psychology (1995-date)
American Journal of Public Health (1911-date)
American Psychologist (1946-date)
Annual Review of Clinical Psychology (2005-date)
Annual Review of Psychology (1950-date)
Behavioral and Brain Sciences (1997-date)
Biological Psychology (1973-date)
Children and Youth Services Review (1979-date)
Child Abuse & Neglect
(1977-date)
Child Development
(1930-date)
Child Maltreatment (1999-date)
Clinical Child and Family Psychology Review (1998-date)
Current Directions in Psychological Science (1992-date)
Developmental Neuropsychology (1985-date)
Developmental Psychology (1969-date)
Developmental Review (1981-date)
Developmental Science (1998-date)
Early Childhood Research Quarterly (1986-date)
Health Psychology (1993-date)
Infant Behavior and Development (1978-date)
Journal of Abnormal Child Psychology
(1997-date)
Journal of Abnormal Psychology (1906-date)
Journal of Adolescent Health
(1995-date)
Journal of Applied Psychology (1917-date)
Journal of Behavioral Health Services and Research
(19970date)
Journal of Child and Family Studies (1997-date)
Journal of Clinical Child and Adolescent Psychology (1971-date)
Journal of Community Psychology (1997-date)
Journal of Consulting and Clinical Psychology (1937-date)
Journal of Counseling Psychology (1954-date)
Journal of Emotional and Behavioral Disorders (1999-date)
Journal of Experimental Child Psychology (1964-date)
Journal of Pediatric Psychology (1996-date)
Journal of Personality and Social Psychology (1965-date)
Journal of Research on Adolescence (2000-date)
Journal of the American Academy of Child & Adolescent Psychiatry (1995-date)
Monographs of the Society for Research in Child Development (1936-date)
Patient Education and Counseling (1995-date)
27
Revised 11/23/2011
Personality and Social Psychology Review (1997-date)
Prevention Science (2000-date)
Psychological Bulletin (1904-date)
Psychological Methods
(1996-date)
Psychological Review
(1894-date)
Psychological Science
(1990-date)
Psychology of Addictive Behaviors (1987-date)
Psychophysiology
(1997-date)
Social Service Review (1927-date)
Zero to Three (on order)
B. Describe additional library resources that are needed to implement and/or sustain the
program through Year 5. Include projected costs of additional library resources in Table
3 in Appendix A.
The USFSP Library contributes to the cost of the system-wide electronic resource collection using a
formula based on student FTE. These resources are established to support research through the doctorate
level and the current collection is more than appropriate for a Master’s degree in psychology or beyond.
The current library book budget for psychology is directed at the undergraduate level. Additional
resources for enhancing this collection to support a graduate program in psychology are estimated at
$4,000 per year.
Original signature obtained prior to minor
edits. See Appendix G for signature.
Signature of Library Director
Date
C. Describe classroom, teaching laboratory, research laboratory, office, and other types of
space that are necessary and currently available to implement the proposed program
through Year 5.
The available physical resources include two computer classrooms in Davis and Bayboro Hall to support
training of students in research design and analysis, and 6 individual faculty laboratories to support the
research studies of students admitted on a thesis track. It is estimated that 15 graduate students will begin
the program in the fall of 2013 and that number will increase annually up to 25 in each new program
cohort by year three.
D. Describe additional classroom, teaching laboratory, research laboratory, office, and other
space needed to implement and/or maintain the proposed program through Year 5.
Include any projected Instruction and Research (I&R) costs of additional space in Table 2
in Appendix A. Do not include costs for new construction because that information
should be provided in response to X (J) below.
In Year 1, a non-recurring cost of $50,000 has been budgeted for creation of a new physiological
psychology laboratory. The estimate is inclusive of the costs needed to equip the laboratory with the
requisite equipment for the conduct of specialized research of the new tenure-line hire in physiological
psychology.
E. Describe specialized equipment that is currently available to implement the proposed
program through Year 5. Focus primarily on instructional and research requirements.
All existing faculty laboratories are equipped with requisite equipment for the conduct of the specialized
research of the faculty member. Existing computer classrooms are of adequate size to teach an annual
cohort of 25 students in Research Methods courses.
F.
Describe additional specialized equipment that will be needed to implement and/or
28
Revised 11/23/2011
sustain the proposed program through Year 5. Include projected costs of additional
equipment in Table 2 in Appendix A.
The only additional new specialized equipment would be that required by the research program of the
new tenure-line hire in physiological psychology.
G. Describe any additional special categories of resources needed to implement the program
through Year 5 (access to proprietary research facilities, specialized services, extended
travel, etc.). Include projected costs of special resources in Table 2 in Appendix A.
No additional resources required.
H. Describe fellowships, scholarships, and graduate assistantships to be allocated to the
proposed program through Year 5. Include the projected costs in Table 2 in Appendix A.
Not applicable.
I.
Describe currently available sites for internship and practicum experiences, if
appropriate to the program. Describe plans to seek additional sites in Years 1 through 5.
Not applicable.
J.
If a new capital expenditure for instructional or research space is required, indicate where
this item appears on the university's fixed capital outlay priority list. Table 2 in
Appendix A includes only Instruction and Research (I&R) costs. If non-I&R costs, such
as indirect costs affecting libraries and student services, are expected to increase as a
result of the program, describe and estimate those expenses in narrative form below. It is
expected that high enrollment programs in particular would necessitate increased costs in
non-I&R activities.
Not applicable.
29
Appendix A – Tables 1-4
TABLE 1-B
PROJECTED HEADCOUNT FROM POTENTIAL SOURCES
(Graduate Degree Program)
Source of Students
(Non-duplicated headcount in any given year)*
Year 1
Year 2
Year 3
Year 4
Year 5
HC
FTE
HC
FTE
HC
FTE
HC
FTE
HC
FTE
Individuals drawn from agencies/industries in your
service area (e.g., older returning students)
0
0
0
0
1
0
1
0
1
0
Students who transfer from other graduate programs
within the university**
0
0
0
0
0
0
0
0
0
0
Individuals who have recently graduated from
preceding degree programs at this university
15
9
20
12
17
10
17
10
17
10
Individuals who graduated from preceding degree
programs at other Florida public universities
0
0
0
0
5
3
5
3
5
3
Individuals who graduated from preceding degree
programs at non-public Florida institutions
0
0
0
0
2
0
2
0
2
0
Additional in-state residents***
0
0
0
0
0
0
0
0
0
0
Additional out-of-state residents***
0
0
0
0
0
0
0
0
0
0
Additional foreign residents***
0
0
0
0
0
0
0
0
0
0
Other (Explain)***
0
0
0
0
0
0
0
0
0
0
Totals
15
9
20
12
25
13
25
13
25
13
*
List projected yearly cumulative ENROLLMENTS instead of admissions
** If numbers appear in this category, they should go DOWN in later years.
*** Do not include individuals counted in any PRIOR category in a given COLUMN.
APPENDIX A
TABLE 2 (DRAFT)
PROJECTED COSTS AND FUNDING SOURCES
Year 1
Instruction &
Research Costs
(noncumulative)
Reallocated
Year 5
Funding Source
Funding Source
New
Enrollment
Continuing
Growth
Base** (E&G)
(E&G)
Base* (E&G)
Enrollment
Growth
(E&G)
Other New
Recurring
(E&G)
New NonRecurring
(E&G)
Contracts &
Grants
(C&G)
Auxiliary
Funds
Subtotal
E&G,
Auxiliary,
and C&G
Other***
(E&G)
Contracts &
Grants
(C&G)
Auxiliary
Funds
Subtotal
E&G,
Auxiliary,
and C&G
Faculty Salaries
and Benefits
79,554
0
0
0
0
0
$79,554
88,666
28,445
0
0
0
$117,111
A & P Salaries
and Benefits
0
0
0
0
0
0
$0
0
0
0
0
0
$0
USPS Salaries
and Benefits
0
0
0
0
0
0
$0
0
0
0
0
0
$0
Other Personal
Services
15,473
0
0
0
0
0
$15,473
0
0
0
0
0
$0
Assistantships
& Fellowships
0
0
0
0
0
0
$0
0
0
0
0
0
$0
Library
4,000
0
0
0
0
0
$4,000
4,000
0
0
0
0
$4,000
Expenses
50,000
0
0
0
0
0
$50,000
0
0
0
0
0
$0
Operating
Capital Outlay
0
0
0
0
0
0
$0
0
0
0
0
0
$0
Special
Categories
0
0
0
0
0
0
$0
0
0
0
0
0
$0
Total Costs
$149,027
$0
$0
$0
$0
$0
$149,027
$92,666
$28,445
$0
$0
$0
$121,111
*Identify reallocation sources in Table 3.
**Includes recurring E&G funded costs ("reallocated base," "enrollment growth," and "other new recurring") from Years 1-4 that continue into Year 5.
***Identify if non-recurring.
Calculated Cost per Student FTE
Faculty and Staff Summary
Total Positions
Faculty (person-years)
A & P (FTE)
USPS (FTE)
Worksheet Table 2 Budget
Year 1
0.658
0
0
Year 5
1.127
0
0
Total E&G Funding
Year 1
$149,027
Year 5
$121,111
Annual Student FTE
9
13
E&G Cost per FTE
$16,559
$9,316
TABLE 3
ANTICIPATED REALLOCATION OF EDUCATION & GENERAL FUNDS
Program and/or E&G account from which current
funds will be reallocated during Year 1
Base before reallocation
Amount to be reallocated
Base after reallocation
6,007,157
0
0
0
0
0
149,027
0
0
0
0
0
$5,858,131
$6,007,157
$149,027
$5,858,131
CAS Existing E&G for Existing Faculty & New Hires
Totals
* If not reallocating funds, please submit a zeroed Table 3
Worksheet Table 3 Reallocation
TABLE 4
ANTICIPATED FACULTY PARTICIPATION
Faculty
Code
A
A
A
A
A
A
C
Faculty Name or "New Hire"
Highest Degree Held
Academic Discipline or Specialty
James McHale, Ph.D.
Psychology
Mark Pezzo, Ph.D.
Psychology
Tiffany Chenneville, Ph.D.
Psychology
Michiko Clutter, Ph.D.
Psychology
Christina Salnaitis, Ph.D.
Psychology
Vikki Gaskin-Butler, Ph.D.
Psychology & Interdisciplinary SS
New Hire, Ph.D.
Psychology
Rank
Contract
Status
Initial Date for
Participation in
Program
Mos.
Contract
Year 1
FTE
Year 1
% Effort
for Prg.
Year 1
PY
Year 1
Mos.
Contract
Year 5
Assoc. Prof.
Tenure
Fall 2013
0
0.75
0.250
0.188
0
0.75
0.250
0.188
Assoc. Prof.
Tenure
Fall 2013
0
0.75
0.125
0.094
0
0.75
0.250
0.188
Asst. Prof.
TenureEarning
Fall 2013
0
0.75
0.125
0.094
0
0.75
0.250
0.188
Asst. Prof.
TenureEarning
Fall 2013
0
0.75
0.125
0.094
0
0.75
0.125
0.094
Asst. Prof.
Fall 2013
0
0.75
0.125
0.094
0
0.75
0.125
0.094
Instructor
TenureEarning
MYA
Fall 2013
0
0.75
0.125
0.094
0
0.75
0.125
0.094
Instructor
MYA
Fall 2015
0
0.00
0.000
0.000
0
0.75
0.375
0.281
Total Person-Years (PY)
Faculty
Code
A
B
C
D
E
Existing faculty on a regular line
New faculty to be hired on a vacant line
New faculty to be hired on a new line
Existing faculty hired on contracts/grants
New faculty to be hired on contracts/grants
% Effort
for Prg.
Year 5
0.658
PY
Year 5
1.127
PY Workload by Budget Classification
Year 1
Year 5
0.658
0.846
0.000
0.000
0.000
0.281
0.000
0.000
0.000
0.000
Source of Funding
Current Education & General Revenue
Current Education & General Revenue
New Education & General Revenue
Contracts/Grants
Contracts/Grants
Overall Totals for
Worksheet Table 4 Faculty
FTE
Year 5
Year 1
0.658
Year 5
1.127
Appendix B – Faculty Curricula vitae
October 4, 2011
VITA
JAMES P. MCHALE
Department ofPsychology, University ofSouth Florida St. Petersburg
St. Petersburg, FL 33701
(7 27) 87 3-4848 ; www.stpt.usf.edu/fsc
EDUCATIoN:
il3"',i?1ir""li[ty,,"":,:$'"-ia'Berkerev
8.A., 1981, University of South Florida
PROFESSIONAL EXPERIENCE:
2008- Professor and Chair, Department ofPsychology, USF St. Petersburg
2006-08 Division Head, Psychology, Social Work & Philosophy, USFSP
2004-08 Associate Professor, College of Arts & Sciences, USF St. Petersburg
2000-03 Associate Professor of Psychology, Clark University, Worcester MA
2000-03 Director of Clinical Training, Clark University, Worcester, MA
2000-01 Extem, Philadelphia Child and Family Therapy Training Center
1994-99 Assistant Professor of Psychology, Clark University, Worcester MA
1993-94 Post-Doctoral Fellow, Children's Health Council, Stanford Med Center
1992-94 PoslDoctoral Fellow, Institute of Human Development, U. C. Berkeley
1990-91 Intem, Veteran's Administration Medical Center, Palo Alto, CA
1988-89 lntem, Langley-Porter Psychiatric Institute, San Francisco, CA
1986-87 Consultant, Asian Community Mental Health Services, Oakland, CA
PROFESSIONAL AFFILIATIONS:
American Psychological Association
Florida Association for Infant Mental Health
Society for Research in Child Development
Southeastem Psychological Association
World Association for Infant Mental Health
AWARDS A]TID HONORS:
Keynote Speaker, Strong Foundations: Mimesota's BirthJo-Three Conference
and Fatherhood Summit, January, 2010
Plenary Interface, World Association for lnfant Mental Health, Leipzig, Germany,
July,2010
Irving B. Harris Keynote Speaker, Illinois Association for Infant Mental Health,
Chicago, IL, September, 2008
lnvited Special Address, Zero To Three National Training Institute, Orlando, FL,
November 2007.
Double Nominee, Outstanding Professional Paper, Southeastem Psychological
Association. Februarv 2007
October 4, 201
AWARDS AND HONORS (continued):
Kenneth Citron Memorial Lecturer, Department of Psychiatry, Mt. Sinai Hospital,
University of Toronto Faculty of Medicine, November 2007
Nominee, Outstanding Professional Mentor Award, Southeastem Psychological
Association, February, 2007
Winner, Outstanding Professional Paper (with post-doctoral student D. Elliston),
Southeastem Psychological Association, March 2006
Keynote Speaker, Ontario Association for lnfant Development, April, 2005
Decade of Behavior Lecturer, World Association for Inlant Mental Health, 2004
lrving B. Harris National Book Award of the Zero to Three Press, June, 2004
Hayden Fellowship for Excellence in Research and Teaching, 1999-2000
Lee Gurel/John E. Bell Outstanding Faculty Mentor Award, 1996-97
GRANT FUNDED ACTIVITY
National Institute of Child Health and Development R21 HD050730,
"Incarceration, co-caregiving, and child adjustment", 2006-2010, $348,000
National Institute of Child Health and Development KO2 HD047505A, "Prebirth
predictors of early coparenting", 2005-2010, $405,000
National Institute of Child Health and Development R0l HD421'79, "Prebirth
predictors of early coparenting", 2002-2006, $462,300
National Institute of Child Health and Development Underrepresented Minorities
Pro gram Post-Doctoral Supplement (to R0 1 HD42l7 9), 2004-2005, $66,5 00
National Institute of Child Health and Development R29HD37172, "Coparenting
and family-level dynamics during infancy and toddlerhood", 1999-2004, $507,000
National Institute of Child Health and Development Underrepresented Minorities
Program Pre-Doctoral Supplement (to R29 HD37172), 2000-2004, $170,636
National lnstitute of Mental Health RO3 MH54250, "Family-level dynamics
during the toddler period", 1996-98, $175,000
GRANTS CURRENTLY UNDER REVIEW
National Institute of Child Health and Development 1R21HD068881-A1
"Parenting coordination and later family adjustment in families of divorce/separation",
201 1 -2013, $42 1,820 (Al Resubmission 7 / 1 61 1 l)
National lnstitute of Drug Abuse AN:3371123 " Preventive Family lntervention
for 5-1O-Year-Olds with Mothers in Substance Abuse Treatment",2011-2013, $637,916
(A1 Resubmission 7 /16/2011\
PROFESSIONAL BOARDS AND SERVICE:
President
Board of
Elect
Directors
Florida Association for Infant Mental Health, 2011-12
Florida Association for Infant Mental Health, 2007 -13
Pinellas Countv Healthv Start Coalition. 2010-2013
1
October 4, 201 I
PROFESSIONAL AND EDITORIAL BOARDS AND SERVICE:
EditorialBoard,
Ad Hoc
Ad Hoc
Editor
Reviewer,
ParentingScienceandPractice,2002-2007
Family Process, 2008-Present
Child Development
Developmental Psychology
Development and Psychopathology
Infant Behavior & Development
Infant Mental Health Joumal
Joumal of Abnormal Child Psychology
Joumal of Family Psychology
Joumal ofPersonal and Social Relationships
Joumal of Marriage and the Family
Parenting: Science and Practice
Psychological Bulletin
Social Development
GRANT AND CONFERTNCE REVIEW PANELS AND SERVICE:
Review Panelist, ZRGl Fl1-A (20) L: Fellowships: Risk Prevention and Health
Behavior, Center for Scientific Review, National Institutes of Health (March, 2010)
Review Panelist, Special Emphasis Panel, ARRA RC4 Sustainable Community Linked Infrastructure Panel 2, Center for Scientific Review, National Institutes of Health
(February, 2010)
Program Planning Workgroup, Zero To Three' s 2009 National Training Institute
(January-July, 2009)
Review Panelist, Social Sciences and Humanities Research Council ofCanada
(December, 2008)
Review Panelist, Southeastem Psychological Association's 2009 regional
conference (October, 2008)
Program Planning Workgroup, Zero To Three's 2008 National Training Institute
(January-July, 2008)
Review Panelist, Social Psychology, Personality, and Interpersonal Processes
Study Section (SPIP), Risk, Prevention, & Health Behavior lntegrated Review Group,
Center for Scientific Review, National hstitutes of Health (June, 2008)
Program Planning Workgroup, Zero To Three's 2007 National Training Institute
(January-May, 2007)
Review Panelist, Southeastem Psychological Association's 2007 regional
conference (October, 2006)
Chair, Panel 19 (Family Relationships), Society for Research in Child
Development's 2007 national conference (August-September, 2006)
Review Panelist, Social Psychology, Personality, and Interpersonal Processes
Study Section (SPIP), Risk, Prevention, & Health Behavior Integrated Review Group,
Center for Scientific Review, National lnstitutes of Health (March, 2006)
October 4, 2011
GRANT AND CONFERENCE REVIEW PANELS AND SERVICE:
Program Chair, Florida Association for lnfant Mental Health's 2006 state-wide
conference (February, 2006)
Chair, Family Relations Panel, World Association for Infant Mental Health's
2006 Congress (July-August, 2005).
Program Chair, Florida Association for Infant Mental Health's 2005 state-wide
conference (February, 2005)
Review Panelist ,Pmel l7 , Parenting, Society for Research in Child
Development's 2005 national conference (August-September, 2004)
Review Panelist, Family Relations Panel, World Association for Infant Mental
Health's 2004 World Congress (June-July, 2003).
Review Panelist, Panel 19, Family Relationships, Society for Research in Child
Development's 2003 national conference (August-September, 2002)
PUBLICATIONS:
McHale, J., Salman, S., Strozier, A. & Cecil, D. (2012; in press). Triadic
interactions in mother-grandmother coparenting systems following matemal release from
incarceration. Monoeraphs of the Societv for Research in Child Development.
McHale, J. & Lindahl, K. (2011). Coparentins: A conceptual and clinical
examination of familv svstems. Washington, DC: American Psychological Association
Press.
Fieldstone, L., Carter, D., King, T. & McHale, J. (2011). Training, skills and
practices ofParenting Coordinators: Florida Statewide Study. Family Court Review, 49.
801-817.
McHale, J. (2011). Coparenting: Children. In M. Craft-Rosenberg & S. RaePehler (Eds.), Encyclopedia of Familv Health. Los Angeles: Sage Publications (pp. 241243).
Strozier, A., Armstrong, M., Skuza, S., Cecil, D. & McHale, J. (2011).
Coparenting in kinship families with an incarcerated mother: A qualitative study.
Families in Societv. 92, 55-61.
Baker, J., McHale, J., Strozier, A. & Cecil, D. (2010). The nature of mothergrandmother coparenting alliances in families with incarcerated mothers: A pilot study.
Family Process, 49, 165-184. PMCID: PMC3074509
McHale, J. & Fivaz-Depeursinge, E. (2010). Principles of effective coparenting
and its assessment in infancy and early childhood. In S. Tyano, M. Keren, H. Herrman &
J. Cox (Eds.), Parenting and mental health: A bridge between infant and adult psychiatry.
London: John Wiley & Sons (pp 383-397).
October 4, 2011
PUBLICATIONS (continued):
McHale, J. (2010). La sfida della coeenitorialita. Milan, Italy: Rafaello Cortina
Editore.
McHale, J. & Irace, K. (2010). Focused Coparenting Consultation: Helping
parents coordinate to support children. Independent Practitioner,30, 164-170.
Frascarolo, F., Dimitrova, N., Zimmermann, G., Favez, N., Kuersten-Hogan, R.,
Baker, J. & McHale, J. (2009). Pr6sentation de I'adaptation frangaise du "Questionnaire
de co-parentage" de McHale. Neuropsvchiatrie de L'Enfance et de L'Adolescence. 57,
22\-226. PMCID: PMC271 9858
Lauretti, A. & McHale, J. (2009). Shifting pattems of parenting styles between
dyadic and family settings: The role of marital distress. In M. Russo and A. De Luca
(Eds.), Psvcholoev of Familv Relationshios (pp 99-1 l3) New York: Nova Sciences.
Talbot, J., Baker, J. & McHale, J. (2009). Sharing the love: Coherence of mind
forecasts coparenting adjustment during early infancy. Parenting: Science and Practice. 9,
56-77. PMCID: PMC2'7 21334
McHale, J. (2009). Shared child-rearing in nuclear, fragile, and kinship family
systems: Evolution, dilemmas, and promise of a coparenting framework. In M. Schulz, M
Pruett, P. Kerig & R. Parke (Eds.) Strenethenins couple relationships for optimal child
development: Lessons from research and intervention (pp.77-9\. Washinglon, D.C.:
American Psychological Association.
McHale, J., Berkman, J., Kavanaugh, K., Carleton, M. & Alberts, A. (2009).
Discovery and construction: Uncovering early family-infant dynamics through the use of
observational methodologies. ln C. Lightfoot & M. Lyra (Eds.), Challenses and stratesies
for studvins human development in cultural contexts (pp. 63-85). Roma: Carlo Amore
Edizioni.
Vo-Jutabha, E.D., Dinll K., McHale, J. & Valsiner, J. (2009). A qualitative
analysis of Vietnamese adolescent identity exploration within and outside an ethnic
enclave. Joumal of Youth and Adolescence ,38, 672-690. PMID: 19636763 [PubMed - in
process]
Bellas, V. & McHale, J. (2008). Processing process: A microgenetic look at the
microgenetic analysis of toddlers' affective processing. In E. Abbey & R. Diriwaechter
(Eds.), knovating genesis: Microgenesis and the constructive mind in action (pp. 107136). Greenwich, CT: Information Age Publishing.
Cecil, D., McHale, J. & Strozier, A. (2008). Female inmates, family caregivers,
young
children's adjustment: A research agenda and implications for corrections
and
programming. Journal of Criminal Justice. 36 , 513-521.
October 4, 2011
PUBLICATIONS (continued):
Elliston, D, McHale, J., Talbot, J., Parmley, M. & Kuersten-Hogan, R. (2008).
Withdrawal from coparenting interactions during early infancy. Familv Process. 47,481498. PMCID: PMC2'7 617 08
Khazan, I., McHale, J. & DeCourcey, W. (2008). Violated wishes conceming
division ofchildcare labor predict early coparenting process during stressful and nonshessful family evaluations. lnfant Mental Health Joumal. 29 , 343-361. PMCID:
PMC2746667
McHale, J. & Sullivan, M. (2008). Family systems. ln M. Hersen & A. Gross
(Eds.), Handbook of Clinical Psychology, Volume II: Children and Adolescents (pp. 192226). Hoboken, NJ: John Wiley & Sons.
McHale, J., Fivaz-Depeursinge, E., Dickstein, S., Robertson, J. & Daley, M.
(2008). New evidence for the social embeddedness ofinfants' early triangular capacities.
Familv Process. 47, 445-463. PMCID: PMC27 61722
McHale, J. (2007) Chartine the bumpy road ofcoparenthood: Understandins the
challenees of familv life. Washinglon: Zero to Three Press.
McHale, J. (2007). When infants grow up in multiperson relationship systems.
lnfant Mental Health Joumal. 28. l-23.
McHale, I. (200'/). Coparenting difficulties: Effects on infants and toddlers.
ZERO TO THREE Joumal. 27, 57-61.
McHale, J., Baker, J. & Radunovich,H. (2007). When people parent together:
Let's talk about coparenting. FCS2277, Department of Family, Youth and Community
Sciences, Florida Cooperative Extension Service, Institute ofFood and Agricultural
Sciences, University of Florida.
McHale, J. & Rotman, T. (2007).Is seeing believing? Expectant parents' outlooks
on coparenting and later coparenting solidarity. Infant Behavior & Development ,30, 6381. PMCID: PMC1913102
McHale, J., Kuersten, R. & Lauretti, A. (2006). Valutazione della co-genitorialita
livello familiare durante la prima e la seconda infanzia: Il sistema
dicodifica della co-genitorialita e della familiglia. In F. Angeli (Ed.), Sistemi di codifica
per I'osservazione del1e relazioni familiari. Milano, Italy: Stampa Tipomonza @p. 91e delle dinamiche a
1
13).
Talbot, J., Elliston, D., Thompson, J., Scull, C., Lieberson, R. & McHale, J
(2006). Do early coparenting dynamics benefit from coherent states of mind with respect
to attachment? lnfant Mental Health Joumal. 27(3), No. a3.
October 4. 2011
PUBLICATIONS (continued):
McHale, J., Alberts, A., Kuersten-Hogan, R. & Elliston, D. (2005). The family
collective: Locating infant development within multi-parent socialization systems.
Infant Mental Health Promotion. 42, 1-6.
McHale, J, Vinden, P., Bush, L., fucher, D., Shaw, D. & Smith, B. (2005).
Pattems of adjustment among sport-involved and non-involved urban, middle school
children. Sociolosy of Sport Joumal.
22
, 119-136.
McHale, J., Kuersten-Hogan, R. & Rao, N. (2004). Growing points in the study of
coparenting relationships. Joumal ofAdult Develooment. 1 I ,221-235.
McHale, J.,Kazali, C., Rotman, T., Talbot, J., Carleton, M. & Lieberson, R.
(2004). The transition to co-parenthood: Parents' pre-birth expectations and early
coparental adjustment at three months post-partum. Development and Psychopathologv.
16,711-733. PMID: 15605633 [PubMed - indexed for MEDLINE]
Talbot, J. & McHale, J. (2004),Individual parental personality traits moderate the
relationship between marital and coparenting quality. Joumal of Adult Development. 11,
t91-20s.
McHale, J. & Alberts, A. (2003). Thinking three: Coparenting and familyJevel
considerations for infant mental health professionals. The Simal. 1 1. 1- 1 1 .
McConnell, M., Vo, E.D. & McHale, J.P. (2003). Coparenting. In J. Ponzetti
(Ed.), The Intemational Encyclopedia of Marriage and Family Relationships. New York:
Macmillan.
McHale, J., Kavanaugh, K. & Berkman, J. (2003). Sensitivity to infants' signals:
As much a mandate for family researchers as for parents. In A. Booth & A. Crouter
(Eds.), Children's influence on familv dynamics: The neelected side of family
relationships. (pp. 91-108). New Jersey: Erlbaum.
Rao, N., McHale, J. P., & Pearson, E. (2003). Links between socialization goals
and child-rearing practices in Chinese and lndian mothers. Infant and Child
Development.
12.
. 475-492.
McHale, J., Lauretti, A., Talbot, J. & Pouquette, C. (2002). Rekospect and prospect
in the psychological study of coparenting and family group process. Lr J. McHale & W.
Grolnick (Eds.). Retrospect and prospect in the psycholosical studv of families. New Jersey:
Erlbaum(pp. 127-165).
October 4. 201 I
PUBLICATIONS (continued):
Talbot, J. & McHale, J. (2002). Family-level emotional climate and its impact on
the flexibility of relationship representations. ln P. Erdman, T. Caffery & J. Carlson
(Eds.), Attachment and family systems: Conceptual. empirical and therapeutic
relatedness. New York: Taylor & Francis (pp. 3 I -64).
McHale, J. & Grolnick, W. (2002). Retrospect and prospect in the psvcholoqical
studv of families. New Jersey: Erlbaum.
McHale, J., Khazan, I., Erera, P., Rotman, T., DeCourcey, W. & McConnell, M.
(2002). Coparenting in diverse family systems. In M. Bomstein (Ed.), Handbook of
Parentins (2nd. Ed.). New Jersey: Erlbaum (pp. 75-107).
McHale, J., Kuersten-Hogan, R., Lauretti, A. & Talbot, J. (2001). Coparenting. In
L. Balter (Ed.), Parenthood in America: An Encvclopedia. New York: ABC-CLIO.
McHale, J., Kuersten-Hogan, R., Lauretti, A. & Rasmussen, J. (2000). Parental
reports ofcoparenting and observed coparenting behavior during the toddler period.
Joumal of Family Psycholoev. 14. 220-237 . PMID: 10870291 [PubMed - indexed for
MEDLINE]
McHale, J., Rao, N. & Krasnow, A. (2000). Constructing family climates:
Chinese mothers' reports oftheir coparenting behavior and preschoolers' adaptation.
Intemational Joumal of Behavioral Development. 24, 111-118.
Kuersten-Hogan, R. & McHale, J. (2000). Stability of emotion talk in families
from the toddler to the preschool years. Joumal of Genetic Psvcholoev. 161 ,115-721.
PMID: 10705588 [PubMed - indexed for MEDLINE]
McHale, J., Kuersten-Hogan, R. & Lauretti, A. (2000). Evaluating coparenting
and family-level dymamics during infancy and early childhood: The Coparenting and
Family Rating System. In P. Kerig & K. Lindahl (Eds.), Familv Observational Codine
Systems: Resources for Svstemic Research. New Jersey: Erlbaum (pp. 151-170).
McHale, J. & Fivaz-Depeursinge, E. (i999). Understanding triadic and family
group process during infancy and early childhood. Clinical Child and Familv Psvcholoey
Review. 2, 107 -127. PMID: 1 122593 I [PubMed - indexed for MEDLINE]
McHale, J., Neugebauer, A., Radin, A. & Schwa(2, A. (1999). Preschoolers'
characterizations of multiple family relationships during family doll p1ay. Joumal of
Clinical Child Psvcholoev. 28 ,256-268. PMID: 10353084 [PubMed - indexed for
MEDLINE]
October 4. 201
PUBLICATIONS (continued):
McHale, J., Johnson, D. & Sinclair, R. (1999). Family-level dynamics,
preschoolers' family representations, and playground adjustment. Earlv Education and
Development. 10. 373-4OI.
McHale, J. & Neugebauer, A. (1998). Parental reports on the Child Adaptive
Behavior Inventory predict 4-year-olds peer interactions on the preschool playground.
Earlv Education and Development. 9,307-322.
McHale, J. & Rasmussen, J. (1998) Coparental and family groupJevel dynamics
during infancy: Early family precursors ofchild and family functioning during preschool.
Development and Psychopatholosy. 10,39-58. PMID: 9524807 [PubMed - indexed for
MEDLINE]
McHale, I. (1997) Overt and covert coparenting processes in the family. Family
Process, 36, 183-210. PMID:9248827 [PubMed - indexed for MEDLINE]
McHale, J. & Cowan, P. (1996). Understanding how familyJevel dynamics affect
children's development: Studies of two-parent families. New Directions for Child
Development, 74. San Francisco: Jossey-Bass.
McHale, J., Kuersten, R. & Lauretti, A. (1996). New directions in the study of
family-level dynamics during inlancy and early childhood. New Directions for Child
Development. 74, 5-26. PMID: 9308430 [PubMed - indexed for MEDLINE]
Cowan, P. & McHale, J. (1996). Coparenting in a family context: Emerging
achievements, current dilemmas, and futwe directions. New Directions for Child
Development. 74, 93-106.
McHale, J. (1995). Co-parenting and triadic interactions during infancy: The
roles ofmarital distress and child gender. Developmental Psvcholosv, 31, 985-996.
Hinshaw, S., Heller, T. & McHale, J. (1992). Covert antisocial behavior in boys
with attention deficit-hyperactivity disorder: Extemal validation and effects of
methylphenidate. Joumal of Clinical and Consultine Psycholoev,60 (2),274-281.
PMID: 1592958 [PubMed - indexed for MEDLINE]
Hinshaw, S. & McHale, J. (1991). Stimulant medication and the social
interactions of hyperactive children: Effects and implications. In D. Gilbert and J.
Conley (Eds.) Personalitv. social skills and psvchooatholoev. New York: Plenum Press.
Lockman, J. & McHale, J. (1991). Object manipulation during infancy:
Developmental and contextual determinants. ln N. Hazen and J. Lockman (Eds.) Action
in social context: Perspectives on earlv development. New York: Plenum Press.
1
October 4, 201
PUBLICATIONS (In submission/review):
McHale, J., Irace, K., Cowan, P., Cowan, C. & Odgaard, E. (in preparation).
Examining coparenting events during couples group interactions. Submitted to Familv
Process.
CONFERENCE PRESENTATIONS:
Carter, D., McHale, J.,Mazzoni, S. & Fieldstone, L. (2011, March). The
developing landscape of parenting coordination: Research, theory and practice. Poster
presented at the Intemational Conference for American Psychology Law Society, Miami,
FL.
Gaskin-Butler, V., Engert, T., Muniz, M. & McHale, J. (2011, April). Prenatal
representations of coparenting in unmarried firsltime African-American mothers. Poster
presented at the Society for Research in Child Development, Montreal, Canada.
McHale, J. (2011, March). Co-parenting: Toward an inclusive national model for
supporting infants and young children. Paper presented at the 24th Annual Children's
Mental Health Research and Policy Conference, Tampa, FL.
McHale, J., Salman, S., Strozier, A. & Cecil, D. (2011, April). Away but not
forgotten: Mother-grandmother-preschooler triadic interactions upon mother's retum
home following incarceration. Paper presented at the Society for Research in Child
Development, Montreal, Canada.
McHale, J. (2010, July). Understanding multigenerational coparenting:
Integrating dyadic and triadic observations. Plenary Interface, World Association for
Infant Mental Health, Leipzig, Germany, July,2010
McHale, J. (2010, January). Beyond the dyad: Understanding how coparenting
dlnamics affect infant and toddler development. Keynote Address, Strong Foundations:
Minnesota's Birth-to-Three Conference and Fatherhood Summit, January, 201 0
Baker, J., Strozier, A., Skuza, S., Armstrong, M., Cecil, D. & McHale, J. (2009,
April). The nature of mother-grandmother coparenting alliances in families with
incarcerated mothers. Paper presented at the Society for Research in Child Development,
Denver, CO.
Bolline, M.A., Fenning, R., Baker, J., Strozier, A., Cecil, D. & McHale, J. (2009,
February). Standardized self-concept assessments ofpreschool-aged children with
incarcerated mothers. Poster presented at the meetings of the Southeastem Psychological
Association. New Orleans. LA.
t0
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
DePalma, K., Bamey, A., McHale, J., Strozier, A., Cecil, D. & Baker, J. (2009,
February). Do co-caregiver risk histories matter for children of incarcerated mothers?
Poster presented at the meetings of the Southeastem Psychological Association, New
Orleans, LA.
Edenfield, C., Irace, K. & McHale, J. Q:A09, February). How gender affects
responses to childrearing queries during couples gtoups. Poster presented at the meetings
of the Southeastern Psychological Association, New Orleans, LA.
Engert, T., King, T., Gaskin-Butler, V. & McHale, J. (2009, February).
Expectancies of first-time African-American mothers about caregiving support. Poster
presented at the meetings of the Southeastem Psychological Association, New Orleans,
LA
Irace, K., James P. McHale, J., Cowan, P., Cowan, C. & Edenfield, C. (2009,
August). Coparenting events during goup interventions with Mexican-heritage and
European-heritage couples. Poster presented at the Meeting of the American
Psychological Association, Toronto, Ontario, Canada.
McHale, J., Irace, K., Cowan, P. & Cowan, C. (2009, August). A system for
evaluating coparenting events during couples group interventions. Poster presented at the
Meeting of the American Psychological Association, Toronto, Ontario, Canada.
Pigott, S., Fenning, R., Baker, J., Strozier, A., McHale, J. & Cecil, D. (2009,
February). Profiles of high-risk preschooler adaptation during home-based evaluations.
Poster presented at the meetings of the Southeastern Psychological Association, New
Orleans,
LA.
Daley, M., Robertson, J., Fivaz-Depeursinge, E., & McHale, J. (2008, March).
Coparenting adjustment is linked to 3-month-olds' eye gaze pattems during Still-Face.
Poster presented at the Intemational Society on Infant Studies, Vancouver, Canada.
Kuersten-Hogan, R., Taylor, M., & McHale, J. (2008, March). Emotion
Expression during whole family interactions across time and observational context.
Poster presented at the Eastem Psychological Association, Boston, MA.
Kuersten-Hogan, R., & McHale, J. (2008, July). Coparenting predictors of
preschoolers' theory of mind and emotion. Symposium presented at the Intemational
Society for the Study of Behavioral Development, Wuerzburg, Germany.
Kuersten-Hogan, R., Zandi, T., Taylor, M., & McHale, J. (2008, August). Family
emotion expression and preschoolers' theory ofmind and emotion. Poster presented at the
American Psychological Association, Boston.
ll
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
Taylor, M., Kuersten-Hogar, R., & McHale, J., (2008, March). Emotional
expressiveness in the family and toddlers' social adaptation outside the home. Poster
presented at the International Society on Infant Studies, Vancouver, Canada.
Zawistowski, L., St. Jacques, C., & McHale, J., (2008, March). Parenting,
coparenting, and inlants' 3-month inhibition. Poster presented at the lnternational Society
on Infant Studies. Vancouver. Canada.
Cecil, D., Strozier, A., Littlewood, K., Pietsch, J. & McHale, J. (2007 ,
November). Dampening unintended adverse effects of matemal incarceration on
preschool children. Paper presented at the meetings of the American Society of
Criminology, Atlanta, GA.
Littlewood, K., Baker, J., Elliston, D., Strozier, A., Cecil, D. & McHale, J. (2007
May). Assessing dialogues between incarcerated mothers and custodial matemal
grandmothers about child problems. Poster presented at the meetings of the American
Psychological Society, Washington, D.C.
,
McHale, J. (2007, November). How IMH Professionals fail children when we
ignore inter-caregiver dl.namics. Special Address Io lhe Zero To Three National Training
Institute, Orlando, FL.
McHale, J., Robertson, J., Daley, M. & Fivaz-Depeursinge, E. (2007, February).
Infants' contributions to early family process. Paper presented at the Southeastem
Psychological Association, New Orleans, LA (Nominee: SEPA's Outstanding
Professional Paper of 2007 Award)
McHale, l. (2007, February). Understanding infant mental health within a family
group context. Paper presented at the Southeastem Psychological Association, New
Orleans, LA (Nominee: SEPA's Outstanding Professional Paper of 2007 Award)
Nemic, E. & McHale, J. (2007, February). Toddlers from families low in
coparenting solidarity dodge negative emotions. Poster presented at the Southeastem
Psychological Association, New Orleans, LA
Pellegrini, T., Liebling, C., Waterston, L. & McHale, J. (2007, February) Who's
at fault? How parents of infants characteize family mishaps. Poster presented at the
Southeastem Psychological Association, New Orleans, LA.
Skuza, S., Sieber,2., Krisman, K., Strozier, A. Cecil, D. & McHale, J. (200'7,
April). Incarcerated mothers' descriptions of co-caregiving alliances. Poster presented
the Society for Research in Child Development conference, Boston, MA.
at
l2
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
Bruzgyle, N., Alongi, D. & McHale, J. (2006, March). The family context of
toddlers' behavioral and emotional adaptation. Poster presented at the Southeastem
Psychological Association, Atlanta, GA.
Elliston, D. & McHale, J. (2006, March). The family context of coparenting
withdrawal at three months post-partum. Paper presented at the Southeastem
Psychological Association, Atlanta, GA (Awarded SEPA's Outstanding Professional
Paper of 2006 Prize)
Kotsios, S., Dil-allo, M., & McHale, I. (2006, March). The significance of
parents' portrayals oftheir partners during doll play with toddlers. Poster presented at the
meetings of the Southeastem Psychological Association, Atlanta, GA.
Landers, T., Machler, M., Desrochers, K., Zawistowski, L., & McHale, J. (2006,
August). Do matemal sensitivity or coparenting solidarity alter temperamental
trajectories during infancy? Poster presented at the American Psychological Association,
New Orleans, LA.
Le, L., Davis, A. & McHale, J. (2006, March). What parents of different ethnic
backgrounds look for in pre-schools. Poster presented at the meetings ofthe Southeastem
Psychological Association, Atlanta, GA.
McHale, J. (2006, July). Battling our histories: Challenges in reconceptualizing
from dyads to family collectives in IMH practice. Master Lecture presented to the World
Association for lnfant Mental Health, Paris, France.
McHale, J. (2006, December). Whither the family in lnfant Mental Health
diagnosis and practice? Field presentation given at the National Training Institute ofthe
Zero To Three Conference, Albuquerque, NM.
McHale, J., Cowan, P., Cowan, C. & Rotman, T. (2006, August). Coparenting and
child adjustment: A cross-site analysis. Poster presented at the 114th Annual Convention
of the American Psychological Association, New Orleans, LA.
McHale, J., Rotman, T., Elliston, D., Parmley, M., Alberts, A., Berkman, J.,
McConnell, M. & Kuersten-Hogan, R. (2006, July). Expectant parents' outlooks on
coparenting and later coparenting solidarity. Poster presented at the World Association
for Infant Mental Health, Paris, France.
McHale, J. & Shea, K. (2006, May). Imagery, metaphors, and marketing in
infant mental health: Time for a revisioning. Paper presented at the 6th annual meeting
the Florida Association for Infant Mental Health. Sarasota. FL.
of
13
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
Scull, C., Alongi.D., Bruzgyte, N. & McHale, J. (2006, May). Infant and
family process predictors of ADHD symptoms at 30 months. Poster presented at the
meetings of the Association for Psychological Science, New York, NY.
Talbot, J., Elliston, D., Thompson, J., Scull, C., Lieberson, R. & McHale, J (2006,
July). Do early coparenting dynamics benefit fiom coherent states of mind with respect to
attachment? Paper presented at the World Association for Infant Mental Health, Paris,
France.
Cummins, C., Romero, A.E. & McHale, J. (2005, April) Coparenting solidarity
and toddlers' self-regulatory competencies. Poster presented at the Southeastem
Psychological Association, Nashville, TN.
Elliston, D., Alvarez, E. & McHale, J. (2005, August). An observationally based
assessment ofcoparental dynamics in childrearing. Poster presented at the American
Psychological Association, Washington, D.C.
Haskell, V., DeCourcey, W. & McHale, J. (2005, April). Cross-parent
consistencies and differences in toddlers' emotion regulation strategies. Poster presented
at the Society for Research in Child Development, Atlanta, GA.
Jean-Philippe, N., Davis, S., Bell, D., McKay, K. & McHale, J. (2005, April)
Urban adolescents perceptions of community problems and solutions. Poster presented at
the Society for Research in Child Development, Atlanta, GA.
Landers, T., Machler, M., Thompson, J. A., Scull, C. & McHale, J. (2005, April)
Temperament, parenting and co-parenting at three months post-partum. Poster presented
at the Southeastem Psychological Association, Nashville, TN.
McHale, J. (2005, October). The construct ofcoparenting: Evolution ofa key
family construct. Paper presented at the Advances in Theory and Research on Family
Development and Family-Based Prevention and Policy conference, Berkeley, CA.
McHale, J., Kuersten-Hogan, R. & Elliston, D. (2005, April). Coparenting fiom
pregnancy through preschool: Expansion and validation ofa construct. Sl,rnposium
presented at the Society for Research in Child Development, Atlanta, GA.
l.
Kazal| C., Talbot,
2.
Thompson, J., Scull, C., Berkman, J., Alberts, A., Carleton, M. & McHale, J.
Coparenting behavior under duress is linked to perceived coparenting alliance
sffength
Vo-Jutabha, 8.D., Kerllenevich, M.A., McConnell, M. & McHale, J. Quality of
attachment and coparenting dynamics at twelve months post-partum
3.
J., Elliston, D. & McHale, J. Coparenting narratives
expectant couples varying in states ofmind with respect to attachment
of
t4
1
October 4, 201 I
,t
DeCourcey, W., Haskell, V. & McHale, J. Concordance of coparents'metaemotion strategies and toddler emotion expression
5. Dilallo, M., Carr, E. & McHale, J. The family constructed: Parents' porhayals
coparenting during doll play With toddlers
6. Kuersten Hogan, R., Haskell, V. & McHale, J. Beyond the lab: Coparenting
dynamics during mealtimes of preschool-aged children
Discussant: James P. McHale
of
Soyka, A., DePalma, K., Dickstein, S. & McHale, J. (2005, April) Family
adjustment correlates of birth narratives told by new parents. Poster presented at the
Southeastem Psychological Association, Nashville, TN.
Sterba, S. Dickstein, S., McHale, J. & Seifer, R. (April,2005). Three dimensions
ofcoparenting in early infancy differentially related to family variables. Poster presented
at the Society for Research in Child Development, Atlanta, GA.
Thomas, S., Elliston, D., Waterston, L., Thompson, J. & McHale, J. (2005, April)
What would you want to change? Parents' views ofco-parenting. Poster presented at the
Southeastem Psychological Association, Nashville, TN.
Hartman, O., Lieberson, R. & McHale, J. (2004, August). Cortisol reactivity to
staged family-level stressors at 3 months post-partum. Poster presented at the meetings of
the American Psychological Association, Honolulu, Hawaii.
Kirschner, P., McHale, J. & Laird, J. (2004, April). Do successful businesspeople
cite youth sports as among their formative life experiences? Poster presented at the
meetings of the Eastem Psychological Association, Washington, D.C.
Kuersten-Hogan, Giampa, DeCourcey, & McHale (2004, January). Cross-task
stability in parents' emotion conversations with toddlers. Poster presented at the World
Association for Inlant Mental Health, Melboume, Australia.
Lieberson,R., Rotman, T., Berthonneau, G., Koller,R., & McHale, J. P.
Coparental dyramics and early family functioning: A cross-site investigation . Poster
presented at the 18th Biennial Meeting of the International Society for the Study of
Behavioural Development Ghent, Belgium
Lieberson, R., Rotman, T., Hartman, O., Giampa, S., Kuersten-Hogan, R., &
McHale, J.P .(2004, January)._Ar analysis of early coparenting dl,namics at 3 months
post-partum. Poster presented at the 9tn World Congress of the World Association for
Infant Mental Health, Melboume, Australia.
McHale, J . (2OO4, January). When infants grow up in multi-person relationship
systems. Plenary address, World Association for Infant Mental Health, Melboume,
Australia.
15
October 4, 201
CONFERENCE PR.ESENTATIONS (continued):
Berkman, J. & McHale, J. (2003, April). Contextual factors associated with
father-child interaction during triadic family play. Poster presented at the Society for
Research in Child Development, Tampa, FL.
Chaffe, E., Robertson, L. & McHale, J. (2003, April). Diaper change commerce
between mothers and fathers with their three month-old infants. Poster oresented at the
Society for Research in Child Development, Tampa, FL.
Dilallo, M., Gower, C., Nash, B. & McHale,
J. (2003, August). The family
represented: Mother- and father-child co-constructed narratives about families. Poster
presented at the American Psychological Association, Toronto, Canada.
Dilallo, M., Haskell, V., Fish, K. & McHale,
J. (2003,
April). Infant's
temperament and emotional reactivity predict emotion regulation sfategies at 30 months.
Poster presented at the Society for Research in Child Development, Tampa, FL.
Kerllenevich, M.A., DeCourcey, W. & McHale, J. (2003, April). Generations of
emotion: Emotional climate in parental family of origin, meta-emotion philosophies, and
child emotion regulation. Poster presented at the Society for Research in Child
Development, Tampa, FL.
Haskell, V.,
Dilallo, M. & McHale,
April). Family processes at infancy
in the toddler years. Poster
presented at the Society for Research in Child Development, Tampa, FL.
and the use
ofplay
J. (2003,
as an emotion regulation strategy
Haskell, V., Valsiner, J. & McHale, J. (2003, June). Toddlers' processing of affect
in symbolic self-soothing: The early development of symbolic play skills. Poster
presented at the Jean Piaget Society, Chicago, IL.
Jorgensen, R., Kuersten-Hogan, R., Shaw, D. & McHale, J. (2003, April).
Situating preschoolers' emerging emotional competencies in the family group context.
Poster presented at the Society for Research in Child Development, Tampa, FL.
Khazan,I. & McHale, J. (2003, April). Do family processes alter links between
parental depression during infancy and later toddler adjustment? Poster presented at the
Society for Research in Child Development, Tampa, FL.
McConnell, M., Khazan, I., Lauretti, A. & McHale, J. (2003, April). Time to
expand: Studying coparenting in families with multiple children. Paper presented at the
Society for Research in Child Development, Tampa, FL.
CONFERENCE PRESENTATIONS (continued):
16
1
October 4, 201
Vo, E.D., Kurrien, R. & McHale, J. (2003, April). Understanding coparenting
beliefs and practices in extended family systems. Paper presented at the Society for
Research in Child Development, Tampa, FL.
Atherton, W. & McHale, J. (2002, March). Marital satisfaction at 12 months
postpartum: Does the partner's perception of family work matter? Poster presented at the
meetings of the Eastem Psychological Association, Boston, MA.
Alberts. A. & McHale, J. (2002, July). Macro vs. micro: An examination of
microevents during family interactions that fuel global clinical impressions. Poster
presented at the World Association for Infant Mental Health, Amsterdam, Netherlands.
Babigian, R., Waterston, L., & McHale, J. (2002, April). Family life with a oneyear-old: What parents' stories tell us. Poster presented at the International Conference
on Infant Studies, Toronto, Canada.
Bush, L. & McHale, J. (2002, August). Is humor use in urban middle
schoolers linked to better adjustment? Poster presented at the meetings of the American
Psychological Association, Chicago, IL.
Bush, L., McHale, J., Richer, D., Shaw, D., Smith, B. & Vinden, P. (2002, April).
Academic attainment and self-confrdence among urban youth: Does involvement in
sports with family or indigenous mentors help? Poster presented at the Society for
Research on Adolescence, New Orleans, LA.
Berkman, J., Carleton, M. & McHale, J. (2002, July). Are there links between
infant temperament and coparenting prccess at three months post-partum? Poster
presented at the meetings of the World Association for lnfant Mental Health, Amsterdam,
the Netherlands.
Chaffe, 8., Robertson, L., Lyubchik, A. & McHale, J. (2002, July). Beginning the
family dance: Mother-infant and father-infant commerce during diaper changes at three
months poslpaftum. Poster presented at the meetings of the World Association for Infant
Mental Health, Amsterdam, the Netherlands.
DiBonaventura, M., DeCourcey, W. & McHale, J. (2002, March). A systemic
look at families and maniages across the transition to parenthood: Family-of-origin
effects on marital satisfaction. Poster presented at the meetings ofthe Eastem
Psychological Association, Boston, MA.
Fish, K., DeCourcey, W., McConnell, M. & McHale, I. (2002, July). An
examination of family group processes in high and low day care families. Poster
presented at the World Association for Infant Mental Health, Amsterdam.
17
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
McConnell, M., Lauretti, A., Kuersten-Hogan, R., Blot, K. & McHale, I. (2002,
April). Relations between marital quality and toddlers' behavior: Does coparenting
mediate? Poster presented at the Intemational Conference on Infant Studies, Toronto.
McHale, J., Pouquette, C., Carleton, M., Khazan, I. & DeCourcey,W. (2002,
July). Do pre-birth expectancies about coparenting foreshadow post-birth coparenting
dl.namics? Poster presented at the World Association for lnfant Mental Health,
Amsterdam, the Netherlands.
Robertson, L., Chaffe, E. & McHale, J. (2002, April). How different are infants
diapering experiences with mothers and fathers? Poster presented at the International
Conference on Infant Studies, Toronto, Canada.
Shaw, D., Lauretti, A. & McHale, J, (2002, July). Babies and preschool siblings at
play together: An analysis of initiating bids. Poster presented at the meetings ofthe
World Association for lnfant Mental Health, Amsterdam, the Netherlands.
Talbot, J. & McHale, J. (2002, July). Reintegrating individuals back into our
understanding of within-family dynamics: Parental traits as moderators of marital-family
linkages. Paper presented at the meetings of the World Association for Infant Mental
Health, Amsterdam, the Netherlands.
Vo, E.D. & McHale, J.P. (2002). Parental roles in the Vietnamese family:
Exploring the Vietnamese child's developmental niche. Poster presented at the World
Association for Infant Mental Health, Amsterdam, the Netherlands.
Vinden, P. & McHale, J. (2002, April). Are sport-involved middle school children
at benefit or risk? Syrrposium presented at the Society for Research in Adolescence, New
Orleans, LA. Individual symposium papers:
1.
2.
3.
4.
Shaw, D., McHale, J.
sports.
Smith, B., Vinden, P.
sports.
& Vinden, P. Middle school boys and organized
& McHale,
J.
Middle school girls and organized
Richer, D., McHale, J. & Vinden, P. The role of sports in the familyadjustment connection.
Bush, L., McHale, J. & Vinden, P. Should all kids play sports? What
children tell us.
CONFERENCE PRESENTATIONS (continued):
18
1
October 4, 201
Waterston, L., Babigian, R. & McHale, J. (2002, July). Parents'stories about their
families reflect individual and family functioning at infant age 12 months. Poster
presented at World Association for lnfant Mental Health, Amsterdam, the Netherlands.
Waterston, L. & McHale, J. (2002, October). What urban Hispanic middle
schoolers say about their math and science education in elementary school. Poster
presented at the Latino Psychology Conference: Bridging Our Diversity and Our
Communities. Providence, RI.
Alberts. A. & McHale, J. (2001, April). Inter-family differences in triadic
communication at 3-months post-partum: A microanalysis of bids and replies during
mother-father-infant play. Poster presented at the Society for Research in Child
Development, Minneapolis, MN.
Bush, L., McHale, J., Richer, D., Shaw, D., Smith, B. & Vinden, P. (2001,
August). Functions ofsport for urban, middle school children. Poster presented at the
meetings of the American Psychological Association, San Francisco, CA.
Bush, L., McHale, J., tucher, D., Shaw, D., Smith, B. & Vinden, P. (2001, April).
Sports, delinquency, and parental monitoring: Evidence for complex pattems of
relationship. Paper presented at the Society for Research in Child Development,
Minneapolis, MN.
Chaffe, E., DeCourcey, W. & McHale, J. (2001, April). Parents' personality traits,
coparenting, and family dynamics at one year post-partum. Poster presented at the
Society for Research in Child Development, Minneapolis, MN.
Fish, K. & McHale, J. (2001, April). Parental employment, coparenting, and
family interaction at one year. Poster presented at the Society for Research in Child
Development, Minneapolis, MN.
McHale, J. & Vinden, P. (2001, April). Middle school children and organized
sports: Current controversies. Symposium presented at the Society for Research in Child
Development, Minneapolis, MN. lndividual symposium papers:
1.
2.
3.
4.
Bush, L., Vinden, P. & McHale, J. Sports, role models and delinquency:
Children's perspectives.
Shaw, D., Vinden, P. & McHale, J. Sports and aggression: A case for the
relevance of skill.
Smith, B., Vinden, P. & McHale, J. Sports and the self-perceptions of Tth
grade boys and girls.
Richer, D., Vinden, P. & McHale, J. Involvement in organized sport and
early substance abuse among urban youth.
l9
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
McHale, J. & Lauretti, A. (2001, April). Charting the early evolution of the
coparental alliance. Sl,rnposium presented at the Society for Research in Child
Development, Minneapolis, MN. Individual symposium papers:
l.
2.
3.
4.
5.
6.
Pouquette, C., Talbot, J., Berkman, J., Jacob, K., Fulton, S. & McHale, J.
Preparedness for coparenting: Prenatal triadic statements and
discrepancies in parenting philosophies.
Khazar5 L, DeCourcey, W., Talbot, J., Pouquette, C. & McHale, J.
Discrepancies between expectations and reality of division of labor predict
marital and family processes.
Carleton, M., Rotman, T., Fish, K. & McHale, J. Linking observational
and narrative indices of coparental coordination and collaboration at 3
months nost-nartum.
Berkman, J., Alberts, A., Kavanaugh, K., Carleton, M. & McHale, J.
Interparental coordination during 3-month still-face reunions and
coparenting interactions at 3 and 12 months.
McConnell, M., Lauretti, A., Vo, E. & McHale, J. Quality of coparenting
differs for older and younger siblings in two-child families.
Lauretti, A., McConnell, M., Mathew, A., Shaw, D. & McHale, J. Family
pairings, coparenting connection, and early sibling interaction quality.
Khazan,I., Vo, E. & McHale, J. (2001, April). Discrepancies in division of
household labor and coparenting process at infant age twelve months. Poster presented at
the Society for Research in Child Development, Minneapolis, MN.
McConnell, M. & McHale, J. (2001, August). Drawing family connections:
Adults' pictoral representations of their family dynamics. Poster presented at the
American Psychological Association, San Francisco, CA.
McHale, J., Quinn, P., Kurrien, R., Mansfield, A., O'Donnell, E. & Geller, A.
(2001, January). Raising the bar: Scaffolding research skills while generating cuttingedge data in the large introductory course. Poster presented at the National Institute on
the Teaching ofPsychology, St. Pete$bug Beach, FL.
Waterston, L., Babigian, B. & McHale, J. (2001, April). Representations of family
among parents with one and two young children. Poster presented at the Eastem
Psychological Association, Washington, D.C.
Carleton, M., Rotman, T. & McHale, J. (2000, July). Assessing the family's
coparenting dynamic at infant age 3 months. Poster presented at the International
Conforence on lnfant Studies, Brighton, U.K.
20
1
October 4. 201 I
CONFERENCE PRESENTATIONS (continued):
Gershenson, I., Fish, K., McConnell, M., Gurland, S., Berkman, J. & McHale, J.
(2000, July). Infant temperament and family group interaction at one year. Poster
presented at the lntemational Conference on lnfant Studies, Brighton, U.K.
McConnell, M., Gurland, S., Lauretti, A., Zaslavsky, I. & McHale, J. (2000, July).
Context-related shifts in coparenting behavior during infancy. Poster presented at the
Intemational Conference on Inlant Studies, Brighton, U.K.
McHale, J. & Fivaz -Depeursinge, E. (2000, July). Extending our view beyond
dyads: Family group dynamics during infancy. Symposium organized for the
Intemational Conference on Infant Studies, Brighton, U.K.
McHale, J., Lauretti, A., DeCourcey, W., Zaslavsky, I., Talbot, J. & Pouquette, C.
(2000, July). Coparenting and triadic dynamics in one- and two-child families. Paper
presented at the Intemational Conference on lnfant Studies, Brighton, U.K.
McHale, J., Fivaz-Depeursinge, E. & Corboz-Wamery, A. (2000, July). Recent
empirical investigations of mother-father-infant triads: A primer for clinicians. Paper
presented at the World Association for Infant Mental Health, Montreal, Canada.
McHale, J., Talbot, J., Lauretti, A., Pouquette, C. & Zaslavsky, I. (2000, July).
Does knowledge ofparents'or infants'traits facilitate predictions about the family's group
dynamics? Poster presented at World Association for Infant Mental Health, Montreal,
Canada.
Carleton, M., Rotman, T. & McHale, J. (1999, August). Assessing early
coparenting dynamics within families via observational, narrative, and self-report
methods. Poster presented at the 106th annual meeting ofthe American Psychological
Association, Boston, MA.
Carleton, M. & McHale, J. (1999, April). A method for evaluating the triadic
family processes of families with three-month-olds. Poster presented at the Eastern
Psychological Association, Providence, RI.
DeCourcey, W., Lauretti, A., Kuersten-Hogan, R. & McHale, J. (1999, August).
How families work: Linking family-work decisions by parents of toddlers to coordination
of coparenting process during family group interactions. Poster presented at American
Psychological Association, Boston, MA.
DMario, H., Lauretti, A. & McHale, I. (1999, August). The family context
early sibling relationship pattems. Poster presented at American Psychological
Association. Boston. MA.
of
2I
October 4. 201
CONFERENCE PRESENTATIONS (continued):
Kuersten-Hogan, R. & McHale, J. (1999, April). Show me how you look when
you are sad: Parents' coaching ofchildren's emotional understanding. Poster presented at
Society for Research in Child Development, Albuquerque, NM.
Lauretti, A., Hill, A., Connell, A. & McHale, J. (1999, April). Links between
toddlers' nonverbal responses during doll play and family relationships. Poster presented
at Society for Research in Child Development, Albuquerque, NM.
McHale, J., Lauretti, A. & Kuersten-Hogan, R. (1999, April). Linking familylevel pattems to father-child, mother-child, and marital relationship qualities. Poster
presented at Society for Research in Child Development, Albuquerque, NM.
Talbot, J., Pouquette, C. & McHale, J. (1999, April). The second wave of
transition to parenthood research in context. Paper presented at Society for Research in
Child Development, Albuquerque, NM.
Tibbitt, P., Richer, D. & McHale, J. (1999, April) Parsons and Bales revisited:
New parents actual and wished-for family realities. Poster presented at the Eastem
Psychological Association, Providence, RI.
Krasnow, A., Carleton, M., DiMario, H. & McHale, J. (1998, August). Measuring
ego-control in toddlers and preschoolers: Methodological considerations. Poster
presented at the 106th annual meeting of the American Psychological Association, San
Francisco, CA.
Krasnow, A., Kuersten, R., Lauretti, A. & McHale, J. (1998, April). Laboratoryof ego-control during the toddler period. Poster presented at the
Intemational Conference on Infant Studies, Atlanta, GA.
based assessments
Kuersten-Hogan, R. & McHale, J. (1998, April). Stability in parents'use
emotion talk from the toddler to the preschool period. Poster presented at the
Intemational Conference on lnfant Studies, Atlanta, GA.
of
McHale, J. (1998, July). Beyond conflict: Family positivity and young children's
adjustment. Paper presented at the Intemational Society for Social and Behavioral
Development, Bem, Switzerland.
McHale, J. & Krasnow, A. (1998, July). Parental reports ofcoparenting and the
social and behavioral adjustment ofChinese, American, and Indian preschoolers. Poster
presented at the Intemational Society for Social and Behavioral Development, Bem,
Switzerland.
22
1
October 4, 201
CONFERENCE PRESENTATIONS (continued):
McHale, J., Kuersten, R. & Loding, B. (1998, August). Stability of coparenting
process from the toddler to the preschool period. Poster presented at the 106th annual
meeting of the American Psychological Association, San Francisco, CA.
McHale, J.P., Lauretti, A. & Talbot, J. (1998, April). Security of attachment,
family-level dynamics, and toddler adaptation. Poster presented at the Intemational
Conference on Infant Studies, Atlanta, GA.
Eslinger, O., Magovcevic, M. & McHale, J. (1997, April). Coparenting conflict
and sense ofselfduring late adolescence. Poster presented at the meetings ofthe Eastem
Psychological Association, Washington, D.C.
Grugan, P. & McHale, J. (1997, August). Mothers' and fathers' use of touch
during play interactions with their toddler sons and daughters. Poster presented at l05th
annual meeting of the American Psychological Association, Washinglon, D.C.
McHale, L (1997 , April). Parents' reports of coparenting behavior are linked to
observed coparental process. Poster presented at the Society for Research in Child
Development, Washington D.C.
McHale, J., Krasnow, A. & Slavick, M. (1997, August). Parenting style, marital
quality, and family process as predictors of toddler's personality styles. Poster presented
at 105th annual meeting of the American Psychological Association, Washington, D.C.
Magovcevic, M., Eslinger, O. & McHale, J. (1997 , April). Recollections of
childhood conflict and young adults' reasoning about depression. Poster presented at the
meetings of the Eastem Psychological Association, Washington, D.C.
Reese, E., Greenberg, J.
& McHale,
J. (1997,
April). Marital distress, parenting
style, and toddler adjustment: Direct and indirect effects. Poster presented at the meetings
of the Eastern Psychological Association, Washington, D.C.
McHale, J. & Kuersten, R. (1997, April). Conceptions of family: Views from
inside and out. Symposium presented at the Society for Research il Child Development,
Washington D.C. lndividual symposium papers:
Corcione, C., Lovell, S. & McHale, J. lndividual differences in toddlers'
responses to antagonistic coparental exchanges during family play
Grugan, P. & McHale, J. Links between recollections of family conflict
and current problem-solving behavior in college-aged students
Kuersten, R. & McHale, J. Differences in families' emotional expressions
within dyadic and whole family contexts
Lauretti, A. & McHale, J. Shifting pattems of parenting styles between
dyadic and family settings: The role of marital quality
1.
2.
3.
4.
1
October 4. 201
5.
6.
Loding, B. & McHale, J. Conelates of high father involvement within the
family pattems of maritally distressed and non-distressed couples
Talbot, J. & McHale, J. Young adults' representations of family-level
processes in their family of origin
Carpenter, K., King, A., Kuersten, R. & McHale, i. (1996, April). What does it
mean when parent-toddler interaction changes noticeably from parent-child to whole
family contexts? Poster presented at 1Oth biennial meeting of the Intemational
Conference on Infant Studies, Providence, RI.
Kuersten, R. & McHale, J. (1996, April). Feeling talk in the family and toddlers'
understanding of emotions. Poster presented at 10th biennial meeting ofthe Intemational
Conference on Infant Studies, Providence, RI.
Loding, B., King, A., Kuersten, R. & McHale, J. (1996, April). When marital
satisfaction doesn't predict: Family factors involved in mismatches between subjective
distress and toddler adjustment. Poster presented at 10th biennial meeting of the
Intemational Conference on lnfant Studies, Providence, RI.
Luthi, L., Kuersten, R. & McHale, I. (1996, April). Toddler-peer interactions:
Leaming and using negotiation strategies. Poster presented at 1Oth biennial meeting of
the lntemational Conference on lnfant Studies, Providence, RI.
McHale, J. & Corcione, C. (1996, April). The 30-month-old in the family group:
Assessing toddler behavior following positive and negative coparental interchanges
during family play. Poster presented at 10th biennial meeting of the Intemational
Conference on Infant Studies, Providence, RI.
McHale, J. & King, A. (1996, August). Supportive and critical remarks about
coparental partners during parent-child play. Poster presented at 104th annual meeting of
the American Psychological Association, Toronto, Ontario, Canada.
McHale, J., Lauretti, A., Kuersten, R. & Corcione, C. (1996, April). Toddlers'
representations of family group interaction during doll play. Poster presented at 1Oth
biennial meeting of the Intemational Conference on Infant Studies, Providence, RI.
McHale, J., Loding, B., Blaisdell, B. & Lovell, S. (1996, August). Conceptions of
parenting and coparenting among college-aged students. Poster presented at 104th annual
meeting of the American Psychological Association, Toronto, Ontario, Canada.
McHale, J. & Johnson, D. (1995, April). The parenting dyad versus the family
triad: Do co-parenting and whole family dyramics represent a distinct family domain?
Poster presented at Society for Research in Child Development, Indianapolis, N.
24
1
October 4, 201 I
CONFERENCE PRESENTATIONS (continued):
McHale, J., Neugebauer, A. & Radin, A. (1994, August). Preschool children's
depictions of distance, affection and aggression in family doll play. Poster presented at
American Psychological Association, Los Angeles, CA.
McHale, J., Radin, A., & Neugebauer, A. (1994, August). Preschool children's
affectionate and aggressive displays toward same- and opposite-sex peers. Poster
presented at American Psychological Association, Los Angeles, CA.
McHale, J. (1993, April). Contributions of parental well-being, marital quality
and co-parenting process to preschool behavior problems. Paper presented at Society for
Research in Child Development, New Orleans, LA.
McHale, J. (1992, April). Cross-contextual coherencies between couple and coparenting dynamics during infancy. Poster presented at Intemational Conference on
Infant Studies. Miami. FL.
McHale, J. & Salamy, N. (1992, August). Developmental sequelae of early family
dynamics as a function ofchild gender. Poster presented at American Association of
Applied and Preventive Psychology, San Diego, CA
McHale, J. & Schroeder, J. (1990, August). Graduate student teaching
development programs. Poster presented at meeting of the American Psychological
Association. Boston. MA.
McHale, J. (1989, January). Teaching introductory psychology as a preventive
intervention. Poster presented at National Institute on the Teaching ofPsychology, St.
Petersburg, FL.
McHale, J. & Schroeder, J. (1989, August). Enhancing graduate education: The
role ofthe graduate student organization. Poster presented at meeting ofthe American
Psychological Association, New Orleans, LA.
McHale, J. (1988, April). Exploring the links between family relationships,
parental style, and infant object exploration during the first year. Poster presented at
Intemational Conference on Infant Studies, Washington, D.C.
Chavez,D., Cowan, P.A., Cowan, C.P. McHale, J.P. and others (1987, April).
Parents and partners: A preventive intervention for the parents of preschool-aged
children. Workshop presentation at meeting of American Orthopsychiatric Association,
San Francisco.
CONFERENCE PRESENTATIONS (continued):
25
October 4, 2011
Loclcnan, J., McHale, J., & Thompson, G. (1986, April). Matemal and infant
exploration ofobjects and their interrelationships. Poster presented at Intemational
Conference on Infant Studies, Washington, D.C.
Lockman, J.J. & McHale, J.P. (1985, April). Matemal and infant exploration of
objects. Poster presented at meeting ofthe Society for Research in Child Development,
Toronto. Canada.
26
Mad< V. Pezzo
Depanment o{ Psy:hology
Uruvenity of South Florida
St. Petenburg,
Office: 727-873-402a
FL 33701
Education
S.
M. S.
Ph. D.
B.
1982 Special Studies, Psychoacoustics (lvlagru Orm I:ude), S.U.N.Y., Fredonia, N Y.
1991 Experimental Psphology (Social/Cognition), Ohio Univeniry Athers, Ohio.
1995 Experimental Psphology (SociaVC.ognition), Ohio Univeniry Athens, Ohio.
't Additional graduate counes taken at Purdue Univenity and Universiry of Florida (1988-1989) with Dr.
Roben Sorkin, Psyr:hoacoustics Lab
Employment
Research Assistant, Perception I-ab, University of Florida, Gainesville, FL
1990-1991 Research Assistant, SociaVJudgment Lab, Ohio Univeniry, Athens, OH
l99r-t994 Teaching Assistant, Ohio Univeniry Atherx, OH
1994-1995 Lectruer, Univenity of Nonh Grolina, Greensboro, NC
r995-20A4 Visiting Assistant Professor, $7alre Forest Univenity, \X4nston-Salen:, NC
2000-2006 Assistant Professor, Univenby of South Florida St. Petersburg
Program Coordinator, Psphological Science, LISF St. Petersburg (Summer)
2006
2006-2071 Associate Dean, College of Arts & Sciences, IJSF St. Petenburg
2007
Interim Chair, Environmental science & Policy Program (3 montls)
Associate Professor, University of South Florida St. Petenburg
20461988- 1989
Honors and Awands
John Q. Shwrk Academic Scholarship, S.UN.Y. Fredonia, 1983-1987
Oustanding Paper Award, Depanment of English, S.U.N.Y. Fredonia, 1985
Psphologylvfurit Award, S.UN.Y., Fredonia, 1987,
University College Outstanding Graduate Teaching Award (finalist), Ohio Univeniry 1993
Outstanding Teaching Assistant, College of Ans and Sciences, Ohio Univeniry 1992;7993
Student Govemment Excellence in Teaching Award, $fake Forest Univeniry 1997-98
Snrdent Government Excellence in Teaching Awald, Wake Forest Univeniry 1999-2A00
Ouatanding Undergraduate Teaching Award ($2000), Univenity of South Florida, 2003
Excellence in Service Award, Student Disabilby Office, Univenity of South Flo ida,2005,2a06
Grants and Fellowships
John F{ouk Memorial Research Grant, Ohio University ($750); 1992, 7993
Training Grant ($5OO), Univeniry of Mississipi "I-Ising Authorware in online Research", 2000
PEEC Feliowship ($300), Ethics Across the Grriculuur, Univeniry of South Floida,2A02
New Investigator Research Grant ($6280), Univenity of South Florida, 2AO2-2A03
National Science Foundation, "Epistemic Crriosity and Knowledge Seeking" Principal Investigator,
$216,000; unfunded, 2OO5
German Research Foundation, Travel Grant, Universiry of l.r-ipzig ($1300), 2005
Research Development Award ($450), Univenity of South Florida St. Petenburg, 2006
National Science Foundatior:, "Epistemic G:riosiry and Knowledge Seeking" Co-Principal
Investigator, unfunded, $203,188, 2008
National Science For.rndation, "Epistemic Griosiry and Knowledge Seeking" CoPrincipal
Inves tigator, submined, $203,188, 2009
National Science Foundation, "Epistemic Griosiry and Knox'ledge Seeking" CoPrincipal
Investigator, 5g!pqigsg!, $203,188, 20 10
Professional Membenhips
Association for Psphological Science
Medical Decision Making Sociery
Council of Colleges of Ans & Sciences
Sociery for Judgment and Decision lvlaking
Sociery for Penonality and Social
Psphology
Society for the Teaching of Psphology @ivision 2, AP.,{)
Sociery for Psphology of Aesthedcs, Geativiry and the Arts (Division 10, APA)
Editorial Boand Membenhip
Duiion Makiry, August 2006 - 2409
Merli''a/
Ad Hoc Reviewer
App lied Cog i t iue P syho logy
Ba:ic dr Appled Social Pych og
Social Cogtritiott
Evalation and
Hanat
Euopear Jaanal
of
Behauior
Persoruliry
Pychokg (20/
Gttup dz Oryanirytior Maragemert
Earopean Joamal of Soci,zl
I
1)
ematiorulJoarnal of Pycholagy (20/ I )
Janrxal of Expeine
alPrlrhokg
(E arEe)
Joarua/ of Expeinerta/ Prychobg: Cercral
Medica/ Deciior Making
Menory
Menory dt Cogritiott
PenanaliE aad Sarial Pychobg Bu/btin
Pyrhakgy, Cine, dr l,,tw
Pythouonit Balletin 4t Keuiea
Quarter!' J o*nal
aJ
Expeinenta/ Pycbobgt
Teachiag of Pycho/ogt
Nathul
Sdence F*oandation:
Deciion,
N&,
ds Managenent Scierce (201 1)
ard Hama tiet Ruearch Coztrcil of Caruda
Sociel Jbr Medical Dection Makiry-Confenxce ab ract rcaieuer
Socjal Scieues
Publications
Pezzo,
MV.,
Santos, S.,
& Schlen, C (in preparation). It ma}es serse now, but I (still) didn't know it
all along. Ftrow meacognition can trump sensemaking in hindsight bias research.
Univenity of South Florida St. Petersburg
Pezzo,MY. (i,n preparation). The relationship bemeen hindsight bias and surprise' C-omment on
Ash (2009). Univenityof South Florida St. Peterburg
Marchal, C, Klein, O., & Pezzo, lv{.V. (submined). C}ronology and flashbacks: Does learning of an
interpenonal aggression before (vs. after) its aruecedents inlluence memory and judgment?
Empean Jounral of Soda/ Psycholog
Pezzo,MY. (in press). Ftrndsight bix: A primer for motivation researchen. Sodal and PersouliE
Conpdts.
Pezzo,
MV., Litman, J.A, & Vilder, O. (in press). Planning. Invited chapter in V.S. Ramachandran
@d) Enyckpedia o1'Hrman Bebatiour,2"d Edition, Odord: Elsevier.
Litman, J.
A & Pezzo, lvl V. (in press). Interpenonal
(Ed) Erytclopedia
Pezzo,
of the Scieuet of L,eaming
curiosity. Invited chapter in N.N{.Seel
New Yorlc Springer-Verlag.
MV., & Beclstead, J. (2008). The effecs of disappointment on hindsight
bias
for real-q'orld
outcomes. Applied Cryritiue Pgchobg4 22, 191-506.
Pezzo,MY. (2002). Salience. In S- R Baumeister, &K. D. Vohs @ds.) Erqdopedia
Thousand Oals, CA Sage Publishen.
of Social
Litman, J.L., &Pezzo,MY. (2002). Dimeruionality of interpenonal curiosity. )tenorcliy
D tjire n re 1 $, 1448- 1459.
Pyrho/og,
a l
iuidwl
Pezzo, lvLV., & Pezzo, S.P. (2002). N4aking serse of failure' A motivated model of hindsight bias,
S ocial Cognition. 25 , 747 -764.
Pezzo,
MV., Litman, J.A, & Pezzo,
S.P. (2006). On the distinction between luppies and hippies:
Individual differences in the planning fallacy. Penoza/iry atd Indiuidral Dtfererceq 4/, / t59-/ 371.
Pezzo, M.V., & Beckstead, J. (2006). A multi-level analpis of rumor ttarsmission: Effects of arxiery
and beLief in two field experiments. Barui
App/ied Sorial Pycha/0gt,28,97-100.
a
Pezzo,
MV., & Pezzo, S.P. (2006). Phpician evaluation following medical errors: Does having
computer decision aid help or hun in hindsight? Medical Decirior Makiry 26,48-56.
a
Pezzo,S.P'Pezzo, MV., &Stone, E.R (2005). The social implications of planning: How public
predictions bias future plans. Jourxal of Expeinental Social Pt1chakg6 42, 22I-227.
Litman, J.L., &Pezzo,}ltrY. (2005). Individuel differences in attirudes toward. gossip. PenoaaliE and
I zdiridwl D ifenral 3 8, 963-980.
Reifman, et al. (2004). Measuring School Spirit: A National Teaching Exercise. Teathixg tf Pgcholog,
31(1), 18-21.
Pezzn,M V. (2003). Surprise, Defer:se, or lvDking Sense: \Jflhat removes the hndsrghtbns? Menoy,
| ,42r-44t.
1
Pezzo,It Y. & Hiat!,4. M. (1996). Obedience to Authoriq'. In R E. Edwards $.d) Model ManualJbr
IABSIM: Ezpeinena/ Devgr and Da/a Anal2tit sinalator (pp. 55-72) New Yorlc Brooks-Cole.
Alicke,
M
D., Davis, T. L., &Pezzo,
S a cia /
Cogxitio
n,
1
2 (4), 281-
M V.
308.
(L994). A Potterioi adlustrnent of
a
pioi
decision criteria.
Arkes,
H
A,
M
V., Gradwohl-Nash, J., Siegel-Jacobs, K., &Stone, E. (1994).
The psyrhology of windfal gains. Organiyational Behauior dv Hamar Dedtiot Pmcereq 59,
R, Joyrer, C
337-347
Pezzo,
.
M V., & fuple, K. J. (1993). The trarsminer-penistence effect:
discovery? Pychologcal S ckrc, 4(3), 208-210.
Lassiteq G. D., Pezzo,
Published Abstra cts (pur
Lynn,
Arlres,
S.
A confounded
rwiewed)
& Pezzo,NL (1991. Oose encowrten of the founh kind: Simulated accounts of alien
abductions. InhnationalJomal of Ctiriealand Expeinena/ H1prosil45(4),476.
J.,
H
A, Pezzo, M V., Gradwotrl-Nah, J., Siegel-Jacobs, K., & Stone, E. (1990).
The psyhologyof windfal gains. Bulletir ofthe Pycbononn Sodey, 28(6),515-576.
R, Joyrer, C
Moulton, D., Ferralli,lvLV., Flebroclq S.,kPeno,M(1986). The localization of phantom images inan
omnidirectional stereophonic loudspealser sptern Joanal
)4(1,2\, 1025.
of the
Audio Enginuring,fade
!',
Manuscripts in preparation
Pezza,MY.,Pezzo, S.P., Litman, J.A, & Richmn, C
L.
(revision in preparation). The
overestirnation of minority group size. Univeniry of South Florida St. Petenburg.
Scl ett, C, Pezzo,
biat
il4Y. Sho d haae, coald haue, and did knu il a// akrg. Morc or the ineqaaliA oJ hirdrght
Uriuerci! oJSoath Fkida St. Petenbarg
Litman,l.A.Pezzo MV., Kirh D, Floyt \fter, A-
Metangniliue Knowing Statet ard Caiosig.
Unvenity
of South Florida St. Petenburg.
Pezzo,I{Y., }Ielrq G., Porter, J.R, Buder, M dassifying racially ambiguoru
death. fuvision in prepanion, Jorna/ oJ Expeinental Social Pycbolog
Pezzo,M.Y., & Beclstead, J. Mo tiuerJlr tranrmitting runon: Senrcmaking atxieg
faces after thoughts
reduclion,
of
dt
c0mmt/ntLuhofl.
Symposium Presentations (pur re
Pezzo,
MV., & Beclstead, J.
a
ewed)
Q005).
A
nulti-leuel
arulrir
of
hird:ight biar data: Efeat of urpin, uahrc4
cortmllabiliq. Invited presentation at Flndsight Bias \florlshop, July
kipzig, Germany.
8-
11, Univeniry
of
Pezzn,M V., & Yost, J. (2@3) Too nach of a bad thirg Tbe uruilhear rehtioubip betweer arxiery attd
nanor tr.tnrmi$i0n. Talk given at synposium (N. Difonzo, chair) on "Rumor tr Gossip:
Recent Theory and Research" at 4s annual Society for Personality and Social Pslchology
Conference, Los Angeles,
CA
Pezzo,M.Y. Q)AD. Uing "PychEapeinent" ir
a reuarch methods coarce.
InK.Flannery (Chair)
Designing and I-tilizing Intemet-based experiments in our counes: Reflections from
PslchE4ps Developen. Synposium conducted at *re 234 annual conference of tlre
National Lstitute on the Teaching of Psphology, St. Petenburg Beach, FL.
C,onfercnce Pr€sentations (pur reuiered)
Sanros, S.
&Pezzo,WY.
Q0O8) Rewne Hirfuight Biat Sene-Makirg dz Unexpected Outconer Poster
presented at Annual C-onference of the Association for Psphological S cience,May 22'25,
Chicago, IL.
Douthirt, E., Pezzo, MV., &Beclstead,J. (2008). Repetitior
IVil/ingnu
to
Aft
for Psphological
Pezzo,
and Soarce Credibi/i4,\' Efect or the
Upon Rumors. Poster presented at Annual Conference
S
crence,May 22-25, Chicago,
of the Association
IL.
S.P. (2006). "Yuppies and lippies: Individual Differences in the
Planning Falacy, Poster accepted for present2tion at Z* annual Society for Personality and
Social Psphology Conference, January 26-28,20A6 lr:'PrJm Spnngs, CA
ldV., Litman, J.A, &Pezzo,
Pezzo, M.V., & Beclstead, J. Q005). A nulti-kael analth of nmor trauntutior: Ellectt oJ a xier/ ard belief
itt hvo fe/d etpeinen , Poster presented at 6t annual Society for Penonaliry and Social
Psphology Conference, New Orlears, LA
Pezzo,M. V., McDougal, S.J., &Beclstead, J. Q0A4). Mo*lrg tenv and taking ofann, Poster
presenred at the 5s annual Sociery for Penonaliry and Social Psyahology Con{erence,
Austin, T)C
Joseph, T., Pezzo, MV., Bass, K., &Stepherson,IvL QA$). I didil't know it wo d happer: Eject oJ
accourlabilij ard reedJor ngrition or lhe hirdsigbt biar Poster presented at 4,t' annual Sociery for
Penonaliry and Social Psphology C-onference, I-os Angeles, CA
Pezzo,
MV., Parh, S.C, Ponea
J.
R, & Egnand T. M QO)l). Nudfor Ckure
and the HirdrQht Biat.
Poster presented at Judgment/Decision Making Society Conference, Orlando, FL.
Pezzo,
MV., Richman, CL, Robens, V.R, and Shelton, J. Q)Ol). A phue
telb a thorvn) aords:
Radrn
Siry. Poster presented at South Eastem Psychological
Association conJerence, Adanta, Ga,
and perception of Groap
Pezzo,M.Y., & Kaplan, R, Parls, S.C, Karrdatzke, K.,Jacobs, E. & Ivhlanos, A Q00A). )'ernnali4t
dil/ircnm in the PlaruirgBiat. Poster presented at the Socieryfor Penonaliry and Social
Psphology C-onf erence, Nashville, TN.
Pezzo, N4V.,lvlalanos, AB., Rosa,J.E., Mamsbaurq A,James,D., &\frldrich N.A (1997). The
oJ vrpiing ard v/fnleuant oatcomet ot hindr&hl jldgle r. Poster presented at Soutleastem
Societyfor Social Psythologisa, Chapel
NC
el:ect
filt
Pezzo,M V. tc
Seta, J. J. (1996). Fnqrery utinatiou of opprered gvups: Matiuated uertu cogttitiue
methanitmt. Poster presented at the C-onference of the American Psphological Sociery San
Francisco, CA
Pezzo,M. V., Alicke,
M
D.,
&
Bamhatdt,
J.
(1995). Arcgood and bad
deci.rior oatromet eqru//1
uueptibk
lo lhe hitdrryht biar? Poster presented at the American Psychological Societg New York,
B.
I{Y.
& Andenor5 C
(1995). Stafuxtr'freqreng ettinatiorc af opprered Smupr: Yat can r0 tl 0r it!
Poster presented at the American Pslchological Societylnstitute on the Teaching of Psphology,
Pezzo,M V.
New York NY.
lvl V, tr Davis, T. L. (1994). A po*ioi adju nent of a prioi decition
presented
Poster
at the American Psphological Sociery \(/ashington, DC
Alicke, Ir4. D., Pezzo,
Pezzo,MV. (1994). Demorstratiors for a lecture on hearing loss. Poster presented
Teachen of Undergraduate PsphologyMPA, Chicago, Ill.
Alicla, M. D., Pezzo,
M
H
R, Joyrer, C
at the C-ormcil
of
V., & Breitenbecher, D. L. (7993). Modrl of oatcvme bias. Talk given byIvLV.
Pezzo at the Mdwestem Psphological Association Conference, Chicago,
Arkes,
rinia.
A,
Ill.
Pezzo, M. V., Gradwohl-Nash, J., Siegel-Jacobs, K., Stone, E. (1993). The
norE. Paper presented at the Psphonomic Sociery C,hicago, IIL
"tperdabiliy" oJ'ararticipand
A, &
Riddle, R D. (L993). Factoidt are better thar rothing Bepetition and the
ntnarr. Poster presentation, Graduate Student meeting of the Ohio
Pslchological Ass ociation, Columbus, Ohio.
Pezzo,Ir4 V., Basch, B.
peruiued ualidiE of
Lassiter, G. D., Pezzo, M V., Ec Apple, K. J. (1993). The trarcnitter-pen*ance efect: A corfoanded divoaery?
Poster presentation, meeting of the Mdwestern Psphological Association, Oricago.
efect.of orlcome ua/erce ard outcvne,likelihood o decitian eualuatiou. Poster
presentation, meeting of the Midwestem Psphological Association, Chicago.
Pezzn,lr[Y. (199).. fhe
pioi
Ortcoae biat: The efect or a
"obrioat" deritiou.Poster presentation, meeting of
the Judgment & Decision N4aking Sociery, St. Louis, MO.
Pezzn,MY. (7992).
Lassiteq G. D., Slaw,
R D., Pezzo, M V., tr Ziewitz, K. M
(1991). Efect 0f indlftd dErerrior ot behauior
uttiti4ationPoster presentation, meeting of the Midwestem Psy:hologicai Association,
Chicago,
Sorkin,
Ill.
Pezzo, M V., & Elvers, G. C (1989). Perceliok 0f lenPoral patlent defrcd
toaal rcqaercet.
"1^
Paper presented at the 118th meeting of the Acoustical Sociery of America, St. Louis, MO.
R D.,
Invited Lecturcs
Pezzo,
MV. QllQ)- Makiryrcnre
0-f the
parl: HirdsQht
biat and olber urcrat1 euih. Psphological Science
Organization, Univenity of South Florida St. Petersburg, September 23, 2010.
Pezzo,MY. Q006). lYbatI tror-cuhwal abort tocialptlchokg? Uruversity of South Florida St. Petenburg, Nov
27,2446.
.
Pezzo,MY. Qa03).
The noral dqand itr ratiznaltail: Haidt! theory oJ'noraljadgne
Invited lecture given at
seminar on "Ethics Across the Professions," Univenity of South Florida St. Petenburg, March 31,
2003.
a
Pezzo, M.V. Q003). Appbiry runor reteanh tojournaliw: Atxiel4 belieJ
thea hrax",rarz. Talk presented at
seminar on "Bioterrorism and the \uledia," Univeniry of South Florida St. Petenburg, February 20,
2043.
Pezzo,
MV. QAA2). Soaal pgtcholagy
ard the denu af character edzcalion. Talk presented at Program for Ethics and
Education in C-omrnunicy (PEEQ mondrlyseries "The Fidden Grrriculum" Univenity of South
Florida, November 2002.
Pezza,}1-Y. QO02). How n thirk rraight aba* pythologt. Invned talkgiven at Land 'O Lakes Ftrgh School
(December, 2002) as pan of IJSF Faculty I-ecture Prograrn
-6-
Pezzo, M.V. Q002). A percona/ hitog' of ncial pycholagr,. Talk presented at Psi Chi Ftronor Sociery meeting,
November, 2002.
Pezzo,
lvlV. (2007). OrJine pychohg' research uing Macronedia't A*honare sftuare: Prot
presented at Univenity of South Florida, Tampa, October 2001 and 2002
Newspaper and Magazine articles for which
TITLE...
C-osmopolitan trzIagazine...
Oarb T. (2008, December). The 8
Jones,
A
Goldberg,
Espinar,
C
V.
con. Tdtk
have been interviewed
November 2010
laws of rumor spread. PsphologyToday
lWords Between the Wrispen rumor and gossip are
.iust human nature.
QO07,May7).
Xpru
t/z
I
and
MagaTye.
(2003, August
5).
Looking back now, it
wx
'hindsight bias'. Boston
(2002, November 15). IJSF research fosters racial
Flegarty, S. QA)2,May
5). A new era for
IJSF St.
Gtobe
hamony. Pirclh New,pp. 1 &8.
Petenburg.
St.
PaercbaryTiner.
Gubbirx, T. (2000, lvlay 13) Did iou hear ? Gossip tells us a lot about our own naatre. Dallas
MoningNeu (reprinted in approximately
30 newspapes in the
US. and Caruda)
Dissertation
Renotittg the Hind:ight Bid!:
A
terl of the Motiuated Pnrcrritg
HJpothui. Olio Unlversity, / 996
Aduinr Halk Arku
Master's Thesis
The
Efect
of Oucone Va/ence ard Outcome L,ikelibood on Deciriot Eualuatiotrt. OLno
Aduisor Mark D. A/icke
Teaching Experience
Psphology
Social
Social Cognition (Graduate
Seminar)
Philosophy of Science (Ftronon Seminar)
Racism & Prejudice fttronon Seminar)
C-omputer Programming in Psphology
Research Methods
Faculty Advisor
Psi Chi Ftronor Soc;ety, 2002-2008
Psphological Science Club, Co-advisor, 2OO3-2005
Pre-Med dub, Faculty Advisor 2009, 2010
Musiciant Socieql 2011
,7-
Motivation
IntroductoryPsphology
Psphology of Business
Sensation & Perception
Psphology of Gender
Statistics
Unlersity,
1991
Directed Unde rgraduate Honors Theses
Amanda Wagner Allard,2002, Age atpare al
JlmPoner,20A2, E$inatiorc
o-f
the
i1e
o;f
diuorce and
threltteling
attachnert @h
,xirliry
graaPr
Dan Riner, 2003, J nooping behauior at a farctior of ncial rejutiott
Ckrfication o.f racial! ankgaors tin i
Rock C-ampbell, 2004, Expkinggndcr rtereower in btin Anerica (commtnee rrtertbet)
Katie Takas, 2004, lVoner\ Re ktionshipt n'ith lncarcerated Mez (comminee member)
SandyPacheco Peh\ 2005, I *ru t in go$ tpiryfzlkt)iry.rlcial re1'eclion
Lula \filson,
2004 ,
A taxoronl ofsnoapirg behauion
Sarah McDougal, 2A06, Factorc Predicting Ofenrc Takiry
Sarah Pigon, 2007 , Pa/ienl pre-t'er€nce far ouerconJidenl plytsidars
Eric Douthin, 2008, The ffict of repelitior or nmor trawmirion
Tony F{emandez, 20A8, Clinicalfactors arociated with crying and Post-ctlirg nood chatge
Aslrley Oausen, 2006,
Graduate Advising (at UriuerciD
0J
South Fbnda Tanpa)
ToddJoseph, 2004, Menlal Practice ard perJamance of a :killed lar.€ (Masters Thesis, director)
Melanie Polkoslry, 2005, Afectlue rcrponset to speech-based *rcnice @octoralDissenation, committee)
Meisha Ann Manin,2005, Banr of Opporitizn t0 Afr/matiue Actior (llasters Thesis, comminee)
Robyn Choe, 2010, Jld&,ltentr 0f Rirk to Childnn, (Doctoral Dissenation, comminee)
Nathan Flefleck, 2010, Fattioar Be/ie$, (Doctoral C-ompehensive Exanl comminee)
Mministrative, Govemance, and Cmmittee Service
IJSFSP \Tebsite Redesign ITorking Group, 2011
IJSFSP Research Colur'cl,, 2071- 2072
SACS Ftrospitality Committee, 2011
USFSP Coune Design Group, 2010
Psphology Annual Revievr Commine e, 20AG2Afl
Tenr.re & Promotion College Comminee (JSF Sarasota), 2010
IISFSP QualityEnhancernent Plan Committee, 2010-2011
Student Activity Fees Committee, 2010
IJSFSP Freshman Private Scholarship Selection Comminee, 2010
Distance Leaming Policy Comminee, 2010
Students of Concern & Risk Management TearrL 2009, 20!A,2017
Emergency Managernent, Planning Tearr\ 2010
Institutional Effectiveness Comminee (Chair) 2008, 2009
IJSF Sptem-wide llealth Science Initiative, LJSFSP Repres entarive,20)7-2008
Science & TechnologyBuilding Planning Cornrnittee, 2007-2008
Corstruction lvlanagement Selection Comminee, 2007
Psphology Scheduler, 2a06, 2007, 2008, 2009
Student Ftrousing Conwtfiree, 2006
Academic karning Compact Crondinator, 2005-2008
FacultyC-ouncil, College of Arts arrd Sciences, 2002-0J ; 2006
Faculty Senate, USFSP, 2002-0t
Department Representative for Course Credit Trarsfer 2004-2005 (/ 5 coanet)
Boolstore Mvisory Commimee (GIAIR) 200t-2005
Program for Ethics in Education and Communiry (?EEQ Steering Committe e, 2002-01
Experimental Panicipant Subcomminee (CFIAIR), 2002
Institutional Effectiveness Commine e 200/ -02
Honor Code Development Comminee
Athletic Fee Committee, 200l
2001 -02
Search C-ommitte es
Pre-lvfed
Mvisor
Search Comminee, 2011, nenber
QEP Co-Director Search Comminee, 2011
Director of Quality Enhancement P1an,201A2017, nenber
Psychology (cognition/neuroscience), 20 1 0-20 1 1, nenber
Director of DeveloprDent, 2008, nenber
Associate Dean, College of Education,2Aa7, nenber
Psychology (health) 2006-2aA7 , nenber
Dean, Arts & Sciences 2006, member
Ps;rhology (developrnenv))
200 5 -2006, nen ber
Psyrhology (developrnental) 2 001 -2005, nen ber
Psyrhology (open) 200) -2001, nenber
Pslchology (penondsr) 200 2 -200 1, nen ber
Psphology (clinic eJ) 2002-20u, nenber
Psphology (open) 2ooo-ol , chair
Cimnology
2 00 1 -0 2, n en ber
-02, nenber
2001
Iortr:;raJjsm
ioumalsm 2000-01 . member
-Greer
Connseling Director Search Co rnrnitee 2000-0/ , nenber
Crmmunity Ou&ach & Mentonhip
USFSP Smoke Free Gmpus Initiative, Chair, 2009, 2010
Pinellas County Colleges & UnivenityAnti-Smoking \Torlgroup (2008)
Musiciaq Children/Equesdan Benefit, 2009
Judge, Forensic League Ftrgh School Debate Competition, LJSFSP, February,2010
uJI. Ieam Leaoer Ltean walt zuuv
Breast Cancer Awareness Benefit Concen. Musician. 2008
Pinellas TobaccoFree Coalition, Smoke-Free College Gmpus Initiative, March 2008
Faculry Governance Advisor to IJSF Sarasota Manatee (presentation Jan 25, 2008)
Alcohol and Other Drugs (AOD) Vorkghop (2008)
Ronald McDonald House, IJSFSP CAS Dinner, server, 2007
Student Disabilities "Murder Ball" panicipant, 2005
Hurricane Katrina Benefit C-oncen: Musicnn, 2005
Ban This! Gay Righa Benefit C-oncen: Musician,2005
Geativiry \Torlshop: Coach, \finston-Salem local school system, 1997; /998
Oddpeyof the Mind: Coach, 1996-1997
Lat
reuied: 10/ 7 / 2011
|;:i"?il
CURRICULUMVITA
TIFFANIY CHENNEVILLE. PH.D.
University of South Florida St. Petersburg
140 7th Avenue South, Davis Hall 258
St. Petersburg, Florida 33701
727-873-4585
chenncvi
!i
mail.usf .edu
EDUCATION
Ph.D.
UniversityofSouthFlorida,2000
School Psychology Program, Dept. of Psychological and Social Foundations
Accredited, American Psychological Association
Pre-Doctoral Int€mship at Louisiana State University Medical Center
Ed.S.
University ofsouth Florid4 1999
School Psychology Program, Dept. of Psychological and Social Foundations
M,A.
University of South Florida, 1996
School Psychology Program, Dept. ofPsychological and Social Foundations
lVl.A.
University ofHartford, 1995
Clinical Psycholog5r Program, Department of Psychology
B,A.
University of South Florid4 1992 (Cum Laude)
Psychology Major, College of Arts and Sciences
ACADEMIC APPOINTMENTS
2006 to Present Assistont Professor, University ofSouth Florida St. Petersburg, College ofArts and Sciences,
Department of Psychology.
2005 to Present Joint Appointment, University ofSouth Florid4 College of Medicine, Department of Pediatrics,
Pediatric and Adolescent Infectious Disease Prosram.
2005-2006
Clinical Assistant ProP$or, Univemity ofSouth Florid4 College ofEducation, Department
Psychological and Social Foundations, School Psychology Program.
2005-2006
Cowtesy Assistant Profssor, University of South Florida St. Petersburg, College ofArts and
Sciences, Department of Psychology.
2004-2005
yisiling Assistant Prq&ssor, University ofSouth Florida St. Petersburg, College ofArts and
Sci€nces, Department of Psychology.
2004-2005
Adjunct Professor, Un iversity ofSouth Florida Sarasota-Manatee, College ofEducation,
Departrnent of Psychological and Social Foundations.
1997-2000
Graduate Teaching Assistqnt/Instructor, University of South Florida Tamp4 College
Education, Departm€nt of Psychological and Social Foundations.
of
of
t}'s#ll
Grad||at€ Courses
Adolescent Research HIV (GMS 6836)
Introduction to School Psychology Seminar (SPS 6936)
Doctoral and Ed.S. School Psychology lntemship Seminar (SPS 7701)
Consulting for StaffDevelopment (EDF 6166)
Psychoeducational Diagnosis and Prescription II (SPS 6198) (Teaching Assistant)
UndergnNdurt€ Courses
Ethics in Psychology (PSY 493 | )
Ethics in Psychology and Health (CLP 4624)
Developmental Psychology (DEP 4053)
Introduction to Psychological Science I (PSY 2012)
Behavior Modification (CLP zl4l4)
Personality (PPE 4004)
Psychological Tests & Measurement (CLP 4433)
Child Psychology (DEP 3103)
Human Relations Skills (MHS 4052)
Human Development and Learning (EDF 3122)
Learning and the Developing Child (EDF 3214)
Dir€cted study (PsY 4913)
GRANTS
2Oll-2O12
Co-lnvestigator ($49,656) Supplement for Responsible Conduct of Reseorch Trqining at
Governmenl Medical College Sual (ndia) to 5D43TW006793 Fogafty lntemational Research
Collaboration Award, Fogarq/ htemational Canter, National Institutes ofHealth. PI: Patricia
Emmanuel, M.D-, USF College of Medicine, Departsnent of Pediatrics.
2007-2012
Co-lnvestigator ($l.l million) USF-INDIA Program in Adolescent HIV/AIDS Research Training
(PAHRT) Fogarty lntemational Research Collaboration Award, Fogarty Intemational C€nter,
National Institutes of Health. Pl: Pafiicia Emmanuel, M.D., USF College of Medicine, Department
of Ped iatrics.
20lO-201|
Principal lnvestigrtor ($54,200) Enhancing NIH Supported Research in Gujarat, India
Grant Number I S07TW00885 | -01, National Institutes of Health, DeDartment of Health and
Human Services, Fogarty lntemational Center.
2008-2009
Principrl Investigrtor ($12,500') The Relationship ben+een Decisional Capocity, the DoctorPqlienl Relalionship and HIy Disease Management among youlr. Univemity of South Florida
Collaborative for Children. Families. and Communities.
2007-2008
Principrl Investigrtor (56,564) HIV and Tarasof: Ilhen are mental healrh professionals likely to
disclose a client's HI I/ rtdltlt? New Investigator Research Grant, University of South Florida St.
Petersburg.
2007-200E
Co-lnvestigator ($ 10,000) Sexual Behavior among HIV+ youth: Identifying Targets for
Intervention- Florida Center for AIDS Research Developmental Seed Grant, Florida C€nter for
AIDS Research. Pl: Stephanie Marhefk4 Ph.D., USF College ofPublic Health, Departrnent of
Community and Family Health.
2007-2008
Principal Investigator ($150) Supporting
the Academic qnd Learning Needs ofChildren and
Yoath Infected/Affected by HIV/AIDS-National Association of School Psychologist Tiny Grant
Program.
Revis€d 9/l
raq€ J or
I
l)
2006-2007
Principaf Investigator ($6,4E4) Prevaleme ofCognitive Dertcic and Social-Emotional Problems
afecting Decisional Caprciry among Children with HIy.New lnvestigator Research Grant,
University ofSouth Florida St. Petersburg.
2006-2007
Principal Investigator ($30,071) Competence to Participate in Medicel Treqtment among
Children wilh HIV (project expansion). Pediatric Clinical Research Center Pilot Grant Program
(supported in part by the Pediatric Clinical Research Center of All Children's Hospital and the
University ofSouth Florida, and the Matemal and Child Health Bureau, R60 MC 00003-01,
Department of Health and Human services, Health Resources and Services Administration).
2005-2006
Colnvestigator ($13,145) Toward Creating Efective E&rcational Environments: A Study of
Gay-Straight Student Alliqnces in Pinellas Cotnty High Sc,ools. University of South Florida
Collaborative for Children, Families, and Communities. Pl: Maralee Mayberry, Ph.D., USF
College
2005,2006
ofAns and Sciences, Department ofSociology.
Principsl lnvestigator (519,764) Conpetence to Pqrticipate in Medicql Trealment among
Children with HIV: A Pilot Study. Pediatric Clinical Research Center Pilot Grant Program
(supported in part by the Pediatric Clinical Research Center of All Children's Hospital and the
University ofSouth Florid4 and the Maternal and Child Health Bureau, R60 MC 00003-01,
Department of Health and Human services, Health Resources and Services Administration)
2004-2005
Principrl fnvestigator ($360\ Providing Llndergrq&late Students vith an Extracurriculqr
Educalional Experieace. Co-Curricular Teaching Grant (sponsored by the Crosswinds Program, a
division ofStud€nt Life at the University ofSouth Florida St. Petersburg).
1999-2000
Principaf fnvestigator ($500) School Administ/ators' Decisions Regarding the Disclosure of HIlt
Status among StudeztJ. Student Association ofSchool Psychology Research Award sponsored by
Division l6 ofthe American Psychological Association.
1998-1999
Principaf Investigator ($2,000) School psychologists' k owledge and attitudes about HIV.
Pediatric AIDS Foundation Student Intem Award sDonsored bv the Elizabeth Glaser Pediatrics
AIDS Foundation.
r997-t998
Principal Investigator ($2,000). HIV policies in Florida's schools. Pediatric AIDS Foundation
Student Intem Award sponsored by the Elizabeth Glaser PediaFic AIDS Foundation.
1996-t997
Principal Investigator
($ 1,500). Kzow ledge qnd attitudes about Hll/ among Florida school
districl superintendents and school board meubers. Florida Association ofSchool Psychologists
Research/Innovative Practice Stioend.
AWARDS AND HONORS
2009
Chancellor's Awardfor Teaching Excellence ($5,000) University ofSouth Florida St. Pete.sburg
2009
College of Arts and Sciences Awardfor Teaching Excellence, University ofSouth Florida St. Petenburg
2008
Unive/sity ol South Florida Ambassador Apple Polishing Award
2008
Florida Psychological Association Distinguished Semice Award
2005
Deon's Teaching Award ($ 1,000), College of Ars and Sciences, University ofsouth Florida St. Petersburg
2000
Provost's Commendationfor Outstanding Teaching by a Graduate Student,lJniversity ofSouth Florida
x;fi'.?il
2000
Research Day Honorable Mention (50) USF Collaborative for Children Families and Communities
f998
University ofSoulh Florida Tampa Campw Library Graduate Scholarship (51,000)
1996
Cal Catterall Award ($50O) lntemational School Psycholory Association
l99l
University of Soulh Florida Honors Cotrvocation
HONOR S(rcIETIES
Psi Chi Honor Society
Colden Key National Honor Society
Pi Gamma Mu
Phi Kappa Phi
University ofSouth Florida Arts and Sciences Honor Society
PUBLICATIONS
Currie, S., Mayberry, M., & Chenn€ville, T. (in press) Destabilizing antigay environments through gaystraight alliances: Possibilities and limitations through shifting discourses- The Clearing House: A Journal of
Educational Strategies, lssucs, and ldeas.
of
Chenneville, T., Toler, S., & Gaskin-Butler, V. (accepted for publication). Civic engagement in the field
psychology. Democrqlic Pedagogl: Applied Learning Techniquesfor Civic Engagemenl in lhe University
Classroom.
Mayberry, M., Chenneville, T., & Curie, S. (201l). Challenging the sounds ofsilence: A qualitative study
of gay-saaight student alliances and school reform efforts. Edrcalion and Urban S@iety. Prepublished May 26,
201
I, DOI: 0013 I245 | 1409400.
Walaott, C., Ch€nneville, T., & Tarquini, S. (201 l). Relationship between recall ofsex education and
college students' sexual attitudes and behavior. Psychologt in the Schools, 48 (8),828-842.
Chentreville, T. & Nadeau, J. (2011).t V/AIDS: Implications forjuvenile sexual offenders and their
victims. Journol ofSexual Olfender Civil Commitment: Science and the Lew, 3,l-15.
Chenneville, T., Sibille, K., Lujan-Zilberman, J., Rodriguez, C., Brown, M., & Emmanuel, P. (2010).
Medical decisionaf capacity among children with HIV: Results from a pilot study. ,4 IDS Care, 22 (ll), 1359-l366.
Chenneville, T., Sibille, K., & Bendell-Estrofl, D. (2010). Decisional Capacity among Minors with HIV:
the Need for Protection. E/ilcs and Behavior, 20 (2),83-94.
A Modef for Balancing Autonomy Rights with
Chenn€ville, T. (2008). HIV, confidentiality, and duty to protect: A decision making model. ln D. N.
Bersoff(Ed.), E rrcal conficls in psycholog G'' Edition) (pp. 203-206), Washinglon, DC: American Psychological
A ssoc
iation.
Chenneville, T., & Jordan, C. (2008). The impact of attendance polices on course attendance among
co I lege students.
HIV
-/ournal of t he
Sc
holars hip oJ Teoc hing and
Learnw, 8 (3), 29-35 .
Chenneville, T. (2008). Results fiom an empirical study ofschool principals' decisions about disclosure
Jownql of HIV/AIDS Prevention & Educationfor Adolescents & Children,8 (2),9-30.
status.
of
HIS#Il
Cbenneville, T. (2008). Best practices in responding to pediatric HIV in the school setting- In A. Thomas
&
J. Grimes (Eds), Bert practices in school psychologl (5'' edition) (pp. l3E9-1a02). Bethesd4 MD: Nationat
Association of School Psychologists.
Chenneville, T. (2007). Tamsoff and HIV: Some considerations for therapists. FOCUS: A Gaide to AIDS
Resesrch and Counseling, 22 (5),5-8.
Knox, M.D. & Chenneville, T. (2006). Prevention and education strategies. In F. Femandez & P. Ruiz
(Eds.), Psychiqtic Aspects of HIy/AIDS (pp.395-403). Baltimore, MD: Lippincott Williams & Wilkins.
S.S. Hill,
Press.
Chenneville, T. (2005). Confidentiality and the duty to protect clients. ln C.P. Koocher, J.C. Norcross, &
lll (Eds.), Psychologists'deskreference, Second edition (pp.584-588). New York: Oxford Univenity
Chennevilfe, T. (2000). HlV, confidentiality, and duty to protect: A decision-makin g modeL Professional
Psychologt: Research and Practice, 31 (6),661-670.
Wodrich, D.L., Swerdlik, M.E., Chenneville, T., & Landau, S. (1999). HIV/AIDS among children and
adofescents: Implications for the changing role ofschool psychologists. Scrool Psychologt Review, 28 (2),228-241.
Knofi H., Stollar, S-, Johnson, J., & Ch€nneville, T. (l999). Assessment of social-emotional functioning
and adaptive behavior. ln E.V. Nuttall, I. Romero, & J. Kalesnick (Eds.), I ssessing and screening preschoolers:
Psychological, social, and edtoational dimensions (pp.126-160)- Boston: Allyn and Bacon.
Cbenneville, T.A., & Knoff, H.M. (1998). HMAIDS: What educators should know. In A-S. Canter &
S.A. Canoll (Eds.), Helping children at home and school: Handouts from yow school psychologist (pp. 405409).
Washington, DC: National Association of School Psychologists.
Chenneville, T.A., & Knoff, H.M. (1998). HIV/AIDS: What parents should know. In A.S. Canter & S.A.
Carroll (Eds-), Helping child.ren qt home and school: Handouts from your school psychologist (pp.399403).
Washinglon, DC: National Association of School Psychologists.
Chenneville, T. (1996). The needed role ofschool psychologists in responding to the AIDS epidemic.
l(orld-Go-Round, 2.t (5), l3-15.
Gibson, K., Chenneville, T., Fedak, M., & Knoff, H. (1996, November). Results from the 1996 public
opinion poll of school psychologists. Commxniqul 2 S (3), l-7 -
MANUSCRIPTS UNDER REVIEW
Chenneville, T. & Walsh, A. (Manuscript under review). Decisional capacity: Strategies to Assess and
Optimize Student Participation in Educaional Decisions. Journol ofApplied School Psychologt.
PEER REVIEWED STATE, NATIONAL, AND INTERNATIONAL CONFERENCE PRESENTATIONS
Currie, S., Mayberry, M., & Chenneville, T. (201 l, August) - Gay-Straight Alliances: Ilorking toward
Reducing Stigma ofLGBT Youth. Annual Meeting ofthe Society for the Study ofSocial Problems, Las Vegas,
Nevada.
Chennevilfe, T., Mayberry, M., & Cunie, S. (201 l, April). School Reforn /or LGBT yoah: A Case Sndy
ofthe American Educational Research Association. New
Orleans, Louisiana.
oJfGS,4r. Paper presented at the Annual Convention
;ilY#il
Chenneville, T. & Nadeau, J. (201 l, Febr\ary). Pediatric and Adolescent HIV/AIDS: What School
Psychologists Should Know. Paper presented at the Annual Convention ofthe National Association of School
Psychologists. San Francisco, Califomia.
Chennevifle, T. & Walsh, A. (2010, November). ,4ssessrzg qnd Increasing the Decisionql Copacily of
Chidren.Paper presented at the Florida Association ofSchool Psychologists' Annual Conference. Miami, Florida.
Currie, S., Mayberry, M., & Chenneville, T., (20 | 0, August). Destabilizing Anti-Gay School Envbonments
through Gry-Straight Alliances: Possibilities ond Limitqlions lhrough Shifring Discozrses. Paper presented at the
Annual Convention ofthe Society for the Study ofSocial Problems, Atlanta" Georgia.
Chennevilf€, T., (20lO,May). Decisional Capacity among Hllt Infected Children and Adolescents. Papet
presented at the 19'Annual HIV Conference ofthe Florida/Caribbean AIDS Education and Training Cent€r,
Orlando, Florida.
Chentreville, T,
&
Walsh, A. (2010, March). Decisional Capacity: llhat School Psychologkts Should
Knox.,. Paper presented at the Annual Conyention ofthe National Association ofSchool Psychologists, Chicago,
tllinois. (paper selected as one of 14 out ofover 1,000 to be included in the "President's Strand")
Mayberry, M., Chenneville, T., & Cunie, S. (2009, August)- Challenging the Sounds of Silence: A Case
Stub) ofcqy-Straight Alliances and School Reform Efforts. Paper presented at the Annual Convention ofthe
Society for the Study ofSocial Problems, San Francisco, Califomia.
& Mayberry, M. (2009, Apil| Challenging the Sounds ofSilence: Goy-Straight Alliances
for School Change. Roundtable discussion chaired at the Annual Convention oftle American
Chenneville, T.
and Implications
Educational Research Association, San Diego, Califomia.
Walcott, C.M. & Chenneville, T. (2009,Febtuary). School-based Sexuality Education and Safer Sex
Practices. Poster presented at the Annual Convention ofthe National Association of School Psychologists, Boston,
Massachusetts.
Thurston, 1.B., Chenneville, T., Phares, V., Armstrong, K., & Emmanuel, P.J. (2008, Octobe9. Family
for Ethnic MinoriA Youlh Living with HII//AlDS. Postgr presented at the National Institute for
M€ntal Health (NIMH) Annual lntemational Research Conference on the Role of Families in Preventing and
Adapting to HIV/AIDS, Providence, Rl.
Focused Semices
Chennevilfe, T., Daley, M., & Robertson, J. (2008, August). Preliminary Child qnd Adolescent Normsfor
the MacArthur Competence Tool for Trealmenr. Poster presented at the I l6' Annual Convention ofthe American
Psychological Association, Boston, Massachusetts.
Chenneville, T., Binitie, 1., & Tarquini, S. (200E, March). Understanding and Impro|ing Adherence to
Treatment. Paper presented at the l7'Annual HIV Conference ofthe Florida/Caribbean AIDS Education and
Training Center, Orlando, Florida.
HIV
Chennevilfe, T., Daley, M., Robertson, J. (2008, February). Prevalence of Mental Disorders among
Children and Adolescents vlith HIy. Paper presented at the Annual Convention ofthe National Association of
School Psychologists, New Orleans, I-ouisiana.
Wodrich, D., Daley, K., Walcott, C.M., Hodges, J.A., Stein, R.R., Manz, P.H., Alderfer, M.A., &
Chennevifle, T. (2008, Febrvry). Helping Students wilh Chronic lllness: The Importance of School-Based Dqta.
Symposium at the Annual Convention ofthe National Association ofSchool Psychologists, New Orleans,
Louisiana.
?:;:;'#l;
Chennevilfe, T., Daley, M., Robertson, J., & Pellegrini, T. (2007, November). Assessing the Competence
Minors with the MacArthur Competence Toolfor Treatment (MaCCAT-T). Paper presented at the Annual
Conference ofthe Florida Association ofSchool Psychologists, Daytona Beach, Florida.
of
Chenneville, T. & Sibille, K. (2007, Alg\st). Decisional Capacity omong Children and Adolescents with
HMAIDS.
Paper presented at the I
Francisco, Califomia.
l5'Annual Convention ofthe American Psychological Association,
San
Chenneville, T., Binitie, 1., & Schall, A. (2007, June). Providing and Evaluqting Mental Heqlth Services to
Youth in a Primary Care Setling. Paper presented at the Annual Medicaid Research Conference, Tallahassee,
Florida.
Ch€nneville, T. (2007, March). HII/, Decisional Capqcitl, qnd Medical Treatment Decisions: Are
Children Competenl?. Paper present€d at tie Annual Convention ofthe National Association ofSchool
Psychologists, New York, New York.
Chentreville, T., Maralee, M., Reck, B., & Mattiace, L. Q0O7,March). Perspectives of Students about
Paper presented at the Annual Convention ofthe National Association of
School Psychologists, New York, New York.
Particirytion in Gqy-Straighl Alliances.
Chennevilfe, T.
&
Stephenson, L. (2006, May). lhe what, wlty, and how o/ tlisclosing HII/ status to the
perinatally infected adolescent. Paper presented at the l8h Annual National Conference on Social Work and
HMAIDS. Miami. Florida.
Chenneville, T. & Maller,
S.
(1999, April) School psychologists' ktowledge and attitudes about HIy.
Paper presented at the Annual National Association ofSchool Psychologists Convention, Las Vegas, Nevada.
Chenneville, T. & Mangione, C. (1998, November\ The Psychoeducational Implications of HI\//AIDS in
Our Schools. Paper pr€sented at the Annual Louisiana School Psychological Association Conference, Lafayette,
Louisiana.
Chennevilfe, T. (1998, August) I//4 conJidentiality, and duty to protect: A decision making model. Poster
l04th Annual American Psychological Association Conference, San Francisco, Califomia.
presented at the
Chennevifle, T. & Maller, S.J. (1998, Augusl) Knowledge and afiitudes about HIV among school
psychologisls- Poster presented at the | 04th Annual American Psychological Association Conference, San
Francisco, Califomia-
Chenleville, T.A. (1997, November) lssues of conlidenliality for school psychologr3ls. Poster present€d at
the 24th Annual Florida Association ofSchool Psychologists Conference, Daytona Beach, Florida.
Chennevilfe, T.A. (1997, June) Confdentiality vs. duty to protect: Legal and elhical dilemmas associoted
with HIV/AIDS. Paper presented at the 6th Armual Florida HIV Conference, Orlando, Florida.
Knoff, H.M., & Chenneville, T.A. (1997, April) The impact of HIV/AIDS in America's schools: Teacher,
home, commanity, and psychological perspectives. Symposium chaired at the Annual National Association
School Psychologists Convention, Anaheim, Califomia.
of
Knoff, H.M., & Chenneville, T.A. (1996, November) la analysis and ovemiew of HIV/AIDS policies in
Florida's schools. Paper presented atthe 23rd Annual Florida Association ofSchool Psychologists Conference, Ft.
l,auderdale, Florida.
|;'s#li
Powelf-Smith, K.A., Chenneville, T., & Fedak, M. (1996, November) The use ofpor{olios in school
psychologl training. Paper presented at the 23rd Annual Florida Association ofSchool Psychologists Conference,
Ft. Lauderdale, Florida.
Chenneviffe, T.A. (1996, July) The needed role of school psychologists in responding to the AIDS
epidemic. Paper presented at the 1996 Annual lntemational School Psychology Association Colloquium, Eger,
Hungary. (Paper chosen as one that "best represented innovative practices" in the field ofSchool Psychology)
OTHER PR.ESENTATIONS, WORJ(SHOPS, AND CUEST LECTURES
Chenneviffe, T-, Menezes, L., Kumar, N., & Jesani, A. (201 I , Februzry). Ethics in Health Research.Two
day workshop hosted by the Medical College Baroda (funded by NIH Grant Number I S07TW008851-01),
Vadodara, Gujarat, lndia.
Ch€nnevifle, T., MerLezes,L., & Kumar, N. (201 l, Febtuary)- Ethics in Health fusearch.Two day
workshop hosted by Govemment Medical College Surat (funded by NIH Grant Number I S07TW008851-01), Surat,
Gujarat, India.
Ch€nnevilfe, T. (2010, October). HIY and lhe Duly k, Protect: The Role of Mental Health Professionals.
Faculty in Residence Series, University ofSouth Florida St. Petersburg, St. Petersburg, Florida.
Mayberry, M., Chenneville, T.,
& Mattiace, L. (2010, February). The High School Experience for LGBTQ
Flo da (continuing education credits provided to
Students qnd their A//res. Juvenile Welfare Board, St. P€t€rsburg,
Masters level mental health providers)
Chenneville, T- (20O9, April). Ethical Challenges for Pediotric Psycrologisrs. University ofSouth Florida
Clinical Psychology Program's Brown Bag Series, Tamp4 Florida.
Chenneviffe, T. (2009, March\. Pediatric and Adolescenl H|V/AIDS: tyhal Mental Heolth Practitioners
Should Know. Juvenile Welfare Board, Cleanvater, Florida (continuing education credits provided to Masters level
mental health providers)
1., & Tarquini, S. (2008, May). Treatment Adherence
olher Chronic lllnesses. Tampa General Hospital Grand Rounds, Tampa, Florida.
Chenneville, T., Binitie,
for Chidrcnv'ith HIV qnd
Chenneville, T. as Faculty Advisor for Dris, M., Ward, J., Nolan, F., & Morgan, J. (2008, April).
Preliminary Dqtqfrom a Study of HIY Prevenlion Beliefs among College Students. Poster presentation at
Undergraduate Research Day, University ofSouth Florida St. Petersburg.
Chennevill€, T. (200E, April). Pediatric HIy/AIDS. GwstLecture for Dr. Kathy Bradley-Klug's Pediatric
Health lssues, School Psychology Program, University ofSouth Florida.
Chennevifle, T., Binitie, I., & Tarquni, S. (200E, March). ,4 dherence qnd Pediatric/Adolescent HIV/AIDS:
Prediclors, Assessment, and Interventions. Multidisciplinary Team Meeting for the Division ofPediatric and
Adolescent Infectious Disease, Department ofPediatrics, College of Medicin€, University ofSouth Florid4 Tampa,
Florida.
Chennevifle, T. (2008, January). HIV: Sex, Lies, and Red Tape. Frculty in Residence Series, Universiry
South Florida St. Petersburg, St. Petersburg, Florida.
Chenneville, T. (2007 to Present). tt r',rs: Conrtdentiality versus Duty lo Protect wilh Special
Consideration for HIV/AIDS. Online APA approved continuing education course offered through A Center for
Human Potential at b11p-! \!!!-acentcrlirrhunranpotential.conr cl.^_cat4l9g.1111!.
of
H'""f#ll
Emmanuel, P. & Chenneville, T. (2007, September). Research particirytion ofchildren and youth. Tampa
General Hospital Grand Rounds, Tamp4 Florida.
Chenneyill€, T- (2007, September). E/rics in Service Learn ng. Cuest Lecture for Dr. Vikki Gaskin
Butler's Psychology of Women, Department ofPsychology , University of South Florida St. Petersburg, St.
Petersburg, Florida.
Chennevifle, T. (2007, May). Pediatric and Adolescent HIV/AIDS: Implications for Psychologr'sr.r. Pinellas
County Chapter Meeting ofthe Florida Psychological Association, Clearwater, Florida.
Chennevifle, T. as Faculty Advisor for Daley, M. & Robertson, J. (2007, April). Preliminary Child and
for the MacCat-T using qn HII/ Sanple. Poster presentation at Undergraduate Research Day,
University ofSouth Flo da St. Petersburg.
Adolescent Norms
Chenneville, T. as Faculty Advisor to Linton, H. (2007, April). My Poetry, My Therapy. Poster
presentation at the Tomorrows Leaden S)mposium, University of South Florida St. Petersburg, St. Petersburg,
Florida.
HIY:
Chenneville, T. (20O7, March). Compelence lo Participote in Medical Treatment among Children with
from a Pilot Study. All Children's Hospital Research Seminar Series, St. Petersburg, Florida.
Results
Chenneville, T., & Gilliam, P. (2007, February). Transitioning Your Youth into Healthy Adulthootl:
Sexuality. Full day workshop hosted by the Bellevue Hospital Center and the Partnership for Family Health and
Children's HOPE Foundation (funded by Title I ofthe Ryan White Care Act), New York, NY.
Chenoevifle, T. (2006, October). Assessing Children's Competence to Participate in their Medical
Trealment. Paper presented at the Children's Medical Services 2006 Inssrvice, St. Petersburg, Florida.
Chennevilfe, T. (2006, May). Competence to Participqte in Medical Treatment among Children with HIV:
A Pilol Study. Paper presented at the USF St. Petersburg Psychological Science Program's Colloquium Series, St.
Petersburg, Florida.
Mayberry, M., Reck, B., Mattiace, L., Chenneville, T., & Hangauer, J. (2006, March). Tou)ard creoting
efective educational environmenls: A sludy ofgay-slraight alliances in Pinellas County schools- Paper presented at
the USF St. Petersburg Psychological Science Program's Colloquium Series, St. Petersburg, Florida.
Chennevilfe, T. (2005, December). Competence lo participate in medical treatment among childrenwith
HIV: Preliminary findings. Paper presented at the USF School Psychology Program's Research Colloquium Series,
Tamp4 Florida.
Chenneviffe, T- (20O4,November) Psvcholosy and HIY. Paper pres€nted at the USF St. Petersburg
Psychological Science Program's Colloquium Series, St. Petersburg, Florida.
DOCTORAI-/THESES COMMITTEES
2006-Pres€nt Doctoral Committee/Dissertation Member (Jason
Psychology Program
Hangauer) Universiry ofsouth Florida School
.
2006-201|
Doctorql Commillee/Dksertation Member (AlanaLopez'l,University of South Florida School
Psychology Progmm. Dissertation title: "Transition experiences ofadolescent survivors of
childhood cancer: A qualitative investigation"
2006-200'l
Undergraduale Honors Thesis Committee Member (Heather Linton) Uniyersity ofSouth Florida
St. Petersburg College ofBusiness. Thesis title: "From my heart, mind, and soul: A collection of
DOems"
Revised 9/l I
Page
2004-2005
l0 of
15
Undergraduale Honors Thesis Commiltee Member (Aldjenat. Romero) University ofsouth
Florida St. Petersburg. Thesis title: "An analysis ofaggression in 30-month-old toddlers"
UNIVERSITY SERVICE
201l-Present
Undergraduate Council College ofArts and Sciences Representative, USF St. Petersburg
(Spring)
Psychologt Search Committee, Member, USF St. Petersburg
2009-2011
General Edtrcation Committee, Membe\ USF St. Petersburg
201I
2009
(Spring)
Counseling Center Search Commi ee, Member, USF St. Petersburg
2009
(Spring)
Distance Leorning Committee,Member, USF St. Petersburg
2009-2010
Integrated Heahh Sciences Committee, Member, USF St. Petersburg
2007-2010
Psychological Sciences Organization, Advisor, USF St. Petersburg
2007-2008
Youth urul Family Advisory Council Commitlee, Member, College ofMedicine, Department
Pediatrics, USF
2007
(Spring)
Psychologt Search Committee, Member, USF St. Pete$burg
2005
(Spring)
Campus Women's Collective, Co-Advisor, USF St. Petersburg
2005
(Spring)
Women's Studies Program Comuittee, Faculty Advisor, USF St. Petersburg
2000
(Spring)
Studenls
1995-1997
l997
(Spring)
of
for Recovery Organization, Faculty Advisor, USF
Sludent Advisory Committee, Rleprcwntative, School Psychology Program, Department
Psychological and Social Foundations, USF
of
Por{olio Committee, Student Representative, School Psychology Program, Department of
Psychological and Social Foundations, USF
PROFESSIONAL SERVICE
201I to Present School Psycholog Review, Reviewer (Editor: Matthew Bums, Ph.D.)
2010 to Prescnt Journal ofAdolescent Health, Reviewer, (Editor-in-Chief: Charles E. Irwin, Jr., M.D.)
2009 to Present Journal of Developmental and Behavioral Pediatlics,P.eviewer, (Editor: Suzanne Dixon, Ph.D.)
2009 to Present Journal of the Scholarship ofTeaching and Learning, Pleviewer, (Editor: David Malik, Ph.D.)
2009 to P.esent National Council for Accreditation ofTeqcher Education Board of Program Reviewers, Member
2008 to Present Journal ofApplied School Psychologt, Editorial Board, (Editor: David Wodrich, Ph-D.)
2007 to Present Journal of Pediatric Prychologt, Editorial Board and Mentor, (Editor: Dennis Drotar, Ph.D.)
2006-2011
National Association of School Psychologists Program Approval Board, Member
tJiY;lii
2006-2009
Florida Psychological Association Board, Pinellas County Chapter Board Representative
2006-2007
Best Practices in School Psychotog 15h Edit ion1. Reviewer
2006-2007
Florida Psychological Association Committee on Gqy, Lesbian, Bisexual, and Transgender Issues,
Member
2005-2007
Florida Psychological Association,Key Psychologist, Pinellas County Chapter
2007
(Spring)
Outdoor Educational Retreatfor HlYJnfected Boys (ROPES Course lleekend), Co-Facilitator for
retreat organized for adolescent boys with HMom the USF Pediatric and Adolescent Infectious
Disease Program, Funded by rhe Children's AIDS Foundation via an Allegany Community
Outreach Grant ttrough the Allegany Franciscan Ministries, lnc.
2007
(Spring)
Camp Boggt Creek, Volunteer and Co-Facilitator for Parent Support Group during HIV Family
Weekend
2006-2007
The HEAR ME Project's
"Yourworld. Your tl/ords" 2006 HIY/AIDS Story ,yriting Contest,Fitst
Round Judge
1996-2000
&hool Psychologt Revigw, Student Reviewer
1999-2000
Journal ofSchool Psycholog) , Student Editorial Board
l99E
Florida Assuiation of School Psychologists Research Committee, Member
1997-1998
Task Force on the Revision ofthe Nalional Association of School Psychologists' Position Paper
on HIV/AlDS, Committee Member/Co-Author
1997-1998
Nqlionql Associalion ofSchool Psychologists' Committee on Gay, lasbiqn, and Bisexual Issues,
Member
1997
American Psychologt-Lqw Society, Student Reviewer
COMMUNITY SERVICE
2005
Breast Cancer 3-Dty (Tampq Florida)
Raised $2,100 fiom individual sponsors for the Susan G. Komen Breast Cancer Foundation to
walk 60 miles in 3 days
2004
The Southernmost AIDS Ride Two (Miami, Florida)
Raised $1,200 &om individual sponsors for AIDS agencies in Florida to bicycle 165 miles in 2
days from Miami to Key West
2003
Bike It and B.E.A.R. It lor AIDS (MiaIlJ.i, Florida)
Raised $1,200 from individual sponsors for AIDS agencies in Florida to bicycle 165 miles in 2
days fiom Miami to Key West
2002
Sunshine Ride for AIDS (Ft. Lauderdale, Florida)
Raised $1,350 fiom individual sponsors for AIDS agencies in Florida to bicycle 275 miles in 3
days fi'om Ft. Lauderdale to Orlando
2001
Red Ribbon Ride (Orlando, Florida)
Raised $1,350 from individual sponson to bicycle 275 miles in 3 days from Orlando to Fr.
l-auderdale
2001
Hab itat
Revis€d
9/l
P.ge
of l5
12
I
for Humoniry (Tampa Florida)
Helped build hornes for underprivileged families
1998-1999
1996-1999
1997-1998
Young Leadership Cozzcil (New Orleans, Louisiana)
Member
The Methodist Home (New Orleans, Louisiana)
Mentor
Ryan White Title
I planning
Council
Member-in-Training
1997
for Tanpa
Bay (SL petersburg, Florida)
Tampa AIDS Networ* (Tamp4 Florida)
Part-time camp counselor at Camp Wannago, a camp for children infected with HIV
1995-1996
1994-1995
American Red Cross (Clearwater, Florida)
HIV/AIDS Education Instructor and HIV/AIDS Afiican-American Education Instructor
New Britqin AIDS Prolect (New Britain, Connecticut)
AIDS Buddy
r992
Al DS Coalition of P inellos (Clearwater, Floridz)
Fund raising and mailing list daabase entry
1992
1992 Election Commil/ee (Pinellas County, Florida)
District Committee Chairperson (elected) involved in fund raising and public support.
PROIESSTONAL ASSOCTATTONS
1993 to Present
1995 to Present
2003-2010
1995-2008
t997 -2001
1998-1999
r
996-1998
-1998
1997
LIC ENSURE/C
American Psychological Association
National Association of School Psychologists
Florida Psychological Association
Florida Association of School Psychologists
American Psychology-Law Society - Division 4l ofApA
School Psychology Association - Division l6 ofApA
Intemational Association of School psychologists
Council qf Measurement in Education
E8IIEIEATIQN
2003 to Present
Licensed Psycholog
1999 to Present
Nationally Certfrcd School Psychologist (National Association ofSchool psychologists)
2005 to Present
r:sl
(Florida #PY6794)
Qualfred Practitioner for Juvenile Sexwl Ofenders (under Florida law, Section 947.005,
9 (FS).
2002-2007
Certifed
1998-1999
Ce rtiJied Sc
Sc
hool Psychologist (F lorida Departrnent of Education)
hool P syc hologist (Louisiana Department of Education)
Revis€d
Page 13
9/l I
of
15
CLINICAL EXPERIENCE
2005 to Present
Slsll Psychologist (Former Director of Behavior Health and Psychosocial Senices)
University ofSouth Florida College ol Medicine, Department of Pediatrics, Division of
lnlectious Diseases, Pediatric and Adolescent Hly Progron
*Provide clinical services to include counseling and psychological
assessment to children
and adolescents ages birth to 2l who are infected with or affected by HIV; supervise
clinical and school psychology graduate students, social workers, youth educators, and
other mental health professionals; develop and implement policies and procedures
relevant to the provision ofmental health and psychosocial services; complete
psychoeducational evaluations for national AIDS clinical trials.
Supervisor/Contact: Patricia Emmanuel, M.D.
2003-2004
Licensed Pslchologisr (Florida PY6791), Sub-Contract Private Practice
Family Psychological Senices, Palm Harbor, Floridq
rConducted psychoeducational evaluations required
as part ofa conftact with the
Department of ,uvenile Justice.
Superv isor/Contact: Eric Rosen, Ph.D.
2004
January-August
Licensed Pslchologist (Floida PY6791), Su,Contrsct Private Practice
Behavioral Neuropsychologr and Rehabilitation, St. Petersburg, Florida
*Provided psychotherapeutic and assessment services to children,
adolescents, and adults,
Supervisor/Contact: Allen Lindsay, Ph.D.
2002-2004
Nffionally anl State (Florida) Certified School Psychologist
Pinellas County Schools, Department of Psychological Services, Florida
*Provided psychological services, including assessment
and intervention, to children at a
Montessori elementaD/ school and a Fundamental middle school. Additional
responsibilities included consultation with par€nts, teachers, and educational personnel.
S u perv isor/Contact: Nancy Deane, Ph.D.
200r
August-November
Nallonally and Stale (Floridr) Certified School psychologisr
SL .Joseph's Hospital, Department of Child Psychiatry, Tampa, Florida
*Co-led social skills training groups to children diagnosed with various
mental and
developmental disorders.
Supervisor/Contact: Jonathan Greenstein, Ph.D.
2000-2001
Notionatly and Stste (Florida) CertiJied School psychologist
Hillsborough County School Dis,rict, Department of Psychological Semices, Florida
*Provided psychological services, including evaluation,
to elementary and middle school
age children. Additional responsibilities included consultation with parents, teachers, and
educational personnel.
SupervisorVContacts: Lisette Alexander, Ph.D. & Mike Cummings, ph.D.
C o ntracto r
1999
I nd epe n d e n t
August-December
Plaquemines Parish Public School Systen, Ofice ofPupit Appraisal
Il e C hasse, Louis ia na
*Primary responsibilities included the evaluation
ofpreschool, elementary, junior high,
and high school students for special education programming in rural school settings.
Additional responsibilities included consultation with parents, teachers, and educational
Be
personnel,
Supervisors: Caroline Seigal, Ph.D., Stuan Stanley, ph.D.,
& Gail Gillespie, ph.D.
Revised 9/l l
raee t:)
1996
May-September
Independenl ContrucTor
1995-1996
Clinical Therapist
ol tJ
UniversityPsychiatryCenter,Tampa,Florida
*Responsible for the evaluation and classification ofpreschoolers referred through
HEAD START for special education programming. Supervisor: Robert Werstlein, Ph.D.
University Psychiqtry Center, Tampa, Florida
*Responsible for conducting screenings for Attention Deficit Hyperactivity
Disorder;
psychosocial evaluations ofjuvenile delinquents; group and individual therapy with
juvenile delinquents and child and adolescent inpatients; and anger management training
with juvenite delinquents. Supervisor: Robert Werstlein, Ph.D.
1994-1995
Grudaate Clinical Internship
Horizon Hospital, Clearwater, Floride
*Responsible for the evaluation and diagnosis ofpsychiatric
adult and adolescent
inpatients. Evaluations included the assessment ofpersonality, intellectual functioning,
and neuropsychological functioning. Supervisor: Steven Wu, Ph.D.
lBorEssroNA|- INIERESTS
Pediatric and Adolescent HIV
Law, Policy, and Ethics
Issues facing Lesbian, Gay, Bisexual, and Transgender Youth
References available upon request.
Michiko Otsuki Clutter, PhD
Department of Psychology, University of South Ftorida, St. Petersburg
140 7'n Avenue South, DAV 258, 5t. Petersburg, FL 33701
E-mail: motsuki@mait. usf. edu; Phone: 727-873-4867
Education
2005
Ph.D. in Devetopmental Psychology, University of California Riverside
Concentrations: Health Psychotogy, Quantitative Methods
Z00Z
2000
M.A. in Psychology, University of California Riverside
B.A., in Psychotogy, Internationat Christian
U
niversity, Tokyo, Japan
Professional Exoerience
2007-Present Assistant Professor in
2005-7
Psychotogy, University of South Florida, St. Petersburg
Postdoctoral Research Fettow in Behavioral Medicine, Johns Hopkins University
Division of Putmonary and Critical Care Medicine
Grants and Fellowships
USF Coltaborative Grant, University of South Ftorida (512,500) The Relationship
between Decisional Capocity, the Doctor-Patient Relotionship and HIV Disease
Management among Youth (Rote: Co-PrincipaI lnvestigator)
2008
New Investigator Research Grant, University of South Ftorida 5t. Petersburg
(56,4971 Risk and Resilience in Adherence to Preventive Asthma Therapy among
Young Adolescents (Rote: PrincipaI Investigator)
2005
University of California Graduate Dean's Dissertation Research Grant (51,000) A
Daily Process Model of Cigarette Use in Social Contexts Among Asian American
College Smokers (Rote: PrincipaI Investigator)
2003-2005
University of Catifornia Tobacco-Retated Disease Research Program Dissertation
Fetlowship (560,000), Latino and Asian Americon College Students, Smoking (Rote:
PrincipaI Investigator)
Honors and Awards
2011
2010
2009
2008
2007
2007
2005
2004
2002
2000-2005
1999
St. Petersburg Distance Learning Course Devetopment Award
5t. Petersburg College of Arts & Sciences Award for Excellence in Teaching
Honoree, USF Ambassadors Appte Potishing, Recognition for Outstanding Faculty,
USF St. Petersburg
Viva Award, USFSP Student Disability Services
Travet Grant, American Thoracic Society InternationaI Conference
Meritorious Student Abstract Award, Society of Behavioral Medicine
Young Investigator TravetAward, 2no Conference on Emerging Adulthood
Phi Beta Kappa InternationaI Schotarship Award
Travel Award, NIDA Chitd and Adolescent Work Group Mentoring Program
Chancellor's Distinguished Fettowship Award, University of California Riverside
Yuasa & Hosogi Memorial Award, International Christian University
U5F
USF
Otsuki-Clutter 2
Additional Training
2011
7010
7010
2009
7009
7009
2009
2008
2006
2006
2006
2004
2002
2002
Transitioning to an Ontine Ctassroom, Blackboard Training, Nelson Poynter Library
University of South Florida St. Petersburg
A Magna Webinar: Ontine Group Work: Making lt Meaningfut and Manageable,
Nelson Poynter Library University of South Ftorida St. Petersburg (August 2010)
AMagna Webinar: lncreasing Cognitive Engagement in the Online Ctassroom,
Nelson Poynter Library University of South Ftorida St. Petersburg (May 2010)
Deating with Chattenging Student Behaviors, Center for 21st Century Teaching
Excettence (C21TE) Workshop, University of South Ftorida Tampa
Research Methodotogy for Cancer Prevention Intervention Studies, American
Society of Preventive Oncology Workhop, Tampa, FL
NCI Workshop for Smatl Grants (R03) Program for Behavioral Research in Cancer
ControI
Converting Courses to Ontine, Center for 21st Century Teaching Excellence
(C21TE) Workshop, University of South Ftorida Tampa
Creating a Teaching Portfolio, Centerfor2lst Century Teaching Excettence (C21TE)
Workshop, University of South Ftorida Tampa
Data Anatysis Workshop, Johns Hopkins School of Pubtic Heatth Winter Institute
Biomedicat Communications Workshop, Johns Hopkins University School of
Medicine
Motivationat Interviewing Workshop, Brown Medical Schoot
Latent Trajectory/Growth Curve Analysis, Summer Program in Quantitative
Methods of Social Research, University of North Carolina Chapet Hitt
Nationat Longitudinat Study of Adotescent Health Users Workshop, NICHD
NIDA Chitd and Adotescent Work Group Mentoring Program
Professional Membershio
2001-2007
70062006-2007
20082O1O2010-
Society for Research on Adolescence
American Thoracic Society, Behavioral Science Assembly
Society of Behaviorat Medicine
Adjunct Member, Heatth Outcomes & Behavior Program, Moffitt Cancer Center
Society for Research on Nicotine and Tobacco
Society for Pediatric Psychology
Service
ProfessionaI Service
2011
Ad-Hoc Reviewer, Sociological Inquiry
2011
Ad-Hoc Reviewer. Women &, Health
2010
Grant Reviewer, Nationol Priority hledicines for Children' Programme, ZonMw,
The Netherlands
2009
Ad-Hoc Reviewer, Journal of Clinical and Consulting Psychology
2009
Ad-Hoc Reviewer, lnternotional Journal of Nursing Studies
2008-2009 Ad-Hoc Reviewer, Child Development
2008
Ad-Hoc Reviewer, Journal of Urbon Heolth
2008
Ad-Hoc Reviewer, lnternotionol Journal of Behavioral Development
ZOOT -2012
Program Committee, American Thoracic Society Behavioral Science Assembty
7OO7
Awards Committee, Society for Research on Adolescence
2005,2011 Ad-Hoc Reviewer, Nicotine ond Tobacco Research
ZO04
Ad-Hoc Reviewer, Joumal of Adolescent Health
7002
Workshop Planning Committee, NIDA Mentoring Program
Otsuki-Clutter
3
University Service
20112011
20117011
2011
2010
2010
20092009
2009
2008
2008-
2007-8
Search Committee Member, Visiting Assistant Professor in ExperimentaI Psychotogy,
USF St. Petersburg
Master's Thesis Committee Co-Chair (Lauren Bates), University of South Florida St.
Petersburg, Department of Environmental Science, Poticy, & Geography
Dissertation Committee Member (Anna Ruth), University of South Ftorida
Department of Anthropotogy
Honor's Thesis Committee Member (Sean Ericson), University of South Ftorida St.
Petersburg
Search Committee Member, Cognitive Psychotogy/Neuroscience Tenure-Track
Facutty Search Committee, University of South Ftorida 5t. Petersburg
Attendee, University Assessment Day, GE and ALC meeting, University of South
Ftorida St. Petersburg
Attendee representing USF St. Petersburg, Att Chitdren's Hospitat Legistative
Breakfast
Member, Research Council, University of South Ftorida St. Petersburg
Member, Pre -Medical /Health Sciences Curricuta Meeting
Member, Academic Grievance Committee, University of South Florida St.
Petersburg
USFSP Poynter Library Dean Search Committee Member, University of South Ftorida
St. Petersburg
Facutty Advisor, Psi Chi Psychotogy National Honor's Society, University of South
Ftorida, St. Petersburg
Honor's Thesis Committee Member (Anthony Hernandez), University of South
Florida St. Petersburg
Community Service
2011
2009-
20072008
2008-
20072005
Member, Ftorida Asthma Coalition 5urvei[tance Workgroup
Youth Committee Member, Tobacco-Free Coalition of Pineltas County
Suncoast Pediatric Asthma Coatition, St. Petersburg, FL
2007- Member
201 1- Chair
Participant, Atcohot and Other Drug (AOD) Workgroup Meetings, Univers.ity of South
Ftorida St. Petersburg
Organizer, Suncoast Tobacco-Free Campus Workgroup
Heatth Psychotogy, Psychotogical Statistics, Research Methods in psychology
University of South Ftorida, St. Petersburg
Health Behavior & Change, University of Catifornia Riverside
Publications
Kim,T E., & Otsuki-Clutter, M. (in press). Relative predictabitity of adotescent delinquency among
three ethnic groups: lmplications for prevention. lnternet Journol of Cri minotogy.
otsuki-clutter, ll., sutter, M., & Ewig, J. (2011). Promoting Adherence to Inhaled corticosteroid
Therapy in Patients with futhma. Journal of Clinicol Outcomes Management, lB(4),177-192.
Chao, R.K., & Otsuki-Clutter, M. (2011). Racial and ethnic differences: Socio-cultural and
contextual exptanations. Journal of Research on Adolescence, 21(l ), 47-@.
OtsukiClutter 4
Guerra, N. G., Hammons, A., & Clutter, M.O. (201 1). Cutture, famities, and chitdren's aggression:
Findings from Jamaica, Japan, and Latinos in the United States. In X. Chen & K. H. Rubin (Eds. ),
Socioemotional development in cultural context. Westport, CT: Guitford Press.
Otsuki, 1 ., Kim, T. E., & Peterson, P. (2010). Epidemiology of youth suicide in Colifornia and the
United States. Retrieved October 29, 2010 from
http: / /stopyouthviolence.ucr.edu/factsheets /FACTSHEET%2oYouthSuicideRevisedSpring20l 0. pdf
Otsuki, lrt., Eakin, M. N., Rand, C. S., & Riekert, K.A. (2010). A prospective retationship between
caregiver depressive symptoms and asthma morbidity among inner-city African American chitdren.
Journal of Pediatric Psychology, 35(7\,, 758-767. doi: 10.1093 /ipepsy/jspogl
Otsuki, [{., Eakin, M. N., Rand, C. S., Butz, A. M., Hsu, V. 0., Zuckerman, l. H., Ogborn, J.,
Bitderback, A., & Riekert, K. A. (2009). Medication adherence feedback to improve asthma
outcomes among inner-city chitdren: A randomized controtted vial. Pediatrics, 124(61, 1513-1521.
doi: 1 0. 1 542lpeds.7008 -2961
Otsuki, r . (2009). Sociat connectedness and smoking behaviors among Asian American couege
students: An electronic diary study. Nicotine ond Tobacco Research, 11(41,418-426. doi
10.1093/ntr/ntp028
Otsuki, M., Tinsley, B. J., & Chao, R. K., & Unger, J. (2008). An ecological perspective on smoking
omong Asion American college students: The roles of social smoking and smoking motives.
P syc hology of Ad di ctiv e Be havi or s, 22(41, 51 4 -523. doi : 1 0. 1 03 7/a00 1 2964
Otsuki, M., Clerisme-Beaty, E., Riekert, K. A., & Rand, C. S. (2008). Measuring adherence with
medication regimens in ctinicat care and research. In S. Shumaker, J, K. Ockene, & K. Riekert (Eds.),
The hondbook of health behavior chonge, 3rd edition (pp.309-326). New York, NY: Springer.
Otsuki, lrl. (2002). fssue brief: Youth suicide. In L. Knox (Ed.), Connecting the dots to prevent youth
violence: A training and outreach guide for physicians and other health professionals (pp.127-1321.
Chicago, lL: American MedicaI Association.
Otsuki-Clutter, M., Rand, C.S., Butz, A., & Riekert, K. A. (in preparationl. Environmental tobocco
smoke exposure and the longitudinol trojectories of asthmo morbidity among inner-city children
Otsuki-Clutter, lr{., Rand, C. S., & Riekert, K. A., (in preparation). Exposure to community vjolence
ond child asthma morbidity among inner-city children
Otsuki-Clutter, M. (in preparationr. Adolescents with asthma: biopsychosocial risks for smoking.
Presentations
Peer-Reviewed Conference Presentations:
Clutter, M. O., Tahaney, K.D., &. Nembhard, K. M. (2011, May). The rotes of setf-efficacy and
smoking betiefs in quit attempts and intentions among adolescent daity smokers with and without
asthma. To be presented at the annuat meeting of the American Thoracic Society Internationar
Conference, Denver. CO.
Clutter, M.O., Hitt, E., & Luong, T. (Aprit, 201 1). The rotes of gender, asthma morbidity and nicotine
dependence in quit attempts, intentions, and setf-efficacy among adolescent dai ty smokers with
asthma. To be presented at the National Conference in pediatric psychotogy, San Antonio, TX.
Otsuki-CIutter
5
SutteG M. E., Nembhard, K. M., Clutter, M. O. (2011, March). Friendship quality and asthma
setf-management. To be presented at the annuaI meeting of Southeastern PsychotogicaI Association,
Jacksonvitte, FL.
Tahaney, K. D., & Clutter, f , O. (2011). Mental health and ethnic identity as predictors of smoking
behavior among European American and Asian American cottege students. To be presented at the
annuaI meeting of Southeastern Psychologicat Association, Jacksonvi[[e, FL.
Otsuki, rri., Brown, 1., Watter, J., & Yardy, K. (2010, May). Obesity, depressive symptoms, and
smoking among adolescents with asthma. Presented at the annual meeting of the American
Thoracic Society InternationaI Conference, New Orleans, LA.
Otsuki, M., Pac, K., & Hurley, A. (2010, February). Cigarette smoking among adolescents with
osthma: The roles of asthma morbidity and depressive symptoms. Presented at the annual meeting
of the Society for Research on Nicotine and Tobacco, Battimore, MD.
Otsuki, M., Rand, C. S., Butz, A., Riekert, K. A. (2009, May\. Environmental tobocco smoke
exposure and the longitudinal trajectories of dsthma morbidity among inner-city children. Poster
session presented at the annuat meeting of the American Thoracic Society Internationat Conference,
San Diego, CA.
Otsuki, M., Rand, C. S., Butz, A., & Riekert, K. A. (2008, May). Exposure to community violence
prospectively predicts asthmo morbidi ty and non-odherence among inner-city children. Poster
session presented at the annual meeting of the American Thoracic Society InternationaI
Conference, Toronto, C anada.
Otsuki, lrt., Rand, C. S., &. Riekert, K. A. (2008, Aprill. Caregiver depressive symptoms attenuates
the long-term effects of home-based asthma self-management interventions for inner-city children,
Poster session presented at the National Conference in Chitd Heatth Psychology, Miami Beach, FL.
Otsuki, lrl., Katesan, 8., Butz, A., Rand, C. 5., & Riekert, K. A. (2007, Nlay\. Longitudinol evatuotion
of o randomized controlled trial of on odherence promoting intervention for inner-city children.
Paper session presented at the annuat meeting of the American Thoracic Society International
Conference, San Francisco, CA.
Riekert K.A, Otsuki, [{, Borrelli B, Bitderback A, Murphy K, & Rand C. 5. (2007, Aprit). Ihe
development of motivational interviewing measures for inne r-city odolescents with asthma:
Preliminary resulfs. Poster session presented at the Regionat Chitd Heatth Psychology Conference,
Cinci nnati, OH.
Otsuki, M., Butz, A., Rand, C. S., & Riekert, K. A. (2007, March). Longitudinal relationship between
coregiver depressive symptoms and asthma morbidity omong inner-city African Americon children.
Paper session presented at the annuat meeting of the Society of Behavioral Medicine, Washington,
DC.
Walton, K., Otsuki, M., Rand, C. S., Bollinger, M., Ramogopat, M., & Riekert, K. A. (2006, June).
Access to quolity asthmo care and family-physician communicotion to improve asthma outcomes
for chi ldren in Heod Start: A description of the i ntervention ond preli minary findings . Paper
session presented at the annuat meeting of the National Head Start fusociation, Washington, DC.
Frazier, 1., Otsuki, M., Kalesan, 8., Butz, A., Rand, C. S., & Riekert, K. A. (2006, Mayr. Family
structure, family environment, and adherence to inholed corticosteroid therapy among inner-city
children with osthmd. Paper session presented at the annual meeting of the American Thoracic
Society International Conference, San Diego, CA.
Otsuki, M., Katesan, 8., Rand, C. 5., & Riekert, K. A. (2006, May). School violence exposure ond
asthma exacerbations in odolescents. Paper session presented at the annuat meeting of the
American Thoracic Society International Conference, 5an Diego, CA.
Otsuki-Clutter 6
Otsuki, lr{., Riekert, K. A., Nguyen, D., & Tinstey, B. J. (2006, Marchl. A daily process model of
cigorette use in social contexts among Asian American college smokers. Paper session presented at
the annual meeting of the Society of Behavioral Medicine, San Francisco, CA.
Otsuki, M., Tkach, C., Tinsley, B., Kennedy, C., & Chao, C. Y. (2005, August). Psychosocial
predictors of substance use omong Asian Americon college students. Paper session presented at the
American PsychologicaI Association Convention, Washington, DC.
Otsuki, M., Chao, R., & Hanson, T. (2005, February). Alcohol use and heavy drinking omong Chinese
ond Filipino American emerging adults: The roles of soci al transitions, perceived psychosocial
maturity, and depressive symptoms. Paper session presented at the 2nd Conference on Emerging
Adutthood. Miami. FL.
Otsuki, M., Tinstey, 8., Kennedy, C., Cheng, J., Chao, C., Genna, V., Dawson, M., & Laya, L. A. (2004,
Jutyl. Asian American college students' smoking behavior: Expectancies and friends, smoking.
Paper session presented at the annuaI meeting of the Asian American Psychological Association,
Honolutu. Hl.
Otsuki, M., Tinsley, B., Pittado, O., Markey, C., Pugtiese, J., & Zamora, A. (2004, Juty).
Preadolescent substance use: Ethnicity, perceived competencies, and parentol monitoring. paper
session presented at the American PsychologicaI Association Convention, Honotutu, Hl.
Otsuki, M., & Pittado, O (2004, March). Pubertal timing, perceived competencies, ond anticipation
of substance use among preodolescenfs. Paper session presented at the bienniaI meetings of the
Society for Research on Adotescence, Baltimore, MD.
Otsuki, M., Tinsley, 8., Ericksen, A., & Pittado, O. (2003, November). Youth smoking prevention:
The roles of gender, pubertol timing, and parental monitoring. paper session presented at the
annuat meetings of the American Pubtic Heatth Association, San Francisco, CA.
Otsuki, lrl., Tinsley, 8., & Haskard, K. (2003, Apnll. Preadolescents' anticipdtion of substance use:
The roles of pubertal timing, gender, and maternal monitoring. paper session presented at the
biennia[ meetings of the Society for Research in Chitd Devetopment, Tampa, FL.
Ericksen, A., Markey, C. N., Pittado, O., & Otsuki, M. (2003, Aprit). A longitudinal investigation of
youths' anticipation and initiation of risky behoviors. Paper session presented at the bienniat
meetings of the Society for Research in Chitd Development, Tampa, FL.
Otsuki, lrt., Ericksen, A. J., & Pittado, O. (2002, Aprill. Preodolescent girls' anticipotion of trying
cigarettes: Exploring the influence of pubertal transition, maternol monitoring, and ethnicity.
Poster session presented at the biennial meetings of the Society for Research on Adotescence, New
Orleans. Louisiana.
Ericl6en, A. J. & Otsuki, M. (2001, Aprit). Eody dissatisfaction ond self -concept of llexicon
American and Euro-Americon preadolescent boys. Poster session presented at the bienniaI meetings
of the Society for Research in Child Devetopment, Minneapolis, MN.
Markey, C. N., Otsuki, M., Tinsley, B. J. (2001, Aprit). Sociocultural influences on pubertal
development among hlexican American ond Euro-American girls. Poster session presented at the
biennia[ meetings of the Society for Research in Chitd Devetopment, Minneapotis, MN.
sasao, T., Niiya, Y., Nishimura, M., Kano, M., & Otsuki, l . (1999, March). The politics of cottege
drinking in Japon: Culturalcontextual issues in designing prevention interventions. paper session
presented at the meetings of Japanese Society of Community Psychotogy, Tokyo.
Sasao, T., Niiya, Y., Nishimura, M., Kano, M., & Otsuki, M. (1999, August). preyention intervention
and policies in Japan: A cultural parodox. Poster session presented at theAmerican Psychotogicat
Association Convention, Boston, MA.
Otsuki-Clutter 7
Colloquium Presentations:
Clutter, M. O. (2011, September). Pediatric asthma: What does psychotogy have to do with it.
Presented at Psychotogical Science Organization Cottoquium Series, University of South Ftorida St.
Petersbu rg.
Clutter, [{. O. (201 1 , Aprit). Adolescent Storms and Asthma: Pretiminary Findings from Adotescent
Asthma Basic Care (A2BC) Study. Presented at All Children's Hospital Research Seminar Series.
Otsuki, lrl. (2009, May). Asthma self-monagement for kids: Lessons learned from pediatric
psychology reseorch. Presented at the 8ti Annual Asthma Famity Day, University of South Ftorida St.
Petersbu rg.
Otsuki, , . (2004, November\. Adolescent and young adult health risk behaviors: Developmentol
and cuttural perspectives. Paper presented at the Division of Adolescent Medicine, University of
California 5an Francisco.
Otsuki, trt. (2004, October). Heolth risk behaviors from early adolescence to young adulthood:
Developmentol and cultural influences. Paper presented at the Devetopmental Brown Bag,
University of Catifornia, Riverside.
Otsuki, M. (2004, February). Exploring ethnic and gender differences in the relations of pubertal
timing, maternol monitoring, and preadolescent's anticipotion of future substance use. Paper
presented at the Annual Graduate Student Research Forum, University of Catifornia, Riverside.
Otsuki, M. (2002, June). Preodolescent girls' onticipation of cigarette use: Exploring the relations
of pubertal timing, parental monitoring, ond ethnicity. Paper presented at the Developmentat
Brown Bag, University of Catifornia, Riverside.
References
Available upon request
Revised October 201
1
CHRISTINA L. SALNAITIS
NORMERLY CHRIsTINA
L.
ADAMS
Dept of Behavioral Sciences and Leadership
United States Air Force Academy
Office Location: DAV 115
727-873-4484
Cell:97 0-531-4094
[email protected]
Country ofcitizenship: United States of America
EDUCATION
PH.D., EDUCATIONAL PSYCHOLOCY
University ofNorthern
Advisor: Dr. Marilyn
Colorado
Welsh
Greeley,
CO
Graduation: December 2008
Dissertation: Effectiveness
of the first-year experience
f
Y;!##:#::!i'fi!':li;i;2tr":':"::;:Yr';;::{i;!:&
M. A., PSYCHOLOGY; EMPHASIS: HUMAN NEUROPSYCHOLOGY
University of Northern
Advisor: Dr. Marilyn
Colorado
Welsh
Greeley,
CO
The-sis: Contribution
Graduation: May 2003
of inhibition to tower of hanoi-revised
oerJorrnance.
B. A., PSYCHOLOGY; MINOR: BIOLOGY
University ofNorthern
Colorado
Greeley, C0
Graduation: May 2001
RESEARCH INTERESTS
EFFECT OF ANXIETY AND STRESS ON THE DEVELOPMENT OF EXECUTIVE
FUNCTIONING
This research builds upon my interest in the transition between high school and college.
The transition can be very anxiety-provokin& and has the potential to flood the brain with
stress hormones for an extended period of time. The question is, how does the stress
response affect the development of the frontal lobe, an area considered to subserve
executive functioning. Executive functioning is involved in goal-directed behavior, and the
frontal lobe continues to develop well into the 20's, leaving the possibility that stress,
anxiety, and depression during the college transition could alter the developmental course
of executive fu nctioning.
MULTIMEDIA LEARNING
Multimedia learning such as audiovisual tutorials, is a promising area for individualized
instruction. I am interested in studying when and how multimedia learning can be most
beneficial through understanding of the cognitive processes involved in learning' My
research is based on coSnitive load theory which postulates that knowledSe acquisition is
most effective when the instruction does not exceed the learner's working memory
capacity. My research is also informed by dual-coding theory, which states that information
is best presented through both auditory and visual pathways, but that duplicating visual
information in an auditory form could overload working memory.
PROFESSIONAL EXPERIENCE
ASSISTANT PROFESSOR, 2011-PRESENT
Department of Psychology; College of Arts and Sciences; University of South Florida
Petersburg; Primary duties include teachinS, research, and service'
St.
ASSISTANT PROFESSOR, ZOO9.2O7T
Dept of Behavioral Sciences and Leadership; United States Air Force Academy; Primary
duties include teaching and research.
ACADEMIC SUPPORT & ADVISING GRADUATE RESEARCH ASSISTANTSHIP, 2OO7-ZOO8
Learning Communities Center, University of Northern Colorado; Duties included developing
course and instructor surveys for evaluation of first-year seminars; factor analyzing survey;
writing reports on the effect of first-year seminar on GPA and spring re-enrollment, and
disseminating results to stakeholders.
NEUROPSYCHOLOGY EXTERNSHIP, 2OO7
Denver Health, Outpatient Behavioral Health Services, Denver, CO' Duties included
administering a range of neuropsychological tests to patients referred from the
departments of psychiatry neurology, or rehabilitation; interviewing patients on their
medical history; and writing neuropsychological reports.
NATIONAL CENTER ON SEVERE AND SENSORY DISABILITIES GRADUATE RESEARCH
ASSISTANTSHIP,2OOT
University of Northern Colorado, Greeley, Colorado. Duties included conducting literature
searches on issues relevant to low-incidence disabilities, summarizing findings for public
dissemination via website, and uploading and formatting articles on website:
Adams, C., Finnerty, M., Sebald, A., & Sweet-Barnard, S. (2008J. National Center on Severe
and Sensory Disabilities: TeachSSD Website. www.TeachSSD.org.
CENTER FOR RESEARCH ON LEARNING PROIECT COORDINATOR, 2O05
University of Kansas, School of Education, httD://www.ku-crl'org. Duties included
coordinating a grant titled, Building the Scienffic and Programmatic Foundations for
, ssessing Reailing Comprehension with Computerized Adaptive Tests' Funded by the
Carnegie Corporation of New York. Co-PIs: D.D. Deshler, J.C. Poggio, D. Mellard & M. Hock'
ATTENTION AND EMOTION GRADUATE RESEARCH ASSISTANTSHIP, 2OO3.ZOO4
Laboratory of Dr. Joseph Dien, University of Kansas; Duties included analysis of functional
magnetic resonance imaging studies.
PUBLICATIONS
Dien,
J.,
Adams,
Franklin, M. S., Michelson, C' A., Lemen, L' C., Adams, C. L., Kiehl, K. A. (2008J. fMRI
characterization ofthe language formulation area. Brain Research, 1229,179-L9Z'
& Umbaugh, R. (January, 2009). Reaching undecided students through a first-year
experience program. E-Source for College Transitions, 6,7 -8.
C. L.,
Holland, J., Welsh, M' C' [2011J. Differentiating Tower of Hanoi
performance: Interactive effects ofpsychopathic tendencies, impulsive response styles, and
modality. Applied N europsychology, 18, 37 -46.
Salnaitis,
C. 1., Baker, C. A.,
WORKS IN PROGRESS
c. L., & welsh, M .c. submitted. component processes of
fluid intelligence, and visual spatial working memory.
Salnaitis.
the Tower of Hanoi: Impulsivity,
Salnaitis, C. L. Submitted. Componential analysis of the analogies subtest of the General Ability Mea-sure
for Adults: Exploration ofsex differences in fluid intelligence.
salnaitis, c. L., &welsh, M.c. submined. comparison of manual and computerized versions of the
Tower of Hanoi-Revised.
Salnaitis, C. L., Umbaugtr, R., & Welsh, M. C. Submitted.Influence of major exploration and selection
on first year experience student persistence: A structural equation modeling approach.
Salnaitis, C. L., Umbaugh, R., & Welsh, M. C. Submitted. Retaining students through student-faculty
interaction with first-year experience instructors and academic faculty: A structural
equation modeling approach to identifying how instructors can foster out-of-class
interaction.
the
Salnaitis, C. L., & Umbaugh, R. & Welsh, M. C. Submitted. Development of a survey to evaluate
effectiveness of first-year experience programs in supporting student transition and
success.
salnaitis, c. L., & umbaugh, R. & welsh, M. c. submifted. Testing Tinto's model of college student
attrition on first-year experience students.
salnaitis, c. L., Baker, c. A., Burns, P. D., & Welsh, M.C. ln Preparation. Diet restrictors and memory
bias for food words during a cognitively demanding task: Association with cortisol levels
and self-rePorted anxiety'
salnaitis, c. L., Baker, c. A., Burns, P. D., & Welsh, M.c.In preparation. Relationship between cortisol,
dietary restraint, and anxiety.
CONFERENCE PRESENTATIONS
Eguigure, A. Llamas, M., Rhoads, M', & Simpson, K' [February,
2011J. Testing the equivalency ofthree recognition formats ofthe Rey Auditory verbal
Learning Test. Poster presented at the meeting ofthe International Neuropsychology
Society, Boston, Massachusetts.
Salnaitis,
C. L., Pierce, C.A., Davis, 1.,
lost, S., Brown, S., Mitton, L', Montoya, J., Peake, M., Adams, C., & Dickerson, A fApril,
2OOg). Preattentive threat processing and subclinical autism symptomatology in college
stuilents. Poster presented at the meeting ofthe Society for Research in Child Development,
Denver, Colorado.
Peterson,
E.,
Adams,
Burns, P., Welsh, M. C., Schmidg K., Spindler, C' A', & Montoya, J. (Augus! 2007)' Pilot
study of the effects of cognitive stressors on cortisol responsivity for low, middle' and high
anxiety individuals. Poster presented at the meeting ofthe International Society for
Psychoneuroendocrinology, Madison, Wisconsin'
Adams,
Schmid! K., Spindler, C., Montoya, J., Holderness, S., & Jost, S' (August,
2OO7). Elfects of anxiety anil restrictive eating attitudes on memory for food words and non'
food words. Poster presented at the meeting of the International Society for
Psychoneuroendocrinology, Madison, Wisconsin.
C. L.,
C. L.,
Welsh, M.
C.,
Spindler, C. A., Adams, C. L., & Holland, f' [May, 2007). Impact of psychopathic tendencies and
impulsive responding on problem solving in a computurtzed versus physical modality. Poster
presented at the meeting ofthe Association for Psychological Science, Washington, D C'
Adams,
Adams,
performance:
J. (April,2007-)' Dffirentiating tower of hanoi
presented
at
the meeting
prychopatw,
modality'
Paper
impulsivity, and
Inteructive effects of
ofthe Rocky Mountain Psychological Society, Denver, Colorado. Recipient ofthe Best
Student Research Award.
C. L.,
Spindler,
C. A.,
& Holland,
C' A. (Aptil,2007) ' Preliminary development ofa measurement of
solving
the tower of hanof task Poster presented atthe meeting
young adulB' strategies for
ofthe Roclry Mountain Psychological Society, Denver, Colorado.
C. L.,
Holland,
J.,
& Spindler,
Adams,
Welsh, M. C., & Phillips, L. (February, ZO07). The effect of cognitive load, interference
type, and timing on working memory performonce in a dual'task paradigm. Poster presented
atthe meeting ofthe International Neuropsychological Society, Portland, 0regon.
Dien,
Franklin, M. S., Michelson, C. A., Lemen, L' C., Adams, C. L., & Kiehl, K. (November, 2006)'
ERP/6RM\ characterization of the language formulation area: lmplications for dyslexia. Poster
presented at the meeting ofthe Psychonomic Society, Houston, Tx, USA, 2006'
J.,
C. L.,
Dien, f., Franklin, M. S., Michelson, C. A., Lemen, L. C', Adams, C. L., & Kiehl, K. [une,2006)' Localizing
the N400 semantic cloze effect: Parametric ERP and fMRl analysis. Poster presented at the
meeting ofthe Organization for Human Brain Mapping, Florence, ltaly.
Adams,
flanuary, 2OO4). Different approaches to onxiety and fear. Poster presented at the 1st
Annual University of Kansas Research Summit, University ofKansas, Lawrence, KS and
presented at the Capital Building, Topeka, KS.
Dien,
J.,
Franklin, M. S., Michelson, C. A., Lemen, L.C., Adams, C. L., and Watterson, L' D. (April, 20041.
Combined ERP and fMRI examination oflateralized processing of semantic expectancy and
meaningfulness. Poster presented at the meeting ofthe Cognitive Neuroscience Society, San
Francisco, California.
Dien,
1.,
C. L.
Franklin, M. S., Michelson, C. A., Lemen, L. C., Adams, C. L., & Watterson, L. D. (October,
2004). A combined ERP and |MRI examination of lateralized processing of semantic
expectancy and meaningfulness.Talk presented at the meeting of the Society for
Psychophysiological Research, Santa Fe, New Mexico.
Adams,
Welsh, M., f ohnson, A., Long C, & Fredricks, M. (February,2004). Contribution of
inhibition, visuospatial working memory, and fluid reasoning to tower of hanoi-revised
performance. Poster presented at the meeting ofthe International Neuropsychological
Society Conference, Baltimore, MD.
Adams,
Welsh, M., Warneke, 8., Norton, K., & Orl D. (February, 2003). Validity study of a
computerized version of the Tower of Hanoi. Poster presented at the meeting ofthe
International Neuropsychological Society Conference, Honolulu, Hawaii.
C. L.,
C.,
Welsh, M., Huizinga, M., Granrud, M., Cooney, J., Adams, C. &van der Molen, M' (February 2002). A
structural equation model of executive function in normal young adults. Paper presented at
the meeting ofthe International Neuropsychological Society Conference, Toronto, Ontario,
Canada.
Locke
& Kurtz, A. (February,2002). Tower ofhanoi: Influence of strategy
instruction and extended practice on performance. Poster presented at the meeting ofthe
International Neuropsychological Society Conference, Toronto, Ontario, Canada.
C.,
Devine,
Welsh, M., Adams,
C.,
S., Welsh, M.C., Retzlaff, P., Yoh, M., Adams, C. (February, zOOt). Explicit and implicit
cognitive processes underlying tower of hanoi performance. Paper presented at the meeting
of the International Neuropsychological Society Conference, Chicago, IL'
TEACHING
UNIVERSITY OF SOUTH FLORIDA ST. PETERSBURG, 2O11.PRESENT
Instructor of Record for Cognitive Psychology and Research Methods
UNITED STATES AIR FORCE ACADEMCY, ZOOq.ZOIL
lnstructor of Record for First Year Experience and lntroduction to Behavioral Science
UN IVERSITY OF KANSAS, 2O04
Craduate Student Instructor of Record for Cognitive Psychology, and General Psychology
UNIVERSITY OF NORTHERN COLORADO, 2OO5-2008
Graduate Student Instructor of Record for Child and Adolescent Psychology, and Social
Psycholory,
FRONTIERS OF SCIENCE INSTITUTE, SUMMER 2OOB
Instructor for Frontiers of Neuroscience at the University of Northern Colorado'
Taught a course including genetics, cognitive psychology and neuroscience to high
school students participating in a 5-week summer program for gifted students.
Additional duties included mentoring four students in research on cortisol levels of
women who report anxiety and disordered eating behaviors; escorting students on
industrial visits, field trips, and camping trips to South Dakota and Roclry Mountain
National Park; chairing committees to write alumni newsletter and open house
program; and grading student research papers.
AWARDS AND GRANTS
Graduate Student Scholar, College of Education & Behavioral Science, UNC, 2008
Student Research Award, Rocky Mountain Psychological Association, 2007
UNC Research Grant, 2006, 2007,
UNC Conference Travel Award,
2008
2002-2003,2006-2007
Graduate Student First Year Fellowship, UNC, 2001, 2005
GROUPS/ORGAN IZATIONS
International Neuropsychological Society
PROFESSIONAL SERVICE
Junior Faculty Representative ofthe Department of Behavioral Science and Leadership,
usAFA,2010-2011
Roundtable Chair for the 2010 Annual Meeting ofthe American Educational Research
Association
Conference Proposal Reviewer for American Educational Research Association, 2009
Conference Coordination, Mountain States Teaching of Psychology Conference in Colorado
Springs, CO September 2009
Graduate Program Committee, Graduate Representative, 2008
UNC Educational Psycholory Society, Secretary/Treasurer, UNC,
05/06,06/07,
New Faculty Search & Screen Committee, Graduate Representative, 2002
REFERENCES
Andy Katayama, Professor
Department of Behavioral Sciences and Leadership
United States Air Force Academy
2354 Fairchild Drive
USAF Academy, Colorado 80840
719-333-!313
andrew.katavama(ousafa.edu
Marilyn Welsh, Professor
School of Psychological Sciences
University of Northern Colorado
McKee 14, Campus box 94
Greeley, CO 80539
970-351-2236
[email protected]
07 /OB
MarkAlcorn, Department Chair & Associate Professor
School of Psychological Sciences
University of Northern Colorado
McKee 14, Campus box 94
Greeley, CO 80639
970-35L-2914
[email protected]
William Douglas Woody, Associate Professor
School of Psychological Sciences
University of Northern Colorado
McKee 14, Campus box 94
Greeley, CO 80639
970-357-2528
william.woodlr(dunco.edu
foseph Dien, Senior Research Associate
Center for Advanced Study of Language
University of Maryland
7005 52nd Avenue
College
Parlj MD 207 42
30L-226-8900
[email protected]
Curriculum Vitae
YIKKI T. GASKIN-BUTLER
EDUCATION
M.Div,
Black Church Studies Certification, 2002
Candler School ofTheology, Emory Univercity, Atlanta, Georgra.
Ph.D.
Clinical and Health Psychology, 1994
Minor: Foundations of Education
University of Flonda, Gainesville, Florida.
M.S.
Clinical and Health Psychology, l99l
University of Florida, Gainesville, Flonda.
B,A.
Psychology, magna cum laude, 1988
Spelman College, Atlanta, Georgia.
LICENSURE & CERTIFICATIONS
2002
2002
1996
Licensed Psychologist, Georgia
Ordained Clergy, Florida
Licensed Psychologist, Texas (retired, 2003)
ADMINISTRATIVE APPOINTMENTS
08/08-05/09 DiversityOfficer
University of South Florida St. Petersburg
Chancellor's Office
ACADEMIC APPOINTMENTS
08/10-Present Instructor of Psychology
University of South Florida St. Petersburg
College of Arts & Sciences
Courses Taught at University of South Florida St. Petersburg
ISS 1102
STA 2023
Self& Society: Multicultural perspectives on the Self
ISS
Introductory Statistics
lnhoduction to the Social Sciences
PSY 493I/ISS 3930
PSY 493 I/REL 4936
PSY 4931/|,VST 4930/ISS
Personality
Cross-Cultural Psychology
Psychology of Religion
Psychology of Women
3013
PPE 4003
3930
vikki T. Gaskin-Butler
Page 2 of 9
08/07-05/10 Visiting Assistant
Professor of Interdisciplinary Social Sciences/Psychology
University of South Florida St. Petersburg
College of Arts & Sciences
08106-05107 Visiting Assistant Professor of Psychology
University of South Florida St. Petersburg
College of Arts & Science
08/06-05/07 VisitinglnstructorofPsychology
University of South Flonda St. Petersburg
College of Arts & Sciences
01195-05195 Adjunct Assistant Professor of Psychology
The College of William and Mary
Department of Psychology
Course Taught at the College of William and Mary
Discussion Section of Applicafions of Social Psychology
Selected Guest Lectures
University of Florida, Gainesville, FL.
S elf- C on c ept and S elf-E s teem
Self-Esteem Research with African Ameicans
Surviving in Graduate School
Texas
A&M University-Corpus Christi, Corpus Christi, TX.
Afric an American P syc ho I o gt
Afri can Ameican Fam il ies
Careers in Psychologt
Counseling and Professional Concerns
for
Women of
Color
Calvary Bible College, Hampton, VA.
The Call of Ministry
SCHOLARLY ACTIVITIES
Publications
Refereed Journal Articles
Gaskin-Butler, v. T. & Tucker, c. M. (1995). Self-esteem, academic achievement, and adaptive behavior
in African-American children. The Educational Forum, 59(3),234-243.
Tucker, C. M., Chennault, S. A., Brady, B. A., Fraser, K. P., Gaskrn-Butler, V. T., Dunn, C., & Frisby, C.
(1995). A parent, community, public schools, and university involved partnership education
program to examine and boost academic achievement and adaptive functioning skills of African
Vikki T. Gaskin-Butler
Page 3
of9
American students. Journal ofResearch and Development in Education, 28(3), 174-185.
Book Chapters
Chenneville, T., Toler, S., and Gaskin-Butler, V. T. Civic engagement in the field ofpsychology. In J. P.
Zompettl S. W. Zompetti (Eds.), Democratic pedagogt: Applied learning techniques for civic
engagement in the university classrooz (in press).
Presentations
Barbier, C. (2008, April). Bad girls. (Gaskin-Butler, V. T., Faculty Sponsor). Poster presented at the Fifth
Annual Undergraduate Research Syrnposium, USF St. Petersburg, St. Petersburg, FL.
Engert, T., King, T., Gaskrn-Butler, V. & McHale, J. P. (2009, March). Expectancies offirsrime AficanAmerican mothers about caregiving support. Poster presented at the Fifty-sixth Annual Meeting of
the Southeastem Psychologrcal Association, New Orleans, LA.
Engert, T., King, T., Gaskin-Butler, V. & McHale, J. P. (2009, Apil). Expectancies offrst-time AfricanAmeican mothers about caregiving support. Poster presented at the Sixth Annual Undergraduate
Research Symposium, USF St. Petersburg, St. Petersburg, FL.
Gaskin, V. T. (1992, April). The association ofsef-eoncept with academic achievement, adaptive
functioning, and maladaptive behavior in African American children. Poster presented at the
Graduate Student Forum. Gainesville. FL.
Gaskin, V. T. (1991, December). The association of self-concept with academic achievement,
adaptive functioning, and maladaptive behavior in African American children. Paper presented at
the Black Graduate Student Organization Research Forum, Gainesville, FL.
Gaskin, V. T. (1990, February). Strategies for recruitment and retention of minoity studerts. Paper
presented at the Nineteenth Annual Meeting ofthe Conference of Southem Graduate Schools,
Tuscaloosa,
AL.
Gaskin-Butler, V. T. (1993, Febru ary). Sef-esteem, stress, and religious coping in Afican American
university students. Paper presented at the Black Graduate Student Organization Research Forum,
Gainesville, FL.
Gaskin-Butler, V. T. (1993, February). Self-esteem, stress, and religious coping in Afican Ameican
university students. Paper presented at the McKnight Mid-Year Fellows Conference, Gainesville,
FL.
Gaskin-Butler, V. T., & Tucker, C. M. (1993, March). Self-concept, academic achievement,
adaptive functioning, and maladaptive behavior in African American children. Paper presented at
the Thirb/-ninth Armual Meeting of the Southeastem Psychological Association, Atlanta, GA.
April). ll/omen and, substance abuse. (Gaskin-Butler, V. T., Faculty Sponsor). poster
presented at the Fifth Arurual Undergraduate Research Syrnposium, USF St. petersburg, St
Petersburg, FL.
Newman, M. (2008,
st. Jacques, c. (2008, Apil). The recovery process for women who have experiencecl sexual abuse.
(Gaskin-Butler, V. T., Faculty Sponsor). Poster presented at the Fifth Annual Undergraduate
vikki T. Gaskin-Butler
Page 4 of9
Research Syrnposium, USF St. Petersburg, St. Petersburg, FL.
Tucker, C. M., Chennault, S. A., Brady, B. A., Fraser, K. P., Gaskin, V. T., & Reid, A. D. (1993, March).
The fficts of a "cognilive modeling and self-instruction-bdsed tutoring and adaptive skills
training program" on the academic achievement of African Ameican children. Poster presented at
the Thirty-ninth Annual Meeting ofthe Southeastem Psychological Association, Atlanta, GA.
Villari, C. (2008, April).
h
her shoes: Domestic violence. (Gaskin-Butler, V. T., Faculty Sponsor). Poster
presented at the Fifth Annual Undergraduate Research Symposium, USF St. Petersburg, St.
Petersburg, FL.
Grants
External
USF
St.
Petersburg Freedom Schools. (Grant Submitted to the Allegany Franciscan Ministri€s
Foundation)
March 2010.
Principal Investigaton: V. T. Gaskin-Butler, M. Otsuki
Coparentingfor Afican American Parents (Grant Submitted to the National lnstitutes of Health).
February 2010.
Pnncipal Investigators: J. P. McHale, V. T. Gaskin-Butler
Expectancies of First-Time African American Mothers About Caregiving Support. (Ctrant svbmitted to the
National Institutes of Health).
May 2009.
Principal Investigators: J. P. McHale, V. T. Gaskin-Butler
On Campus Talking About Alcohol ($40,000\. Prevention Research Institute.
January 1996.
Principal Investigator: V. T. Gaskin-Butler
Internal
Civic Engagement in Psychology of Women
($ 1,000). USF St. Petersburg Center
for Civic Engagemenr
Course Development Grant.
Fall2007.
Principal Investigator: V. T. Gaskin-Butler
CLINICAL ACTIVITIES
08102-06106 ClinicalPsychologist
Samaritan Counseling Center of Northeast Georgra
Conducted therapy intakes; on-call crisis intervention; consultation; workshops; seminars;
individual, couples/marital and group therapy; practicum supervision; networked with
Iocal refenal sources.
Vikki T. caskin-Butler
Page 5
of9
08/03-03/04 ClinicalDirector
Samaritan Counseling Center of Northeast Georgia
Conducted staffmeetings and staff group supervision; supervised clinical work
staff.
of
09196-01199 Psychologist
Texas A&M University-Corpus Christi
University Counseling Center
Conducted therapy intakes; on-call crisis intervention; outreach and consultation:
individual therapy.
08195-09/96 VisitingCounselor
Texas A&M University-Coryus Chnsti
University Counseling Center
Conducted therapy intakes; crisis intervention; outreach and consultation; individual
therapy.
09/94-08195 CounselingCenterProfessionalstaff
and Adjunct Assistant professor of psychology
The College of William and Mary
Counseling Center
conducted therapy intakes; on-call crisis intervention; oufreach and consultation;
individual and group therapy. Course instructor for advanced undergraduate psychology
students.
08/93-08194 ClinicalPsychologylntern
APA Approved Intemship in Clinical psychology
University of South Florida
Counseling Center for Human Development
Conducted therapy intakes; crisis intervention; career, personality, and intelligence
assessment; pmcticum supervision; outreach and consultation; individual
and group
therapy; and extemal rotation at the Tampa Aids Network.
01/93-04/93 CounselingCenterAssociate
University ofFlorida
Counseling Center
Conducted therapy intakes, outreach and consultation activities, and individual
therapy fbr
African American students.
08192-08193 GraduateAssistant
Psychology Clinrc
Shands Teaching Hospital
University of Florida
Vikki T. Gaskin-Butler
Page 6 of 9
Conducted psychological assessment ofanger, stress, memory, and medical compliance
history in cardiac transplant candidates and recipients; conducted psychological
assessment ofthe impact ofchronic pain in patients receiving ffeatment for chronic pain.
SELECTED WORKSHOPS AND OUTREACH PRESENTATIONS
African American Male-Female Relationships F orum
Black Butte(Iy: Self-Esteem and W'omen of Color
Blended Families
The Complete Woman
Counseling and Psychological Services in the university Counseling Center
Ethical Decision Making
Exploring the Edge of Difference
Fear of Success or Fear ofFailure -- How to Succeed
Healing from ltr/ithin: A Workshop.for Women
How to Build Self-Esteem
How to Control Your Anger So It Doesn,t Conlrol you
am Special: Self-Esteem in African American youth
Letting Go: Coping With the Transition ofSending your Student to College
Managing the Political Environment in Graduate School
Parents' Rights in the Alachua County School System
I
SeU-Esteem and African
Ameican Girls
Little Time: Oyercoming procrastination
Teenage Sexuality: Wy? Wy Not?
Waiting to Exhale: A Discussion Group for A.frican American
Waiting to Exhale: A Support Group for Black Women
So Much To Do, So
Ile
LVomen
Wear the Mask: Images of African American Men
We l[/ear the Mask: Self-Image and Men of
Color
SELECTED INVITED SPEECHES
vikki r. (2005, November). To wom Much rs Given. Speech giv€n at the Annual
McKnight Doctoral Fellowship Conference.
Gaskin-Butler,
Gaskin-Butler, vikki r. (2006, Apil). Tragic Foolrslness. Speech given at the Annual
seven women ar
the Cross, Sisters Chapel, Spelman College.
Gaskin-Butler, vikki r. (2001, october). The Race. Speech given at the Annual McKnight
Doctoral
Fellowship Conference.
COMMUNITY ACTIVITIES
Church Experience
New Philadelphia Community Church, St. petersburg, FL.
Associate Pastor, 09/06-presenr.
Vikki T. Gaskin-Butler
Page 7
of9
New Grove Baptist Church, Winterville, GA.
Minister of Education, 8104 -7 I 06.
Coordinator, Children's Church, ll04-7 107.
Teacher,Women' s Sunday School Class. 1/04-7106.
Fort Stre€t M€morial United Methodist Church. Atlanta. GA.
Pastoral Assistant, 9 100-9 I 01.
Co-Teacher,Youlh Sunday School Class, 1/01-9/01.
St. Paul United Methodist Church, Corpus Christi, TX.
Teacher, Y acatton Bible School, 7/97.
Teacher,High School Sunday School Class, llgT-1199.
C hair,
Chistian Education Committ ee,
Member, Sanctuary Choir, 9 /96-1 199.
| 197
-12197.
St. John Baptist Church, Williamsburg, VA.
Assistant Teacher, Youth Sunday School Class, 1195-g/95.
Member, Senior Choir, 1195-8195.
Public Speaking/Preaching
Athens Technical College, New Connections to Work program, Athens, GA.
E.T. Dixon United Methodist Church, San Antonio, TX.
Fairplay Baptist Church, Hull, GA.
Fort Street Memorial United Methodist Church. Atlanta. GA.
Mounl Carmel Baptist Church, Galnesville, FL.
Mount Moriah Missionary Baptist Church, Gainesville, FL.
New Grove Baptist Church, Winterville, GA.
New Philadelphia Community Church, St. petersburg, FL.
Paradise African Methodist Episcopal Church, Jefferson, GA.
Remember Who You Are: Clergy Sexual Ethics, United Methodist Church,
Northeast Georgia Conference.
Saint Mary's African Methodrst Episcopal Church, Seffner, FL.
Saint Paul Unired Methodist Church, Comus Chrisri. TX.
Teenage Mothers Schoor, corpus christi independent School District,
coryus
Traveler's Rest Missionary Baptist Church, St. petersburg, FL.
christi, TX.
Community Service
Parelrsr, Sisters Center for WISDOM, Spelman College, 4/04.
Co-coorclinator, sistahs' circle, Emory University, candler school ofrheorogy,
Atlanta, GA, g/00_5/01.
Coordinator, Sistahs'Circle, Emory University, Candler School of Theology,
Atlanta, GA,g/Ol_12/Ol.
co-coordinator, Sowing Seeds ofHope: A Liturgy of Reconciliation (precursor
to community
Conversations), Emory University, Candler School ofTheology, Atlanta,
GA, 4/01.
Menber, Famtly Counseling Service Board of Directors, Corpus Chnsti,
T:X, 619g_3lgg.
Founding Chair, McKnight Alumni Association, Florida Education
Fund, Tampa, FL, ro/96-10197.
vikki T. Gaskin-Butler
Page 8 of9
Advisor, Comer Drugstore, Inc. Rites of Passage Progam, Gainesville,FL, l/92-6/93.
Guest Panelist, "The Black Family" television show.
Topic: 'Degrees in Black.' Jacksonvllle, FL,
8/91.
Vice-President, Black Graduate Student Organization, University ofFlorida, Gainesville,FL,6lg0-5191.
secretary, Black Graduate Student organization, University ofFlorida, Gainesville, FL, l0/g9-6/90.
Parent Coordinator, Academic Achievement Project, Department of Psychology, University of Florida in
cooperation with Mount Olive Afncan Methodist Episcopal Church, Gainesville, FL ,8189-1192.
Skills Planner, Academic Achievement project, Department ofpsychology, university ofFlorida in
cooperation with Mount Olive African Methodist Episcopal Church, Gainesville,FL, ll89-1192.
Tutor. Academic Achievement Project, Department ofPsychology, University ofFlorida in cooperation
with Mount olive African Methodist Episcopal church, Gainesville, FL, 1/g9-5/g9.
SELECTED CONTINUING EDUCATION
Adult Attention Deficit Disorder Assessment and Treatment
Building for Etemity: Solidiffing our competence Through Ethical and principled Strength
Bumout, Gnef, and Spirituality in Clinical practice and Evlrvdav Life
Creating Lasting Solutions: Ericksonian Approaches to Ego St...rgthening
Community Response Training in Disaster Intervention
Impact of Belief Systems on the Therapeutic process: Counseling and Spirituality
Introduction to Hypnosis
National coalition Building Institute's prejudice Reduction Train the Trainer
workshop
On Campus Talking About Alcohol (O.C.T.A.A.)
Racial Ethnic Multicuhural Network [nvifational Conference
Repressed Memory Controversy
Spintuality and Healing in Medicine
PROFESSIONAL AFFILIATIONS
National Council of Negro Women (2005_2010)
Florida Psychologtcal Association (2007_200g,2009_present)
Ceorgia Psychological Association ( 2002_2006\
Nueces Counry Psychologrcal Association (lgg; Iggl
American Association of University Women (1995_199g)
Association of Black Psychologisrs ( 1994_ l99g)
AWARDS AND HONORS
2009
2002
2001
2000
Divenity Honor Roll, University of South Florida
Who's Who Among Students in American Universities and Colleges
Intemational Honor Society ofTheta phi
United Methodist Seminary Award
Vikki T. Gaskin-Butler
Page 9
t999
Woodruff Fellowship
1999
t999
President, Nueces County Psychological Association
Who's Who of American Women
1999
Who's Who in Science and Engneenng
1998
1997
1997
President Elect, Nueces County Psychological Association
Corpus Christi Distnct, United Methodist Church, Discipleship Award
Secretary, Nueces County Psychologrcal Association
Black Graduate Student Organization Legacy Award
Outstanding Researcher Award, Academic Achievement proiect
Beta Eta Sigma @lack Honor Society)
Outstanding Young Women of America
McKnight Doctoral Fellowshrp
President, Spelman College Senior Honor Society -- Mortar Board, Inc.
President, Spelman College Chapter ofpsi Chi (National Honor Society in
Psychology)
Outstanding Young Women of America
1994
1989, 1990, 1991
1989-1994
t
989
1988- 1994
1987- 198 8
1987- 1988
t987
of9
Appendix C – Course Syllabi
Core Classes
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Prefix and Number:
PSB
Graduate Curriculum Approval Form
New Course
6056
Title: Physiological Psychology
Tracking Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Summer 2013
USF
Institution:
USF St,
Petersburt
Initiatint Faculty Name: Christina Salnaitis
Faculty Email: csalnaitis@usfsp,edu
College and Department (if applicable): College of Arts and Sciences; psychology
Follow the guidelines outlined on the UsF 5t. Petersburg Graduate Studies at http://www.stpt.usf.edu/soqrad/Facultv
& Staff/craduate Cou;cjl}trn.
Complete:
X
the Graduate Curriculum Approval Form (this form)
N/A the printed copy of the new course information submitted online (in
X
USF System
Inventory, new to
USFSP)
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
tr
| confirm that I have checked the State Course Numbering System and no institution within the USF currentlv offers this course.
(new to UsFsP onlyl
X I confirm my understanding that once approved the course syllabus must comply with the USF Svstem Provost's Course Svllabus
policy (http://www.acad.usf.edu/Resources/Documents/policies/course-svllabi.htm).
Concurrences:
tr
lconfirm that this course does not impact other departments/programs, so no concurrence is needed.
X lconfirmthat lhave researched potential areas of concu rrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
g(tl
'2?kl
ionceapprovedbycollege,UsFsPGraduate5tudieswi||forwaratott,"usrs
council, uSFsP Graduate council will forward to the vice chancellor for Academic Affairs and continue with appropriaie follow
up through submission to
scNs.
Graduate Course Proposal Form Submission Detail
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Information
Tracking
Number
Department
Psychology
Person
Contact
Christina Salnaitis
3.
Date & Time Submitted
College
AP
Budget Account Number
125500
Phone
Email
[email protected]
Course Information
Prefix
PSB
Is the course
Number
6056
title variable?
Full Title
Physiological Psychology
N
Is a permit required for registration?
Are the credit hours variable?
Credit Hours
3
Y
N
Section Type
C
Abbreviated Title (30 characters maximum)
Physiological Psychology
Course
No
6.
7.
Online?
Prerequisites
Corequisites
Percentage On Camous
100%
Grading Option
R
8.
Cowse Description
The purpose ofthis course is to introduce you to the field ofbiological psychology so that
you will understand how behavior is based on neural processing. You will leam basic
information about the brain, such as the nervous system and neural conduction. With that
foundation in place, you will learn how the brain operates to keep us well-feed, sleeping
regularly, and thinking well. We will consider topics such as neuroplasticity, stress,
psychiatric disorders, attention and leaming, etc.
o
10.
Justification
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new master's program in General Psychology
B. What is the need or demand for this course? (lndicate ifthis course is part ofa
required sequence in the major.) What other programs would this course service?
This is a required course for the master's program in General Psychology.
C. Has this course been offered as Selected Topics,/Experimental Topics course? Ifyes,
how many times?
No
D. What qualifications for training and/or experience are necessary to teach this course?
(List minimum qualifications for the instructor.)
Ph.D. or equivalent including in Physiological Psychology
1
l. Other Course Information
A. Objectives
1
. To promote understanding the physiological basis of behavior.
B. Leaming Outcomes
1) Students will understand how the brain subserves behavior. 2) Students will
critique articles according to a standard rubric. 3) Students will synthesize
multiple articles, and write a research proposal on a topic oftheir interest. 4)
Students will present their research proposal.
C. Major Topics
Research methods in physiological psychology; evolution, genetics, and
experience; development and anatomy ofthe nervous system; neural conduction
and synaptic transmission; brain damage and neuroplasticity; leaming, memory,
and amnesia; sleep, dreaming, and circadian rhlthm; drug addiction and the
brain's reward circuits; biopsychology of emotion, stress, and health;
biopsychology of psychiatric disorders.
D. Textbooks
Pinel, J. (2011). Biopsychology. Allyn & Bacon.
E. Course Readings, Online Resources, and Other Purchases
Other articles as assigned by the instructor.
F. Student Expectations/Requirements and Grading Policy
Students are expected to attend class and read all assigned chapters and other
assigned readings prior to class. Crade is based on quizzes (19%), exams (22oh),
research proposal (19%), research presentation (14%), in-class participation
(19%), and labs (7%). All work must be submitted by posted due dates.
G. Assignments, Exams and Tests
Exams (300 points): Students will take three exams throughout the semester. The
content of the exams will come from both the readings and the class lessons. The
third and hnal exam will be comprehensive. The first two exams will be worth 90
points each and the final will be worth 120 points.
Quizzes (100 Points): Students will take multiple-choice quizzes after the
completion of each chapter. There will be eight quizzes. Each quiz will be worth
12.5 points.
Research Proposal ( 100 Points): The paper will include a title page, abstract,
introduction and proposed methods and analysis, and references, as well as
tables/figures/graphs (limit of flve) ifnecessary. It should be between 3,000-4,000
words in length (not including tables/figures/graphs) and include 10 or more
references.
Research Presentation (75 Points): Students
will
present their research project
orally to the class using PowerPoint. Presentations should take 12-15 minutes.
In-Class Participation (100 Points): At least one article will be assigned for
reading each lesson. Students will be responsible for reading the entire article and
preparing a verbal response to the article involving a summary ofthe introduction,
methods, results, and discussion. In addition, students will critique the article for
methodological flaws, flaws in the author's interpretation or hypotheses,
altemative explanations for the findings, suggestions for future research, and any
questions or otler comments students would like to pose to the class. Students
will be required to produce responses at least 10 times through the semester and
each response will be worth 10 points.
Labs (40 Points): As a class, students will be participation in classic experimental
studies to demonstrate basic theories. Students will be aggregate the data, analyze
the data, and produce a short lab write-up of the results. The labs will be in the
format of an APA research paper, in which students will write an introduction,
methods, results, and discussion. Each lab should be less than 1,000 words in
length. There will be 2 labs each worth 20 points.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the firstday class attendance requirement. Check with the College for specific
information. This policy is not applicable to courses in the following categories:
Educational Outreach, Open University (TV), FEEDS Program, Community
Experiential Leaming (CEL), Cooperative Education Training, and courses that
do not have regularly scheduled meeting days/times (such as, directed
reading/research or study, individual research, thesis, dissertation, intemship,
practica, etc.). Students are responsible for dropping undesired courses in these
categories by the 5th day ofclasses to avoid fee liability and academic penalty.
(See USF Regulation - Registration - 4.0101,
http://usfiveb2.usf.edu/usfgc/ogc%o2Oweb/currentreg.htm) Attendance Policy for
the Observance ofReligious Days by Students: In accordance with Sections
1006.53 and 1001.7a(10)(g) Florida Statutes and Board of Govemors Regulation
6C-6.0115, the University of South Florida (UniversityruSF) has established the
following policy regarding religious observances:
(http://usfweb2.usf.edu/usfgc/gcjp/acadaflgcl0-045.htm) In the event of an
emergency, it may be necessary for USF to suspend normal operations. During
this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, and email
messaging and/or an altemate schedule. It's the responsibility ofthe student to
monitor Blackboard site for each class for course specific communication, and the
main USF, College, and department websites, emails, and MoBull messages for
important general information.
L Policy on Make-up Work
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities.
Late submissions for any assignment will be penalized 5% for each day late.
J. Program This Course Supports
Master's in Psychology, USFSP
I
2. Course Concurrence Information
Master's of Arts in General Psychology (proposal, fall 201 1);
PSB
H!.2+
rffi
6056: Physiological Psychology
Department of Psychology
University of South Florida St. Petersburg
COURSE SYLLABUS
lnstructor:
Term:
Office:
Class Meeting Days:
Phone:
Class Meeting Hours:
E-Mail:
Class Location:
Office Hours:
Course
Crediis:
3
Course Overview
t.
The purpose of this course is to introduce you to the field of biological psychology so that you will
understand how behavior is based on neural processing. You will learn basic information about the brain,
such as the nervous system and neural conduction. With that foundation in place, you will learn how the
brain operatesto keep us well-feed, sleeping regularly, and thinking well. Wewill consider topics such as
neuroplasticity, stress, psychiatric disorders, attentjon and learning, etc.
.
Student Learning Outcomes
1) Students will demonstrate knowledge of the genetic and physiological mechanisms contributing to
normal develooment within the context of the nature vs, nurture debate.
2) Students will demonstrate knowledge of neonatal brain development and understand the mechanisms
of change in physiological development, including plasticity, neural pruning and dendritic growth.
3) Students will demonstrate understanding of the electrochemical mechanisms of neural communication.
4) Students will demonstrate understanding of the basic structure of the nervous system, including central
and peripheral, cortical and subcortical, and which brain structures are comprised of the diencephalon,
telencephalon, etc.
5)Students will demonstrate understanding of how the brain accomplishes basic sensory and perceptual
functioning in a conscious state as well as different states of arousal, including sleep and dreamlng.
6)Students will demonstrate understanding of physiological mechanisms of learning and memory,
including Hebbian cell assembly and long term potentiation.
t.
ft
Course Prerequisites
Graduate standing or consent of instructor.
tv.
Reouired Texts and Materials
Pinel,
l. (2011). Biopsychology. Allyn & Bacon.*Additional readings are assigned for some of the
are listed in Appendix
A.
lessons and
Readings will be made available on Blackboard.
Exams, Article Critiques, and Project Assignments
Exams (300 points): You will have multiple opportunities to demonstrate your learning, one of which is the
traditional multiple-choice exam format. You willtake two exams throughout the semester (see course
schedule below for approximate dates). The content of the exams will come from both the readings and
theclass lessons, and these two sources of information will not perfectly overlap. Thethirdandfinal exam
will be comprehensive, covering what you have learned through the entire semester. The first two exams
will be worth 90 points each and the final will be worth 120 points.
Quizzes (100 Pointsl: You will be taking brief multiple-choice quizzes after the completion of each chapter.
See the course schedule for the dates of each quiz. There will be 8 quizzes worth 12.5 points each.
Research Proposal (100 Points): Throughout the semester you will take part in the process of designing a
research project. You will pick a topic of interest to you based in part on the readings. You will then read
articles about your topic and being to formulate a question to address, and design a study to discover the
answer to your question. You should follow APA style gu idelines in formatting your paper. The paperwill
include a title page, abstract, introduction and proposed methods and analysis, and references, as well as
tables/figures/graphs (limit of five) i necessary. lt should be between 3,000-4,000 words in length (not
including tables/figures/graphs) and include 10 or more references.
Research Presentation (75 Points): You will present your research project orally to the class. Your
presentation should take 12-15 minutes. A grading rubric will be provided toyou to ensure you are
prepared to earn maximum points. You will be expected to give your presentation using PowerPoint.
In-Class Participation (100 Points): At least one article will be assigned forreadingeach lesson. Youwill
be responsible for reading the entire article and preparing a verbal response to the article involving a
summary of the introduction, methods, results, and discussion. In addition, you should critique the article
for methodological flaws, flaws in the author's interpretation or hypotheses, alternative explanations for
the findings, suggestions for future research, and any questions or other comments you would like to pose
to the class. student names will be randomly drawn for discussion, and you must be present in class and
provide an articulate response to earn points. You are encouraged to offer your thoughts even if you are
not called upon in a given class to do so. You will be required to produce responses at least 10 times
through the semester and each response will be worth 10 points. You may not make up missed points for
absences or unpreparedness; however, you are expected to demonstrate improvement in your article
critiquing skills across the semester.
tabs (21(40 Points): As a class, you will be participating in experiment demonstrations to enhance your
learning. You will be aggregating the data of your classmates, analyzing the data, and producing a short
labwrite-upof the results. Yourlabswill bein theformatofan APA research paper, inwhich you willwrite
an introduction, methods, results, and discussion. Each lab should be less than 1,000 words in length.
There will be 2 labs each worth 20 points.
Basis for Final Grade
Assignment
Points
Percent of Final Grade
Exams
L20
22%
Quizzes
100
79%
Research Proposal
100
19%
Research Presentation
75
L4%
In-Class Participation
100
t9%
Labs
40
7%
Total
535
700%
Grading Scale (%)
90-100
80-89
70-79
60-69
0-59
Vll.
r\
I
I
L
B
c
D
F
GradeDissemination
to
Graded tests and materials in this course will be reviewed during class but will not be returned to you in order
I
maintain test security, with the exception of your portfolio. You can access your scores at any time electronically.
I
Written grades may take up to a week or more before thev can be graded and reviewed during
class.
Vlll.
Course Policies: Grades
Late work Policy: There are no make-ups for in-class writing, quizzes, the midterm, or the flnal exam. Essays
turned in late will be assessed a penalty: 5% for each day it is turned in late. Essays will not be accepted if
overdue by more than seven days. Tu rning in work late is preferable to not tu rning in the work at all.
Extra Credit Policy: You may earn up to three percentage points of your grade by participating in any research
experiments that are occurring in the department or by writing a reaction paper to an article ofyour choice. For
every two pages you write, you could earn 1% point, and every half hour you participate in a study is considered
1%point. You may complete anycombination ofthesetwo options that you wish. You mayalsowriteon more
than one article. Forexample, you could write three pageson onearticleand three pageson another, oryou
could three two-page papers or one six-page paper.
Grades of "lncomplete": The current university policy concerning incomplete grades will be followed in this
course. lncomplete grades are given only in situations where unexpected emergencies prevent a student from
completing the course and the remaining work can be completed the next semester. Incomplete work must be
finished by the end of the subsequent semester or the "1" will automatically be recorded as an "F" on your
transcriot.
)
lX.
Course Policies: Technology and Media
Email: I will generally respond to email within a 72 hour period excluding weekends.
Laptop Usage: Useoflaptop for classroom purposesto enhance learningis acceptable. Email,social media, and
the like are not to be open during class. You must respect other students' learning environment and not present a
distraction to others or to myself.
Classroom Devices: Please inform me if you need the use of language dictionaries during class or examinations.
Cell phones are not considered a classroom device, and are therefore prohibited unless there is an emergency. See
the professionalism policy below.
Copyright: All unauthorized recordings of class are prohibited. Recordings that accommodate individual student
needs must be approved in advance and may be used for personal use during the semester only; redistribution is
Drohibited.
Course Policies: Student Expectations
Attendance Policy: Regular and on-time attendance is expected. lfyou must be absent, you are expected to
inform me of the reason for your absence and coordinate with other students to obtain notes.
Religious Observances: Students who must miss class due to a major religious holiday must provide notice ofthe
date(s)to me, in writing, by the second class meeting. Exams may be made up for absences due this purpose.
Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced
during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab
immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students
who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their
final class grade.
Academic Conduct Policy: Academic dishonesty in any form will not be tolerated. lf you are uncertain as to what
constitutes academic dishonesty, please consult the Student Handbook. Violations will result in a zero on the work
in question AT A MINIMUM. Atthe instructor's discretion, you mayalso receive a fa iling grade for the cou rse.
Confirmation of such incidents can also result in expulsion from the University.
Student Resources
Disability Access: Students with disabilities who need accommodations in this course must contact the professor at
the beginning of the semester to discuss needed accommodations. Students who need accommodations must be
registered with Student Disability Services before requesting accommodations from the professor. Accommodations
can be made for students who provide documented need for extra time or other assistance in taking exams. The
student is obligated to provide this request at least two weeks in advance of the exam so special arrangements can
De maoe.
Appendix A
Reading Assignments
Lesson 2
Keller, E. F. (2010). Goodbye nature vs nurture debate. The New Scientist, 207,2a-29.
Lesson 7
Gazzaniga, M. S. (2005). Forty-five years of split-brain research and still going strong. Noture Reviews Neuroscience, 6, 653-
659.
Lesson 8
Hobson, J. A., & Pace-Schott, E. F. (2002). The cognitive neuroscience of sleep: Neuronal systems, consciousness and
leaning. Nature Review Neuroscience, 3, 679-693.
Lesson 9
Koob, G. F., & Le Moal, M. (2001). Drug addiction, dysregulation of reward, and allosatasis. Neuropsychopharmacology,24,
98-129.
Lesson 10
Pittenger, C., & Duman,
N eu
Lesson
R.
(2008). Stress, depression, and neuroplasticity: A convergence of mechanisms.
ropsychop hq rm
o co
logy,
i3, 88-709.
11.
Hanlon, F. H., & Southerlin, R. J. (200). Changes in adult brain and behavior caused by neonatal limbic damage: lmplications
for the etiology of schizophrenia. Behoviorol Broin Reseorch, 107,7L-83.
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Graduate Curriculum Approval Form
New Course
Prefix and Number: DEP 6xxx
Title: Typical and Atypical Development
Tracking Number (from 3-forml
Proposed Effectlve Term {i.e. spring 2006}: Fall 2013
USF
Institution:
USF St.
Petersburg
lnitiating Faculty Name: James
P. McHale
Faculty Cmall: [email protected],edu
College and Department (if applicable): College of Arts and Sciences; Psychology
Fo||owtheguideline5out|inedontheUsFst'Peter5burgGraduatestudiesat'
Comolete:
X
the craduate Curriculum Approval Form (this form)
X the printed copy of the new course information submitted online
x
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
X
I
confirm that I have checked the Stat€ Course Numbering System and no institution within the
x
I confirm my understanding that once approved the course syllabus must comply with the
policy (http://www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
USF
USF
currently offers this course.
System Provost's Course Syllabus
Concurrences:
X
I
confirm that this course does not impact other departments/programs, so no concurrence is needed.
tr lconfirm that I have researched potential areas ofconcurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
* Once approved by College,
USFSP Graduate Studies will
to the USFSP Graduate Councllfor review. Once approved by the USFSP G
Council, USFSP Graduate Council will forward to the Vice Chancellor for Academic Affairs and contlnue with appropriate follow up through submission to
5CN5.
Course Schedule (Note: The Schedule is subiect to revision)
Read Pinel pages L-20;101-130
Introduction and Review of the Syllaous
Read Pinel pages 20-49
Evolution, Genetics, and Experience
Keller (2010)
Quiz 7
rcodings lor 8/22
9lsllr
12/
Classes)
r1
Read Pinel pages 2L9-239;50-74
Study rcodings
lot 8/29 thtough 9/12
Development of the Nervous System
Anatomy of the Nervous System
Quiz 2
9/79/7r
Read Pinel pages 75-!OO;240-267
Neural Conduction and Synaptic
Study rcddings for 9/79
Transmission
Brain Damage and Neuroplasticity
i
Quiz 3
70/3/77
7 |
Read Pinel pages 154-161;411-426;268-297
Selective Attention and the Split Brain
Learning, Memory, and Amnesia
Quiz 4
1.O/17 /17
Read Pinel pages 355-382
Sleep, Dreaming, and Circadian Rhythms
Hobson & Pace-Schott (2002)
Quiz 5
study reddings lot 10/17
Read Pinel pages 383-410
Koob &
le Moal (2001)
Drug Addiction and the Brain's Reward
Circuits
Quiz 6
r0/3u
LL
rL/28/LL
Read Pinel pages 442-465
Pittenger & Duman (2008)
Biopsychology of Emotion, Stress, and
Health
Read Pinel pages 466-489
Quiz 7
Biopsychology of Psychiatric Disorders
Study resdings for 11/7
Quiz 8
USF Graduate School - Graduate Course Status
Page
Graduate Course Proposal Form Submission Detail
'irlffil
I of6
**
(password required)
Current Status:
Canpus:
St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1
Department and Contact Information
Trackine
Number
2702
Department
Psychology
Contact Person
James McHale
2.
Date & Time Submitted
2012-01-09
Colleee
AP
Phone
7278734969
Budset Account Number
125500
Email
[email protected]
Course Information
Prefix Number Full Title
DEP 6)O(X
Typical and Atypical Development
Is the course title variable?
N
Is a permit required for registration?
Y
Are the credit hours variable?
N
Credit
Hours
Section
Tvpe
Gradine Option
Abbreviated Title (30 characters maximum)
Typical & Atypical Development
Course
o0
Online?
Percentase On Campus
Prereo ui sites
http://www.grad.usf.edr"r./programs/grad_course_status_detail.php?track_nurnber2702
1/1312012
USF Graduate School - Graduate Course Status
Page 2 of 6
Corequisites
Course Descriotion
Introduction to theory and research on both typical and atypical development of individuals from
birth to late life.
3.
Justification
A.
Please
briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certifi cate
B. What is the need or demand for this course? (Indicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
Required core course for the proposed M.A. program in General Psychology at
USFSP. At USF St. Petersburg, the largest undergraduate major is Psychology. In
surveys ofour advanced majors, nearly 90Yo indicate their intention to pursue
advanced graduate study in Psychology and other health-related disciplines. No USF
System institution offers a terminal master's program in psychology. USF Tampa's
doctoral programs in Psychology do not have enough seats available to handle
demand within the USF system (admitting an average of 10-15 students annually
from a wide range of applicants nationally and intemationally). Finding few other
options in the region, most USFSP graduates look to specialized cetificate programs
or online Masters degrees. The USF System has historically lost out on the
opportunity to provide training for the large cohort ofqualified students from both
USFSP and other regional universities within and outside the USF system who desire
graduate training and would benefit {iom a masterslevel education. The proposed
MA in Psychology meets that demand. It also occupies a unique niche in the USF
system; there is no terminal Masterc in Psychology within the USF System and so no
duplication. While the emphases of the proposed MA in General Psychology at
USFSP shares both some similarities and some unique features relative to other
programs in the state, perhaps to the point that is that none ofthe three other terminal
MA programs serve tlle Tampa Bay area. This is particularly relevant because the
Tampa Bay area has the secondJargest combined population of infants and young
children in the state; Risk, Resilience and Prevevention (RRP) was identified as one
ofthe two main tracks to be offered because throrough grounding in research
methodology and in health applications equips program graduates with competencies
needed by Bay Area health and human agencies that serve children and families
(which together with industry and education, are the primary work settings for
psychology professions with masters degrees). With respect to the assumption that
students will enroll in the program if offered, our surveys ofadvanced majors indicate
that applications for graduate study will be robust. Our program will offer an option
for talented USFSP undergraduate psychology majors identified during their
sophomore or junior year to gain early entry into the MA program on a combined
program. Admitted USFSP undergraduate students would complete four of the five
required Year 1 core courses during their junior and senior years, and will complete
th fifth required Year I course during the summer following graduation. This will
enable them to enter into their second year in the MA program the following fall after
graduating with the BA in Psychology. At two Fall 201 1 meetings of the USF St.
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number:2702
I/13/2012
USF Graduate School - Graduate Course Status
Page 3
of6
Petersburg Psychological Science Organization, which drew 22 and 35 attendees,
respectively, over 90Yo ofthose polled indicated that they would find great interest in
a combined 3+2 urd 4+1 option. For B.A. students admitted to the two-year M.A.
program, we would anticipate drawing from USF system schools, Eckerd College, St.
Petersburg College, and other area institutions that do not offer a terminal masters
degree in Psychology.
C. Has this course been offered as Selected Topics/Experimental Topics course?
Ifyes, how mzury
times?
No
D. What qualifications for training and.ior experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Ph.D. or equivalent in developmental, lifespan, or child clinical psychology.
Other Course Information
A. Objectives
To promote understanding ofthe theoretical and empirical bases for understanding
normal growth and development from conception through adulthood and later life. To
promote understanding of what can go wrong at different developmental stages, and
wny.
B. Leaming Outcomes
Demonstrations of understanding of prenatal, perinatal, and postnatal risk factors and
their effects on child development; of understanding major biological, psychological,
and sociocultural theories of human growth and development; of understanding
sequences, characteristics, and interrelationships in development across domains; of
ability to apply key concepts to expectations for development, development of
educational programs, and principles of prevention for children and adults; and of
understanding major developmental disabilities and psychological disorders during
infancy; childhood and adulthood.
C. Major Topics
Concepts of normality and abnormality; theoretical approches; age and stage-related
tasks; typical and atypical development from prenatal period through adolescence,
with emphases on motor, cognitive, socioemotional and communicative domains;
typical and atypical development during adulthood; cognitive functions, personalities,
relationships, work and leisure, mental illness; relationships, retirement, successful
aging, death and dying; assessment, prevention, and intervention.
D. Textbooks
http://www.grad.usf.edu/programs/grad_course_status_detail.phptrack_number=2702
t/13/2012
USF Graduate School - Graduate Course Status
Page 4
of6
E. Course Readings, Online Resources, and Other Purchases
Other articles and video may be assigned by the instructor.
F. Student Expectations,/Requirements and Grading Policy
Students are expected to view all modules in sequence and read all assigned chapters
and other assigned readings by posted due dates. Grade is based on a written child
observation (12.5%), a midterm examination (25%), discussion board posts (12.5%),
a research paper (25%), and a final examination (25%). All work must be submitted
by posted due dates.
G. Assignments, Exams and Tests
Child observation: Running observational record, language and a drawing sample and
developmental checklist completed on one typically and one atypically-developing 4year-old, with summary of the two childrens developmental level in different domains
of development; Discussion board posts: After selected modules students will post
comments, ideas or questions about what they are reading and replies to at least two
posts from other students in the course; Midterm Exam: A multiple-choice licensing
exam-style midterm will cover material drawn from the Herbert text and class
lectures and powerpoints. Research Paper: The final research paper will require
students to describe what is currently known and not knorvn about causes, treatments,
and prevention ofa childhood or adult disorder of their choosing. Final Exam:
multiple choice and written comprehensive final exam.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Leaming (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeting days/times (such as, directed reading/research or study, individual research,
thesis, dissertation, internship, practica, etc.). Students are responsible for dropping
undesired courses in these categories by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
http://usfiaeb2.usf.edr:./usfgc/ogc0lo20web/cunentreg.htrn) Attendance Policy for the
Observance of Religious Days by Students: In accordance with Sections 1006.53 and
1001.74(10)(g) Florida Statutes and Board of Govemors Regulation 6C-6.0115, the
University of South Florida (UniversityfuSF) has established the following policy
regarding religious observances: (http://usfiileb2.usf.edu/usfgc/gclp/acadaf/gc 10045.htm) In the event ofan emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction
through methods that include but axe not limited to: Blackboard, Elluminate, Skype,
and email messaging and/or an altemate schedule. It's the responsibility of the
student to monitor Blackboard site for each class for course specific communication.
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number:2702
1/13/2012
USF Graduate School - Graduate Course Status
Page 5
of6
I. Policy on Make-up Work
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities. No
make-up for mid-term examination. Late submissions for any other assignment will
be penalized 10% of the grade for each day late. Members of the University
community support high standards of individual conduct and human relations.
Responsibility for one's own conduct and respect for the rights ofothers are essential
conditions for academic and personal freedom within the University. USF St.
Petersburg reserves the right to deny admission or refuse enrollment to students
whose actions are contrary to the purposes ofthe University or impair the welfare or
fieedom of other members of the University community. Disciplinary procedures are
followed when a student fails to exercise responsibility in an acceptable manner or
commits an offense as outlined in the Student Conduct Code. Refer to USF 6.0021,
Student Code of Conduct at http://generalcounsel.usf.edu./regulations/pdfs/regulationusf6.0021.pdf Academic Integrity of Students Reference: USF Regulation USF 3.027
- The following is the potion of the Regulation pertaining to graduate students. To
read the entire regulation, go to:
http://generalcounsel.usf.edu,/regulations/pdfs/regulation-usfl.027.pdf
Academic
integrity is the foundation of the Universiry ofSouth Florida system's
(UniversityA-lsF) commitment to the academic honesty and personal integrity of its
university community. Academic integrity is grounded in certain fundamental values,
which include honesty, respect and faimess. Broadly defined, academic honesty is the
completion of all academic endeavors and claims of scholarly knowledge as
representative ofone's own efforts. Knowledge and maintenance of the academic
standards of honesty and integrity as set forth by the University are the responsibiliry
of the entire academic community, including the instructional faculty, staff and
students. The following policies and procedures apply to all students, instructional
faculty and staff who participate in administration of academic classes, programs and
research at the University of South Florida. This regulation asserts faimiss ln that it
requires notice to any student accused ofa violation of academic integrity and
provides a directive for discussion between the instructor and student to seek a fair
and equitable resolution. Ifa fair resolution is not accomplished in this discussion.
this regulation allows the student continued rights ofdueprocess under the academic
grievance procedures based upon the preponderance of the evidence. The policies
described below are the only policies and procedures that govern violations of
academic integrity at the University and supersede any previous policies or
regulations. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, and are not intended to be
all inclusive. (a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,
(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative
Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual property Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper, lab repon,
etc., An F in the course activity in which credit may be eamed, An FF in the course
(leading to expulsin from the University, Academic dismissal for any violations of
academic dishonesty policies or regulations. possible revocation ofthe degree or
graduate certificate following a thorough investigation.
J. Program This Course Supports
Proposed
MA in Psychology, USFSp
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number-2702
r/13/2012
USF Graduate School - Graduate Course Status
5.
Page 6
of6
Course Concurrence Information
- ifyou have questions about any ofthese Jields, please contact [email protected] or
[email protected] edu.
http://www.grad.usf.edtr/programvgrad_course_status_detail.php?track_number:2702
1/13/2012
COURSE SYLLABUS
CLP 6XXX: Typical and Atypical Development (Online)
University of South Florida St. Petersburg, Department of Psychology
Instructor:
Department:
Psychology
Office:
Office hours:
Phone:
Email:
Required Books
1.
2.
Herbert, M. (2003). Typical and Atypical Development: From Conception to
Adolescence. NY: Wiley-Blackwell. ISBN-10: 063123467 5.
Whitbome, S. & Whitbome, S. (2011). Adult Development and Aging: Biopsychosocial
Perspectives, 4th Edition. NY: Wiley-Blackwell. ISBN 978-0-470-64697 -7 .
Course Description: Provides participants with both a theoretical and an empirical foundation
for understanding normal growth and development from conception through adulthood and later
life, and for understanding what can go wrong at the different developmental stages, and why.
Student Learning Outcomes: By the completion of this course, the student is expected to have
attained the following 5 leaming outcomes related to theory, practice, and research:
l.
2.
3.
4.
5.
Demonstrate understanding ofprenatal, perinatal, and postnatal risk factors and the resulting
effects on child development. These include biological, pre-maturity, and birth trauma risks;
parental risk, abuse/neglect, atiachmenVemotional risk, and environmentaVcultural risk.
Demonstrate understanding ofmajor biological, psychological, and sociocultural theories of
human growth and development
Demonstrate rurderstanding ofsequences, characteristics, and interrelationships in
development across domains, including attachment and social/emotional development,
sensory perceptual and motor development, development of knowledge and
understanding, development of communication and language during infancy and early
childhood and adulthood, and the connections of different domains ofdevelopment with
capacities for relationships and industriousness during infancy, childhood and adulthood.
Apply key concepts to expectations for development, to implications for developing
educational programs for young children, and to principles of health and prevention for
children and adults.
Demonstrate understanding ofmajor developmental disabilities and psychological disorders
during infancy, childhood and adulthood, their causes, symptoms, and impact on the
developing individual and their family.
Evaluation and Grading:
Students
will demonstrate the above leaming outcomes in a variety of ways,
described below.
l.
2.
3.
A
5.
Child Observation (50 points total) In collaboration with an area preschool center, you
will observe one tlpically-developing Pre-kindergarten (4-year-old) child and one Pre-K
child with developmental delays. You are to complete a running observational record,
collect a language and a drawing sample and complete a developmental checklist. You will
report on each ofthe two children's developmental level in each domain ofdevelopment.
Discussion Posts (50 points total). On specific weeks indicated in the course schedule,
students will post one comment, idea or question about what they are reading onto the
class Blackboard website. This main post must occur no later than 12-noon on Friday.
Each student must then post a reply to at least two responses, questions or ideas raised by
other classmates by I 1:59 pm on Tuesday. Each post shall be thoughtful and contribute a
minimum of 50 but no more than 100 words.
Mid-term Exam (100 points total). The midterm consists of 50 multiple-choice
questions from the Herbert text and in the in-class lecture modules. The exam is
administered through Blackboard. You will have2 % hours aad a window of one full
week within which to complete the exam, but the test must be taken in one sitting. There
will be no make-up exam or opportunities to reJink into the exam if it is not completed in
the sitting in which it has been started. Students will receive a score ofzero ifthey do not
take the midterm at all, or do not finish it by the posted closing date and time.
Research Paper (100 points total). You will research a child or adult disability or
disorder ofyour choice and write a 6-8 page paper in proper APA format. The
assignment is as follows:
Discuss the relative contributions ofbiological and environmental factors in the
development of a developmental disorder of infancy, childhood or adulthood that you are
most interested in. Organize your paper in the following manner:
(l) Outline and critically evaluate the existing empirical evidence regarding
(a) what is cunently known about causes ofthis disorder, and
(b) what we have yet to leam.
(2) Explain what implications the research you've just reviewed has for
(a) intervention with, and
(b) prevention of, the disorder.
The paper should demonstrate students' understanding of key theoretical positions
and methods of study covered in the course. It must also incorporate and critically
analyze the quality ofkey research evidence. The paper should reflect not only paradigms
and findings students leamed about in lectures and in reading the texts, but also studies
and critiques drawn from recent scientific literature.
Final Exam (100 points total). The final exam is cumulative. It will consist of multiplechoice, short answer and essay questions on the course videos and readings from weeks 1
through 15. As with the midterm, the final exam will be administered on Blackboard and
must be completed by the posted deadline. There will be no make-up exam. You will
receive a score of zero if you do not take the final. You will have 2 Y. hours to complete
the multiple choice questions on the final. One point will be deducted from your grade for
each minute exceeding the time limit on the multiple choice questions. There is no time
limit for the short answer/essay questions, but the exam must be fully uploaded by the
closins date and time.
Grading Policy - Assignment of letter grades:
Letter grades for the course will be assigned using this formula:
90-100% A (360-400 points)
80-89%
B (320-359 points)
70-79%
C (280-3 l9 points)
D (240-279 points)
60-690/o
below 60% F (239 points and below)
Because grades will be determined on an absolute basis, with no pre-set number of
etc., students are not in competition with one another for grades.
"A"s, "B"s,
Course Policies:
Access to Blackboard/USF email account. Students are expected to have access to Blackboard
and a USF email account and will be held responsible for announcements and other information
communicated through these methods. Students are required to use a USF email account to
communicate with the professor; due to spam controls, the professor will not be accountable for
emails sent from non-USF accounts.
Academic Accommodations, Students with disabilities are encouraged to contact the professor
during the first week of class to discuss accommodations. Forward a current Memorandum of
Accommodations (MOA) from the Office of Student Disability Services (OSDS), which is a
prerequisite for receiving accommodations. Two weeks notice is required for accommodated
examinations.
Academic Integrity. Behaviors that are contrary to University standards have no place in this
course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student guilty ofany such behavior will receive a
failing grade for the course and may be reported to the Dean ofthe College of Arts and Sciences
for disciplinary action.
Attendance Policy. It is expected that students will watch all video modules.
Incomplete Grade Policy. An "l" grade may be awarded at the discretion ofthe instructor. An
"I" grade indicates incomplete coursework and may be awarded only when a small portion ofthe
student's work is incomplete and only when the student is otherwise eaming a passing grade.
Preparation and Late Work. Keeping up with weekly reading assignments is vital to your ability
to leam course content and participate in online class discussions. For each assigned post, you
will receive either a check plus (for particularly outstanding post); a check, for adequately
meeting the requirements; or a check minus if it appears that very little effort was put into the
assignment, it does not reflect specific information learned from the readings, or if it is
incomplete. At the end of the semester, this proportion of the grade will be based on a
percentage for checks. Ifyour percentage ofchecks versus check minuses is, for example, 80%
you will receive 8002 ofthe 50 possible points for participation. A check plus will cancel out a
check minus making it equal to a check.
Please note: The Blackboard drop box for all assignments will be closed at midnight of
the due date. l0% of the grade for any late assignment will be deducted per calendar day for late
assignments tumed in manually by e-mail attachment after the deadline. There is no make-up
for the mid-term exam.
Recordings of the class. All unauthorized recordings ofclass are prohibited. Sharing of materials
used in Blackboard Powerpoint materials with other individuals or agencies without expressed
instructor consent is strictly prohibited. Recordings that accommodate individual student needs
must be approved in advance and may be used for personal use during the semester only;
redistribution is prohibited.
Religious Preference Absence Policy. Students who anticipate that a major religious observance
will interfere with any assignment's due date must provide advance written notice of the conflict
to the professor by the second class meeting. (hnp://usfweb2.usledu/usfgc/gc pp/acadaf/gc l0-045.htm)
S-U Policy: S-U contracts must be negotiated in writing the first three weeks of the term.
Writing Mechanics - You are urged to edit all writing assignments before tuming them in.
Minor spelling and grammar errors are understandable, but you will lose points for multiple
errors and poor clarity of expression.
Course Schedule:
Note: Course Modules 1-8 have been designed to coincide with Florida Department of Health
(FDOH) Infant-Toddler Developmental Specialist Competencies B1-9 and B-14; see
http://www.doh.state.fl.us/altematesites/cms-kids/providers/early_steps/training/itds/modulel/module
Class
Module
Modulel
2
Module
Modules
and
3
Modules
and
5
4
6
Module
7
Module
8
Lhtml
Topic
Assignment
All assignments must be uploaded to
Blackboard by Tuesday evening at I I :59
p.m.
Concepts of normality
On Blackboard "Course Orientation" page
abnormality;
post requested information about yourself
approaches; age and stage-related to the threaded discussion. Read Herbert
Introduction
Typical and atypical development Read Herbert Chapters l, 2,8 and 9
during the prenatal period
Typical and atypical
Read Herbert Chapters 3,4 and 10. Post
cognitive, socioemotional
required
communicative development
from birth to age 3
Typical and atypical
Read Herbert Chapters 5, 11, Introduction
cognitive, socioemotional
to Part VI, and 15. Post required
communicative development and
self-care from age 3 to 5
Assessment of Young Children: Preschool observation due
Standards, Stages,
Readings to be assigned
Approaches
and
theoretical
tasks.
motor,
and
motor,
and
and
and
intervention
Partnerships with families
implications for
Read Herbert Chapters 16 and 17;
Additional readings to be assigned
Midterm
Exam Due @
11:59 pm,
wk8
Module 9
Module
l0
Typical and atypical physical,
cognitive, and socioemotional
development and self-care during
the elemenl.ary school years
Typical and atypical physical.
cognitive, and socioemotional
development and self-care during
Read Herbert Chapter 6
Read Herbert Chapter 7. Post required
adolescence
Module
11
Module 12
Module 13
Module 14
Module 15
Typical development during
adulthood: Cognitive functions,
personalities, relationships, work
and leisure
Atypical development during
adulthood: Axis I and Axis II
disorders
Typical development during later
life: Cognitive functions,
relationships, retirement,
successful aging, death and dying
Organic disorders, dementia,
health and long-term care
Prevention and Interventionl
Future Trends and Issues
Read Whitbome & Whitborne
Chapter 1, 6-7, and 9-10
Read Whitbome & Whitbome Chapter 2,
8 and 11. Post required
Read Whitbome
& Whitbome Chapter l3
and 14
Read Whitbome
and 12
& Whitborne Chapter 5
rost requlreo
Final Exam
Due @ 11:59
wk
16
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and
incorporates the minimum course criteria, the content of this syllabus may change based on
individual instructor's specifications. Any modifications to this syllabus will be announced
durine the first week of the semester.
Graduate Course Proposal Form Submission Detail
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
l.
Department and Contact Information
Tracking
Number
Deoartment
Psychology
Person
Salnaitis
Contact
Christina
Date & Time Submitted
College
AP
Budeet Account Number
125500
Phone
Email
7278738848
[email protected]
2.
3.
Course Information
Prefix
EXP
Number
Full Title
6608
Cognitive Psychology
Is the course title variable?
N
Is a permit required for registration?
Y
Are the credit hours variable?
N
Credit Hours
3
Section Tvpe
C
Abbreviated Title (30 characters maximum)
Cognitive Psychology
6.
7.
Course Online?
Percentage On Campus
No
100%
Prereouisites
Corequisites
Gradine Option
R
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Graduate Curriculum Approval Form
New Course
Prefix and Number: ExP 6608
Title: Cognitive Psychology
Tracking Number (from 3-form)
Proposed Effectlve Term (i.e. Spring 2006): Sprint 2014
USF
Institution:
USF St.
Petersburg
Initiating Faculty Name: Christina Salnaitis
Faculty Email: [email protected]
College and Department (if applicable): College of Arts and Sciences; Psychology
Fo||owtheguide|inesout|inedontheU5Fst.PetersburgGraduatestudiesat.
Complete:
X
the Graduate curriculum ApprovalForm (this form)
N/A the printed copy of the new course information submitted online (in
X
USF System
inventory new to
USFSPI
catalog copy showing revisions as a result of this course proposal
Faculty Agreement;
!
| confirm that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
(new to usFsP only)
X I confirm my understanding that once approved the course syllabus must comply with the
policy (htto;//www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
USF
System Provost's Course Syllabus
Concurrences:
tr
lconfirm that this course does not impact other departments/programs, so no concurrence is needed.
X I confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Dept. chair lif applicable)
4(
COLLEGE APPROVALS
Chair, College Curriculum Committee
chair, college Council
College Dean/Associate Dean
* Once approved by College,
USFSP Graduate Studies willforward to the USFSP Graduate Councilfor review. Once approved by the USFSP
Council, USFSP Graduate Council will forward to the Vice Chancellor for Academic Affai.s and continue with appropriate follow up through submission
scNs.
to
tr
8
Course Description
This course is designed to provide students with an overview of current concepts,
theories, and data relevant to the cognitive processes involved in perceiving, learning,
thinking, and remembering information.
9
10.
Justification
A. Please briefly explain why it is necessary and,/or desirable to add this course.
Needed for new master's program in General Psychology
B. What is the need or demand for this course? (Indicate if this course is part ofa
required sequence in the major.) What other programs would this course service?
This is a required course for the master's program in General Psychology.
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes,
how many times?
No
D. What qualifications for training and./or experience are necessary to teach this course?
(List minimum qualifications for the instructor.)
Ph.D. or equivalent including in Cognitive Psychology
I 1.
Other Course Information
A. Objectives
promote understanding of basic cognitive functioning through exploration
ofclassic research in the field of cognitive psychology.
I . To
B. Leaming Outcomes
l)
Students will construct multiple explanations for cognitive phenomena. 2)
Students will synthesize multiple articles, and write a research paper on a topic
of
their interest.
C. Major Topics
Research methods and paradigms in cognitive psychology; structure and function
ofthe brain; perceiving objects and recognizing patterns; attention; memory;
concept formation; imagery and spatial cognition; problem-solving; reasoning;
decision-making; individual, aging, and gender differences; cognition in crosscultural perspective
D. Textbooks
Galotti, K. M. (2008). Cognitive psychology in and out of the laboratory (4th
Ed.). Thompson, Wadsworth.
E. Course Readings, Online Resources, and Other Purchases
Other articles as assigned by the instructor.
F. Student Expectations/Requirements and Grading Policy
Students are expected to attend class and read all assigned chapters and other
assigned readings prior to class. Grade is based on qizzes (19%o), exams (40%),
research paper (14%), and labs (27%). All work must be submitted by posted due
dates.
G. Assignments, Exams and Tests
Exams (300 points): You will have multiple opportunities to demonstrate your
learning, one of which is the traditional multiple-choice exam format. You will
take four exams thoughout the semester (see course schedule below for
approximate dates). The content ofthe exams will come from both the readings
and the class lessons, and these two sources of information will not perfectly
overlap. The fourth and final exam will be comprehensive, covering what you
have leamed through the entire semester. The first three exams will be worth 60
points each and the final will be worth 120 points.
Quizzes (140 Points): You will be taking brief multiple-choice quizzes after the
completion of each chapter. See the course schedule for the dates of each quiz.
There will be seven quizzes. Each quiz will be worth 20 points for a total of 140
points.
Research Paper ( 100 Points): Throughout the semester you will take part in the
process of writing a research paper. You will pick a topic of interest to you based
in part on the readings. You should follow APA style guidelines in formatting
your paper. The paper will include a title page, abstract, introduction and
references.. It should be between 3,000-4,000 words in length (not including title
page, abstract, and references) and include 10 or more references.
Labs (200 Points): As a class, you will be conducting research on yourselves to
demonstrate basic cognitive theories. These demonstrations will allow you to
understand what it is like to measure cognition by devising hypotheses to test
theories. You will be aggregating the data of your classmates, analyzing the data,
and producing a short lab w te-up of the results. You labs will be in the format
of an APA research paper, in which you will write an introduction, methods,
results, and discussion. Each lab should be less than 1,000 words in length.
There will be 6 labs each worth 20 ooints.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the firstday class attendance requirement. Check with the College for specific
information. This policy is not applicable to courses in the following categories:
Educational Outreach, Open University (TV), FEEDS Program, Community
Experiential Leaming (CEL), Cooperative Education Training, and courses that
do not have regularly scheduled meeting days/times (such as, directed
reading/research or study, individual research, thesis, dissertation, intemship,
practica, etc.). Students are responsible for dropping undesired courses in these
categories by the 5th day ofclasses to avoid fee liability and academic penalty.
(See USF Regulation - Registration - 4.0101,
http://usfueb2.usf.edu/usfgc/ogc%20web/cunentreg.htm) Attendance Policy for
the Observance of Religious Days by Students: In accordance with Sections
1006.53 and l00l.7a(10)(g) Florida Statutes and Board of Govemors Regulation
6C-6.01 15, the University of South Florida (UniversityruSF) has established the
following policy regarding religious observances:
(http://usfweb2.usf.edu/usfgc/gcjp/acadaf/gc 10-045.htm) In the event of an
emergency, it may be necessary for USF to suspend normal operations. During
this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, and email
messaging and/or an altemate schedule. It's the responsibility of the student to
monitor Blackboard site for each class for course specific communication, and the
main USF, College, and department websites, emails, and MoBull messages for
important general information.
I. Policy on Make-up Work
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities.
Late submissions for any assignment will be penalized 5oZ for each day late.
J. Program This Course Supports
Master's in Psychology, USFSP
I
2. Course Concurrence
Information
Master's of Arts in General Psychology (proposal, fall 201 1);
,ffi
Psy 6XXX: Cognitive Psychology
Department of Psychology
University of South Florida St. Petersburg
COURSE SYLLABUS
Instructor:
Term:
Office:
Class Meeting Days:
Phone:
Class Meeting Hours:
E-Mail:
Class Location:
office Hours:
Course
Credits:
3
Course Overview
t.
This class will start with the basic cognition, including how we perceive and pay attention to the world
around us, to the most complex cognition, such as forming intentions and making decisions.
.
Student Learning Outcomes
1) Students will demonstrate understanding of the different schools of thought that influenced the field of
cognitive psychology, including Structuralism, Functionalism, Behaviorism, and Gestalt psychology.
2) Students will demonstrate understanding of the processes of perceiving ob.iects/recognizing patterns, and
paying attention, includinB filter theory, attenuation theory, and schema theorv.
3) Students will demonstrate understanding ofthe dual process model and the working memory models of
memory, and understandinB of the distinction between semantic vs. episodic and implicit vs. explicit.
4) Students will demonstrate understanding of the theoretical descriptions of the nature of concepts,
including the classical, prototype, exemplar, schemata, and knowledge-based views.
5) students will demonstrate understanding of different types of reasoning, including deductive and
inductive reasoning, and cognitive illusions in decision makin& including the availability, representativeness,
framing effects, hindsight bias, confirmation bias, and overconfidence.
6) Students will demonstrate understanding of cross-cultural studies of perception, memory, categorizatjon,
and reasoning
Course Prerequisites
t
lv.
Graduate standing or consent by instructor.
Required Texts and Materials
Galotti, K. M. (2008). cognitive psychology in and out ofthe laboratory (4th Ed.). Thompson, wadsworth.
Bundled with: cogLab online version 2.0 (with printed access card), 4th ed. lf you buy a copy of the textbooK
without the cogLab bundle, then you must purchase a separate cogLab online registration from
Wadworth/Thomson (see your instructor for instructions on how to do this).
l
V.
Exams and Assignments
Exams (300 points): You will have multiple opportunities to demonstrate your learning, one of which is the traditional
multiple-choice exam format. Youwill ta ke four exa ms throughout the semester (see cou rse schedu le below for
approximate dates). The content of the exams will come from both the readings and the class lessons, and these two
sources of information will not perfectly overlap. The fourth and final examwill be comprehensive, covering what you
have learned th ro ugh the entire semester. The first three exams will be worth 60 points each and the final will be
worth 120 ooints.
Quizzes (140 Points): Youwill be taking brief mu ltiple-choice q u izzes after the completion of each cha pter. Seethe
course schedule for the dates of each quiz. There will be seven quizzes. Each quiz will be worth 20 points for a total of
140 points.
Research Paper (100 Points): Throughout the semester you will take part in the process of writing a research paper.
Youwill pick a topic of interest to you based on the readings and the text. Youshould follow APA style guidelines in
formatting your paper. The paper will include a title page, abstract, introduction and references. lt should be between
3,000-4,000 words in length (not including title page, abstract, and references) and include 10 or more references.
Labs (200 Points): As a class, you will be conducting research on yourselves to demonstrate basic cognitive theories.
These demonstrations will allow you to understand what it is like to measure cognition by devising hypotheses to test
theories. Youwill be aggregating the data ofyour classmates, ana lyzing the data, and producinga short labwrite-upof
the results. You labs will be in the format ofan APA research paper, in which you willwrite an introduction, methods,
results, and discussion. Each lab should be less than 1,OOO words in length. There will be 6 labs each worth 20 points.
vt.
Basis
for Final Grade
Ass ign m en
t
Points
Percent of Final Grade
300
40%
Quizzes
140
19%
Research Paper
100
74%
200
27Yo
740
700%
Exa
La
ms
bs
Total
Grading Scale (%)
90-100
80-89
70-79
60-69
o-59
B
c
D
F
Vll.
r\
I
I
\
GradeDissemination
to
Graded tests and materials in this course will be reviewed during class but will not be returned to you in order
maintain test security, with the exception of your portfolio. You can access your scores at any time electronically.
Written grades may take up to a week or more before they can be graded and reviewed during
class.
Vlll.
)
Course Policies: Grades
Course Policies: Technology and Media
Email: I will generallV respond to email within a 72 hour period excluding weekends.
Laptop Usage: Use of laptop for classroom purposes to enhance learning is acceptable. Email, social media, ano
the like are not to be open during class. You must respect other students' learning environment and not present
distraction to others or to myself.
a
Classroom Devices: PIease inform me if you need the use of language dictionaries during class or examinations.
Cell phones are not considered a classroom device, and are therefore prohibited unless there is an emergency. See
the professionalism policy below.
Copyright: All unauthorized recordings of class are prohibited. Recordings that accommodate individual student
needs must be approved in advance and may be used for personal use during the semester only; redistribution is
Drohibited.
I
I
Course Policies: Student Expectations
Attendance Policy: Regular and on-time attendance is expected. lf you must be absent, you are expected to
inform me of the reason for your absence and coordinate with other students to obtain notes.
Religious Observances: Students who must miss class due to a major religious holiday must provide notice of the
date{s) to me, in writing, by the second class meeting. Exams may be made up for a bsences due this purpose.
Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced
during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab
immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students
who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their
final class grade.
Academic Conduct Policy: Academic dishonesty in any form will not be tolerated. lf you are uncertain as to what
constitutes academic dishonesty, please consult the Student Handbook. Violations will result in a zero on the work
in question AT A MINIMUM. Atthe instructor's discretion, you may also receive a failing grade for the cou rse.
Confirmation of such incidents can also result in exDulsion from the Universitv.
xt.
Student Resources
Disability Access: Students with disabilities who need accommodations in this course must contact the professor at
the beginning of the semester to discuss needed accommodations. Students must be registered with Student
Disability services before requesting accommodations from the professor. Accommodations can be made for students
who provide documented need for extra time or other assistance in taking exams. The student is obligated to provide
this request at least two weeks in advance of the exam so special arrangements can be made.
Course Schedule (Note: The Schedule is subject to revision)
rewolk Before:Class
Date,:,:,
8/8/Lr
1
Read Chapter L: pages 1-18
8/2s/7L
2
Read Chapter 1: pages L9-34
Study reodings
lor 8/23 ond 8/25
Toplcs to be Dlscussed In Clais
Introduction, Review the Syllabus,
Influences on the Study of Cognition
Research Methods and Paradigms of
Cognitive Psychology
Quiz 7
8l30/7L
3
Read Chapter 2: pages 35-53
4
Read Chapter 3: pages 56-75
Study rcddings
7/11.
lor 8/30
Lob 7 Due
9/6/LL
5
Structure and Function of the Brain
Quiz 2
Perceiving Objects and Recognizing
Patterns
Read Chapter 3: pages 79-96
Study reddings Ior 91 ond 9/6
Perceiving Objects and Recognizing
Patterns
euiz g
9/8/rr
6
Read Chapter 4: pages !04-727
Selective Attention
s/13/1,r
7
Read Chapter 4: 128-L36
Automaticity
Lob 2 Due
9/rs/7L
)/22/77
8
10
Reach Chapter 4: 137-L44
Divided Attention
reodings lor 9/8 thtough
Qui2 4
Read Chapter 5: pages 149-165
Sensory and Short Term Memory
Lob 3 Due
111
L7
Read Chapter 5: pages 169-179
Study reddings for 9/22 throuqh 9/27
11
12
Read Chapter 5: pages 183-197
Working Memory and Executive Function
euiz s
Retrieving lvlemories from Long-Term
Read Chapter 5: 202-223
Reconstructive Nature of Memory
Study rcodings ror 9/29 through 70/4
Read Chapter 7: pa}es 234-254
Representation and Organization of
Storage
70/4/11,
Qui? 3
70/6/lL
14
Lob 4 Due
Knowledge
1
15
Read Chapter 7: pages 255-264
Schemata and Memory Types
10/13/L7
16
Study readings for 70/6 through 70/17
Read Chapter 8: pages 267-28O
L7
17
LO/2s/7r
Read Chapter 8: 28L-292
Study resdings Iot 70/73 through 70/18
19
Read Chapter 9: 295-31.4
Quiz 4
Nature of Concepts
Forming New Concepts
Quiz 5
Visual lmagery
Lob 5 Due
/rr
!_1u41
7U3/7r
20
27
Read Chapter 9: 3L5-331
Study readings fot 1O/72 through 1O/79
Read Chapter 11: pages 386-398
22
Read Chapter 1.1: 399-419
rt/8177
23
u./ro/lr
24
Read Chapter 12: pages 442-526
lor
Quiz 6
Thinking and Problem-Solving
Blocks
rcodings for 77/7 through 1t/3
Read Chapter 12: pages 422-44!
Study
Spatial Cognition
11/10
to Problem-Solving
Quiz 7
Reasoning
Reasoning
Quiz 8
Read Chapter 13: pages 459465
Lab 6 Due
Read Chapter 13: pages 466-493
Research PoDer Due
Break! (No classes)
Read Chapter 15:pages 538-569
Individual, Aging, and Gender Differences
Read Chapter 16: pages 573-613
Cognition in Cross-Cultural Perspective
euiz 70
w
Prefix and Number:
PSY
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Graduate Curriculum Approval Form
New Course
6217
Title: Research Methods & Measurement
Tracking Number (from 3-formI
Proposed Effective Term (i.e. Spring 2006): Fall 2013
USF
Institution:
USF St.
Petersburt
Initiatint Faculty Name: Mark V. Pezzo
Faculty Email: [email protected]
College and Department (if appllcable); College of Arts and Sciences; Psychology
Follow the guidelines outlined on the USF St. Petersburg Graduate Studies at htto://www.stpt.usf,edu/soerad/Facultv
& Staff/Graduate
Council.htm.
Complete:
X the Graduate Curriculum Approval Form
(this form)
N/A the printed copy of the new course information submitted online (in
X
USF System
inventory new to
USFSP)
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
tr lconfirm that lhave checked the State Course Numbering System and no institution within the USF currently offers this course.
(new to USFSP only)
X I confirm my understanding that once approved the course syllabus must comply with the USF System Provost's Course Syllabus
policy (http://www.acad.usf.edu/Resources/Documents/policies/course-svllabi.htm).
Concurrences:
tr
| confirm that thls course does not impact other departments/programs, so no concurrence is needed.
X
I
confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Lt /q
Dept. Chair (if applicable)
t2/tl
COLLEGE APPROVALS
Chair, College Curriculum Committee
,r
/z,r/
Chair, College Council
collete Dean/Assoclate Dean
Concullence
* once approved by College, USFSP Graduate Studies willforward
to the USF5P Graduate Council foi reviiw. Once approved by the USFSp
council, UsFsP Graduate council willforward to the Vice chancellor for Academic Affairs and continue with appropriate follow up through submission to
scNs.
r1
Graduate Course Proposal Form Submission Detail
**
(password required)
Current Status:
Campus: St Petersburg
Submission Typer New
Course Change Information (for course changes only):
Comments:
l.
Department and Contact Information
Tracking
Number
Department
Psychology
Person
Pezzo
Contact
Mark
2.
Date & Time Submitted
2011-09-04
College
AP
Budset Account Number
Phone
Email
[email protected]
125500
7278734020
Course Information
Prefix Number
PSY 6217
Full Title
Research Methods
& Measurement
N
variable?
registration?
Y
Are the credit hours variable?
N
Section Tvpe
Credit Hours
Is the course title
Is a permit required for
Grading Option
Abbreviated Title (30 characters maximum)
Work with Families of Infants
Course
Online?
NO
Percentase On Campus 100yo
5.
Prerequisites
Undergraduate Course in Statistics (e.g., PSY 3204, 5TA2023, etc.)
6.
Coreguisites: NONE
7.
Course Descriotion
Provides students with a working knowledge ofresearch methods in psychological
science. Includes a review ofbasic statistics, an introduction to advanced techniques
(regression, complex ANOVA designs) and emerging issues in psychological research.
8.
Justification
A. Please briefly explain why it is necessary and,/or desirable to add this course.
Needed for new graduate program in psychology
B. What is the need or demand for this course? (lndicate if this course is part ofa
required sequence in the major.) What other programs would this course service?
Statistics is the primary tool with which psychologists study human behavior. As
such, the Methods/Stats I & II sequence is the core requirement ofall students rn
thp nrncram
C. Has this course been offered as Selected Topics/Experimental Topics course?
Ifyes,
how many times?
No
D. What qualifications for training and/or experience are necessary to teach this course?
(List minimum qualifications for the instructor.)
Ph.D. or equivalent with minimum 18 hours in methods and statistics training.
9.
Other Course Information
A. Objectives
Provide students with a working knowledge ofresearch methods in psychological
science. Includes a review ofbasic statistics, an introduction to advanced techniques
(regression, complex ANOVA designs) and emerging issues in psychological research
(the controversy conceming hypothesis testing).
B. Leaming Outcomes
1. Demonstrate understanding of core concepts and definitions for each major
topic area listed below.
2. Demonstrate ability to determine which statistical test is appropriate for a
given situation.
Demonstrate ability to use SPSS to calculate statistical tests
Demonstrate ability to calculate statistical tests by hand
3.
4.
C. Major Topics
Sampling & Probability; Chi-Square; Z-tests & t-tests; Confidence intervals,
Power; Correlation; Regression; ANOVA; MultipleComparisons; Factorial
ANOVA; Repeated Measures Designs; Mixed Designs; Multiple Regression;
Semi-partial & Part Conelation; Moderators & Mediators
D. Textbooks
Howell, D. C. (2007) Statistical methods for osycholoev 6th ed. Belmont, CA:
Duxbury Press.
Cumming, G. (2012). Understanding The New Stati:ttics: Elfect Sizes,
Confidence Intervals, and Meta-Aralysrs. New York: Routledge
E. Course Readings, Online Resources, and Other Purchases
Other articles and policy papers, and video, may be assigned by the instructor.
F. Student Expectations/Requirements and Grading Policy
The course consists of lectures, homework, and 3 exams. The information found
in the text will follow closely the information presented in class. Additional
reading material will be provided on the class website. To receive credit you
must show all work for all problems! When completing homework, it is okay to
use spreadsheet programs or statistical packages as long as you show all of the
intermediary steps. When completing the homework, use 3 decimal places for all
computations. Homework and exams will be graded using the standard percentage
grading convention (i.e., 70-79% = C; 80-89%: B; 90-100%: A). The final
grade will be based upon: Exams 60%; Homework 40%
G. Assignments, Exams and Tests
See Section F, above; In addition, this course will provide approximately 50% of
the content that must be mastered for the Preliminary Qualifying Exam given
every year in May. Students must pass the Qualifring Exam in order to move on
to the second year of the graduate program.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the firstday class attendance requirement. Check with the College for specific
information. This policy is not applicable to courses in the following categories:
Educational Outreach, Open University (TV), FEEDS Program, Community
Experiential Learning (CEL), Cooperative Education Training, and courses that
do not have regularly scheduled meeting days/times (such as, directed
reading/research or study, individual research, thesis, dissertation, intemship,
practica, etc.). Students are responsible for dropping undesired courses in these
categories by the 5th day ofclasses to avoid fee liability and academic penalty.
(See USF Regulation - Registration - 4.0101,
http://usfi,veb2.usf.edu,/usfgc/ogc7o20web/currentreg.htm) Attendance Policy for
the Observance of Religious Days by Students: In accordance with Sections
1006.53 and 1001.7a(10)(g) Florida Statutes and Board of Govemors Regulation
6C-6.0115, the University of South Florida (UniversityruSg has established the
following policy regarding religious observances:
(http://usfiveb2.usf.edu,/usfgc/gcjp/acadaflgc 10-045.htm) In the event of an
emergency, it may be necessary for USF to suspend normal operations. During
this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, and email
messaging and./or an altemate schedule. It's the responsibility ofthe student to
monitor Blackboard site for each class for course specific communication, and the
main USF, College, and department websites, emails, and MoBull messages for
important general information.
I. Policy on Make-up Work
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities.
Late submissions for any assignment will be penalized 5 points for each day late.
J. Program This Course Supports
Psychology, USFSP
1
0. Course Concurrence Information
N/A
COURSE SYLLABUS
PSY 62r.7
Research Methods & Measurement
Theory and Concepts
lnstructor:
Office:
Pho ne:
E-mail:
Office Hours:
Textbook and Software
Howell, D. C. (2007) Statistical methods for osvcholoqv 6th ed. Belmont, CA: Duxbury Press.
Cumming, C. (2012). Understonding The New Stotistics: Effect Sizes, Confidence lntervdls, ond
Meto-Andlysis. New York: Routledge
SPSS
19.0 Available on all
USFSP lab
comouters
Recommended: Field, A. (2005). Discoverins statistics usins SPSS (2nd. ed). Thousand Oaks,
Sage. We will be using this in the second semester, and it is quite helpful for the first
CA:
semester.
Course Description:
This course provides you with a working knowledge of research methodology and statistics as applied to
the behavioral sciences. During the course you will become proficient with how to properly apply a
variety of statistical procedures to different research questions calling for different types of analyses.
Although this course will provide brief reviews of more basic statistics, it is designed to address the more
advanced issues of applied statistics in psychology.
Student Learning Outcomes:
1.
2.
3.
Demonstrate ability to determine correct statistical test given a particular research situation
Measured via speclfic test items on Final Exam
b. Goal: 80% of students will answer these items correctly
Demonstrate ability to perform a statistical test using SPSS
Measured via specific test items on Final Exam
b. Goal: 80% of students will answerthese items correctly
Demonstrate ability to interpret results printout from SPSS
Measure via specific test items on Final Exam
b. Goal: 80% of students will answer these items correctlv
a.
a.
a.
Elements of the Course:
1) Lectures: The information found in the text will follow closely the information presented in class.
Additional reading material will be provided on the class website.
2) Homework: Homework will be assigned. To receive credit you must show all work for all problemsl
When completing homework, it is okay to use spreadsheet programs or statistical packages as long as
you show all of the intermediary steps. When completing the homework, use 3 decimal places for all
comoutations.
3) Exams: There will be three exams during the semester.
Grades
Your homework and exams will be graded using the standard percentage grading convention (i.e., 7079o/o = C;80-89% = B; 90-100% = A). The finalgrade will be based upon:
Exams 60%
Homework 40%
Religious Observances: Students who must miss class due to a major religious holiday must provide
notice of the date(s) to the instructor, in writing, by the second class meeting
Special Testing Accommodations: I am happy to accommodate any student who needs extra time, or
other assistance in taking exams. The student is obligated, of course, to let me know at least two weeks
ofthe exam
that I can make arrangements. To be eligible for special accommodations,
you musf register your disability with the Office of Student Disabilities in the Terrace.
in advance
so
Cheating: Don't do it. You will receive an F for the exam or assignment, possibly an F for the course,
and if it's flagrant, a FF, which means you can't use grade forgiveness, and you'll be reported to the
Regional Chancellor for Academic Affairs. lt's never important enough to risk that. Please NEVER cheat
no matter how stressed you are. lt never pays.
Plagiarism: Copying work done by others, either whole or in part for your papers or other written
assignments is considered cheatlng. lf in doubt, cite your source.
Course Reading Outline
Ng!g: This schedule should be considered tentative. I reserve the right to make changes to the
schedule as the semester progresses. The course schedule is designed to give you a general idea of
what topics will be covered and the order in which they will be presented. Deviauons from this
schedule are likely to occur. Additional readings may be added as the semester progresses. I will
announce any changes in class.
Lecture No.
/ Topic
2; Sampling Distributions &
4; Chi-Square
6; z test and t-tests;
confidence intervals
15; Multiple Comparisons
21; Repeated Measures,
23; Multiple Regression
25; Multiple regression
(hierarchical; regression with
Ch. 15; Balzer et al. (1996)
27; Logistic Regression
Supplemental Reading List
Balzer, W., Boudreau, N., Hutchinson, P., Ryan, A. M., Thorsteinson, T., Sullivan, J., Yonker, R., & Snavely,
D. (1996). Critical modeling principles when testing for gender equity in faculty salary. Reseorch in
H ig
her
Ed ucotion,
37, 633-658.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological
research: Conceptual, strateglc, and statistical considerations. Journal of Personality ond Social
Psychology, 57, 717
3-M2.
Cohen, J. (1994). The earth is round (p<.05]'. American Psychologist, 49,997-LOO3.
Cumming, G., & Finch, S. (2005). Inference by eye: confidence intervals and how to read pictures of
data. Americon Psychologist, 60, t7o-I80.
Miller, G. A., & Chapman, J. P. (2001). Misunderstanding analysis of covariance. Journol of Abnormol
Psychology, 170, 40-48.
Peng, C. J., Lee, K. 1., & Ingersoll, G.
M. (2002). An introduction to logistic regression analysis
and
reporting. The Journol of Educationol Research, 96,3-L4.
Petty, R. E., Fabrigar, L. R., Wegener, D. T., & Priester,.l. R. (1996). Understanding data when interactions
are present or hypothesized. Psychological Science, 7,247 -252.
Rosnow, R. 1., & Rosenthal, R. (1995). "Some things you learned aren't so": Cohen's paradox, Asch's
paradigm, and interpretation of interaction. Psychologicol Science,6,3 -9.
m
Prefix and Number:
PSY
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Graduate Curriculum Approval Form
New Course
5218
Title: Graduate Research Methods
Trackint Number (from 3-form)
Proposed Effective Term (i.e. spring 2006): Spring 2014
USF
Institution:
USF
5t. Petersburg
Inltlatint Faculty Name: Mark V. Pezzo
Faculty Email: [email protected]
College and Department (if applicable): College of Arts and Sciences; PsycholoBy
Fo||owtheguide|ine5out|inedontheUsFst.Peter5burgGraduatestudiesat.
ComDlete:
X the craduate Curriculum Approval Form {this form)
X the printed copy of the new course information submitted online
X catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
X I confirm
X I confirm
that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
my understanding that once approved the course syllabus must comply with the USF System Provost's Course Syllabus
policy (http://www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
Concurrences:
tr
| conflrm that this course does not impact other departments/programs, so no concurrence is needed.
X
I
confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Dept. Chair {if applicable)
ll/zs/i
z9/tt
COLLEGE APPROVALs
Chair, College Curriculum Committee
chair, College Council
coll€8e Dean/Associate Dean
Concufrenco
'
Once approved by College, USFSP Graduate Studies willforward to the USFSP Graduate Councilfor review. Once approved by the USFSP
Council, USFSP Graduate Council will forward to the Vice Chancellor for Academic Affairs and continue with appropriate follow up th.ough submission to
5CNS.
USF Graduate School - Graduate Course Status
Page
Graduate Course Proposal Form Submission Detail
zur'mftpoe*
I of6
**
l(passwordrequired)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Information
Numbel
2703
Department
Psychology
Contact Person
James McHale
Ila!h!!e
2.
Date & Time Submitted
2012_014s-
Colleee
Budeet Account Number
125500
Ap
Phone
Email
[email protected]
7278734969
Course Information
$!x
PSY
Number
6218
Full Title
GraduatJ Research Methods
variable?
registration?
variable?
Is the course title
Is a permit required for
Are the credit hours
Credit
36R
Hours
Section
N
y
N
Tvoe
Gradins Ootion
Abbfeviatgd Title (30 characters maximum)
Graduate Research Methods
eourse
C6
Online?
percentase On Campus
Prerequisites
PSY 3204 or STA 2023
h@://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number:2703
l/13/2012
USF Graduate School - Graduate Course Status
Page 2
of 6
Corequisites
Course Description
Second course in sequence designed to provide students with a
working knowledge ofresearch
methods and statistics in psychological icience. Focus on interpretatiori
of data thiough written
reports of statistical analysis.
3.
Justi{ication
A. Please briefly explain why it is necessary and,/or desirable to add
this course.
Needed for new program/concentration/certificate
B. what is the need or demand for this course? (Indicate if this course
is part
sequence in the major.) What other programs would this course
service?
ofa required
Needed for proposed,M.A. in General psychology. at usFsp.
statistics is the primary
tool
which
psychologists
study
human
behivior.
As
such, the Methodsisiats r
_with
and II sequence are core requirements of all students in
the program. et usrii.""'
Petersburg, the largest.unde^rgraduate major is psychology.
i,
.".*"V,
advanced majors, nearly 90% indicate their inteniion to pursue
"f graduate
advanced
study in psychorogy and orher hearth-related disciprines. No
usF svri..l"ru*ii""
offers a terminal master's program in psychology. USF Tampa's
doii"r"i pr"gr",n. l"
Psychology do not have enough s"utr uuuilablelo handle
derirand within the
system (admitting an average of 10_ 15 students annually
f.o. u *la",*g" oi"^
applicants nationany and intemationally). Finding r"* otrr".
ojiio"rl" tr,!l"gr"r,
most USFSP graduates look to specialiied certifiiate programs
or online Masters"
degrees. The USF System has-hiitorically lost out on
ihe ipportunity t" pi"ria"
training. for the rarge cohort ofqualified itudents from both
iJSFSp and other resionar
universities within and outside the USF system who a".i." g..a,rut"
t.uirir*
would benefit from a mastersrevel education. The proposed
""A"meets
MA in psychJloqv
rhat demand. It also occupies a unique niche in
Masters in P-sychology within the USF System and so no
duplication. wh e the
emphases of the proposed MA in General psychology
at USp.Sp shares both some
similarities and some unique features relative to other programs
in the state, perhaps
"to the point that is that none of the three other terminai Mi p.og.*.
Tampa Bay area. This is-particurarly rerevant because
the ramp-a nay u."u nus th"
secondJargest combined population of infants and young
children in ttre state; nist,
Resilience and prevevention (RRp) was identified is
one ofthe two main tracks to be
"
offered because throrough grounding in research methodology
applications equips program graduates with competencies
n"'"a"a ty nay area heartrr
and human agencies that serve chirdren and famiiies
1wfuch together wiin i"ir.rrr
and education' are the primary work settings for psychorogy
pr-ofessions *itri
-"Jr"*
degrees). with respect to-the assumption tiat .tui"ttts
witie*o' i" iir" p."g."- #
offered, our surveys ofadvanced majors indicate that applications
for graduate study
will berobust. our program will offer an option for tatent.a usFsp
,ia"rg*a*t""
psychology majors identified during rheirsophomore
or junior y"* to gui.r-"*ty
enrry inro the MA program on a-combined piog,u,n. Rdmittea
usesp irilrg.u'a*,.
students would complete lour of the five requirld year
1 core .o*r", a*irrg-tfr"i.
junior and senior years, and will complete
the fifth required year l course durins tne
"*
tisi
the'usF;t;"*;;;"i, *',"ili""
,*"'ti"
-d ;h;"Itil"-"
http://www.grad.usf.edr/programs/grad_course_status_detail.php?track_number=2703
t/13/2012
USF Graduate School - Graduate Course Status
Page 3
of6
summer following graduation. This will enable them to enter into their
second year in
MA program the following_fa]l after graduating with the na in lsycholojyl at
r01 1 meetings of the USF St. petersburg psychological
Science
ryo Fln
organization' which drew 22.and 35. attendees, rEspectivelylover 90zo ofthose polled
indicated that they would find great interest in a combined'j+2 and
'F;;
4,+r
B.A. students admitted to the two_year M.A. program, we would anticipate
"pi;;;.
drawins
flom USF system schools, Eckerd'College, Si. pJtersburg
institutions that do not offer a terminal riasters degree in-psycho"logy.
the
Coll;.,;";';fi;;;^"
c. Has this course been offered as Serected ropics/Experimentar ropics course? Ifyes,
h.w many
times?
No
D. what qualifications for training and,/or experience are necessary to
teach this course? (List
minimum qualifications for the instructor.)
Ph'D. or eqivalent with minimum 1g hours in methods and statistics
trainins.
4.
Other Course Information
A. Objectives
The main objective ofthis course is to provide an opporfunity
to use the statistical
tools leamed in the first semester Methods/Stats I course. Using
real (raw) data
students will analyze_data, using a number of different techniq,i"r,
i"i..p.l,t tf"
results, and present findings in a final paper wriuen in ApA
,tlrf". e ,""1"i"*
objective is to leam to summarize and critique the findings oiltrr".r,
,"r"uit'u, trr"y
present it in joumal articles.
B. Leaming Outcomes
I . Demonstrate ab ity to describe the place of
statistics in making sense of data and
building models ofpsychological phenomena. 2. Demonstrate ability
to conduct
-' a
variety ofstatistical analyses using SPSS, and conectly interp."t
tfre resulis. :.
Understand statistical concepts and procedures as appiied to
ieading and interpreting
empirical research, espec-iallv a. uppried io pry.h"til;.upy
E""r""i"
critique interpretations oftheir own and othirs' statisticaianalys"r,
u.presented injoumal articles in the field.
".p""iuiry
;;;;-hl+
*o
C. Major Topics
Sampling and Probability; chi-square; z-tests and r-tests;
confidence intervals,
Power; correlation; Regression-: ANove.; Multiple comparisons;
ractoriJ aNbve;
Repeated Measures Designs; Mixed Designs; Irauttipte
Regression; s"-i-p"nli
Part Correlation; Moderators & Mediators'.
"ra
D. Textbooks
http://www'grad'usf.edr/programs/grad-course-status-detail.php?track
number:2703
1/13/2012
USF Graduate School - Graduate Course Status
Page 4 of 6
E. Course Readings, Online Resources, and Other purchases
Other articles and policy papers, and video, may be assigned by the instructor.
F. Student Expectations/Requirements and Grading policy
Assignments are due by the start ofclass on their due dates. Late submissions are
penalized 502 per calendar day or portion thereof. The Timestamp on email or
Blackboard will be used to determine when an assignment *as submined. The late
penalities continue to accrue over weekends and holidays. Students are encouraged to
form study groups and discuss class assignments together. Students are also
recommended (but not required) to form teams to do the semester-long data-analysis
project. However, for homework assignments, it is expected that each-person,s
assignment reports will be individually written, showing
differences in
'nique
language, insights, and formulation of the results.
G. Assignments, Exams and Tests
!. Primary assignment for this course is a final project Manuscri pt, worth 30v0. 2.
There are 4 homework assignments, each worth 15%.3. A few small assisnrnents
remain (completing Ethics Forms, Data Set Description. and project Datimeeting.l
each worth approximately 3%. In addition, this course will provide approximately50% of the content that must be mastered for the preliminary
eualifying Exam given
every year in May. Students must pass the eualifiing Exam in ordei tohoue ori to
the second year ofthe graduate program.
H. Attendance Policy
course Attendance at First class Meeting policy for Graduate students: For
structured courses, 6000 and above, the college/campus Dean will set the first-day
class attendance requirement. check with the college for specific information. This
policy is not applicable to courses in the following categories: Educational outreach,
program, Community Experiential Leaming (CEL),
Open University (TV),
IEEDS
cooperative Education Training, and courses that do not have regularly schleduled"
meeting days/times (such as., directed reading/research or study, individual research,
thesis, dissertation, internship, practica, etc.). students are responsible for dropping
undesired courses in these categories by the 5th day of classeJ to avoid fee tia'uiriti
and academic penalty. (See USF Regulation _ Registration _ 4.0101,
http://usfueb2.usf.ed,,/usfgc/ogc%20web/cunentreg.htm) Attendance policy for the
observance of Religious Days by Students: In accoidance with Sections 1006.53 and
1001.7a(10xg) Florida Statures and Board of Govemors Regulation 6c-6.0115, the
University of South Florida (universiryrusF) has established the following policy
regarding religious observances: (hup://usfiveb2.usf.ed,/usfgc/gcjp/aca{ai/gcto045.htm) In the event of an emergency, it may be necessary -for-U-SF to suspeid
normal operations. During this time, USF may opt to continue delivery of ilnstruction
through methods that include but are not limiied to: Blackboard, Ellurninate, skype,
and,email messaging andlor an altemate schedule. It's the responsibility of tie
student to monitor Blackboard site for each class for course specific co"mmunication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
"
http://www.grad.usf.edu,/programs/grad_course_status_detail.php?track_number-2703
1/13/2012
USF Graduate School - Graduate Course Status
Page 5
of6
I. Policy on Make-up Work
students are expected to have completed ali readings and written work by their
asgigned date, and be prepared to participate in claJs discussions and activities.
Lare
submissions for any assignment will be penalized 5 points for each day late. Mernoers
ofthe University community support high standardJof individual coniuct and human
relations' Responsibility for one's own Conduct and respect for the rights of ot6ers
are
essential conditions for academic and personal freedom within ttre uiiversity.
st. Petersburg reserves the right to deny admission or refuse enrollment to siudents
whose actions are contrary to the purposes of the University or impair the
w"tfar" o,
freedom of other member-s of the University community. Disciplinary procedures
are
followed when a student fails to exercise responsibility'in an u"".ptutl"
o,
-*rr".
commits an offense as outlined in the student conduci code. Refir to usF
6.0021,
Student Code of Conduct_at http://generalcounsel.usf.edu/regulations/pdfs/regulationusf6.0021.pdf Academic Integrity of srudents Reference: uSr Regulation
usp:.ozz
- Thefollowing is the portion of the Regulation pertaining to gradLte
students. io
read the entire regulation, go to:
http://generalcounsel. L'sf.edu/regulations/pdfs/regulation-usf3.027.pdf Academic
integrity is the foundation of the University ofSouth Florida system,s
(UniversityfuSF) commitment to the academic honesty and personal integrity
of its
uyvgrgi! community. Academic integrity is groundei in certain fundam-ental values,
which include_ honesty, respect and faimess. Broadly defined, acaaemic tronesty
is'tne
completion ofall academic endeavors and claims oischolarly knowledge
as
representative of one's own efforts. Knowledge and maintenance of thJacademic
standards ofhonesty and integrity as set forth by the University u."
tt ..rporrriiitity
ofthe entire academic comm'nity, including thi instructional iaculty, "stafi and
students. The following policies and procedures appry to all studenti,
instructionar
faculty_and staff who participate in administration ofacademic
classes, programs and
research at the University of South Florida. This regulation asserts
faimessln that
-_ it
requires notice to any student accused of a violatioi of academic integrity
provides a directive for discussion between the instructor and
student to ieek a fair
and equitable resolution. Ifa fair resolution is not accomplished in
this air"r,..ion,
this regulation allows the student continued rights ofdue pro"es, u.rd". th"
u""a.,irr.
grievance procedures based upon the prepondErance of thi evidence.
p"ri.ir"
rrr.
-described below are trre only policies and procedures that govern vrotation's
oi
academic integrity at the
and supersede any p.irioo. policies or
regulations. violations of^University
Academic Integrity: Undergraduate ani Graduate
Behaviors that violate academic integrity-are listed below, and are
not intended to be
all inclusive. (a) Chearing, (b) plaeiaris;,(C) Fabrication, Forgery and
OU.t."",i*,
(d) Multiple Submissions, (e) complicity, (fj Misconduct in {esearch
and cr"utl""'
Endeavors, (g) Compute: Misuse, (h) Misuse of Intellectual property
Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper,
etc', An F in the course activity in which credit may be earned, An
FF ln th"
(leading to expulsion from. the university, Academic dismissai
"o**"
ro. uny ulor-utio^
or
academic dishonesty poricies or regulations. possible revocation
of the degree or
graduate certificate following a thorough investigation.
-sr
'
-a
l;t;6;,
J. Program This Course Supports
Proposed
MA in psychology, USFSp
http://www.grad.usf.ed,./programs/grad_course_status_detail.php?track_number:2703
1/13/2012
USF Graduate School - Graduate Course Status
5.
Page 6
of6
Course Concurrence Information
- ifyou have questions about any ofthese
/ields, please contact chinescobb@grad_usf.edu or
[email protected],edu
htp://www.grad.usf.edu/programygrad-course-status-detail.php?hack_nrunb
e-27o3
t/13/2012
COURSE SYLLABUS
6218
Graduate Research Methods
PSY
Applications
Professor:
Office:
Phone:
Email:
Course:
Textbook and Software
Field, A. (2009). Discovering statistics using
SPSS
for Windows (3nd ed.). Thousand
Oaks, CA: Sage. ISBN
L847 879071-.
software is available on all USFSP lab computers and via the USFSP virtual software portal for any
laptop connected to the USF or USF Gold wireless network on campus.
SPSS
GPower3 software for power analysis or other power analysls software may be used.
Goals and Outcomes
An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical
theorv. Students in this course will:
1.
2.
3.
4.
5.
Demonstrate ability to describe the place of statistics in making sense of data and building
models of psychological phenomena.
Determine what statistical procedures are appropriate and inappropriate to use when analyzing
a given set of data.
Conduct a variety of statistical analyses using SPSS, and correctly interpret the results.
Understand statistical concepts and procedures as applied to reading and interpreting empirical
research, especially as applied in psychotherapy research.
Evaluate and critique interpretations of their own and others' statistical analyses, especially as
presented in journal articles in the field.
Course Assignments:
5%
?%t
Course Policies
1.
2.
3.
4.
5.
6.
Attendance is expected for every class. Course readings are to be completed prior to the class
for which they are assigned.
The intent of holding lectures in the computing lab is so that students can try out analyses In
SPSS during lecture. The computers in the instructional lab should only be used for class-related
work, not for personal use.
One objective of the course is to prepare you for scholarly research writing in proper APA style.
As a consequence, later homework assignments and especially the project manuscript must be
written in 6th Edltion APA style, especially following the conventions for statistical formatting.
Students should also be focusing on professional language, format of tables and figures, and
referencing.
Assignments are due by the start of class on their due dates.
Late submissions are penalized 5% per calendar day or portion thereof. The timestamp on email
or Blackboard will be used to determine when an assignment was submitted. The late penalties
continue to accrue over weekends and holidays.
Students are encouraged to form study groups and discuss class assignments together. Students
are also recommended (but not required) to form teams to do the semester-long data-analysis
project. However, for homework assignments, it is expected that each person's assignment
reports will be individually written, showing unique differences in language, insights, and
formulation of the results.
Course Project
As a research preparation course, this course is constituted in large part by a semester-long data
analysis project, culminating in a sizeable research paper with detailed statistical analysis, presented in
proper APA style. The project will involve working together in groups of 2 to 3 people (students who
wish to work solo should check with the instructor) to conduct and write up a new analysis of a preexisting data set. Students are encouraged to form groups and obtain data usable data sets as soon as
possible. Groups must have their plans for their project approved by the instructor before proceeding.
for additional information on the requirements and different steps for the
project. Together, the various parts of the group project are worth 45% of the course grade. Students
should contact the instructor for assistance with understanding course concepts or assignment
See separate hand-out
questions.
Religious Observances: Students who must miss class due to a major religious holiday must provide
notice of the date(s) to the instructor, in writing, by the second class meeting
special resting Accommodations:
am happy to accommodate any student who needs extra time, or
other assistance in taking exams. The student is obligated, of course, to let me know at least two weeks
I
ofthe exam
that I can make arrangements. To be eligible for special accommodations,
you must register your disability with the Office of Student Disabilities in the Terrace.
in advance
so
Cheating: Don't do it. You will receive an F for the exam or assignment, possibly an F for the course,
and if it's flagrant, a FF, which means you can't use grade forgiveness, and you'll be reported to the
Regiona I Chancellor for Academic Affairs. lt's never important enough to riskthat. Please NEVER cheat
no matter how stressed you are. lt never pays.
Plagiarism: Copying work done by others, either whole or in part for your papers or other written
assignments is considered cheating. lf in doubt, cite your source.
Additional Resources
lf you do not already own the APA publication manual, it should be purchased now. Credit wlll be
deducted for failure to use APA format in assignments and the final project. Pay particular attention to
(a) the format of tables (b) statistical notation and formatting, and (c) citation/referencing details (pp.
2!5-28Lt.
.
American Psychological Association. (2009). Publicotion manuol of the Americon Psychological
Association (6th ed.), Washington, DC. ISBN 1-4338-0561-8.
lf you remain uncomfortable with some materlal covered in the first course in this sequence, you may
want to consider purchasing the following text
.
Kranzner, G., Moursund, J., Kranzler, J. (2006). Stotistics /o r the terrified l3rd ed.). Upper Saddle
River, NJ: Prentice Hall. ISBN 0132328860.
Electives
UNIVERSITY OF
SOUTH FLORIDA
Graduate Curriculum Approval Form
New Course
ST. PETERSBURG
Prefix and Number:
6xxx
CLP
Title: Prevention Science & Health Psychology
Tracking Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Falt ZO13
USF
Institution:
USF St.
Petersburg
Initiating Faculty Name: Michiko Otsuki Clutter
Faculty Emall; [email protected]
College and Department (if applicable): College of Arts and Sciences, psycholoty
Fo|Iowtheguide|inesout|inedontheUsFst.p"t"''b,,g
Complete:
X the Graduate Curriculum Approval Form (this form)
X the printed copy of the new course information submitted online
X
cata log copy
showing revisions as a result of this course proposal
Faculty Agreement:
x I confirm that I have checked the state course Numbering System and no institution within the usF currenfly
x I confirm my understanding that once approved the courie syllabus must comply with the usF system provost,soffers this course.
policy (htto:,//www.acad.usf. edu/Resou rces/Do.r rmpnr< /D^ti
eiac t.^,,..
course syllabus
^
Concurrences:
x lconfirm that this course does not impact other departments/programs, so no concurrence is needed.
tr I confirm that I have researched potential areas of concurrence across the usF system and have notified
institutions/departments of this proposed course action
-
these
these areas are risted below.
Initiating Faculty
Dept. Chair (if appticable)
(l
COLLEGE APPROVALS
chair, College Curriculum Committee
Chair, College Council
,l+t lu
College Oean/Associate Dean
Concurr€nce
* Once approved
by Co',"t", rt
council' usFsP Graduate council will forward to the vice chancellor
for Academic Affairs and continue with appropriate
folow up through submission to
Page 1 of5
USF Graduate School - Graduate Course Status
Graduate Course Proposal Form Submission Detail
il'dii
e{
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Information
Trackine
Number
2704
Departrnent
Psychology
Contact Person
James McHaIe
2.
Date & Time Submitted
2012-0r-09
Colleee
AP
Phone
7278734969
Budset Account Number
125500
Email
[email protected]
Course Information
Prefix Number Full Title
CLP 6XXX Prevention Science & Health Psychology
N
Is the course title variable?
Is a permit required for registration?
Y
N
Are the credit hours variable?
Credit Hours
Section Tvpe
Gradins Ootion
Abbreviated Title (30 characters maximum)
Prevention Sci & Health Psych
Course
c0
Online?
Percentaee On Camous
Prerequisites
PSY 6XXX (proposed Research Methods Course)
http://www.gad.usf.edu/programs/grad_course_status_detail.php?track_number=2704
1113/2012
USF Graduate School - Graduate Course Status
Page 2
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5
Corequisites
Course Description
Introduction to current theories, research, and practice in prevention science and health behavior
research. Evaluation of the contributions ofpsychology & prevention science to a wide range of
evidence-based health promotion & prevention interventions.
3.
Justification
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new progran/concentration/certificate
B. What is the need or demand for this course? (lndicate ifthis course is part ofa required
sequence in the major.) What other programs would this course service?
USFSP graduates hired to work in agencies providing research, evaluation, and direct
services have no educational background in prevention science and health behavior
research. There is hence a training gap for Pinellas County that would be addressed
by this course. Currently, no existing psychology or health science course offered at
USFSP or in the USF System explicitly focuses on prevention and health behavior
research, despite the critical need for a workforce capable ofunderstanding principles
ofprevention and health behavior research and the role ofculturally competent
provision of research and services.
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes, how many
times?
No
D. What qualifications for training and/or experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Ph.D. or equivalent including at least one year field experience in prevention research
and/or health psychology.
4.
Other Course Informatiotr
A. Objectives
1. To promote understanding of the theories and principles ofprevention science and
health psychology. 2. To promote undertanding of current research in biological,
environmental, risk, and protective factors associated with health, mental and
behavior outcomes. 3. To promote understanding of the effective intervention
strategies in prevention and health behavior research.
B. Leamins Outcomes
http://www.grad.usf.edr-/programs/grad_course_status
detail.php?track_number2704 l/13/2012
USF Graduate School - Graduate Course Status
Page 3
of
5
1. Describe theories in prevention science and health psychology
to explain behavior
personal
at the individual,
and community/group levels. 2. Describe the predictors of
the health, mental health, or behavior outcomes. 3. Demonstrate the understanding of
cultural competence in prevention science and health disparities research. 4. Present
current evidence regarding biological and environmental promotive, risk and
protective factors, and their interactions in the etiology ofa health, mental health or
behavior problem. 5. Describe tested, and efficiacious or effective interventions that
have been found to affect the outcomes.
C. Major Topics
Foundation ofprevention and health behavior research; models and theories ofhealth
behaviors; risk, promotive, and protective factors and processes in adolescent health,
mental helth, and behavior; Principles of prevention science; cultural competence in
prevention and health behavior research; epidemiological data to guide intervention;
Designs for prevention trials; Methodological chailenges in prevention science;
Prevention interventions based on a sffess and coping model; Preventive and health
behavior interventions in pregnancy, infancy, and early childhood; Preventive and
health behavior interventions during the school years; Preventive and health behavior
interventions in adolescence; dissemination oftested and effective preventive
interventions.
D. Textbooks
E. Course Readings, Online Resources, and Other Purchases
Other articles, policy papers, and online resources will be assigned by the instmctor.
F. Student Expectations/Requirements and Grading Policy
Students are expected to complete all assigned required readings (supplemental
readings are optional, unless the topic is the area of presentation) prior to arriving at
class and actively participate in class discussion. Grades are based on weekly 2-page
reaction paper (25%); class discussion participation (10%); quizzes (25%o); oral
presentation (25%); and, a term paper ( 1 5%). All work must be submitted by posted
due dates.
G. Assignments, Exams and Tests
Weekly 2-page assignment (25%). At the beginning of each class, students are
expected to tum in a two-page reaction paper, consisting ofthe following: (a)
paragraph surnmary ofat least one ofthe assigned readings, and (b) your reactions
(e.g., analysis of the material presented, evaluation of strengths and weaknesses,
questions). The goal ofthis assignment is to ensure that you are prepared for class
discussion. Each paper should be typed and double-spaced. Quizzes (25%). Ten (10)
quizzes will be administered on Blackboard throughout the semester. Each quiz
consists of 10 multiple-choice questions and should be completed in less than I 0
minutes. Two lowest quiz scores will be dropped and replaced with the remaining
average quiz scores. The quizzes will be available for 3 days after it is announced in
class. The questions are based on reading assignments and class discussions. The
http://www.grad.usf.edu./programs/grad_course_status_detail.php?track_number:2704
1/t3t2012
USF Graduate School - Graduate Course Status
Page 4 of 5
materials to be covered and due dates will be arurounced in class. Oral Presentation
(25%). Each week starting in the 4th week, students individually or in groups (to be
determined based on class size) will present on the topics listed below. The
presentations will be based on the assigned readings integrating both the required and
supplemental reading materials. A detailed instruction for the presentations and a
grading rubric will be provided in class. Term Paper (15%). Students are expected to
complete a 10-page, APA-style paper on the topic chosen for oral presentations. The
paper and presentation will be due on the date the topic is being discussed in class. A
detailed instruction for this paper assignment and a grading rubric will be provided in
class.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Leaming (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeting days/times (such as, directed reading/research or study, individual research,
thesis, dissertation, internship, practica, etc.). Students are responsible for dropping
undesired courses in these categories by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
http://usfweb2.usf.edu./usfgc/ogc7o20web/currentreg.htm) Attendance Policy for the
Observance of Religious Days by Students: In accordance with Sections 1006.53 and
1001.74( l0)(g) Florida Statutes and Board of Govemors Regulation 6C-6.01 15, the
University of South Florida (UniversityAJSF) has established the following policy
regarding religious observances: (http://usfireb2.usf.edu,/usfgc/gcjp/acadaflgcl}045.htm) In the event of an emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of inshuction
through methods that include but are not limited to: Blackboard, Elluminate, Skype,
and email messaging and./or an altemate schedule. It's the responsibility of the
student to monitor Blackboard site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
L Policy on Make-up Work
Students are expected to have completed all readhgs and written work by their
assigned date, and be prepared to participate in class discusssions and activities. No
late submissions for any assignment will be accepted. Members of the University
community support high standards ofindividual conduct and human relations.
Responsibility for one's own conduct and respect for the rights ofothers are essential
conditions for academic and personal freedom within the University. USF St.
Petersburg reserves the right to deny admission or refuse enrollment to students
whose actions are contrary to the purposes ofthe University or impair the welfare or
freedom of other members of the University community. Disciplinary procedures are
followed when a student fails to exercise responsibility in an acceptable manner or
commits an offense as outlined in the Student Conduct Code. Refer to USF 6.0021,
Student Code of Conduct at http://generalcounsel.usf.edu,/regulations/pdfs/regulationusf6.0021.pdf Academic Integrity of Students Reference: USF Regulation USF 3.027
http://www.grad.usf.edu,/programs/grad_course_status_detail.php?track_number:2704
U13/2012
Page 5
USF Graduate School - Graduate Course Status
of5
- The following is the portion of the Regulation pertaining to graduate students. To
read the entire regulation, go to:
Academic
http://generalcounsel.usf.edu./regulations/pdfs/regulation-usfi.027.pdf
integrity is the foundation ofthe University of South Florida system's
(UniversityA-lSF) commitment to the academic honesty and personal integrity of its
Universiry community. Academic integrity is grounded in certain fundamental values,
which include honesty, respect and faimess. Broadly defined, academic honesty is the
completion ofall academic endeavors and claims of scholarly knowledge as
reprcsentative of one' s own efforts. Knowledge and maintenance of the academic
standards ofhonesty and integrity as set forth by the University are the responsibility
of the entire academic community, including the instructional faculty, staff and
students. The following policies and procedures appiy to all students, instructional
faculty and staff who participate in administration of academic classes, programs and
research at the University of South Florida. This regulation asserts faimess in that it
requires notice to any student accused ofa violation of academic integrity and
provides a directive for discussion between tlre instructor and student to seek a fair
and equitable resolution. If a fair resolution is not accomplished in this discussion,
this regulation allows the student continued rights ofdue process under the academic
gdevance procedures based upon the preponderance ofthe evidence. The policies
described below are the only policies and procedrues that govem violations of
academic integrity at the University and supersede any previous policies or
regulations. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integnty are listed below, and are not intended to be
all inclusive. (a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,
(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative
Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual Property Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper, lab report,
etc., An F in the course activity in which credit may be eamed, An FF in the course
(leading to expulsion from the University, Academic dismissal for any violations of
academic dishonesty policies or regulations. Possible revocation of the degree or
graduate certificate following a thorough investigation.
J. Program This Course Supports
Proposed
5.
MA in Psychology, USFSP
Course Concurrence Information
- if you have questions about any of these fields, please contact chinescobb(Qgrad.usf. edu or
ioe@,grad.usf.edu.
http://www.grad.usf.edu/programs/grad_course_status
detail.php?track_number=2704
U13/20t2
CLP6XXX Prevention Science & Health Psychology Course Syllabus
University of South Ftorida 5t. Petersburg
Fatt 2014
Instructor
Michiko Otsuki Ctutter, PhD
Office: Davis Hall 237
Phone: 727-873-4867
E-mait: mctutter@usfsD. edu
Office Hours: By appointment
Prerequisites
You must first pass the first-year research methodology quatifying exam to take this course.
Readings
Reading materials wi[[ be avaitable on Blackboard
Recommendedtextbooks:
Glantz, K., Rimer, B. K., & Viswanath, K. (2008). Health Behavior and Health Educotion:
Theory, Research, and Practice (4'" Edition). Jossey-Bass.
O'Connelt, M.E., Boat, T. & Warner, K.E. (2009.). Preventing l\ental, Emotionol, and
Behavioral Disorders Among Young People: Progress and Possibilities. Washington D.C.
National Academies Press.
o
.
o
o
Course Description
This course is designed to introduce you to current theories, research, and practice in prevention
science and heatth behavior research. We wi[[ evaluate the contributions of psychology and prevention
science to the wide range of evidence-based health promotion and prevention interventions.
Student Learning Outcomes
Upon completion of this course, the student wi[[ be able to:
1. Describe theories in prevention science to explain behavior at the individuat, interpersonal and
community/ group levels.
2. Describe heatth behavior theories to explain behavior at the individual, interpersonal and
community/group leve[s.
3. Describe the predictors of the health, mental health, or behavior outcomes
4. Demonstrate the understanding of cultural competence in prevention and heatth disparities
5.
6.
Present current evidence regarding biological and environmental promotive, risk and protective
factors, and their interactions in the etiology of a health, mentat heatth or behavior probtem.
Describe tested, and efficacious or effective interventions that have been found to affect the
outcomes.
Assessment & Grading
You witl be asked to demonstrate the above [earning outcomes in a variety of ways, which are
described in detail below.
Weektv z-paqe assiqnment (25yo). At the beginning of each ctass, students are expected to turn in a
two-page reaction paper, consisting of the following: (a) a paragraph summary of at least one of the
assigned readings, and (b) your reactions (e.9., anatysis of the materiaI presented, evatuation of
strengths and weaknesses, questions). The goat of this assignment is to ensure that you are prepared
for ctass discussion. Each paper should be typed and double-spaced.
z
oarticipation ('10%). You are expected to attend all ctass meetings and to contribute to
the discussion each week.
Quizzes (25%). Ten (10) quizzes wi[[ be administered on Blackboard throughout the semester. Each
quiz consists of 10 muttipte-cho'ice questions and should be compteted in <10 minutes. Two towest quiz
scores wil[ be dropped and replaced with the remaining average quiz scores. The quizzes witt be
availabte for 3 days after it is announced in class. The questions are based on reading assignments and
class discussions. The materials to be covered and due dates wi[[ be announced in ctass.
Ctass discussion
Oral presentation (25%). Each week starting in the 4th week, students individuatty or in groups (to be
determined based on class size) wi[[ present on the topics listed betow. The presentations should be
approximatety 30 minutes long allowing for 15-20 minute discussion. The presentations wi[[ be based
on the assigned readings integrating both the required and supptementat reading materials. A detailed
instruction for the presentations and a grading rubric wit[ be provided in ctass.
Paper (15%). You witl be expected to complete a 1o-page, APA-styte paper on the topic you have
chosen for oral presentations. Your paper and presentation wi[[ be due on the date the topic is being
discussed in class according to the date specified in syllabus. A detaited instruction for this paper
assignment and a grading rubric witt be provided in class.
Grading Policy
Letter grades for the course will be assigned using the fotlowing guideline:
A - 90% and above
B - 80-89%
c - 70-79%
D - 60-69%
F - betow 60%
Other lmportant Classroom Policies
The classroom policies listed below are intended to create an environment conducive to learning
where respect is maintained between and among the professor and students. Faiture to comply with
these policies witt be handted on an individual basis and may resu(t in disciplinary action.
.
Access
.
Class DisruDtions: Ce[[ phones and pagers must be turned
.
o
to Blackboard/UsF e-mait: Students are expected to access Btackboard and USF e-mait
on a regular basis and witl be responsibte for staying informed of the announcements and other
information/exchanges shared on Blackboard.
off or set to vibrate. lf you are
caught disrupting ctass, you wi[[ be asked to leave. Ptease arrive promptty for ctass. We witl
make every effort to start and end each class on time. lt is very disruptive to everyone when
students show up to class [ate.
Attendance and Participation: PLEASE ATTEND ALL CLASSES. Students witl be encouraged to
participate in relevant classroom discuss'ion. In order to maintain an orderly environment, it is
important that students demonstrate respect toward each other during ctassroom discussions.
Students are expected to listen to others while they are speaking and to timit unnecessary
interruptions.
Makeuo Policv: Students are expected to have completed att readings and written assignments
by their due date, and come to ctass prepared to participate in discussions and activities. No
late submissions or make-up exams/quizzes witt be attowed unless there is a qenuine medicat
emergency.
.
.
.
Reliqious Observances: Students who must miss ctass due to a major religious holiday must
provide notice of the date(s) to the instructor, in writing, by the second ctass meeting
Special Testinq Accommodations: Students with disabilities are encouraged to meet privately
with the instructor during the first week of class to discuss accommodations. Ptease bring a
current Memorandum of Accommodations (MoA) from the Office of Student Disabitity Services
(OSDS), which is a prerequisite for receiving accommodations. Two weeks' notices are
requi red for accommodated examinations.
Academic Inteqritv: Behaviors that are contrary to University standards will not be toterated.
Such behaviors inctude, but may not be [imited to, cheating, plagiarism, and lying to the
instructor about course-related material. Any student found guitty of any such behavior wil[
receive a faiting grade for the course and may be reported to the Dean of the Cottege of Arts
and Sciences for disciplinary action.
Note on Plaeiarism: Copying work done by others, either whole or in part for your
papers or other written assignments is considered cheating.
o
.
.
Incomplete Grade Policv: An "1" grade may be awarded at the discretion of the instructor. An
"1" grade indicates incomplete coursework and may be awarded only when a sma[[ portion of
the student's work is incomplete and onty when the student is otherwise earning a passing
graoe.
with the permission of the instructor.
However, neither class notes, nor tapes may be used for purposes other than studying or
otherwise enhancing ctass performance. Under no circumstances, may ctass notes, tapes, and
other materials offered on Btackboard be sotd or exchanced.
Ctass Notes and Taoes: Ctass lectures may be recorded
Schedule
Week 1: Foundations of prevention and health behavior research
Required Readings:
O'Conne[[, Boat & Warner, 2009, Chapter 1 pp 15-27, Chapter 2 pp 35 -57, and Chapter 3 pp
59-69 (on reserye at SSW Library).
Tonry & Farrington, 1995, Chapter 1.
Gtantz, Rimer, & Viswanath, 2009, Chapter 1 & 2
o
.
o
Week 2: Labor Dav (No Class)
Week 3: Models and theories of health behaviors
Recui red:
Glantz, Rimer, & Viswanath, 2009, Chapter 3,
.
4,5, 6,8
Week 4: Risk. oromotive and protective factors and orocesses in adolescent health, mental health
and behavior
Required:
O'Conne[[, Boat & Warner, 2009, Chapter 4 pp71-111.
Sameroff & Gutman, 2004.
Baron & Kenny, 1986 (Skim for ideas, don't worry about statistics. )
5upptementa[:
Howelt, 2003, Chapter 6.
.
.
.
o
.
.
o
.
.
.
.
o
o
.
Farrington & Welsh, 2007, Part 1 Earty Risk and Protective Factors. Pp 15- 89. (Review of risk
and protective factors predictive of crime.)
Caspi, Sugden, Moffitt, Taylor et al., 2003. (gene by environment interaction in predicting
depression)
Rutter, 1985. (Ctassic exposition of concepts of risk and protective factors. )
Masten, 1999. (Resitience research and prevention)
Farrington, 2002. (Devetopmental criminology and risk focused prevention)
Bond et at, 2005. (Study of risk and protective factors for depressive symptoms in
adotescents.
)
Crum, Ensminger, Ro, and McCord, 1998. (Longitudinal study of chitdhood predictors of
alcoholism in adutthood among inner city African American chitdren fotlowed for 25 years.)
Poltard, Hawkins & Arthur, 1999. (Examines whether both risk and protective factors are
important when predicting youth behavior outcomes. )
Werner & smith, 2001 (Longitudinal study from childhood to mid adulthood of children
growing up in poverty on Kauai)
White, Labouvie & Papadaratsakis, 2005. (Comparison of predictors in cottege versus noncotlege poputations. )
.
Week 5: Principles of orevention science: cultural competence in prevention and health behavior
research
Reouired:
Coie et a[., 1993. (Principtes of prevention science.)
Cauce, Coronado & Watson, 1998. (Cutturatty competent prevention research. )
Peterson, Hawkins, Abbott, & Catalano, 1994.
Supplementa[:
Maggs & Schutenberg, 2001 .
Harachi, Catalano, & Hawkins, 1997. (Attending to ethnicity in recruiting parents from diverse
poputations to prevention programs).
Haggerty, Skinner, MacKenzie & Catatano, 2007. (Assessing differential effects of a preventive
intervention on African American and European American chitdren. )
Unger, Yan, Shakib et at, 2002. (Risk factors for smoking across cuttures: China and California)
Bersamin, Paschatl, Flewelting, 2005. (Comparing risk and protection across races)
.
.
.
.
.
.
.
.
Week 6: Usinq epidemiolocical data to quide intervention: Desisns for orevention trials.
Reouired:
Eaton, 1998.
Brown & Liao, 1999.
O'Conne[[, Boat & Warner, 2009 Chapter 10 pp. 263 -288.
Society for Prevention Research, 2004. (Standards of Evidence for efficacy triats, effectiveness
triats and dissemination research. Avaitabte on llne at www.Dreventionresedrch.ore).
Abbott, O'Donnetl, Hawkins, Hi[t, Kosterman, & Catalano, 1998. (Testing theory through
prevention tria[.
Supplementat:
O'Maltey et at. (2006). (Epidemiotogy of substance use. Most variance is within schoots, but
important between school differences exist. Majority African American schools typically show
lowest rate of use at a[[ grades.)
.
.
.
.
.
.
Week 7: Methodoloeical challenges in prevention science
Required:
o
O'Connelt, Boat & Warner 2009. Chapter 10pp288-294.
5
. Kellam & Langevin, 2003.
o Cottins, '1994.
Supplementat:
. MacKinnon and Lockwood, 2003.
. Muthen & Curran, 1997.
. Fairchitd & MacKinnon, 2009. (Simuttaneously testing mediation and moderation effects in
intervention triats. )
. Brown, Wang, Ketlam et at., 2008. (Advanced discussion of standards and methods for intent to
treat analyses in multilevel randomized fietd triats)
Week
8.
Prevention interventions based on a stress and copinq model
Reoui red:
o Glantz, Rimer, & Viswanath, 2009, Chapter 1 & 2
o Sandler, Gensheimer, & Braver, 2000
. Wolchik et at., 2000 (The New Beginnings Program for Divorced Famities)
Supplementat:
. Vinokur, Price, & Schut, 1995 (intervention for unemployed workers at varying risks for
depression )
. Martinez & Forgatch, 2001 (parent training intervention for divorcing mothers)
. Rotheram-Borus, Stein & Lin, 2001 (impact of parent deaths on adjustment of adolescents
whose parents have HIV/AID5)
. Van Ryn & Vinokur, 1992 (mechanism of intervention for unemployed workers)
Week 9: Preventive and health behavior interventions in oreqnancv. infancv. and earlv childhood
Reoui red:
O'Connet[, Boat & Warner, 2009, Preventive Intervention Research and Chapter 6. Pp 151- 167
and pp 178-181 .
Otds.2002.
Spieker, Nelson et at, 2005.
Knudsen, Heckman, Cameron, & Shonkoff, 2006.
National Scientific Council on the Developing Chitd, 2008.
Farrington & Wetsh, 2007. Chapters 7 & 8, pp. 105-136.
Supptementat:
o'Connelt, Boat & Warner, 2009. Systems That Support Detivery of Prevention SeMces, Pp.
352-355. (Description of lists of "effective" preventive interventions. )
Alper,2002.
Webster-Stratton & Taylor, 2001. (see also: www.incrediblevears,com)
o
.
.
.
.
.
.
.
.
Week 10-11: Preventive and health behavior interventions durinq the school vears
Reoui red:
.
o
.
.
.
O'Connell, Boat, & Warner, 2009. Chapter 6 pp. 181- 187.
Farrington & Wetsh, 2007. Chapter 9. Pp. 137-156.
O'Connetl, Boat & Warner, 2009, Chapter 7 Mental Health Promotion Section pp 208-216.
Haggerty, Catatano, Harachi, & Abbott, 1998. (RHC/SSDP Intervention description)
Hawkins, Kosterman et at. 2008. (Effects of Seattle Social Devetopment Project through age
t/.1
Supptementa[:
Weissberg & Greenberg, 1998.
.
.
.
.
.
o
.
r
.
Wilson, Gottfredson, ft Najaka, 2001. (Meta-analysis of school based prevention programs.)
Gottfredson, Witson & Najaka, 2002. (Detaited review of school-based crime prevention
programs.
)
Catalano, R. F., Berglund, M. L., Ryan, J. et at., 2004 (Positive youth development.).
Lonczak et at, 2002. (SSDP effects on risky sexual behavior, pregnancy and STD.)
Hawkins et at., 2005 (ssDP effects at age 2l.)
US. Deoartment of Health and Human Services, 2001 . ChaDter 5: Prevention and Intervention,
Dp 99-125. (Mode[. promisine and ineffective proqrams for violence orevention across
develoomentaI oeriods. )
CSAP Prevention Platform CTC Prevention Strategies Guide:
http : / | ncadi.samhso.qov/ features/ ctcl resources.aspx
SAMHSA national registry of evidence-based programs and practices:
(httD: / / nrepo. samhsa. qov/ ).
Week 12-1 3: Preventive and health behavior interventions durinq the school vears
Required:
Conduct Problems Prevention Research Group, 2002.
Conduct Probtems Prevention Research Group, 2006.
Conduct Probtems Prevention Research Group, 2007.
o'Connelt, Boat & Warner, 2009, Chapter 11, Pp 297-307.
Pnnz, Sanders et at. 2009.
Pentz, 2009.
Hawkins et at., 2009.
Supplementa[:
Kterman, Santetti & Ktein, 2005 (Overview of results of community coatition approaches in
adolescent pregnancy prevention)
Co[[ins, D., Johnson, K., Becker, B.J. (2007). (Meta-anatysis of effects of community
coalitions, reporting "sustained" effects on substance use that were mediated by effects on
specific risk factors. )
Hattfors, Cho, Livert et at. 2002 (Evaluation of coalition approach in Fighting Back initiative of
RWJ Foundation)
Spoth, Redmond, Shin, Greenberg et at. 2007 (Evaluation of the PROSPER community
prevention system involving partnerships of county extension agents, schools and community
members. )
Wagenaar, Murray, Gehan, Wolfson, Forster, et at., 2000. ( Evaluation of a community strategy
for prevention of atcohol probtems. )
Biglan, Ary, & wagenaar, 2000. (lnterrupted time series designs for community studies. )
Murray, 2001 . (Experimental design and anatysis strategies for community trials)
Feinberg, Greenberg, Osgood, Sartorius & Bontempo, 2007. (Effects of CTC in Pennsylvania)
Feinberg, Greenberg et at., 2002. (Evatuation of CTC imptementation in Pennsytvania)
National Research Councit, (2002). (Review of community based approaches to youth
development. )
http : I I books.no p, edul cataloql I 0022. html
.
.
o
o
o
.
o
.
.
.
.
o
.
.
.
.
r
Week 14-15: Preventive and health behavior interventions in adolescence
Reouired:
spoth, Greenberg & Turrisi, 2008.
Baer, Kivlahan, Btume, McKnight & Martatt, 2001
Marlatt, Baer & Larimer, 1995
.
.
.
I
. NREPP: Brief Atcohot Screening and Intervention for College Students (BASICS)
. Aos, Lieb, Mayfietd, Mitter & Panucci, 2004
SuppIementat:
. Botvin et al., 1995. (The originat outcome study of Life Skitts Training)
. Griffin et at., 2004 (A long0term foltow up of effects of Life Skitts Training)
o Botvin, G.J. et at. (2006). (Generalization of effects beyond targeted outcomes. )
. Griffin, K.W. et a[. (2006). (lmportance of long term fottow ups of preventive intervention
triats. Effects of Life Skitts Training on HIV risk behaviors in young adutthood.)
. Kulis, S. et at. (2007). (Found significant effects of a universal prevention program on reduced
o
.
and discontinued use of alcohol among those already using atcohol at wave 1. Universal
programs can have significant effects on higher risk groups, not just in preventing initiation of
use in general poputation. )
Greenberg, Domitrovich, & Bumbarger, 2001. (A review of prevention approaches for mentat
heatth probtems).
Kirby, 2003. (A review of risk and protective factors and effective preventive interventions for
teen pregnancy. )
Week 16. Dissemination of tested and effective preventive interventions.
Required:
O'Connetl, Boat & Warner, 2009, Chapter 11 Pp 308- 336.
Etliott & Mihatic, 2004. (Exptoration of issues in dissemination. )
Greenberg,2004.
Botvin,2004.
Hallfors, D.D. et at., 2007. (Federat policy, state imptementation, and use of "evidence- based "
prevention programs in schoots. )
Supplemental:
Rogers, 2002. (Diffusion of innovation theory applied to prevention)
Gottfredson, D. et at. (2006).
August et at., 2006. (Moving from efficacy to effectiveness triats. Are effects found when
intervention is done by real wortd practitioners?)
Ringwatt, Vincus, Hantey, Ennett, Bowting & Rohrbach, 2009. (State of dissemination of tested
substance use prevention programs)
Gottfredson & Gottfredson, 2002. (Study of school based prevention programs across US)
.
o
o
.
.
.
'.
.
.
E
UNIVERSITY OF
SOUTH FLORIDA
o_P
Preflx and Number:
Graduate Curriculum Approval Form
ST.PETERSBURG NewCourse
glf 6ru
Title: Professional and Ethical lssu6 in Psrychology
Tracking Number (from 3-formf
Proposed Effectlve Te]m (i.e. Spring 2006): Fall 2013
USF
Institution:
USF St.
Petersburt
Initiating Faculty Name: Tlffany Chenneville, Ph.D.
Faculty Email: [email protected]
College and Department {if appllcabler: College of Arts and Sciences; Psychology
Follow the guidelines outlined on the USF St. Petetsburg Graduate Studies at http://www-stpt.usf.edu/s-pgIad/_Frcu lW
& Staff/Graduate
Council.htm.
Complete:
?Er the Graduate Curriculum Approval Form (this form)
-Eflhe printed copy of the new courseinformation submitted online
./catalog
copy showing revisions as a result of this course proposar
Faculty Agreement:
ll
fi
confirm that I have checked the State Course Numbering System and no institution within the
confirm my understanding that once approved the course syllabus must comply with the
policy (http:/,W.Ww.aS?4q9I.eC!1ielaCLce/D-qqr4e$yqqliqie_s/course-syllabi,htm).
USF
USF
currently offers this course.
system Provost's Course Syllabus
Concurrences:
/l
confirm that this course does not impact other departments/programs, so no concurrence is needed.
tr | confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Dept. Chair {if appllcable}
COLLEGI APPROVALS
Chalr, Crlleg€
qr]riculum Committee
Chair, College Council
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u
hr*tueL
\u///tL)
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Requests Approval
KApprove o
Disapprove
E Comments Attached
J<lpprove o Disapprove
E Comments Attached
4dpprove o
Conauntrcc
Dcpt:
o
Disapprove
comments Attached
Approve D Disapprove
Comments Attached
Coiorl1'o Ooer tldConorr
E
Coftn€nts AttadEd
Concurtlncc
Chalr:
Dept:
College Dean/Associate Dean
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Once approved by College, USFSP Graduate Studies willforward to the USFSP Graduate Councilfor revtew. Once approved by the USFSP
Council, USFSP Graduate Council will forward to the Vice Chancellor for Academic Affairs and continue with appropriate follow up throuth submission
to
USF Graduate School - Graduate Course Status
Page
Graduate Course Proposal Form Submission Detail
I of7
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
2.
Department and Contact Information
Trackinq Number
2705
Date & Time Submiued
2012-01-09
DeDartment
Psychology
Colleee
AP
Budset Account Number
125500
Contact Person
Phone
James McHale
7278734969
Email
[email protected]
Course Information
Prefix Number
CLP 6XXX
Full Title
Professional and Ethical Issues in Psychology
Is the course title variable?
Is a permit required for registration?
Are the credit hours variable?
Credit Hours
3
N
N
N
Section Tvpe
C
Gradine Option
R
Abbreviated Title (30 characters maximum)
Prof & Ethical Issues Psych
Course Online?
Percentase On Campus
0
Prereouisites
http:/iwww.grad.usf.edr:/programs/grad_course_status_detail.php?track_number:2705
t/13/20t2
USF Graduate School - Graduate Course Status
Page 2 of 7
Corequisites
Course Descriotion
This graduate course is designed to expose students to the professional, ethical, and legal
problems that face psychologists and through the course oftheir practice as clinicians, researchers,
and educators.
3.
Justification
A. Please briefly explain why it is necessary and/or desirable to add this cowse.
Needed for new program,/concentrationicertifi cate
B. What is the need or demand for this course? (Indicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
This course will be part of the course sequence for the new graduate program in
psychology. At USF St. Petersburg, the largest undergraduate major is Psychology. In
surveys of our advanced majors, nearly 90Yo indicate their intention to pursue
advanced graduate study in Psychology and other health-related disciplines. No USF
System institution offers a terminal masters program in psychology. USF Tampa's
doctoral programs in Psychology do not have enough seats available to handle
demand within the USF system (admitting an average of 10- 15 students annually
from a wide range ofapplicants nationally and intemationally). Finding few other
options in the region, most USFSP graduates look to specialized certificate programs
or online Masters degrees. The USF System has historically lost out on the
opportunity to provide training for the large cohort ofqualified students from both
USFSP and other regional universities within and outside the USF system who desire
graduate training and would benefit from a mastersJevel education. The proposed
MA in Psychology meets that demand. It also occupies a unique niche in the USF
system; there is no terminal Masters in Psychology within the USF System and so no
duplication. While the emphases of the proposed MA in General Psychology at
USFSP shares both some similarities and some unique features relative to other
programs in the state, perhaps to the point that is that none ofthe three other terminal
MA programs serve the Tampa Bay area. This is particularly relevant because the
Tampa Bay area has the secondJargest combined population of infants ard young
children in the state; Risk, Resilience and Prevevention (RRP) was identified as one
of the two main tracks to be offered because throrough grounding in research
methodology and in health applications equips program graduates with competencies
needed by Bay Area health and human agencies that serve children and families
(which together with industry and education, are the primary work settings for
psychology professions with masters degrees). With respect to the assumption that
students will enroll in the program if offered, oru surveys of advanced majors indicate
that applications for graduate study will be robust. Our program will offer an option
for talented USFSP undergraduate psychology majors identified during their
sophomore orjunior year to gain early entry into the MA program on a combined
progmm. Admitted USFSP undergraduate students would complete four of the five
required Year I core courses during theirjunior and senior years, and will complete
the fifth required Year 1 course during the summer following graduation. This will
enable them to enter into their second year in the MA program the following fall after
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number:2705
1/13/2012
USF Graduate School - Graduate Course Status
Page 3
of7
graduating with the BA in Psychology. At two Fall 2011 meetings of the USF St.
Petersburg Psychological Science Organization, which drew 22 and 35 attendees,
respectively, over 90%o ofthose polled indicated that they would find great interest in
a combined 3+2 and 4+1 option. For B.A. students admitted to the two-year M.A.
program, we would anticipate drawing from USF system schools, Eckerd College, St.
Petersburg College, and other area inslitutions that do not offer a terminal masters
degree in Psychology.
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes, how many
times?
No
D. What qualifications for training and/or experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
A Ph.D. or equivalent including at least one year field experience in a clinical,
community, or research setting and licensed (or license-eligible) as a psychologist.
4.
Other Course Information
A. Objectives
To expose students to the professional, ethical and legal problems that face
psychologists in the course oftheir practice as clinicians, researchers, and educators.
To review the ethical, legal, and professional standards that direct the activities of
psychologists in a variety of settings and to present the professional, ethical and legal
issues with an opportunity to examine possible solutions.
B. Leaming Outcomes
Upon completion of this course, students will be able to: 1. Discuss the importance of
studying ethics. 2. Differentiate between law, ethics and morality. 3. Domonstrate
familiarity with the APA Ethics Code. 4. Distinguish between ethical principles and
standards as outlined in the APA Ethics Code. 5. Demonstrate awareness of the most
common ethical issues facing psychologists. 6. Describe the law(s) that regulate the
practice ofpsychology. 7. Discuss the landmark court cases affecting the field of
psychology. 8. Describe and impiement an ethical decision making model to be used
when faced with an ethical dilemma.
C. Major Topics
Law, Ethics and Morality; Ethical Philosophies, Ethics, Ethics Codes, and Ethical
Principles, Ethical Decision-Making, Licensure, Certification and Professional
Regulation, Professional Standards and Competence, Privacy, Privilege and
Confidentiality, Mandatory Reporting and Duty to Protect, Multiple Relationships
and Dual Roles, Autonomy and Decision Making: Informed Consent and Assenr;
Ethics in Teaching and Supervision; Ethics and Service Learning; Ethics and
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USF Graduate School - Graduate Course Status
Page 4 of 7
Research; Decisional Capacrty as an Ethical, Legal and Professional Issue in
Psychology; Ethical and Legal Issues related to Technology; Issues of Culture, Race,
Ethnicity and Gender.
D. Textbooks
E. Course Readings, Online Resources, and Other Purchases
National Commission for the Protection of Human Subjects of Biomedical and
Behavioral Research. (1979, April 18). The Belmot Report: Ethical principles and
guidelines for the protection of human subjects ofresearch. Washington, DC:
National Institute of Health. American Psychological Association's Ethical Principles
of Psychologists and Code ofConduct (2002 with 2010 Amendments):
http:/iwww.apa.org/ethics/code/index.aspx. Chaper 490, Florida Statues: Psychology
http ://www.fl oridashealth.mnet/mqa/psychology/psy_statutes.htrni. Additional
readings may be required and will be made available/accessible by the professor.
F. Student Expectations,iRequirements and Grading Policy
Assignments (20oh of grade) Case Study Project (20Yo of grade) Weekly Media
Joumal (10% of grade) Exams (40% of grade) Participation (1Ooh of grade) 97-100 A+ 94-96 - A 90-93 - A- 87-89 - B+ 84-86 - B 80-83 - B-',/j -79 - C+ 7 4-7 6 - C 70-73
- C- 67 -69 - D+ 64-66 - D 60-63 - D- 59 or below - F *srades will not be rounded uo.
G. Assignments, Exams and Tests
Assignments (20%): Students will be required to complete assignments throughout
the semester. These assignments require the student to integrate and apply
information {iom class and the required readings. Assignments will be graded on
contenVsubstance as well as style and form. Assignments are due at the beginning of
class. Find the Law Assignments (www.myflorida.com, Lexis): Boynton v. Burglass
(FL), O'Keefe v. Orea (FL), Green V. Ross (FL), Nova v. Wagner (FL). Florida
Stafutes or Administrative Code: Makeup of Florida Board of Psychology, Penalties
for sexual misconduct by a psychologist, Grounds or activities for which
psychologists may be disciplined, HIV/AIDS training requirements for psychologists,
Intent oflaw regulating practice of psychologists, Record keeping requirements of
psychologists, Psychologists' use of professional titles on promotional materials,
Definition of child abuse and neglect for purposes of mandated abuse/neglect
reporting, Definition of disabled adult for purposes of reporting abuse/neglect of
disabled adults, Types ofprofessionals mandated to report reasonably suspected child
abuse or neglect, Definition of mental illness for purposes of involuntary
examination/hospitalization, 3 ways in which a person may be held for involutary
examination/hospitalization, criteria for involuntary examination/hospitalization,
rights ofpersons receiving treatment in state operated mental health facilities. Case
Study project (20%) Working.rs a group, students will be responsible for completing
an ethical case study related to a topic assigned to the group during the first few
weeks of the semester. This project requires students to apply portions ofan ethical
decision making model to be discussed in class and described in the textbook.
Students will be responsible for presenting their case to the class on the date the topic
is being discussed. Weekly Media Joumal (10%) Students will be expected to
maintain a weekly media joumal. The purpose of the joumal is to integrate ethical
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1113/2012
Page 5 of 7
USF Graduate School - Graduate Course Status
issues related to psychology observed in the "real" world. Students
will
keep a weekly
joumal of ethically problematic (or potentially problematic) situations involving
actual fictitious psychologists or observed in film, television, books, newspaper
articles, magazine advice columns, radio and television talk shows, news and feature
stories or personal experience. Each joumal entry should be 1-2 pages maximum and
will be collected weekly. Exams (40%). Four exams will be given throughout the
semester. Each exam is worth 100 points. Exams are not cumulative and may consist
of multiple-choice and short answer questions covering materials from the preceding
two to three lectures and assigned readings. Students will be responsible for
information covered in class and in the textbook and assigned readings. Exams will
be administered on Blackboard; They will be posted for one week. Students will have
t hour and 15 minutes to complete each exam. One point will be deducted from the
grade for each minute exceeding the time limit. Participation (10%). Students are
expected to attend class and participate in class discussions and activities. Students
should come to class prepared to discuss assigned readings.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Learning (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeting days/times (such as, directed reading/research or study, individual research,
thesis, dissertation, intemship, pmctica, etc.). Students are responsible for dropping
undesired courses in these categodes by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
http://usfiveb2.usf.edu/usfgc/ogc%20web/cunentreg.htm)
Attendance Policy for the
Observance of Religious Days by Students: In accordance with Sections 1006.53 and
1001.74(10)(9) Florida Statutes and Board of Govemors Regulation 6C-6.0115, the
University of South Florida (UniversityAJSF) has established the following policy
regarding religious observances: (http:i/usfiveb2.usf.edu/usfgc/gcjp/acadaf/gc\0045.htm) In the event ofan emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction
through methods that include but are not limited to: Blackboard, Elluminate, Skype,
and email messaging and/or an altemate schedule. It's the responsibility of the
student to monitor Blackboard site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
I. Policy on Make-up Work
There will be no make-up exams. Al "1" grade may be awarded at the discretion of
the instructor. An "I" grade indicates incomplete coursework and may be awarded to
a student only when a small portion of the student's work is incomplete and only
when the student is otherwise eaming a passing grade. Members of the University
community support high standards ofindividual conduct and human relations.
Responsibility for one's own conduct and respect for the dghts of others are essential
conditions for academic and personal freedom within the University. USF St.
Petersburg reserves the right to deny admission or refuse enrollment to students
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whose actions are contrary to the purposes ofthe University or impair the welfare or
freedom of other members of the University community. Disciplinary procedures are
followed when a student fails to exercise responsibility in an acceptable manner or
commits a:r offense as outlined in the Student Conduct Code. Refer to USF 6.0021,
Student Code of Conduct at http://generalcounsel.usf.edr.r/regulations/pdfs/regulationusf6.0021.pdf Academic Integrity of Students Reference: USF Regulation USF 3.027
- The following is the portion ofthe Regulation pertaining to graduate students. To
read the entire regulation, go to:
http://generalcounsel.usf.edu/regulations/pdfs/regulation-usfl.027.pdf Academic
integrity is the foundation ofthe University ofSouth Florida system's
(University/IJSF) cornrnitment to the academic honesty and personal integrity of its
University community. Academic integrity is grounded in certain fundamental values,
which include honesty, respect and fairness. Broadly defined, academic honesty is the
completion of all academic endeavors and claims of scholarly knowledge as
representative ofone's own efforts. Knowledge and maintenance ofthe academic
standards of honesty and integdty as set forth by the University are the responsibility
of the entire academic community, including the instructional faculty, staff and
students. The following policies and procedures apply to all students, instnrctional
faculty and staff who participate in administration of academic classes, programs and
research at the University of South Florida. This regulation asserts faimess in that it
requires notice to any student accused ofa violation of academic integrity and
provides a directive for discussion between the instructor and student to seek a fair
and equitable resolution. Ifa fair resolution is not accomplished in this discussion,
this regulation allows the student continued rights of due process under the academic
grievance procedures based upon the preponderance of the evidence. The policies
described below are the only policies and procedures that govern violations of
academic integrity at the University and supersede any previous policies or
regulations. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, and are not intended to be
all inclusive. (a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,
(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative
Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual Prcperty Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper, lab report,
etc., An F in the course activity in which credit may be eamed, An FF in the course
(leading to expulsion from the University, Academic dismissal for any violations of
academic dishonesty policies or regulations. Possible revocation ofthe degree or
graduate certificate following a thorough investigation.
J. Program This Course Supports
Proposed
5.
MA in Psychology, USFSP
Course Concurrence Information
This course will be part ofthe course sequence for the new graduate program in
psychology at USFSP. While the course will focus on professional and ethical issues
in psychology, many ofthe principles and standards that are part ofthe ethics code in
psychology that will be covered in this course (e.g. privacy and confidentiality,
research ethics, professional competence) are applicable to other mental health and
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health professionals. Thus, it is foreseeable that students from other graduate
progranx across colleges may benefit from emollnent in this course.
- ifyou hove questions about any ofthese fields, please contact [email protected] or
ioe@gradusf,,edu.
http://www.grad.usf.edu/programVgrad-course-status-detail.php?rack-number2705
lll3D0l2
ProfessionaVEthical lssues
Page
I of 8
DRAFT
COURSE S\T.LABUS
College of Arts and Sciences
Spring 2014
Professor:
Department:
Office:
Hours:
Phone:
Fax:
Tiffany Chenneville, Ph.D.
Psychology
DAV I I7
TBD
E-mail:
727-873-4s85
727-873-4526
[email protected]
Class Time/Place:
TBD
TeachingAssistant: TBD
Office:
100 5th Avenue South, Suite 200
Hours:
TBA
E-mail:
TBA
Required Textbooks and/or Materials:
Reauired Textboo16
Knapp, S.J.
Washicetor
VamdeCreek, L.D. (2006). Practical ethici
Aryerican Psychological Association.
for psychologists: A
Required Readinss available on Blackboard
National commission lor the Protection of Human Subjects of Biomedical and Behavioral
Research. (1979, April 18). The Belmont Report: Ethical principles and gtidelines
for the
protection of human subjects of researcft. washington, DC: National Institute of Health.
Professional/Ethrcal Issues
Resources Available Online
American Psychological Association's Ethical Principles ofPsychologists and Code ofConduct
(2002 with 2010 Amendments): http://www.apa.orgy'ethics/code/index.aspx
Chapter 490, Florida Statutes: Psychology
http://www.fl oridashealth.net/mqa,/psvcholo g)'/psv statutes.html
(follow instructions at the bottom of the web page)
*Please note that additional readings may be required and will be made
available/accessible by
the professor. Students should bring assigned readings to each class in order to allow for the
review and analysis of materials.
Course Requirements:
Students are expected to have access to Blackboard and a USF email account and will be held
responsible for announcements and other information communicated through these methods.
Students are required to use a USF email account to communicate with the professor; due to
spam and other issues, the professor will not be accountable for emails sent from non-USF
accounts.
Course Description:
This graduate course is designed to expose students to the professional, ethical, and legal
problems that face psychologists and through the course oftheir practice as clinicians,
researchers, and educators. Specifically, the purpose ofthis course is to review the ethical, legal,
and professional standards and guidelines that direct the activities ofpsychologists in a variety of
settings to include but not limited to clinical settings, research settings, educational settings,
community settings, and hospital administration settings. In this course, students will gain
knowledge of the professional, ethical, and legal issues faced by psychologists and will be
provided the opportunity to examine possible solutions to these problems via assigned readings,
classroom discussion, and the use of case studies.
Student Learning 0utcomes;
Upon completion of this course, students should be able to:
1.
Discuss the importance ofstudying ethics.
2. Differentiate between law, ethics, and morality.
3. Demonstrate familiarity with the APA Ethics Code.
4. Distinguish between ethical principles and standards as outlined in the APA Ethics Code.
5. Demonstrate awareness of the most common ethical issues f'acing psychologists.
6. Describe the law(s) that regulate the practice ofpsychology.
7. Discuss the landmark court cases affecting the field ofpsychology.
8. Describe and implement an ethical decision making model to be used when faced with
an ethical dilemma.
Professional/Ethical Issues
Page 3
of8
Evaluation and Grading;
You will be asked to demonstrate the above learnins outcomes in a varietv of wavs. which are
described in detail below.
Assienments (20%:o of grade): You will be required to complete assignments throughout the
semester. Due dates for the assignments are listed on the course schedule and a description ofthe
assignments is contained at the end ofthis syllabus. These assignments will require you to
integrate and apply information from class and the required readings. Assignments will be
graded on content/substance as well as style and form (e.g., spelling, gritmmar, punctuation,
readability, presentation). Assignments are due at the beginning ofclass. No late assignments
will be accepted.
Case Study Project (20%:o of grad,e): Working as a group, you will be responsible for completing
an ethical case study related to a topic assigned to yout group during the first few weeks ofthe
semester. This project will require you to apply portions ofan ethical decision making model to
be discussed in class and described in your textbook. You will be responsible for presenting
your case to the class on the date the topic is being discussed (see course schedule). More
detailed instructions for completing this project and a grading rubric are posted on Blackboard in
a folder under the Assignments link. This project is due on xxxx. No late assignments will be
accepted. You will receive a grad.e a zero if I do not receive your project on the due date. You
may submit a draft ofthis project early (no later than xxxx) ifyou would like feedback prior to
the due date.
Weekly Media Journal (10% of grade): You will be expected to maintain a weekly media
joumal. The purpose ofthe mediajournal is to integrate ethical issues related to psychology
observed in the "real" world. Your task is to keep a weekly joumal of ethically problematic (or
potentially problematic) situations involving actual or fictitious psychologists or observed in
film, television, books, newspaper articles, magazine advice columns, radio and television talk
shows, news and features stories, or in your personal experience (e.g., as a participant in a
psychological research study). Your journal entry should include, when appropriate, the source
(e.g., name of movie or newspaper article) and a brief summary of the situation including the
ethically problematic (or potentially problematic) situation(s). Be sure to include a description of
"what" ethical issues are described in your media entry (e.g., breach of confidentiality, multiple
relationship) and "why" there is a potential problem (i.e., What are the implications for the
unethical behavior in question? What potential harm could be done and to whom?). Joumal
assignments must be typed and double-spaced and, where appropriate, must conform to the
guidelines set for the in the APA Publication Manual (i.e., cite when necessary). Each journal
entry should l-2 pages maximum. Journal entries will be collected weekly, and you will eam 10
points for each joumal entry. Joumal entries will be graded on a pass/fail basis. Late journal
assignments will not be accepted. In addition to submitting your joumal entry, you should
come to class prepared to discuss your "case".
ofgrade):
Exams (40%
A portion ofyour grade will be computed based on exam scores.
Four exams will be given throughout the semester. Each exam is worth 100 points. Exams are
not cumulative and may consist of multiple-choice and short answer questions covering material
from the preceding two to three lectures and assigned readings. you will be responsibG for
Professional/Ethical lssues
Page 4 of8
information covered in class and in the textbook and assigned readings. This will include
information contained in class lectures, classroom discussions and activities, and out of class
assignments. Please note that exams will be administered on Blackboard. Exams will be posted
on Blackboard for one week. Exams will not be administered outside of the dates (before or
after) listed in the course syllabus. There will be no make-up exams. You will receive a score
ofzero if you do not take an exam. You will have I hour and 15 minutes to complete each
exam. One point will be deducted from your grade for each minute exceeding the time limit.
Participation (10% ofgrade): You are expected to attend class and participate inclass
discussions and activities. You should come to class prepared to discuss assigned readings.
Gradins Criteria:
A+
)7-100%
B+
87-89
C+
77 -79
D+
57-69
A
B
a
D
)4-96
A-
84-86
B-
90-93
80-83
74-76
C70-73
54-66
D50-63
F
59 or
below
*Pledse note thal grades will not be rounded up
Course Policies
The policies listed below are intended to create an environment conducive to leaming whereby
respect is maintained between and among the prof'essor and students. Failure to comply \ryith
these policies will be handled on an individual basis and may result in disciplinary action.
Academic Accommodations. Students with disabilities are encouraged to meet privately with the
professor during the first week ofclass to discuss accommodations. Please bring a current
Memorandum of Accommodations (MOA) from the Office of Student Disability Services
(OSDS), which is a prerequisite for receiving accommodations. Two weeks notice is required
for accommodated examinations.
Academic Inteeritv, Behaviors that are contrary to University standards will not be tolerated.
Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student found guilty ofany such behavior will
receive a failing grade for the course and may be reported to the Dean of the College of Arts and
Sciences for disciplinary action.
Cell Phones. Students are expected to turn offcell phones and pagers during class.
Laptops. Use of laptops is not permitted during class.
Classroom Behavior. Students are expected to academically engage during class. Behavior that
is not relevant to learning course material will not be tolerated (e.g., sleeping during class,
engaging in irrelevant conversations with classmates, completing work for other courses).
Students who engage in such behavior may be asked to leave the classroom and will lose
participation points.
Professional/Ethical Issues
Page 5 of 8
Classroom Discussion. Students will be encouraged to participate in relevant classroom
discussion. In order to maintain an orderly environment, it is important that students
demonstrate respect toward each other during classroom discussions. Students are expected to
listen to others while they are speaking and to limit unnecessary intemrptions.
Classroom Notes and Tapes. Class lectures may be recorded with the permission of the
professor. However, neither class notes, nor tapes may be used for purposes other than studying
or otherwise enhancing class performance. Under no circumstances may class notes or tapes be
sold.
Diversity. Students are expected to be respectful ofone another. Diverse opinions are welcome.
It is important for students to maintain sensitivity to cultural differences and altemative
lifestyles.
Incomplete Grade Policy, An "l" grade may be awarded at the discretion of the instruction. An
"1" grade indicates incomplete coursework and may be awarded to an undergraduate student only
when a small portion of the student's work is incomplete and only when the student is otherwise
eaming a passing grade.
Preparation. Students are expected to complete assigned readings and assignments by their due
date, and students are expected to come to class prepared to participate in classroom discussions
and activities.
Punctualitv. Students are expected to arrive to class and to return from break on time.
Religious Preference Absence Policy. Students who anticipate being absent from class due to the
observation ofa major religious observance and do not want the absence(s) to count against their
participation grade must provide advance written notice ofthe date(s) to the professor.
Course Schedule:
Please note the
following is
Date
Week
Assignment Due
a tentative
schedule. Topics and exam dates may change. Any
changes to the syllabus will be announced in class. Class attendance and punctuality are
required, and it is the responsibility of students to be aware ofany changes to the syllabus.
1
"K&V, Chapter
Week 2
tK&V, Chapter
Week
3
1
Topic
Introduction & Review Syllabus
Law, Ethics, & Morality
2
Ethical Philosophies
*Media Journal Entry
1
*K&V,Chapters3&4
*APA Ethics Code (2002)
+Media Journal Entry 2
Ethics, Ethics Codes, & Ethical Principles
Ethical Decision-Makins
Professional/Ethical Issues
Page 6
of8
Professional/Ethical Issues
Page 7 of 8
*Read,ings TBD
Week 4
*Media Joumal Entry
Week
*K&V, Chapter
5
Licensure, Certification, & Other Forms
Professional Resulation
3
Professional Standards & Comoetence
5
*Media Joumal Entry 4
*Annotated Bibliography Group
*K&V, Chapter
Week 6
I
8
*Media Joumal Entry 5
* Annotated Bibliography Group 2
Week 7
October
*K&V, Chapter
4rh
Mandatory Reporting & Duty to Protect
9
*Chenneville (2000)
*Media Journal Entry 6
* Annotated Bibliography Group
Privacy, Privilege, & Confidentiality
3
Week 8
*K&V, Chapter 6
*Media Joumal Entry 7
* Annotated Bibliography Group 4
Multiple Relationships & Dual Roles
Week 9
*K&V, Chapter
Autonomy & Decision Making:
Informed Consent & Assent
7
*Media Joumal Entry 8
* Annotated Bibliography Group 5
Week 10
*K&V, Chapters
14
& l5
*Media Joumal Entry 9
* Annotated Bibliography Group 6
*Case Study Project Draft (optional
Ethics in Teaching & Supervision
Ethics & Service Leamins
Week I I
*K&V, Chapter l6
Ethics & Research
Week 12
*Readingg,TBA
+Media Joumal Entry I 1
Decisional Capacity as an Ethical, Legal,
and Professional Issue in Psychology
Week
*Readings TBA
+Media Joumal Entry 12
r*'R eadirrgs TBA
*Media Joumal 13
*Readings TBA
*Media Journal l4
Ethical and Legal Issues related to
Technology
Issues ofCulture, Race, Ethnicity, and
Gender
Special Topics
13
Week 14
Week 15
*Media Joumal Entry 10
+ Annotated Bibliography Group 7
Assignments
of
Professional/Ethical I ssues
1)
Find the Law Assignments (yrryyy.lqylloruda.qary" Lexis)
Boynton v. Burglass (FL)
O'Keefe v. Orea (FL)
Green v. Ross (FL)
Nova v. Wagner (FL)
2l
Florida Statutes or Administrative Code
*Makeup of Florida Board of Psychology
*Penalties for sexual misconduct by a psychologist
+Grounds or activities for which psychologists may be disciplined
*HIV/AIDS training requirements for psychologists
*Intent of law regulating practice of psychologists
*Record keeping requirements of psychologists
*Psychologists' use ofprofessional titles on promotional matedals
*Definition of child abuse and neglect for purposes of mandated abuse/neglect reporting
*Definition ofdisabled adult for purposes ofreporling abuse/negiect ofdisabled adults
*Types ofprofessionals mandated to report reasonably suspected child abuse or neglect
*Types ofprofessionals mandated to report reasonably suspected elder abuse or neglect
*Definition of mental illness for purposes of involuntary examination/hospitalization
+3 ways in which a person may be held fbr involuntary examinationrhospitalization
*Criteria for involuntary examination4rospitalization
*Rights ofpersons receiving treatment in state operated mental health facilities
USF Graduate School - Graduate Course Status
Page 1
Graduate Course Proposal Form Submission Detail
i*....**
5
of6
**
1€l (password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Information
Number
2616
Departrnent
Psychology
Contact Person
James McHale
Trackins
2.
Date & Time Submitted
2011-09-08
Collese
AP
Phone
7278734848
Budset Account Number
125500003
Email
[email protected]
Course Information
Prefix
CLP
Number Full Title
6)00(
Infant Family Mental Health
Is the course title variable?
N
Is a permit required for registration?
Y
Are the credit hours variable?
N
Credit Hours
Section Tvpe
3CR
Gradinq Ootion
Abbreviated Title (30 characters maximum)
Infant Family Mental Health
Course
o0
Online?
Percentase On Campus
Prereouisites
DEP 4053 CLP 4620
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Coreouisites
Course Description
The class will address the theoretical bases of infant mental health infant development and infant
caregiver relationships with an emphasis on coparenting and family relationship dynamics that
support infant and toddler development in cultural context
3.
Justification
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
USFSP graduates hired to work in agencies providing direct clinical support and case
management services to families of infants and toddlers have no educational
background in infant family mental health There is hence a training gap for Pinellas
County that would be addressed by this course and the certificate program in which it
will ultimately be included Agencies may choose to assign cunent personnel to
complete the course Currently no existing psychology or health science course
offered at USFSP or in the USF system explicitly focuses on infant family mental
health despite the critical need for a workforce capable ofunderstanding and working
successfully with infants toddlers and their families in settings such as primary health
care early care education foster care home visiting services
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes, how many
times?
Yes, 2 times
D. What qualifications for training and/or experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Field experience in family theory and therapy and research and/or clinical experience
with infant mental health and develooment.
4.
Other Course Information
A. Objectives
1 To promote understanding oftypical and atypical biological social and emotionai
development during infancy and common assessment prevention and intervention
tools and practices 2 To promote understanding of infant development in diverse
family systems with an emphasis on coparenting relationships and dynamics within
families
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B. Leaming Outcomes
By the completion of this course the student is expected to have attained the
following 8 leaming outcomes related to theory practice policy advocacy research
and evaluation and selfreflection Demonstrate understanding of coparenting and
family development and dynamics during the frrst three years of life in diverse family
systems Demonstrate understanding of early brain development infant caregiver
attachment during infancy and how caregiver and coparenting behavior affect brain
and attachment development Demonstrate understanding of typical and atypical
infant development and how they affect and can be affected in positive and negative
ways by the functioning of the family Demonstrate recognition of the importance and
impact of appreciating the family history culture and experiences in order to develop
a viable working alliance with family members Demonstrate understanding of how
the DC 0 3R assessment framework is utilized in clinical practice to assess children 0
to 3 and their families Demonstrate knowledge of how prevention and early
intervention programs and high quality child care programs make use of
developmental and family principles to promote healthy infant and toddler
development Demonstrate the ability to relate clinical and family theory and effective
practice models from the literature to novel cases involving infants exhibiting
established conditions or risk for developmental delay or social emotional
maladjustment Demonstrate capacity for selfreflection on new learning attained
through personal reactions to class assignments and exercises and Civic Engagement
participation
C. Major Topics
1 The field of infant family mental health 2 Coparenting and systems of care for
infants and toddlers 3 Infant biological and brain development pregnancy to age 3 4
Infant attachment and socioemotional development typical development 5
Recognizing atypical development 6 Cultural perspectives on development in the
family 7 Naming differences among babies DC 0 to 3R 8 Trauma abuse and violence
in families 9 Intervention basics I Models for mother infant dyads 10 Intervention
basics II Coparenting and work with diverse families 1 1 Coparenting and prevention
programming 12 Coparenting and work with infants in the child welfare system 13
Coparenting and work with children in daycare settings 14 Coparenting and public
policy issues
D. Textbooks
1 Zeanah Ed 2009 Handbook of infant mental health 3rd Ed NY Guilford 2 McHale
and Lindahl 201 1 Coparenting A conceptual and clinical look at family systems
Washington DC American Psychological Association Press 3 Shirilla and
Weatherston 2003 Case studies in infant mental health risk resiliencv and
relationships Washington DC Zero to Three
E. Course Readings, Online Resources, and Other Purchases
Weekly Online Modules no additional cost Additional readings included in the
syllabus are recommended readings It is expected that students will also search out
additional readings in efforts to expand their knowledge in specific areas The
instructor may include additional reserve readings throughout the semester
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Page 4 of 6
F. Student Expectations/Requirements and Grading Policy
Portfolio Assessment 150 points total Assignment 1 choose either A or B 50 points
Observation reflective essay Assignment 2 50 points Conceptualizing from an infant
family mental health perspective Assignment 3 choose either A or B 50 points
Applications ofconcepts learned Midterm Exam 100 points total Final Exam 100
points total Participation and discussion boards 50 points total Grading Policy
Assignment of letter grades Letter grades for the course will be assigned using this
formula 90 100 A 360 400 points 80 89 B 320 359 points 7079 C280 319 points 60
69 D 240 279 points below 60 F 239 points and below
G. Assignments, Exams and Tests
Portfolio Assessment Students must assemble a portfolio reflecting their new learning
during the semester At minimum the portfolio must contain two reflective essays and
either a 10 slide Powerpoint presentation on a topic approved by the instructor or a
reflective essay coordinated with a specific Civic Engagement assignment
Participation and discussion boards On specified weeks students will post one
comment idea or question about what they are reading onto Blackboard and post at
least two responses questions or ideas raised by classmates
H. Attendance Policy
Attendance Policy It is expected that students will watch all video modules Course
Attendance at First Class Meeting Policy for Graduate Students For structured
courses 6000 and above the College Campus Dean will set the first day class
attendance requirement Check with the College for specific information This policy is
not applicable to courses in the following categories Educational Outreach Open
University TV FEEDS Program Community Experiential Learning CEL Cooperative
Education Training and courses that do not have regularly scheduled meeting days
times such as directed reading research or study individual research thesis dissertation
intemship practica etc Students are responsible for dropping undesired courses in
these categories by the 5th day ofclasses to avoid fee liability and academic penalty
See USF Regulation Registration 4 0101 http usfweb2 usfedu usfgc ogc 20web
cunentreg htm Attendance Policy for the Observance of Religious Days by Students
In accordance with Sections 1006 53 and 1001 74 10 g Florida Statutes and Board of
Govemors Regulation 6C 6 0115 the University of South Florida University USF has
established the following policy regarding religious observances http usfiveb2 usfedu
usfgc gc pp acadafgcl0 045 htrn In the event ofan emergency it may be necessary
for USF to suspend normal operations Dwing this time USF may opt to continue
delivery of instruction through methods that include but are not limited to Blackboard
Elluminate Skype and email messaging and or an altemate schedule It s the
responsibility of the student to monitor Blackboard site for each class for course
specific communication and the main USF College and department websites emails
and MoBull messages for important general information
I. Policy on Make-up Work
Students are expected to have completed all readings and wriuen work by their
assigned date Late submissions for any assignment will be penalized Academic
Integrity Members of the University community support high standards of individual
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USF Graduate School - Graduate Course Status
Page 5
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conduct and human relations Responsibility for one s own conduct and respect for the
rights of others arc essential conditions for academic and personal freedom within the
University USF St Petersburg reserves the right to deny admission or refuse
enrollment to students whose actions are contrary to the purposes ofthe University or
impair the welfare or freedom of other members of the University community
Disciplinary procedures are followed when a student fails to exercise responsibility in
an acceptable manner or comrnits an offense as outlined in the Student Conduct Code
Refer to USF 6 0021 Student Code of Conduct at http generalcounsel usfedu
regulations pdfs regulation usf6 0021 pdf Academic Integrity of Students Reference
USF Regulation USF 3 027 The following is the portion of the Regulation pertaining
to graduate students To read the entire regulation go to http generalcounsel usfedu
regulations pdfs regulation usf3 027 pdf I Fundamental Principles Academic integrity
is the foundation ofthe University of South Florida system s University USF
commitment to the academic honesty and personal integrity of its University
community Academic integrity is grounded in certain fundamental values which
include honesty respect and faimess Broadly defined academic honesty is the
completion of all academic endeavors and claims of scholarly knowledge as
representative ofone s own efforts Knowledge and maintenance ofthe academic
standards ofhonesty and integrity as set forth by the University are the responsibility
of the entire academic community including the instructional faculty staff and
students 2 General Policies The following policies and procedures apply to all
students instructional faculty and staff who participate in administration of academic
classes programs and research at the University ofSouth Florida This regulation
asserts faimess in that it requires notice to any student accused ofa violation of
academic integrity and provides a directive for discussion between the instructor and
student to seek a fair and equitable resolution If a fair resolution is not accomplished
in this discussion this regulition allows the student continued rights ofdue prbcess
under the academic grievance procedures based upon tlle preponderance ofthe
evidence The policies described below are the only policies and procedures that
govern violations of academic integrity at the University and supersede any previous
policies or regulations 3 Violations of Academic Integrity Undergraduate and
Graduate Behaviors that violate academic integrity are listed below and are not
intended to be all inclusive Cheating Plagiarism Fabrication Forgery and Obstruction
Multiple Submissions Complicity Misconduct in Research and Creative Endeavors
Computer Misuse and Misuse of Intellectual Property The Academic Integrity Policy
can be found in the USF St Petersburg Graduate Catalog
J. Program This Course Supports
Proposed Graduate Certificate Program in Infant-Family Mental Health
5.
Course Concurrence Information
Proposed Masters of General Psychology Proposed certificate program in InfantFamily Mental Health MLA
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number=2616
1/13t2012
THE FOLLOWING COURSE HAS ALREADY BEEN APPROVED AS A COURSE
G RADAATE C E RTI FICATE PROGRAM
IN THE
COURSE SYLLABUS
CLP 6XXX: Infant-Family Mental Health (Online)
University of South Florida St. Petersburg, Department of Psychology
Instructor:
Department:
Oflice:
Office hours:
Phone:
Email:
James P. McHale, Ph.D.
Psychology
Davis 249
By appointment
727-873-4963 (for urgent or time-sensitive messages, please use e-mail)
[email protected]
Required Books
1. Zenah, C. H. (Ed). (2009). Handbook of infant mental heakh (3'd Ed). NY: Guilford.
2. McHale, J. & Lindahl, K. (2011). Coparenting: A conceptual and clinical look at fomily
3.
systems. Washington, DC: American Psychological Association Press.
Shirilla, J.,& Weatherston, D.(2003). Case studies in infant mental health: risk,
resiliency, and relationships. Washington, DC: Zero to Three.
Additional readings included in the syllabus are recommended readings. It is advisable to
demonstrate evidence of your additional reading in your portfolio work.
Class Description:
The IFMH course involves weekly videotape modules featuring presentations by the instructor
and guest co-presenters, augmented by film clips and assigned readings; periodic student
discussion board postings communicating thoughts about assigned readings; and an optional
opportunity to facilitate a community workshop. The class will address the theoretical bases of
infant mental health, integrating normal and atypical infant development and infant-caregiver
relationships. A distinctively unique and ongoing emphasis throughout the course will be on
understanding the coparenting and family relationship dynamics that support infant and toddler
development in cultural context. The course will also include coverage of brain development,
diagnosis and assessment, evidence-supported and evolving new and innovative preventive and
intervention approaches designed to strengthen child and family functioning, and policy issues.
Students who enroll in this course are expected to have taken DEP 4053 or its equivalent and
CLP 4620 - Ethics in Psychologt and Health or its equivalent, both with a grade of"C" or better
(not "C-"). Prerequisites may be waived for those in clinically-oriented graduate programs and/or
for practicing field professionals, with instructor approval.
Inherent in graduateJevel coursework is the concept that the student is responsible for all
required readings. In addition, it is expected that students will also search out additional readings
in efforts to expand their knowledge in specific areas. The instructor may include additional
reserve readings thoughout the semester. Evidence ofadditional readings should be evident in
the student portfolio.
z
Student Learning Outcomes:
By the completion ofthis course, the student is expected to have attained the following 8
leaming outcomes related to theory, practice, policy/advocacy, research and evaluation, and selfreflection:
l. Demonstrate understanding of coparenting and family development and dynamics during the
first three years of life in diverse family systems.
2. Demonstrate understanding of early brain development, infant-caregiver attachment during
infancy, and how caregiver and coparenting behavior affect brain and attachment development.
3. Demonstrate understanding oftypical and atypical infant development and how they affect
and can be affected in positive and negative ways by the functioning ofthe family.
4. Demonstrate recognition of the importance and impact of appreciating the family's history,
culture, and experiences in order to develop a viable working alliance with family members.
5. Demonstrate understanding of how the DC: 0-3R assessment framework is utilized in clinical
practice to assess children 0 to 3 and their families.
6. Demonstrate knowledge of how prevention and early intervention programs
and high quality
programs
make use of developmental and family principles to promote healthy infant
child care
and toddler development.
7. Demonstrate the ability to relate clinical and family theory and effective practice models from
the literature to novel cases involving infants exhibiting established conditions or risk for
developmental delay or social-emotional maladjustment.
8. Demonstrate capacity for self-reflection on new leaming attained though personal reactions to
class assignments and exercises and Civic Engagement participation.
Evaluation and Grading:
Students
will
demonstrate the above leaming outcomes in a variety of ways, described below.
Portfolio Assessment
( 150
points total):
Students must assemble a portfolio reflecting their new leaming during the semester. At
minimum, the portfolio must contain two reflective essays, each worth 50 points toward the final
grade, and either a 1O-slide Powerpoint presentation on a topic approved by the instructor or a
reflective essay coordinated with a specific Civic Engagement assignment (see below).
Assignment 1 (choose either A or B; 50 points)
-
Observation reflective essay
The purpose of this assignment is to sharpen your observational skills. Your aim is to pay
attention to particular behavioral cues sent by infants and toddlers that convey meaning, to begin
attending to the personal reactions you have to different cues sent by children (both positive and
negative), and to start thinking about how your own reactions to a child could shape or influence
how you later approach interactions with that child's parents. Choose either assignment A or B:
A, Obtain your "data" by viewing the film: ll/hen the Bough Breaks.
The children in this film evoke very strong reactions from those who watch the film. The
J
way that you react can affect both the way you view the child and the way that you subsequently
engage with and interact with the child's parents. Hence, you are to watch the film, take notes,
and then use concepts from your readings to prepare a 3-5 page reflective essay in which you
focus on two different children (clearly identify which two you are focusing on) and address
(a) the most important things you noticed about each child, both positive and negative,
identiSing specific behaviors that captured your attention;
(b) specific signals you believe the child was sending at different points in the video, in
enough detail that others could also find those moments
and tell why you believe what the
child was doing at those moments constituted "signal-sending";
(c) your own personal reactions to the specific behaviors you flagged for each child, and
why it was that you had the particular reaction you did to each ofthose behaviors; and
(d) how your reactions could affect how you might interact with the child and with her
relevant coparents in an infant mental health context.
B. Obtain your data by arranging 3 visits to a setting where observation of0-3 year old
children is optimized.
Ifyou choose assignment lB, it is your responsibility to anange the visits; the instructors are
unable to broker this for you. As with assignment 1A, select two different children to observe on
a minimum of two -- and ideally all three - observational visits. Prepare a 3-5 page reflective
essay drawing on concepts from your readings, and for both children, address
(a) the most important things you noticed about each child, both positive and negative,
identi$ing specific behaviors that captured your attention;
(b) specific signals you believe the child was sending at different points during your and
why you believe what the child was doing at those moments constituted "signal-sending",
(c) your own personal reactions to the specific behaviors you described, and why it was
that you had the particular reaction you did to each ofthose behaviors; and
(d) how your reactions could affect how you might interact with the child and with her
relevant coparents in an infant mental health context. All descriptive information about the
observed child and family members must be kepl anonymous.
-
Assignment 2 (50 points\
Conceotualizing from an infant.family mental health oerspective
This assignment tests to see how well you are understanding the distinctions between typical
infant-mental health perspectives, as employed by intewentionists who focus primarily on
mothers; and infant-family mental health perspectives, as outlined by McHale and Lindahl
(Chapters I and 7, and other chapters as appropriate). Most infant-mental health case
conceptualizations do not attend to the triangular or polyadic relationship between two or more
coparents and a child. They focus on just the mother and child, or treat the adults as a single
entity, a generic "parent", without considering the important dynamics that take place within the
parent-parent-child triangle and affect child outcomes.
-
For this assignment, you are to draw on concepts from your readings to prepare a 3-5 page
analysis ofthe case provided by the instructor from an Infant-Fanrily Mental Health perspective.
Briefly describe the case and key elements ofhow it was handled, and then explain how this case
might have been handled differently had the interventionist heeded principles of coparentrng
assessment and intervention. Ifthere were places in the intervention where vou believe thar
coparenting/IFMH issues were handled well, draw attention to this and explain why you think
they were well-handled.
Assisnment 3 (choose either A or B: 50 points)
A.
-
Anplications ofconcepts learned
Disseminating knowledge about IFMH to an academic audience
Students selecting Option A must prepare and submit as an assignment a Powerpoint
presentation on a topic approved by the instructor, together with accompanying notes that
coincide with each slide (in Powerpoint format) on an infant mental health topic oftheir interest.
Any topic is fair game, but the theme of coparenting must be integrated into its exposition. The
Powerpoint presentation may be no more than l0 slides (not counting the cover slide), and must
provide comprehensive ffeatment of the key issues of interest with respect to the topic chosen.
B.
Disseminating knowledge about IFMH to a community (ay) audience
Students selecting Option B will participate in a community-based project designed to
translate what they are leaming about infant-family mental health to support parents and
caregivers in Pinellas County. You will facilitate a workshop at an annual event for African
American parents, family, neighbor and friend caregivers the weekend ofthe seventh week of
class (mid-February). In your 25-minute workshop you will present and discuss one-on-one
activities for infants and toddlers, and show workshop attendees how to locate web-based videos
and other resources designed for parents of infants that explain and demonstrate parenting
strategies that promote infant brain development and encourage early leaming. Students
choosing this option will attend a required in-person briefing during the week prior to the
community workshop. By the time of the briefing, you are expected to be intimately familiar
with posted workshop materials and with Zero to Three's website at http://www.zerotothree.org/
You should begin spending time navigating through this site each week ofthe class. After the
workshop experience, you will prepare a 3-5 page reflective essay reflecting on and describing
personal views or biases about the population served through the workshop (low income, higherrisk African American parents) that were either confirmed or challenged in the course ofyour
work. Consider and honestly reflect upon your own thought processes when you first considered
taking on the assignment, as you were preparing for your contribution, and then during the event
itself. Describe your feelings and reactions, both positive and negative. Reflect upon whether and
how you think your participation contributed to the community, how your experiences
contributed to your leaming, and how the experience and what you leamed will affect your
future work. Last, offer at least 2-3 sentences outlining what you saw as an apt link between
theory you learned about in class, and the theory's real-life application.
Students are encouraged to include any other information in their portfolio that they deem to
be important for demonstrating their involvement with infancy and early childhood issues during
the semester.
Midterm Exam
( 100
points total):
The midterm consists of 50 multiple-choice questions from the Zeanah text and in the in-class
lecture modules. The exam is administered through Blackboard. You will have 2 % hours and
a window of one full week within which to complete the exam, but the test must be taken rn
one sitting. There will be no make-up exam or opportunities to re-link into the exam if it is not
5
completed in the sitting in which it has been started. Students will receive a score ofzero if
they do not take the midterm at all, or do not finish it by the posted closing date and time.
Final Exam (100 points total):
The final exam is cumulative. It will consist of multiple-choice, short answer and essay
questions on the course videos and readings from weeks I through 16. As with the midterm,
the final exam will be administered on Blackboard and must be completed by the posted
deadline. There will be no make-up exam. You will receive a score ofzero ifyou do not take
the final. You will have 2 % hours to complete the multiple choice questions on the final. One
point will be deducted from your grade for each minute exceeding the time limit on the
multiple choice questions. There is no time limit for the short answer/essay questions, but the
exam must be fully uploaded by the closing date and time.
Participation and discussion boards (50 points total):
On specific weeks indicated in the course schedule (below), students will post one comment,
idea or question about what they are reading onto the class Blackboard website. This main post
must occur no later than 12-noon on Wednesday. Each student must then post a reply to at least
two responses, questions or ideas raised by other classmates by 11:59 pm on Saturday. Each post
shall be thoughtful and contribute a minimum of50 but no more than 100 words.
Grading Policy - Assignment of letter grades:
Letter grades for the course will be assigned using this formula:
90-100% A (360-400 points)
80-89% B (320-359 points)
70-79%
C (280-319 points)
D (240-279 points)
60-69%
below 60% F (239 points and below)
Because grades will be determined on an absolute basis, with no pre-set number
etc., students are not in competition with one another for grades.
of"A"s, "B"s,
Course Policies:
Access to Blackboard/USF email account. Students are expected to have access to Blackboard
and a USF email account and will be held responsible for announcements and other information
communicated through these methods. Students are required to use a USF email account to
communicate with the professor; due to spam controls, the professor will not be accountable for
emails sent from non-USF accounts.
Academic Accommodations. Students with disabilities are encouraged to contact the professor
during the first week of class to discuss accommodations. Forward a current Memorandum of
Accommodations (MOA) from the Office of Student Disability Services (OSDS), which is a
prerequisite for receiving accommodations. Two weeks notice is required for accommodated
examinations.
Academic Inteerity. Behaviors that are contrary to University standards have no place in this
course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student guilty of any such behavior will receive a
o
failing grade for the course and may be reported to the Dean ofthe College ofAns and Sciences
for disciplinary action.
Attendance Policy. It is expected that students will watch all video modules.
Incomplete Grade Policy. An "I" grade may be awarded at the discretion of the instructor. An
"1" grade indicates incomplete coursework and may be awarded only when a small portion of the
student's work is incomplete and only when the student is otherwise eaming a passing grade.
Preparation and Make-Up Work. Students are expected to have completed all readings and
written work by their assigned date. Because the due dates for each element of the portfolio are
already known, late submissions for any assignment will be penalized 5 points for each day late.
As indicated above, there is no make-up for the midterm or final exam.
Recordings ofthe class. All unauthorized recordings ofclass are prohibited. Sharing of materials
used in Blackboard Powerpoints with other individuals or agencies without expressed instructor
consent is prohibited. Recordings that accommodate individual student needs must be approved
in advance and may be used for personal use during the semester only; redistribution is
prohibited.
Relieious Preference Absence Policy. Students who anticipate that a major religious observance
will interfere with any assignment's due date must provide advance written notice of the conflict
to the professor by the second class meeting. (http://usfweb2.usf.edu/usfec/gcJp/acadaf/gc l0-045.htm)
S-U Policy: S-U contracts must be negotiated in writing the first three weeks of the term.
Course Schedule:
Week
I
Video Modules:
The field of infant-family mental health
Readings: Zeanah: Chapter l;McHale & Lindahl: Introduction, Chapter
1
Week 2 Video Modules:
Coparenting and systems of care for infants and toddlers; Co-Presenter: Susan Allen
Readings: Discussion boarcl aboul thesc reac{ings
Shirilla & Weatherston: pp. 131-152 (Margrete and Her Babies)
Dunst, C. J. & Dempsey, I. (2007) Family-Professional Partnerships and Parenting
Competence, Confidence, and Enjoyment. Internstional Journal of Disability,
Development and Education, 54, 3,305-318 (available on Blackboard)
Zeanah,P.D., Stafford, B. & Zeanah, C.H. (2005) Clinical Interventions to Enhance
Infant Mental Health: A Selected Review, National Center for Infant & Early Childhood
Health Policy (available on Blackboard)
Week 3 Video Modules:
Infant biological and brain development
-
pregnancy to age 3; Co-presenter: Peter Gorski
Readings: Discussion board about these readings -- Zeanah: Chapters 3, 4, and
11
Week 4 Video Modules:
Typical development I: Developmental milestones
Typical development
II: Infant-parent
attachment
Readings: Discussion board about thesc readings
- Zeanah: Chapter 5
Week 5 and 6 Video Modules:
Recognizing atypical development Co-presenter : Laurie Ferguson
Readings: I)isoussion board aboul thesc rcadings -- Zeanah: Chapters 18, 19,23,24 and 26
Week 7 Video Modules:
Cultural perspectives on development in the family Co-Presenter: Dottie R, Morris
Re adi n gs : [) i sc uss i o n bo.1.gl4[9gq[grc*read i n gs -- Zeanah : Chapter 6
*gO.MINUTE BRIEFING FOR STUDENTS CHOOSING PORTFOLIO OPTION 38 OO
BE SCHEDULED DURING WEEKDAY EVENING OF WEEK 7, DAY/TIME TBD)
* 2-HOUR COMMUNITY WORKSHOP FOR STUDENTS CHOOSING PORTFOLIO
OPTION 38 (SATARDAY MORNING OF WEEK 7)
Week 8 Video Modules:
Naming differences among babies (DC 0-3R); Co-Presenter: Kristie Skoglund
Readings: l)iscussion board abonl these readinss -- Zeanah: Chapters 14, 15, 16 and 17
**MID-TERM EXAM ADM]NISTERED ON BLACKBOARD OPENS AT gAM ON
TUESDAY MORNING OF WEEK 8, CLOSES AT MIDNIGHT FRIDAY OF WEEK 8
Week 9 Video Modules:
Trauma, abuse and violence in families; Co-Presenter: Lisa Negrini
Readings: l)iscussion board about thesc readings -- Zeanah: Chapters 12 and 21
Week l0 and l
l
Video Modules:
Intervention basics I: Models for mother-infant dyads; Co-Presenter: Shari lovino
Intervention basics II: Coparenting and work with diverse families
Readings: Zeanah: Chapters 27
&28
8
Shirilla & Weatherston: pp. 15-26 (Learning to
McHale & Lindahl: Chapters
7
, 9, and
See
Her Son: A Baby and His Mother)
1l
Week 12 Video Modules:
Coparenting and prevention programming; Co-Presenters: Susan AIlen, Jutli Vitucci
Readings: Discussion boatd about lhese readings
-
McHale & Lindahl: Chapter 8
htto://www,nursefamilvoartnershin.orq/nroven-results/nublished-research
Week 13 Video Modules
Coparenting and work with infants in the child welfare system; Co-presenters: Shira
Pettigrew; Iennifer Agisotelis; llendy Kuhar
Readings: Discussion board about thcsc rcaclings -- Zeanah: Chapter 31
Wulczyn F., Emst, M. & Fisher, P. (2011). Wo Are the Infants in Out-of-Home Care?
An Epidemiological and Developmental Snapshot. Chicago: Chapin Hall,U of Chicago
Week l4 Video Modules: Guest Co-Presenter: Sara Sevem
Coparenting and work with children in daycare settings
Readings: Zeanah: Chapter 35
Week 15 Video Modules: Guest co-presenter: Stephen Ponzillo
Coparenting and public policy issues
Readings; Discussion boal{4!2gq!j1999 reaclings
--
Zeanah: Chapter 36
Week l6 Video Modules: Semester wrap-up
**FINAL EXAM ADMINISTERED ON BLACKBOARD OPENS AT gAM ON TUESDAY
MORNING OF WEEK 16, CLOSES AT MIDNIGHT FRIDAY OF WEEK I6
Professional Organizations
Students are expected to become student members ofthe Florida Association for Infant
Mental Health, Pinellas chapter. Membership is free to students. FAIMH sponsors local and
statewide conferences annually, and maintains a website at: http://www.faimh.org/ that includes
a variety of research-based and policy articles of interest, including Florida's Strategic Plan for
9
Infant Mental Health, downloadable at http://www.faimh.org/2008IMHPlan.pdf . FAIMH is a
state chapter of the World Association for Infant Mental Health (WAIMH), the umbrella
organization that oversees the Infant Mental Health Journal and The Signal, a quarterly
newsletter. The WAIMH holds a bi-annual Congress that meets at various sites around the world.
The other major organization concemed with Infant-Family Mental Health is ZERO TO
THREE: National Center for Infants. Toddlers. and Families. ZERO TO THREE conducts an
annual training institute, publishes clinically oriented books and training materials related to
infancy, and publishes ZERO TO THREE, a quarterly practitioner-oriented journal of original
articles. Students are expected to become thoroughly familiar with the ZTT website this semester
and to be able to help families leam to navigate the site at the October 22 community event.
Journals Concerned with Infant and/or Infant-Familv Mental Health
ZERO TO THREE
Infant Mental Health Journql
Infancy
Infant Behavior and Development
Infancy and Early Education
Journal of Reproductive and Perinatal Psychology
Child Development
Developmental P sychologt
Developmental Review
Family Process
Journal of Family Psychologt
Selected Reference Volumes
Bowlby, J. (1969). Attachment, New York: Basic Books.
Fivaz-Depeursinge, E., & Corboz-Wamery, A. (1999). The primary triangle: A developmental
systems view of mothers, Jbthers, and infants. New York: Basic Books.
Fraiberg, S. (1980). Clinical studies in infant mental health,New York: Basic Books
Harden, B. (2007). Infants in the Child Welfare System: A Developmental Framework lor Policy
and Practice. Washington, DC: Zero to Three
Heller, S. and Gilkerson, L. (2009). A Practical Guide to Reflective Supervision. Washington,
DC: Zero to Three: The National Center for Infants, Toddlers, and Families.
Landy, S., & Menna, R. (2006). Early intervention trith multi-riskfamilies: An integrative
approach. Baltimore, MD: Paul Brookes.
Lieberman, A. & Van Hom, P. (2005). Don't Hit My Mommy! A Manual for Child-Parent
Psychotherapy with Young Witnesses of Family Violence. Washington, DC: Zerc To Three.
Maldonado-Duran, J. M. (Ed). (2002). Infant and toddler mental health: models of clinical
intervention with infants and their families. Washington, D. C. American Psychiatric
Publishing.
McHale, I. (2007). Charting the Bumpy Road of Coparenthood. Washington, DC: Zero To
Three.
10
Meisels, S. J., & Shonkoff, J. P. (Eds) (1990). Handbook of early childhood intervention. New
York: Cambridge University Press.
Osofsky, J. D. (2011). Clinical Work with Traumatized Young Children. Washington, DC: Zero
To Three.
Papousek, M., Schieche, M. & Wurmser, H. (2007). Disorders of Behavioral and Emotional
Regulation in the First Years ofLife: Early Risks and Intervention in the Developing ParentInfant Relationship. Washington , DC: Zero To Three.
Shonkoff, J. & Phillips, D. (2000). From Neurons to Neighborhoods: The Science of Early
Childhood Development. Washington, DC: National Academy Press.
Watt, N., E., Ayoub, C., Bradley, R. H., Puma, J. E., & LeBoeuf, W. A. (Eds) (2006). The crisis
in youth menlal health: Early intervention programs and policies. Westport, CT: Praeger
Publishers
Weatherston, D. & Tableman, B. (2002). Infant mental heahh services: Supporting
competencies/reducing risks, 2'o Edition. Southgate, MI: Michigan Association for Infant
Mental Health.
Zero to Three. (2005). Diagnostic Classification of Mental Health And Development Disorders
Of Infancy and Early Childhood, revised: DC:0-3R. Washington, DC: Zero to Three: The
National Center for Infants, Toddlers, and Families.
Zero To Three (2008). Caring for Infants and Toddlers in Groups: Developmentally Appropriate
Practice (2nd Edition). Washington, DC: Zero to Three: The National Center for Infants,
Toddlers. and Families.
UNIVERSITY OF
SOUTH FLORIDA
ST. PETEII.SBURG
Graduate Curriculum Approval Form
New Course
Prefix and Number: CLP 5po(
Title: Cultural Competence
Tracking Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Fall 20X3
USF
Institution:
USF St.
Petersburg
Initiatint Faculty Name; Vikki
T. Gaskin-Butler
Faculty Email: [email protected]!
College and Department (if applicable): College of Arts and Sciences; Psychology
Follow the guidelines outlined on the USF St. Petersburg Graduate Studies at htto://www.stot.usf.edu/spqrad/Facultv
& Staff/Graduate
Council.htm.
Complete:
/the
Graduate Curriculum Approval Form (this form)
/dthe
printed copy of the new course information submitted online
f,
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
6l
confim that I have checked the State Course Numbering System and no institution within the
D
USF
I confirm my understanding that once approved the course syllabus must comply with the
policy (htt0://www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
USF
currently offers this course.
System Provost's Course Svllabus
Concurrences:
El
contirm that this course does not impact other departments/programs, so no concurrence is needed.
tr | confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiatint Faculty
Dept. Chair (if applicable)
COLLEGE APPROVALS
Chair, College Curriculum Committee
Chair, college Council
College Dean/Associate Dean
* Once approved by College,
scNs.
Graduate Studies willforward to the USFSP Graduate Councilfor review. Once approved bvthe UsFSp
willforward to the Vice Chancellor for Academic Affairs and continue with appropriate follow up through submission to
USFSP
Council, USFSP Graduate Council
USF Graduate School - Graduate Course
Status
Pase 1 of5
Graduate Course Proposal Form Submission Detail
H*SF F pnqfat
**
l (password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Infornation
Number
2706
Department
Psychology
Contact Person
James McHale
Trackine
2.
Date & Time Submitted
2012-01-09
Colleqe
AP
Phone
72'78734969
Budqet Account Number
125500
Email
[email protected]
Course Information
Prefix
CLP
umber
6XXX
N
Full Title
Cultural Competence
variable?
registration?
variable?
Is the course title
Is a permit required for
Are the credit hours
Hours
3CR
Credit
Section
N
Y
N
Type
Gradine Option
Abbreviated Title (30 characters maximum)
Cultural Competence
Course
CO
Online?
Percentase On Camous
Prerequisites
PSY 6XXX (proposed research methods course)
http://www.grad.usf.edu,/programs/grad_course_status_detail.php?track_number-2706
ll13/2012
USF Graduate School - Graduate Course Status
Page 2
of5
Corequisites
Course Description
Addresses core concems of multicultural and cross-cultural psychology, with particular emphasis
on research methodology, critical thinking, and applications ofresearch.
3.
Justification
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentratio certificate
B. What is the need or demand for this course? (Indicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
USFSP graduates hired to work in agencies providing direct clinical support, and case
management, and research services, as well as pursuing fuither graduate education
will need an understanding of multicultural and cross-cultural issues. The American
Psychological Association requires all Psychologists to take courses in and become
trained in cultural diversity in order to provide culturally competent care. This course
would fulfill that requirement for students enrolled in our program
C. Has this course been offered as Selected Topics,/Experimental Topics course? Ifyes, how many
times?
No
D. What qualifications for training and/or experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Ph.D. or equivalent including at least one year field experience in working with
diverse populations and research and/or one year clinical experience working with
diverse populations.
4.
Other Course Information
A. Objectives
To enable students to develop a broader understanding of culture, including the
meanings of multicultural and cross-cultural psychology; to understand the key
concepts and methods of multicultural and cross-cultural research; to understand
enculturation, socialization, and the connection between bilogical psychology and
multicultural issues; to understand developmental psychology in multicultural and
cross-cultural perspective; to rmderstand multicultural issues in social psychology as
well as the role of culture in cognition; to understand how culture is impacted by
gender, health, emotion, language and communication; to understand the relationship
between culture and personality; to understand the relationship among culture,
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abnormal psychology and the treatment of abnormal behavior; to understand the role
of culture in individual identity, interpersonal and intergroup relationships, and
organizations; to develop a general understanding of several multicultural populations
in America, including African Americans, Asian Pacific Americans, Latino/a
Americans, American Indians and Alaska Natives, and Multiracial Americans; and to
enhance critical thinking skills related to multicultural and cross-cultural psychology.
B. Leaming Outcomes
Demonstrate a sensitivity to and respect for cultural diversity, and for the social and
personal issues confronted by others as a function oftheir racelethnicity, gender,
sexual orientation, and cultural background. Demonsftate ar understanding ofkey
concepts in multicultural psychology and cross cultural psychology. Demonstrate an
understanding of multicultural and cross-cultural research methods. Demonstrate an
understanding ofthe cormection between culture and biological, developmental, and
social psychology. Demonstrate an understanding of the concerns of six multicultural
populations living in America. Demonstrate an understanding ofpsychological issues
of import in multicultural and cross-cultural contexts.
C. Major Topics
Multicultural and Cross-Cultural Psychology; Multicultural and Cross-Cultural
Research Methods; Enculturation; Socialization; Biological Psychology;
Developmental Psychology in Multicultural and Cross-Cultural Perspectives;
Multicultural Issues in Social Psychology; the Role of Culture in Cognition; Gender,
Health, Emotion, Language and Communication; Personality; Abnormal Psychology
and the Treatment of Abnormal Behavior; the role of Culture in Individual Identity;
Interpersonal and Intergroup Relationships, and Organizations; African Americans,
Asian Pacific Americans, Latinoia Americans, American Indians and Alaska Natives,
and Multiracial Americans.
D. Textbooks
E. Course Readings, Online Resources, and Other Purchases
Other articles and chapters may be assigned by the instructor.
F. Student Expectations/Requirements and Grading Policy
Grades for the course will be earned by completing assignments and class
participation: AttendanceiParticipation (15%), Research Presentations (30%),
Cultural Photo-Autobiography (1 5%), Portfolio (40%)including a presentation worth
l0% and a portfolio worth 30%).
G. Assignments, Exams and Tests
Students will complete two research presentations related to course material covered
in class. Students will also complete a cultural photo-autobiography which details
their life history in cultural perspective. Students will also develop and present a
portfolio that details how they will use the course material to work with a
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USF Graduate School - Graduate Course Status
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5
multicultural or cross-cultural population.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Leaming (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeling days/times (such as, directed reading/research or study, individual research,
thesis, disse(ation, intemship, practica, etc.). Students are responsible for dropping
undesired courses in these categories by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
http://usfiveb2.usf.edu/usfgc/ogc%o20web/currenteg.htrn) Attendance Policy for the
Observance of Religious Days by Students: In accordance with Sections 1006.53 and
1001.7a(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the
University of South Florida (UniversityAJSF) has established the following policy
regarding religious observances: (http://usfiveb2.usf.edu/usfgc/gc1p/acadaf/9c10045.htm) In the event ofan emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction
through methods that include but are not limited to: Blackboard, Elluminate, Skype,
and email messaging and,/or an altemate schedule. It's the responsibility of the
student to monitor Blackboard site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
I. Policy on Make-up Work
Students are expected to have completed all readings aad written work by the
assigned date, and be prepared to participate in class discussions and activities. Late
submissions for any assignment will be penalized 10 points for each day late.
Members of the University community support high standards of individual conducl
and human relations. Responsibility for one's own conduct and respect for the rights
ofothers are essential conditions for academic and personal freedom within the
University. USF St. Petersburg reserves the right to deny admission or refuse
enrollment to studenls whose actions are contrary to the purposes ofthe University or
impair the welfare or freedom of other members of the University community.
Disciplinary procedures are followed when a student fails to exercise responsibility in
an acceptable manner or commits an offense as outlined in the Student Conduct Cooe.
Refer to USF 6.0021, Student Code ofConduct at
http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf6.0021 .pdf Academic
Integrity of Students Reference: USF Regulation USF 3.027 - The following is the
portion of the Regulation pertaining to graduate students. To read the entire
regulation, go to: htp://generalcounsel.usf.edu./regulations/pdfs/regulationus8.O27.pdf Academic integrity is the foundation of the University of South Florida
system's (JniversityAJSF) commitment to the academic honesty and personal
integrity of its University community. Academic integrity is grounded in certain
fundamental values, which include honesty, respect and faimess. Broadly defined,
academic honesty is the completion ofall academic endeavors and claims of scholarly
knowledge as representative ofone's own efforts. Knowledge and maintenarce of the
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academic standards of honesty and integrity as set forth by the University are the
responsibility of the entire academic community, including the instructional faculty,
staff and students. The following policies and procedwes apply to all students,
instructional faculty and staff who participate in administration of academic classes,
programs and research at the University of South Florida. This regulation asserts
faimess in that it requires notice to any student accused ofa violation of academic
integrity and provides a directive for discussion between the instructor and student to
seek a fair and equitable resolution. If a fair resolution is not accomplished in this
discussion, this regulation allows the student continued rights ofdue process under
the academic grievance procedures based upon the preponderance of the evidence.
The policies described below are the only policies and procedures that govem
violations of academic integrity at the University and supersede any previous policies
or regulations. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, a:rd are not intended to be
all inclusive. (a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,
(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative
Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual Property Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper, lab repon,
etc., An F in the course activity in which credit may be eamed, An FF in the course
(leading to expulsion from the University, Academic dismissal for any violations of
academic dishonesty policies or regulations. Possible revocation of the degree or
graduate certificate following a thorough investigation.
J. Program This Course Supports
Proposed
5.
MA in Psychology, USFSP
Course Concurrence Information
- ifyou have questions about any of these Jields, please contact [email protected], edu or
[email protected].
http://www.grad.usf.edu/programs/grad_course_status_detail.phptrack_number:2706
1/13t2012
Cultural Competence
Tentative Course Syllabus
CLP XXXX
University of South Florida St. Petersburg
Oflice:
Instructor: Dr. V. Gaskin-Butler
E-mail Address: [email protected]
Course Website: https://my.usf.edu
DAV 234
Office Phone: (727) 873.4778
Office Hours: Tuesdays 2:00 - 3:00 p.m.
Wednesdays 12:30 - l:30 p.m.
Other times @qilable by appointment
Course Introduction
lssues ofculture and diversity are of great concem in the field ofpsychology. This course will
introduce students to the fields of multicultural psychology and cross-cultural psychology. Students will
understand issues related to "cultural and minority status" . . . "in psychology, and the role of multicultural
issues in mainstream research" (Pearson, 201 1). Students will also be introduced to research about several
cultural groups living in America and factors associated with their existence in America.
The proliferation ofresearch in cross-cultural psychology enables the psychological community to
think critically about "the validity ofpsychological processes across cultures" (Matsumoto & Juang, 2d04,
xv). cross-cultural psychology focuses on the ways in which emotions, thoughts, and behaviors are
influenced by culture. This course will enable students to develop a broad understanding ofculture and
psychology, with particular emphasis on multicultural and cross-cultural research methodology and critical
thinking. Sludents will also gain an understanding of ethnocentrism, stereotypes, and enculturation as they
relate to culture. In addition, students will develop an understanding ofthe impact ofculture on basic
psychological processes, developmental processes, gender, health, emotion, personality, abnormal
psychology and the treatment ofabnormal behavior, socialization and social behavior, and organizations.
Course Objectives
Students enrolled in this course
)
)
)
)
)
D
)
)
)
will
be expected to:
Develop a broader understanding ofculture
Develop an understanding ofthe meanings ofmulticultural and cross-cultural psychology, including
key concepts and methods of multicultural and cross-cultural research
Understand enculturation and socialization
Understand the connection between biological psychology and multicultural issues
Understand developrnental psychology in multicultural and cross-cultural perspective
Understand multicultural issues in social psychology
Understand the role ofculture in coenition
understand how culture is impacteJby gender, healrh, emotion, language and communication
Understand the relationship between culture and personality
>
!
Understand the relationship among culture, abnormal psychology and the treatment of abnormal
behavior
F
Understand the role ofculture in individual identity, interpersonal and intergroup relationships, and
organizations
Develop a general understanding of several multicultural populations in American, including African
Americans, Asian Pacific Americans, Latino/a Americans, American Indians and Alaska Natives,
)
and Multiracial Americans
Enhance critical thinking skills related to multicultural and cross-cultural psychology
Sl adenl Learnin
g
O
ulc omes
Upon completion ofthis course, the student should be able to:
demonstrate a sensitivity to and respect for cultural diversity, and for the social and personal
issues confronted by others as a function of their race/ethnicity, gender, sexual orientation, and
cultural background
demonstrate an understanding of key concepts in multicultural psychology and cross-cultural
D
)
)
)
)
)
psychology
demonstrate an understanding
demonstrate an understanding
and social psychology
demonstrate an understanding
demonstrate an understanding
ofmulticultural and cross-cultural research methods
of the connection between culture and biological, developmental,
of the concerns of six multicultural populations living in America
of psychological issues of import in cross-cultural contexts
Required Terts:
Hall. G. Z. N. (2010). Multicultural Psycholog
1/l
ed.l.Upper Saddle, NJ: Prentice-Hall.
Matsumoto, D. & Juang, L. (2008). Culture and Psychologt
(4'h ed.).
Belmont, CA: Thomson Wadsworth.
Additional Required Readings will be posted on Blackboard.
Recommended Texts:
American Psychological Association. (2009). Concise rules of APA style. Washingfon, DC: Author.
lYebsite:
Course-related assignments, discussion topics, announcements, etc. will be posted on the "My USF"
website for this course. Students are required to check the course Blackboard regularly for course
updates. Discussion questions or comments may also be posted on the "Discussions" section of
"Course Content" on Blackboard. Students may access this site at https!'imy.uglglu.
)
A udio/Video Rec o rdin g :
)
Please be advised that
purpose of sale.
n
otes and video/audio recording of this course arc not
pemitted for the
Personal Computers and Cell Phones:
Use of personal computers during class is only allowed for the purpose of taking notes and/or
completing coursework required in this cours€. Student use of personal computers for
)
purposes other than the aforementioned reasons will result in a loss of participation points on
the date of such use and the prohibition of using a personal computer for the duration ofthe
)
course.
prohibited. Use of cell phones during class will result in a loss of
participation points and the student will be asked to leave the class.
Use of cell phones is
Course Req uircments and Evaluatioty'Grading Policy
I.
Attendance and Parlicipalion
(15%o)
Attendance and participation are required for a// class sessions. Students are expected to arrive to class on
time. In order to reeeive credil for attending a class session, students must be presentfor lhe entire class.
Missing more than one class will result in a lowered grade. When a student misses class, he or she is
expected to discuss missed course material with at least three classmates prior to consulting the professor.
After consulting with classmates, the student may discuss additional concems with the professor.
Students are required to actively participate in class because class participation increases students'
comprehension ofcourse materials. Therefore, it is expected that each student read the assigned reading
prior to each class session. Students should come to class prepared to discuss the reading with classmates.
2.
Research Presentations (30%)
Students will be required to read, write a summary of, and present on two research articles related to course
content. Each student will choose two dates on which to present. Each research article must relate to the
course content (i.e., topic ofassigned reading) on the date chosen. Students will sign up for presentation
dates using the "Groups" feature on Blackboard. An electronic copy ofthe summary/annotation ofthe
chosen articles is due to Safe Assign (on Blackboard) before class on the date ofthe presentation. Students
must also tum in a printed copy ofthe summary/annotation on tlle date ofthe presentation.
3.
Cultural Photo-Autobiography
(15%o)
Each student is required to create a photo-autobiography related to her/his own culture, paying particular
attention to how his/her culture impacts his/her psychological perspective. A description ofthis assignment is
posted on Blackboard.
4.
Portfolio (40%)
Each student will create a portfolio ofhow he/she might use the information learned in this course to work
with a particular multicultural and./or cross-cultural population. Each student will complete a presentation on
his/her research during one ofthe last two weeks of class. This assignment must incorporate research related
to each area of multicultural and cross-cultural research covered in class. A description ofthis assignment is
posted on Blackboard. The portfolio is due to Safe Assign by 5:00 p.m. on the date ofthe scheduled final
exam. There will be no in class final examination.
D
Grades for the course
o
o
o
o
will
be eamed by completing assignments and class participation.
Attendance/Participation
15 percent
30 percent
l5 percent
40 percent
ResearchPresentations
Cultural Photo-Autobiography
Portfolio
r Presentation
l0 percent
3
. Portfolio
A+
A
B+
B
C+
C
D+
D
F
FF
D
30 Dercent
:
:
:
:
:
:
=
=
=
=
95
90
85
80
75
70
65
60
-
100 points
points
89
- points
- 84 points
- 79 points
- 74 points
- 69 points
- 64 points
below 60 points
Failure/academic dishonestv
-94
S,U Policy
Students who desire to take this course on an S/lJ basis must negotiate a contract in writing within
the first three weeks of class (by XXXX).
Y
D
Incomplele Grade Policy
An "1" (Incomplete) grade indicates incomplete coursework and may be awarded to an
undergraduate student only when a small portion ofthe student's work is incomplete and only when
the student is otherwise eaming a passing grade.
Late Assignmenl Policy
Late assignments
Y
will not
be accepted. Late exams
will not be accepted.
Absence Policy
Students who anticipate the necessity ofbeing absent from class due to the observation ofa major
religious observance must provide advance notice (by XXXX) ofthe date(s) to the professor, in
writing.
)
Accommodation Policy
Students with documented leaming and/or physical disabilities (including psychiatric disabilities) in
need ofaccommodation are encouraged to work with Student Disability Services and inform the
instructor about any special requirements. All reasonable efforts will be made to accommodate
students with documented disabilities.
)
Academic Honesry Polic!
It is expected that all students will give their best effort in completing course requirements.
Therefore, cheating will not be tolerated. Ifa student is caught cheating the student will receive an F
on the assignment, and possibly an F in the course. The student may also be suspended from the
University. For further information on Academic Int€grity, students are encouraged to review the
University's policy on academic integrity.
Y
Acsdemic Assistance
will use APA citation foirnattfor writing assignrneiits, That is, students must cite references
in text and in reference lists, when necessary, using APA format. For additional assistance with
course writing requirements and using APA style, please contact the Academic Success Center
located in TER 301 or call (727) 873-4632 for more information. In addition, please utilize the APA
Publication Manual of The Concise Manual ofAPA Style for all sryle questions.
Students
Y
Librarv Assislance
For additional assistance with the research requirements for the course, please contact the reference
librarian located in POY 129 or call (727\ 873-4081 .
Course Schedule**
lleek
Week I
Tonic
Ac livitv/Readin s/Ass i anmenl Due
Introductions
Syllabus
Syllabus
IYhat is Multiculturql Psvcholopy?
llhqt is Multi ltural Psychologt?,
cont'd
Reading: Hall, Ch. I, pp. I - 9
Readings: Hall, Ch. l, pp. 9 - l9;
Matsumoto & Juang, Ch. I
Week 3
Whqt is Cross-Culturql Psycholosv?
Mult icu ltur al & Cr os s-Cu I tu r q I
Research Methods
Readings: Hall, Ch. 2; Matsumoto
Juang, Ch. 2
Week 4
Enculturqtion
Week 2
Readings: Matsumoto
Hall, Ch. 3
&
& Juang, Ch. 3;
Biological Psvcholosv
&
Week 5
Culture and Developmental Psychologt
Readings: Hall, Ch. 4; Matsumoto
Juang, Ch. 4
Week 6
Culture and Cognition
Readings: Matsumoto & Juang, Ch. 5i
Hall, Ch. 5
Week 7
Social Psycholosy
Cuhure and Gender
Readings: Matsumoto & Juang, Ch. 6l
Hall, Ch. 6
African Americans
Week 8
Culture and Health
Week 9
Asian Pqcific Americans
Culture and Emotion
Readings: Matsumoto & Juang, Ch. 7;
Hall, Ch.
Readings: Matsumoto & Juang, Ch. 8;
Hall, Ch.
Week
l0
Week I I
Latinq/o Americqns
Culture, Language, and Communicqtion
American Indiqns qnd Alaskq Nqtives
Culture and Personality
7
8
Readings: Matsumoto
Hall, Ch. 9
& Juang, Ch. 9;
Readings: Matsumoto
& Juang, Ch. l0;
Hall, Ch. l0
Multiracial Americans
Week l2
Culture, Abnormal Psychologt and the
Treqtment of A bnormal Behav ior
Reading: Matsumoto & Juang, Chs. I
Reading: Mio, et. al., Ch.
Week
13
Cullural Competence
Week
14
Presentalions
weeK
I
)
Presentqtions
Week 16
Porlfolio Due
+*Course schedule subject to change at the discretion
ofthe instructor.
t2
l0
I&
UNIVERSITY OF
SOUTH FLORIDA
ST PETERSBURG
Preflx and Number:
PSY
Graduate Curriculum Approval Form
New Course
6)fix
fale: Developmental Disabilities and other Oisordets of Childhood and Adolescence
Trackng Numb€r {from !}-fo.ml
P.oposed Effectiye Tetm (i.e. Spring 2(x)6):
USF
Instltutlon:
USF St.
fa[ m13
Petersburt
Initiatint Faculty Name: Tlffany Chennevllle, Ph.D.
Faculty Email: [email protected] .edu
College and Department (if applicablef: College of Arts and Sciences; Psychologv
Follow the guidelines outlined on the USF St. Petersburg Graduate Studies at
bttp://www.stot.usf.edu/spsr?dlfCsul!L&l!4tU-8l9d,u'q!-e-!9!-!!ilbt0.
Comolete:
d lhe Gradr,ate Cwriculum Approval Form (this form)
/the printed copy of the new course information submitted
/catalog
online
copy showing revisions as a result of this course proposal
Faculty Agreement:
..dl
confirm that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
tr
confirm my understanding that once approved the course syllabus must comply with the
|
USF
System Provost's Course Syllabus
policy (hltp1lwyy.eEd.!!f.edulB,e-qSllt9!ylAqrneqtlPqliqleJ/-go!1!!e:!y!lqbr,..!t!n).
Concurrences:
y'l
confirm that this course does not impact other departments/programs, so no concurrence is needed.
tr | confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
o Con4rls o Do€! tadtConala
E Comm€nts Attad€d
* Once approved by College, USFSP Graduate Studies willforward tothe USFSP Graduate Councilfor
. Once approved by the USFSP
Council, USFSP Graduate Council will forward tothe Vice Chancellor for Academic Affairs and continue with appropriate follow up through submission to
USF Graduate School - Graduate Course
Status
Pase
Graduate Course Proposal Form Submission Detail
I of7
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
2.
Department and Contact Information
Trackine Number
2708
Date & Time Submitted
2012-01-11
Department
Psychoiogy
Contact Person
Collese
AP
Budeet Account Number
125500
Phone
James McHale
7278734969
Email
[email protected]
Course Information
Prefix Number Full Title
CLP 6XXX
Develop Disabilities/Disorders of Childhood and Adolescence
Is the course title variable?
N
Is a permit required for registration?
Are the credit hours variable?
N
N
Credit Hours
3
Section Tvpe
(-
Gradins Option
R
Abbreviated Title (30 characters maximum)
Dev Disabilities Child & Adole
Course Online?
C
Percentaee On Campus
0
Prerequisites
http://wwwgrad.usf.edu/programs/grad_course_status_detail.php?track_number2708
1/13/2012
Page 2
USF Graduate School - Graduate Course Status
of 7
Corequisites
Course Description
This graduate level course is designed to provide students with a foundation in concepts and
research in the scientific study of developmental disabilities and other disorders ofchildhood and
adolescence.
3.
Justification
A.
Please
briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certifi cate
B. What is the need or demand for this course? (Indicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
This course will be part ofthe course sequence for the new graduate program in
Psychology currently being proposed for USFSP. At USF St. Petersburg, the largest
undergraduate major is Psychology. In surveys ofour advanced majors, nearly 9070
indicate their intention to pursue advanced graduate study in Psychology and other
health-related disciplines. No USF System institution offers a terminal master's
program in psychology. USF Tampa's doctoral programs in Psychology do not have
enough seats available to handle demand within the USF system (admitting an
average of 1 0- 1 5 students amually from a wide range of applicants nationally and
intemationally). Finding few other options in the region, most USFSP graduates look
to specialized certificate programs or online Masters degrees. The USF System has
historically lost out on the opportunity to provide training for the large cohort o1qualified students from both USFSP and other regional universities within and
outside the USF system who desire graduate training and would benefit from a
masters-level education. The proposed MA in Psychology meets that demand. It also
occupies a unique niche in the USF system; there is no terminal Masters in
Psychology within the USF System and so no duplication. While the emphases of the
proposed MA in General Psychology at USFSP shares both some similarities and
some unique features relative to other programs in the state, perhaps to the point that
is that none of the three other terminal MA programs serve the Tampa Bay area. This
is pa(icularly relevant because the Tampa Bay area has the secondJargest combined
population of infants and young children in the state; Risk, Resilience and Prevention
(RRP) was identified as one of the two main tracks to be offered because thorough
grounding in research methodology and in heaith applications equips progmm
graduates with competencies needed by Bay Area health and human agencies that
serve children and families (which together with industry and education, are the
primary work settings for psychology professions with masters degrees). With respect
to the assumption that students will enroll in the program ifoffered, our surveys of
advanced majors indicate that applications for graduate study will be robust. Our
program will offer an option for talented USFSP undergraduate psychology majors
identified during their sophomore orjunior year to gain early entry into the MA
program on a combined program. Admitted USFSP undergraduate students would
complete four ofthe five required Year 1 core courses during their junior and senior
years, and will complete the fifth required Year 1 course during the sunmer
following graduation. This will enable them to enter into their second year in the MA
bnp://www.grad.usf.edu/programs/grad_course
_surus_detail.php?rack_number=2708
1^3t20r2
USF Graduate School - Graduate Course Status
Page 3
of7
program the following fall after graduating with the BA in Psychology. At two Fall
2011 meetings of the USF St. Petersburg Psychological Science Organization, which
drew 22 and 35 attendees, respectively, over 90Yo ofthose polled indicated that they
would find great interest in a combined 3+2 and,4+1 option. For B.A. students
admitted to the two-year M.A. program, we would anticipate drawing from USF
system schools, Eckerd College, St. Petersburg College, and other area institutions
that do not offer a terminal masters degree in Psychology.
C. Has this course been offered as Selected TopicslExperimental Topics course? Ifyes, how many
times?
No
D. What qualifications for training andior experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Ph.D. or equivalent including at least one year field experience in a clinical,
community, or school setting working with children or adolescents with disabilities or
mental disorders.
4.
Other Course Information
A. Objectives
This graduate level course is designed to provide students with a foundation in
concepts and research in the scientific study of developmental disabilities and otler
disorders ofchildhood and adolescence. Particular emphasis will be placed on the
following: (1) basic conceptual and research issues in classification and diagnosis; (2)
the features ofthe most common develoomental disabilities and disorders of
childhood and adolescence; 13.1 and research findings conceming the causes and
correlates of these disabilities and disorders.
B. Leaming Outcomes
Upon completion of this course, students should be able to: (1) demonstrate
awareness ofthe fundamental issues associated with classification and diagnosis to
include but not limited to issues related to reliability and validity, the influence of
cultural norms and practices, the importance of adequate training, and the impact of
an evolving field and emerging technologies on diagnostic strategies and
ciassification systems; (2) describe the five level diagnostic system used by the
Diagnostic and Statistical Manual of Mental disorders Fourth Edition Text Revision
(DSM-IV-TR) to classi$' illnesses and disorders; (3) demonstrate awareness of the
research methods used to study developmental disabilities and other disorders of
childhood and adolescence; (4) describe the features of mental retardation and
demonstrate awareness of research findings conceming the causes and correlates of
this disorder; (5) describe the features ofpervasive developmental disorders to
include but not limited to Autism, Aspergrs Disorder, Retts Disorder, and Child
Disintegrative Disorder, and demonstrate awareness of research findings conceming
the causess and correlates ofthese types ofdisorders; (6) describe the features of
http://www.grad.usf.edu/programs/grad_course_starus_detail.php?track_number:2708
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USF Graduate School - Graduate Course Status
Page 4
of 7
leaming and communication disorders to include but not limited to Reading Disorder,
mathematics disorder, Disorder of Written Expression, Expressive Language
Disorder, and Stuttering, and demonstrate awareness of research findings concerning
the causes and correlates ofthese types ofdisorders; (7) describe the features of
behavior disorders to include but not limited to Attention Deficit Hyperactivity
Disorder, Conduct Disorder, and Oppositional Defiant Disorder, and demonstrate
awareness ofresearch findings conceming the causes and correlates ofthese types of
disorders; (8) describe the features of tic disorders to include but not limited to
Touette's Syndrome, Transient Tic Disorder, and Stereotypic Movement Disorder,
and demonstrate awareness ofresearch findings conceming the causes and correlates
of these types ofdisorders; (9) describe the features of attachment disorders to
include but not limited to Attachment Disorder and Separation Anxiety Disorder, and
demonstrate awareness of research findings conceming tlte causes and correlates of
these types of disorder; ( 10) describe the features of feeding/eating disorders to
include but not limited to feeding/eating disorders to include but are not Iimited to
Pica, Rumination Disorder, Anorexia, and Bulimi4 and demonstrate awareness of
research findings conceming tlte causes and correlates ofthese types ofdisorders;
(11) describe the features ofencopresis and enuresis, and demonstrate awareness of
research findings conceming the causes and correlates of these types of disorders;
(12) describe the features ofmood disorders to include but not limited to Depresion,
Dysthymia, Bipolar Disorder, Cyclothymia, and demonstrate awareness of research
findings conceming the causes and correlates ofthese types ofdisorders; (13)
describe the features ofanxiety disorders to include but not limited to Generalized
Anxiety disorder, Obsessive Compulsive Disorder, Panic Disorder, and Specific
Phobia, and demonstrate awareness ofresearch findings conceming the causes and
correlates ofthese types ofdisorders; (14) demonstrate an awareness ofthe
importance and methods ofdifferential diagnosis; and, ( 15) summarize the ethical
issues confronted by those working in fields directly or indirectly related to children
and adolescents with develoomental disabilties or other disorders.
C. Major Topics
Introduction and Overview of Developmental Disabilities Fundamental Issues of
Classification and Diagnosis Understanding the DSMIV-TR Research methods in
Developmental Disabilities/Disorders of Childhood Intellectual Disabilities Pervasive
Developmental Disorders Leaming Disabilities and Communication Disorders
Behavior Disorders Tic Disorders Auachment Disorders Feeding,/Eating Disorders
Encopresis and Enuresis Mood Disorder Anxiety Disorders Differential Diagnosis
D. Textbooks
E. Course Readings, Online Resources, and Other Purchases
American Psychological Associations Ethical Principles of Psychologists and Code of
Conduct (2002 with 2010 Amendments. http://www.apa.org/ethics/code/index.aspx.
Kupfler, D.J., First, M.B., & Reigier, D.A. (2002). A Research Agenda for DSM-V.
Washington, D.C.: American Psychiatirc Association. Free Download:
htp://psychrights.org/research/Digest/CriicalThinkRxCites/ChameylnKupfer.pdf.
Additional readings may be required and will be made available/accessible by the
Droressors.
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USF Graduate School - Graduate Course Status
Page 5
of7
F. Student Expectations/Requirements and Grading Policy
will be expectd to meet the course leaming outcomes in a variety of ways:
Weekly Joumal (20Vo of grade) Class Project and Presentation (25% ofgrade) Exams
(25% of grade) Final Exam (20% of grade) Participation (10% of grade) 97-100 A=
94-96 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-73 C- 67-69 D+
64-66D 60-63 D- 59 or below F Note: grades will not be rounded up.
Students
G. Assignments, Exams and Tests
Weekly Joumal: Students are expected tocomplete ajournal entry each week. Each
entry should contain two parts: (1) a paragraph summarizing the content ofat least
one of the assigned readings and (2) a description of the student analysis, reactions,
evaluation, responses, and questions. For example, students may wish to (1) choose
some part of the reading that they were intrigued by and discuss why; (b) choose
some part of the reading that they agree with and discuss why; (c) choose some part
ofthe reading that they do not agree with and discuss why; or (d) present questions
raised by the readings. Each joumal entry should be no longer than 2 pages and can
be shorter. Joumal entries must be typed and double spaced. Class Project and
Presentation (25Yo of grade): Students will be assigned a topic from the list provided
on the syllabus during the first few weeks ofclass. Students will be expected to
complete a 10-page paper on this topic and conduct a 30-minute presentation in ciass.
The paper and presentation will be due on the date the topic is being discussed in
class according to the course schedule outlined in the syllabus. A grading rubric will
also be provided in class. Exams (25%): A portion of the grade will be computed
based on exarn scores. Five exams will be given throughout the semester. Each exam
is worth 100 points. Exams are not cumulative and may consist of multiple-choice
and short answer questions covering material from the preceding two to four lectures
and assigned readings. Exams will be administered via Blackboard and will be posted
for one week. There will be no make-up exams. Students will have t hour and 15
minutes to complete each exam with a point deducted for each minute exceeding the
time limit. Final Exam (20%): A portion of the grade will be based on a
comprehensive final take home exam to be distributed on the last day ofclass and
will be due via email one week later. Students will be given a case study and then
asked to (a) make a diagnosis using the 5 level system of the DSM-IV-TR and (B)
describe research findings conceming the causes and correlates ofthe disorder
diagnoses, citing references as appropriate. References may include required readings
from this course as well as from other sources. A grading rubric will be provided with
your exam. The final exam (i.e. case analysis) must be typed and formatted according
to APA Publication Manual, 6th Edition. Participation (10%): Students are expected
to attend class and participate in class discussions and activities.
H. Attendance Policy
Course Attendance at First Class Meeting - Poiicy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Learning (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeting days/times (such as, directed reading/research or study, individual research,
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track
number=2708
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USF Graduate School - Graduate Course Status
Page 6
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thesis, dissertation, internship, practica, etc.). Students are responsible for dropping
undesired courses in these categories by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
http://usfiveb2.usf.edu/usfgc/ogc%20web/currentreg.htm) Attendance Policy for the
Observance of Religious Days by Students: In accordance with Sections 1006.53 and
1001.7a(10)(g) Florida Statutes and Board of Govemors Regulation 6C-6.01 15, the
University of South Florida (UniversityfuSF) has established the following policy
regarding religious observances: (http://usfweb2.usf.edr:/usfgc/gc_pplacadaf/gcl0045.htm) In the event ofan emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction
through methods that include but are not limited to: Blackboard, Elluminate, Skype,
and email messaging and/or an altemate schedule. It's the responsibility ofthe
student to monitor Blackboard site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
I. Policy on Make-up Work
There will be no make-up exams allowed. An "I" grade may be awarded at the
discretion of the instructor. An "I" grade indicates incomplete coursework and may be
awarded only when a small portion of the student's work is incomplete and only when
the student is otherwise earning a passing grade. Members of the University
community support high standards of individual conduct and human relations.
Responsibility for one's own conduct and respect for the rights of others are essential
conditions for academic and personal freedom within the University. USF St.
Petersburg reserves the right to deny admission or refuse emolhnent to students
whose actions are contrary to the purposes ofthe University or impair the welfare or
freedom ofother members of the University community. Disciplinary procedures are
followed when a student fails to exercise responsibility in an acceptable manner or
commits an offense as outlined in the Student Conduct Code. Refer to USF 6.0021,
Student Code of Conduct at http://generalcounsel.usf.edu,/regulations/pdfs/regulationusf6.0021 .pdf Academic Integrity of Students Reference: USF Regulation USF 3.027
- The following is the portion ofthe Regulation pertainlrg to graduate students. To
read the entire regulation, go to:
http://generalcounsel.usf.edu,/regulations/pdfs/regulation-usf3.027.pdf Academic
integrity is the foundation ofthe University ofSouth Florida system's
(UniversityfuSF) comrnitment to the academic honesty and personal integrity of its
University community. Academic integrity is grounded in certain fundamental values,
which include honesty, respect and faimess. Broadly defined, academic honesty is the
completion ofall academic endeavors and claims of scholarly knowledge as
representative ofone's own efforts. Knowledge and maintenance ofthe academic
standards ofhonesty and integrity as set forth by the University are the responsibility
of the entire academic community, including the instructional faculty, staff and
students. The following policies and procedures apply to all students, instructional
faculty and staff who participate in administration of academic classes, programs and
research at the University of Sourh Florida. This regulation asserts faimess in that it
requires notice to any student accused ofa violation of academic integrity and
provides a directive for discussion between the instructor and student to seek a fair
and equitable resolution. If a fair resolution is not accomplished in this discussion,
this regulation allows the student continued rights ofdue process under the academic
grievance procedures based upon the preponderance of the evidence. The policies
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number=2708
r/13/2012
USF Graduate School - Graduate Course Status
Page 7 of 7
described below are the only policies and procedures that govem violations of
academic integrty at the University and supersede any previous policies or
regulations. Violations of Academic Integrity: Undergraduate and Graduate
Behaviors that violate academic integrity are listed below, and are not intended to be
all inclusive. (a) Cheating, (b) Plagiarism,(C) Fabrication, Forgery and Obstruction,
(d) Multiple Submissions, (e) Complicity, (f) Misconduct in Research and Creative
Endeavors, (g) Computer Misuse, (h) Misuse of Intellectual Property Violations and
Sanctions for Graduate Students: An F or Zero grade on the subject paper, lab report,
etc., An F in the course activity in which credit may be eamed, An FF in the course
(leading to expulsion from the University, Academic dismissal for aay violations of
academic dishonesty policies or regulations. Possible revocation of the degree or
graduate certificate following a thorough investigation.
J. Program This Course Supports
Proposed
5.
MA in Psychology, USFSP
Course Concurrence Information
While this course is designed for graduate students in the Masters degree program in
Psychoiogy curently being proposed, the content may be suitable ofofinterest to
graduate students in other programs in the Colleges of Arts and Sciences and
Education (e.g., special education).
- ifyou have questions about any of these fields, please contact [email protected] or
[email protected] edu.
http://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number=2708
U13/2012
Developmental Disabilities
Page I
of8
COURSE SYLLABUS
Developmental Disabilities and other
Disorders of Childhood and Adolescence
CLP 6xxx;'section xxx
University of South Florida St. Petersburg
College of Arts and Sciences
Fdl2013
Professor:
Department:
Office:
Hours:
Phone:
Fax:
E-mail:
Class
Tiffany Chenneville, Ph.D.
Psychology
DAV I 17
TBA
'727-813-4585
727-873-4526
[email protected]'.edu
Time/Place: TBA
TeachingAsei3tont: TBA
Office:
Hours: ,
b-mail:
.
100 5s Avenue South, Suite 200
TBA
TBA
Required Textbooks and/or Materials:
Rectuired Textbooks
Diagnostic and Statisticol Manual of Mental Disortlers, 4'h Edilion, Text Revision (DSM-lV-TR)
(2000). Washington, D.C.: American Psychiatric Association.
I
Brown,,L; & Percy, M. (Eds.). Comprehensive Guide to Intellectual and Developmental
Asabilities. Baltimore, MD: Brookes.
Odom, S. L., Homer, R. H., Snell, M. E., & Blacher, J. (2007). Handbook of Developmental
Disabilities. New York: The Guildford Press.
Batshaw,:M.L., Pellegririo, L.; & Roizen, N.J. (Eds.). Children with Disclbilities (6th Ed.).
Baltimore: Brooks.
Reauired Readings
TBD
Developmental
Reauir e d
Re
s
?:Pi:f;
ourc e s Av ail ab le Onl ine
American Psychological Association's Ethical Principles ofPsychologists and Code ofConduct
(2002 with 2010 Amendments): http:i/www.apa.org/ethics/code/index.aspx
Kupfer, D.J., First, M.B., & Regier, D.A. (2002). A Research Agenda for DSM-V. Washington,
D.C.: American Psychiatric Association. Free download:
http://ps)'chrights.org/research./Digest/CriticalThinkRxCites/CharneylnKupfer.pdf
*Please note that additional readings may be required and will be mqde available/accessible by
the professor. Students should bring assigned readings to each class in order to allow for the
review and analysis of materials.
Course Requirements:
Students are expected to have access to Blackboard and a USF email account and will be held
responsible for announcements and other information communicated through these methods.
Students are required to use a USF email account to communicate with the professor; due to
spam and other issues, the professor will not be accountable for emails sent from non-USF
accounts.
Course Description:
This graduate level course is designed to provide students with a foundation in concepts and
research in the scientific study ofdevelopmental disabilities and other disorders of childhood and
adolescence. Particular emphasis will be placed on the following: (l) basic conceptual and
research issues in classification and diagnosis; (2) the features of the most common
developmental disabilities and disorders ofchildhood and adolescence; (3) and research findings
conceming the causes and correlates ofthese disabilities and disorders.
Student Learning Outcomes:
Upon completion of this course, students should be able to:
1.
2.
3.
4.
Demonstrate awareness of the fundamental issues associated with classification and
diagnosis to inciude but not limited to issues related to reliability and validity, the
influence of cultural norms and practices, the importance of adequate training, and the
impact ofan evolving field and emerging technologies on diagnostic strategies ano
classification systems.
Describe the five level diagnostic system used by the Diagnostic and Statistical Manual
of Mental Disorders-Fourth Edition-Text Revision (DSM-IV-TR) to classify illnesses and
disorders.
Demonstrate awareness ofthe research methods used to study developmental disabilities
and other disorders of childhood and adolescence.
Describe the featues ofintellectual disabilities and demonstrate awa.reness of research
findings conceming the causes and correlates of these disorders.
Developmental
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
il_:tlt:f ;
Describe the features ofpervasive developmental disorders to include but not limited to
Autism, Asperger's Disorder, Retts Disorder, and Child Disintegrative Disorder, and
demonstrate awareness ofresearch findings conceming the causes and correlates ofthese
types of disorders.
Describe the features of learning disabilities and communication disorders to include but
not limited to Reading Disorder, Mathematics Disorder, Disorder of Written Expression,
Expressive Language Disorder, and Stuttering, and demonstrate awaxeness ofresearch
findings conceming the causes and correlates of these types of disabilities.
Describe the features ofbehavior disorders to include but not limited to Attention Deficit
Hyperactivity Disorder, Conduct Disorder, and Oppositional Defiant Disorder, and
demonstrate awareness of research findings concerning the causes and correlates of these
types of disorders.
Describe the features of tic disorders to include but not limited to Tourette's Syndrome,
Transient Tic Disorder, and Stereotypic Movement Disorder, and demonstrate awareness
ofresearch findings conceming the causes and correlates ofthese types ofdisorders.
Describe the features of attachment disorders to include but not limited to Attachment
Disorder and Separation Anxiety Disorder, and demonstrate awareness of research
findings conceming the causes and correlates of these types of disorders.
Describe the features of feeding/eating disorders to include but not limited to
feeding/eating disorders to include but not limited to Pica, Rumination Disorder,
Anorexia, and Bulimia, and demonstate awareness of research findings conceming the
causes and correlates ofthese types of disorders.
Describe the features of encopresis and enuresis, and demonstrate awareness of research
findings conceming the causes and correlates ofthese types ofdisorders.
Describe the features ofmood disorders to include but not limited to Depression,
Dysthymia, Bipolar Disorder, Cylcothymia, and demonstrate awareness of research
findings concerning the causes and conelates of these types of disorders.
Describe the features ofanxiety disorders to include but not limited to Generalized
Anxiety disorder, Obsessive Compulsive Disorder, Panic Disorder, and Specific phobia,
and demonstrate awareness ofresearch findings conceming the causes and correlates of
these types of disorders.
Demonstrate an awareness of the importance and methods of differential diagnosis.
Summarize the ethical issues confronted by those working in fields directly or indirectly
related to children and adolescents with developmental disabilities or other disorders.
Evaluation and Grading:
You will be asked to demonstrate the above learning outcomes in a variety of ways, which are
described in detail below.
Weeklv Joumal (20% of grade):
You are expected to complete a joumal entry each week. Each entry should contain two parts:
(1) a paragraph summarizing the content ofat least one of the assigned readings and (2) a
description ofyour analysis, reactions, evaluation, responses, and questions. For example, with
regard to the second part, you may want to (a) choose some part ofthe reading that intrigued you
and discuss why; (b) choose some part ofthe reading that you agree with and discuss why; (c)
choose some part ofthe reading that you do no agree with and discuss why; or (d) present
Deveropmentar
3i:XT'ji.;
questions raised by the readings. Please remember that part of the purpose of this activity is to
ensure you are prepared for class and to support discussion. Each journal entry should be no
longer than two pages (and can be shorter). Journal entries must be typed and double spaced.
Joumal entries are due at the beginning of each class and will be graded on a pass/fail basis. Late
entries will not be accepted.
Class Project and Presentation (25% of grade):
You will be assigned a topic from the list on the last page of the syllabus during the first few
weeks ofclass. You will be expected to complete a 10-page paper on this topic and conduct a 30minute presentation in class. Your paper and presentation will be due on the date the topic is
being discussed in class according to the Course Schedule outlined in the this syllabus. For
example, ifyou are assigned to the topic of"Behavior Disorders", then your paper and
presentation will be due on October 1ln. More information about this project and a grading
rubric will be provided in class.
Exams (25% ofgrade):
A portion of your grade will be computed based on exam scores. Five exams will be given
throughout the semester. Each exam is worth 100 points. Ifyou miss an exam for any reason,
you will receive a score of zero. Exams are not cumulative and may consist of multiple-choice
and short answer questions covering material from the preceding two to four lectures and
assigned readings. You will be responsible for information covered in class and in the textbook
and assigned readings. This will include information contained in class lectures, classroom
discussions and activities, and out of class assignments. Please note that exams will be
administered on Blackboard. Exams will be posted on Blackboard for one week. Exams
will not be administered outside ofthe dates (before or after) listed in the course syllabus,
There will be no make-up exams. You will receive a score of zero if you do not take an
exam. You will have I hour and 15 minutes to complete each exam. One point will be deducted
from your grade for each minute exceeding the time limit.
Final Exam (20% of grade):
A portion ofyour grade will be computed based on a comprehensive final take-home exam to be
di:tributed on the last day of class and will be due via email to me one week later on Deceqber
6tt. You will be given a case study, and you will be asked to (a) make a diagnosis using the 5
level system of the DSM-IV-TR and (b) describe research findings concerning the causes and
correlates of the disorder diagnoses, citing references as appropriate. References may include
required readings from this course as well as other sources. A grading rubric will be provided
with your exam. Your completed final exam (i.e., case analysis) must be typed and formatted
according to the APA Publication Manual (6m Edition). Without exception, you will receive a
zero if your final exam is not received by midnight on December 6rh.
Particination (10% of grade):
You are expected to attend class and participate in class discussions and activities. You should
come to class prepared to discuss assigned readings.
Developmental Disabilities
Page 5 of 8
Gradins Criteria:
A+
)7-100%
A
94-96
A90-93
B+
87-89
77-79
D+
57-69
B
a
D
84-86
B-
74-76
54-66
C70-73
D60-63
30-83
L-'t_
F
59 or
below
*Please note that grades will not be rounded up
Course Policies
The policies listed below are intended to create an environment conducive to learning whereby
respect is maintained between and among the professor and students. Failure to comply with
these policies will be handled on an individual basis and may result in disciplinary action.
Academic Accommodations. Students with disabilities are encouraged to meet privately with the
professor during the first week ofclass to discuss accommodations. Please bring a cunent
Memorandum of Accommodations (MOA) from the Office of Student Disability Services
(OSDS), which is a prerequisite for receiving accommodations. Two weeks notice is required
for accommodated examinations.
Academic Integrity. Behaviors that are conhary to University standards will not be tolerated.
Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student found guilty ofany such behavior will
receive a failing grade for the course and may be reported to the Dean ofthe College of Arts and
Sciences for disciplinary action.
Cell Phones. Students are expected to tum off cell phones and pagers during class.
Laptops. Use of laptops is not permitted during class.
Classroom Behavior. Students are expected to academically engage during class. Behavior that
is not relevant to leaming course material will not be tolerated (e.g., sleeping during class,
engaging in inelevant conversations with classmates, completing work for other courses).
Students who engage in such behavior may be asked to leave the classroom and will lose
participation points.
Classroom Discussion. Students will be encouraged to participate in relevant classroom
discussion. In order to maintain an orderly environment, it is important that students
demonstrate respect toward each other during classroom discussions. Students are expected to
listen to others while they are speaking and to limit unnecessary interruptions.
Classroom Notes and Tapes. Class lectures may be recorded with the permission of the
prof'essor. However, neither class notes, nor tapes may be used for purposes other than studying
or otherwise enhancing class performance. Under no circumstances may class notes or tapes be
sold.
Developmental Disabil ities
Page 6 of 8
Diversity. Students are expected to be respectful ofone another. Diverse opinions are weicome.
It is important for students to maintain sensitivity to cultural differences and altemative
lifestyles.
Incomplete Grade Policy. An "I" grade may be awarded at the discretion of the instruction. An
grade indicates incomplete coursework and may be awarded only when a small portion ofthe
student's work is incomplete and only when the student is otherwise earning a passing grade.
"I"
Preoaration. Students are expected to complete assigned readings and assignments by their due
date, and students are expected to come to class prepared to participate in classroom discussions
and activities.
Punctuality. Students are expected to arrive to class and to return from break on time.
Religious Preference Absence Policv. Students who anticipate being absent from class due to the
observation ofa major religious observance and do not want the absence(s) to count against their
participation grade must provide advance written notice ofthe date(s) to the professor.
Course Schedule:
following is a tentative schedule. Topics and exam dates may change. Any
changes to the syllabus will be announced in class. Class attendance and punctuality are
required, and it is the responsibility of students to be aware ofany changes to the syllabus
Please note the
DATE
TOPIC
Introduction/Overview
Developmental Disabilities
Fundamental Issues of
& Diagnosis
Week 2
READING/ASSIGNMENT DUE
TBA
TBA
Classifi cation
Week 3
Week 4
Septernber
Week 5
l3e
Understandins the DSM-IV-TR
TBA
Research Methods in
Developmental Disabilities/
Disorders of Childhood
TBA
Intellectual Disabilities
TBA
Pervasive Developmentai Disorders
TBA
Developmental Disabilities
Page 7
of8
TBA
Week 7
October 4s
Week 8
Octobot,X
Leaming Disabilities and
Communication Disorders
Behavior Disorders
TBA
Tic Disorders
TBA
Attachment Disorders
TBA
Feeding/Eating Disorders
TBA
Enconresis & Enuresis
TBA
Mood Disorders
TBA
Anxiety Disorders
TBA
le
Week 9
octobbr tr8&
Take Exon
Week l1
Week 12
November 8tr
Take Exam
Week 13
Novoplber l Srh
Week 14
Noverrrbgr.22f9
Itke Exam i 5 on Blackboard between November 22oo at xxpm and November 29ri at rxpm
Week 15
Differential Diasnosis
TBA
Novenitier 29th
Final Exam
Week
Dee€mberi6lh
Final Exam
(Case Study Analysis)
Due
TBA
Developmental Disabilities
Page 8 of 8
Class Project/PreseDtation
Topics
lntellectual Disabilities
Pervasive Developmental Disorders
Autism
Asperger's Disorder
Retts Disorder
Childhood Disintegrative Disorder
Learning Disabilities and Communication Disorders
Reading Disorder
Mathematics Disorder
Disorder of Written Exnression
Expressive Language Disorder
Stutterins
Behavioral Disorders
Attention Deficit Disorder
Conduct Disorder
Oppositional Defi ant Disorder
Tic Disorders
Tourette's Slndrome
Transient Tic Disorder
Stereotypic Movement Disorder
Attachment Disorders
Attachment Disorder
SeDaration Anxietv Disorder
Feeding Disorders
Pica
Rumination Disorder
Anorexia
Bulimia
Mood Disorders
Depression
Dysthymia
Bipolar Disorder
CYc
loth]'rni a
Anxiety Disorders
Ceneralized Anxiety Disorder
Obsessive Compulsive Disorder
Panic Disorder
Specific Phobia
Encopresis
& Enuresis
USF Graduate School - Graduate Course Status
Page
Graduate Course Proposal Form Submission Detail
1of5
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
l.
Department and Contact Information
Trackine Number
2607
Date & Time Submitted
DeDartrnent
Psychology
College
AP
Budget Account Number
125500
Contact Person
James McHale
Phone
Email
[email protected]
20t1-09-04
7278734848
Course Information
Prefix Number
CLP 6)Ofi
Full Title
Working with Families of Infanrs and Toddlers
Is the course title variable?
Is a permit required for registration?
Are the credit hours variable?
Credit Hours
N
Y
N
Section Tvoe
3
Gradins Option
R
Abbreviated Tille (30 characters maximum)
Work with Families of Infants
Course Online?
o
Percentase On Campus
0
Prereq uisites
PSY 6XXX
-
Infant-Family Mental Health (awaiting assignment of grad
CCN); SOW 6xxx _
http://www'grad.usf.edrr./programs/grad-couse-status deta .php?track_number2607
r/13/2012
USF Graduate School - Graduate Course Status
Page 2
of
5
Working with Systems of Care to Benefit Infants and Toddlers (awaiting assignment of grad
CCN)
Corequisites
CourseDescriotion
.-h^*
Addt"st"t p.ttctples and erdJrging promising practices for intervening to promote coparenting of
children aged 0-3 in nuclea{ragile, extended and kinship families; high conflict post-divorce
families: military families; ahd orher diverse family systems.
3.
Justification
A.
Please
briefly explain why it is necessary andlor desirable to add this course.
Needed for new program,/concentration/certificate
B. what is the need or demand for this course? (lndicate if this course is part ofa required
sequence in the major.) What other programs would this course service?
USFSP graduates hired to work in agencies providing direct clinical support, and case
management services to families of infants and toddlers have no educatlonal
background in infant-family mental health. There is hence a training gap for pinellas
County that would be addressed by this course and the certificate progrim in which it
will ultimately be included. Agencies may also collaborate with gianting bodies to
have current personnel complete the course. currently, no existing psychology or
health science course offered at USFSp or in the USF system expii.itiy focuies on
infant-family mental health, despite the critical need foi a workforce capable of
understanding and working successfully with infants, toddlers, and theii families rn
settings such as primary health care, early care & education, foster care, & homevisiting services.
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes,
how many
times?
No
D. what qualifications for training and/or experience are necessary to teach this course? (List
minimum qualifications for the instructor.)
Ph.D. or equivalent including at least one year fierd experience in family theory
and
therapy and family research and/or one year clinical experience witn infant
me'ntai
health and develoDment.
4.
Other Course Information
A. Objectives
http://www.grad.usf.ed,./programs/grad-course-status_deta .php?track_number=2607
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USF Graduate School - Graduate Course Status
Page 3
of5
of the family systems basis for intewening with
multiple adult family caregivers to support and strengthen family functioning during
pregnancy, infancy, and early childhood.2. To promote understanding of ethical
issues, practice dilemmas and solutions common to dyadic, triadic/family and multifamily group interventions designed to strengthen coparental and family group
functioning in diverse family systems.
1. To promote understanding
B. Leaming Outcomes
1 . Unique family dynamics evinced during the first three years of life among families
in different life circumstances (e.g. families involved with child welfare, military
families, extended kinship families, post-divorce families) and their relationship to
infant and toddler development and adjustment. 2. The central thrust ofeffective
coparenting work with such families and children, including the conceptual
framework and intervention modalities that underpin effective family-strengthening
work 3. Expectable challenges and ways to think about and manage those challenges
to promote optimal infant and toddler adjustrnent. 4. Counter-transference and otlrer
issues that can inlluence effective work on behalf of such infants and their families. 5.
Ethical practice in working with diverse family systems.
C. Major Topics
Systemic Principles and Family AssessmenU Cultural Considerations in Working
with Families of Infants and Toddlers; Preventive Interventions for Nuclear and
Fragile Families; Effectively Engaging Fathers; Group Interventions for Coupies with
Young Children; Family Consultations: Using the Lausanne Trilogue Play; Working
with Families of Children with Developmental Delays and Disabilities; Working with
Extended and Kinship Families; Working with the Modem United States Military
Family; Working with Families where Domestic Violence has been at Issue; Working
with Families where Parents Abuse Substances; Working with Families where Infants
and Toddlers are in Non-Kin Foster Care; Working with Post-Divorce Family
Systems
D. Textbooks
McHale, J. P. & Lindahl, K. M. (Eds.) (2011). Coparenting: A conceptual and clinical
look at family systems. Washington, DC: American Psychological Association Press.
E. Course Readings, Online Resources, and Other Purchases
Other articles and policy papers, and video, may be assigned by the instructor.
F. Student Expectations,iRequirements and Grading Policy
Students are expected to view all modules in sequence and read all assigned chapters
and other assigned readings by posted due dates. Grade is based on several short
reaction papers and discussion board posts (33%); One examination (33%); and one
case-based final paper (33Yo). All work must be submitted by posted due dates.
G. Assignments, Exams and Tests
http://www.grad.usf.edr:./programs/grad_course_status_detail.phptrack-number:2607
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USF Graduate School - Graduate Course Status
Page 4
of
5
Reaction papersidiscussion board posts: After selected modules students will either
complete a short assignment or reaction paper specified by the instructor and guest
presenters, or post cornrnents, ideas or questions about what they are reading and
replies to at least two posts from other students in the course; Midterm Exam ( 100
points total): A multiple-choice licensing exam-style midterm will cover material
drawn from the McHale/Lindahl text and class lectures, conversations and
powerpoints. Case-Based Final Paper: The final cumulative case paper will require
students to analyze in-depth a novel infant-family case study applying principles and
concepts from classes and readings.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structued courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational Outreach,
Open University (TV), FEEDS Program, Community Experiential Learning (CEL),
Cooperative Education Training, and courses that do not have regularly scheduled
meeting days/times (such as, directed reading/research or study, individual research.
thesis, dissertation, internship, practica, etc.). Students are responsible for dropping
undesired courses in these categories by the 5th day ofclasses to avoid fee liability
and academic penalty. (See USF Regulation - Registration - 4.0101,
htp://usfweb2.usf.edu./usfgc/ogcVo20web/cwrenfteg.htm) Attendance Policy for the
Observance ofReligious Days by Students: In accordance with Sections 1006.53 and
1001.74(10Xg) Florida Statutes and Board of Govemors Regulation 6C-6.0i 15, the
University of South Florida (UniversityAJSF) has established the following policy
regarding religious observances: (http://usfiveb2.usf.edu,/usfgc/gc1p lacadaf/gc10045.htm) In the event ofan emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction
through methods that include but are not limited to: Blackboard, Elluminate, Skype,
and email messaging and,/or an altemate schedule. It's the responsibility of the
student to monitor Blackboard site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages
for important general information.
I. Policy on Make-up Work
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities. Late
submissions for any assignment will be penalized 5 points for each day late.
J. Program This Course Supports
Psychology, USFSP
5.
Course Concurrence Information
Certificate program in Infant-Family Mental Health (proposal, fall 2011); Master's
Arts in General Psychology (proposal, fall 201 1);
http://www.grad.usf.edr:./progmms/grad_course_status_detail.php?track_number2607
of
1/13/2012
I
THE FOLLOITING COARSE HAS ALREADY BEEN APPROWD AS A COURSE
G RADAATE C E RTI FICATE PRO G RAM
IN THE
COURSE SYLLABUS
CLP xxxx: Working with Families of Infants and Toddlers (Online)
University of South Florida St. Petersburg
Department of Psychology, College of Arts & Sciences
Instructor:
James P. McHale, Ph.D.
Department:
Office:
Office hours:
Psychology
Davis 249
By appointment
727 -873-4963 (for urgent or time-sensitive matters,
Phone:
please use e-mail)
Email:
Required Textbooks and/or Materials:
Required Textbook:
l.
McHale, J. P. & Lindahl, K. M. (Eds.) (2011). Coparenting: A conceptual and clinical
look at family syslems. Washington, DC: American Psychological Association Press.
2.
Other articles, policy papers, and videos may be assigned by the instructor
Class Description:
The Working with Families of Infants and Toddlers course is a module-based, distance-lezrnrng
course focusing on principles ofprevention and intervention with diverse family systems. Its
objective is to help students understand the theoretical bases of effective family strengthening
efforts in infant mental health. It will examine dyadic, triadic, family group, and multi-parent or
multi-family group interventions and their applications in family-strengthening work with
nuclear and fragile families, extended and kinship families, post-divorce families, biologicalfoster family systems coparenting infants, and other common family forms. The distinctively
unique feature of this course is its signature emphasis on conceptualizing and understanding the
coparenting and complex family relationship dynamics that support infant and toddler
development in cultural context.
The prerequisite for this course is CLP 6XXX
grade of "C" or better (not "C-").
-
Infant-Family Mental Health, completed with a
Elements of the course will include module-based presentations, online student discussion ofkey
readings and film clips, analysis ofcase studies, and other relevant activities. Recurrent themes
will include ethical considerations in the work, innovative assessment approaches, critical
analysis of existing evidence-supported prevention and intervention approaches, and attentton to
evolving new and innovative preventive and intervention approaches more specifically designed
to strengthen coparental functioning. Material will be presented both in traditional lecture format,
and in a set ofvideo-taped "conversations" between the instructor and both local and national
z
experts in the field ofcoparenting and family intervention which afford in-depth coverage ofboth
the conceptual foundations and realJife pragmatics ofcase work with diverse families.
life issues of families being discussed that week (e.g.,
families involved with child welfare, military families, extended kinship families, post-divorce
families) and their relationship to infant and toddler development and adjustment; (b) the central
thrust of effective coparenting work with such families and children, including the conceptual
framework and intervention modalities that underpin effective family-strenglhening work; (c)
common challenges and ways to think about and manage those challenges to promote optimal
infant and toddler adjustment; (d) an illustrative case that showcases the points discussed in (a),
(b), and (c); and (e) reflections from the speakers about counter-transference and other issues that
can influence effective work on behalf of such infants and their families.
Each conversation lays out (a) major
Student Learning Outcomes:
Student Learning Outcomes, Assessed in Case Study Analysis, Discussions, and by
Examination:
Demonstrate knowledge and understanding of selected theory, research and practical applications
of:
l. Unique family dynamics evinced during the first
three years of life among families in different
life circumstances (e.g. families involved with child welfare, military families, extended kinship
families, post-divorce families) and their relationship to infant and toddler development and
adjustment.
2. The central thrust ofeffective coparenting work with such families and children, including the
conceptual framework and intervention modalities that underpin effective family-strengthening
work
3. Expectable challenges and ways to think about and manage those challenges to promote
optimal infant and toddler adjustment.
4. Counter-transference and other issues that can influence effective work on behalf of such
infants and their families.
5. Ethical practice in working with diverse family systems..
Evaluation and Grading:
Students are expected to view all modules in sequence and read all assigned chapters and other
assigned readings by posted due dates. Grade is based on several short reaction papers and
discussion board posts (33Vo); one examination (33%); and one case-based final paper (33%). All
work must be submitted by posted due dates. Students will demonstrate their attainment of the
above leaming outcomes in a variety of ways, described below.
Reaction papers/discussion board posts (150 points): After selected modules students will
either complete a short assignment or reaction paper specifred by the instructor and guest
presenters, or post comments, ideas or questions about what they are reading and replies to at
least two posts from other students in the course. For assignments involving posts, the main post
J
must occur no later than l2-noon on Wednesday ofthat week. Each student must then post a
reply to at least two responses, questions or ideas raised by classmates by 1 1:59pm on Friday of
that same week. Each post shall be thoughtful and contribute a minimum of 100 but no more
than 200 words. When the assignment is a reaction paper, it must contour to the specifics
outlined by the instructor or guest lecturer. Word limits and page lengths will vary by assignment
and must be adhered to; evaluation will be based on a rubric designed to insure all key points of
the assignment were properly and thoughtfully addressed.
Midterm Exam (100 points total): A multiple-choice licensing exam-style midterm will cover
material drawn from the McHale/Lindahl text and class lectures, conversations and powerpoints.
The exam is administered through Blackboard. You will have 2 t/zhovs within a window of one
full week to complete the exam, but the test must be taken in one sitting. There will be no makeup exam under any circumstances and no opportunities to relink into the exam if it is not
completed in the sitting in which it has been started. Moreover, one point will be deducted from
your grade for each minute exceeding the 150-minute time limit. NB: students will receive a
score ofzero if they do not take the midterm at all, or do not finish it by the posted closing date
and time.
Case-Based Final Paper (150 points): The final cumulative case paper will require students to
analyze in-depth a novel infant-family case study applying principles and concepts from classes
and readings. Evaluation will be based on a rubric designed to insure all key points ofthe
assignment were properly and thoughtfully addressed.
Grading Policy - Assignment of letter grades:
Letter grades for the course will be assigned using this formula:
90-100% A (360-400 points)
80-89%
B (320-359 points)
70-'79%
C (280-3 l9 points)
60-69%
D (240-279 points)
below
F (239 points and below)
60%
Because grades will be determined on an absolute basis, with no pre-set number of ,.A',s, ,,8,,s,
etc., students are not in competition with one another for grades.
Course Policies:
Access to BlackboardfuSF email account. Students are expected to have access to Blackboard
and a USF email account and will be held responsible for announcements and other information
communicated t}rough these methods. Students are required to use a USF email account to
communicate with the professor; due to spam controls, the professor will not be accountable for
emails sent from non-USF accounts.
Academic Accommodations. Students with disabilities are encouraged to meet privately with the
professor during the first week ofclass to discuss accommodations. please bring a current
Memorandum of Accommodations (MoA) from the office of Student Disabilitv Services
4
(OSDS), which is a prerequisite for receiving accommodations. Two weeks notice is required
for accommodated examinations.
Academic Integrity. Behaviors that are contrary to University standards have no place in this
course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student guilty ofany such behavior will receive a
failing grade for the course and may be reported to the Dean of the College of Arts and Sciences
for disciplinary action.
Attendance Polic)L It is expected that students will be logged into the Blackboard site for at least
3 hours a week in order to view videos and participate in discussions.
Incomplete Grade Policy. An "l" grade may be awarded at the discretion of the instructor. An "l"
grade indicates incomplete coursework and may be awarded to an undergraduate student only
when a small portion of the student's work is incomplete and only when the student is otherwise
eaming a passing grade.
Preparation and Make-Uo Work. Students are expected to have completed all readings and
written work by their assigned date, and be prepared to participate in class discussions and
activities. Late submissions for any assignment will be penalized 5 points for each day late. As
indicated above, there is no make-up for the final exam.
Recordings ofthe class. All unauthorized recordings ofclass are prohibited. Recordings that
accommodate individual student needs must be approved in advance and may be used for
personal use during the semester only; redistribution is prohibited.
Religious Preference Absence Polic)'. Students who anticipate being absent from class due to the
observation of a major religious observance and do not want the absence(s) to count against their
participation grade must provide advance written notice ofthe date(s) to the professor by the
second class meeting. (see htto:/iusfureb2.usf.edu/usfgc/gc ppiacadaflqc l0-045.htm)
S-U Policy: S-U contracts must be negotiated in writing the first three weeks of the term.
Course Schedule:
Week 1 Modules:
Module 1: Systemic Principles and Family Assessment I and
II
Module 2: Cultural Considerations in Working with Families of Infants and Toddlers
Module 3: Effectively Engaging Fathers in Diverse Families
Readings: McHale & Lindahl: Chapters 1,2,3, 6 & 7
I.)!5cLrssion l'orun1
Week 2 Modules:
Module 1: Preventive Interventions for Two-Parent Nuclear Families
Module 2: Preventive Interventions for Fragile Families
Module 3: Group Interventions for Committed Couples with Young Children
5
Readings: McHale & Lindahl: Chapter 4, 8 & 9; Articles authored by the Cowan research team
(see below)
Reaction PaDer
Week 3 Modules:
Module 1: Working with Extended and Kinship Families
Module 2: Family Consultations: Using the LTP
Readings: McHale & Lindahl: Chapter 3, 10
l)isc ussion liorr.rni
**M]D-TERM EXAM ADtrIINISTERED ON BLACKBOARD OPENS AT 9ATI ON FRIDAY
MORNING OF WEEK34, CLOSES AT MIDNIGHT'T{ONDAY OF WEEK 4
Week 4 Modules:
Module 1: Working with Families of Children with Developnental Delays and Disabilities
For Module 2, students are to become familiar with The Infants and Toddlers with Disabilities
Program (Part C) of the Individuals with Disabilities Education Act (IDEA) and with the
National Early Intervention Longitudinal Study (NEILS); Briefings and other reports can be
fOund at hftp://www.nectac.org/panc/partc,asp
Module 2: Working with the Modern United States Military Family
For Module 2, students are to research and become familiar with relevant flyers and podcasts on
the Relationships page of militaryonesource.com. An assignment will take as its basis the
student's working familiarity with this site, which can be found at:
http://www.militaryonesource.conr/MOS/Findlnformation/Catesorv.aspx?NoCookieCTI=
I &Categoryl D:140
Module 3: Working with Families where Domestic Violence has been at Issue
Readings:
Reaction naner
Week 5 Modules:
Module 1: Working with Families where Parents Abuse Substances
Module 2: working with Families where Infants and roddlers are in Non-Kin Foster care
Readings: Zeanah: Chapter 3l;McHale & Lindahl: Chapters
l1&
12
For Module 1, read summaries of Zero To Three National Training Institute session at
http://www.zerotothee.orglabout-us/funded-projects/court-teams/finaljre_institute handouts_and_agenda.pdf
For Module 2, get familiar with Family-Centered Services htto://www.chitdwetfare.gov/famcentereor
and read about Family Team Conferencing: http://www.childwelfaregroup.org/documents/FTc_History.pdf
Discussion Forunl
Week 6 Modules:
Module 1: Working with Post-Divorce Family Systems
Module 2: Semester Wrap-Up and Review
** FINAL CASE STUDY ANALYSIS must
be uploaded to Bluckbourd b1' FRIDAY, Spnt
Readine List
The reading list below supplements assigned chapters from the McHale and Lindahl text and
assigned weblinks. Inherent in graduateJevel coursework is the concept that the student will
search out additional readings in efforts to expand their knowledge in specific areas. Such
additional independent scholarship should be integrated into your writing assignments this
semester.
Carter, D. (201 1). Parenting Coordination: A practical guide for family law professionals.
New York: Springer Publishing Company.
Cecil, D., McHale, J. & Strozier, A. (2008). Female inmates, family caregivers, and young
children's adjustment: A research agenda and implications for corrections programming. Journal
of Criminal Justice. 36 , 513-521 .
Cowan, P. A., Cowan, C. P., Pruett, M. K., & Pruett, K. (2009). Six barriers to father
involvement and suggestions for overcoming them. National Council of Family Relations
Report,54.
Cowan, P. A., Cowan, C. P., Pruett, M. K., Pruett, K., & Wong, i. J. (2009). Promoting
fathers' engagement with children: Preventive interventions for low-income families. Journal of
Marriage and the Family, 71 , 663-679.
Cowan, C. P., Cowan, P. A., Pruett, M. K., & Pruett, K. (2007). An approach to preventing
coparenting conflict and divorce in low-income families: Strengthening couple relationships and
fostering fathers' involvem ent. Family P r o c e s s, I 6, 1 09 - 121.
Kinnaird, E. (2003). An alternative for inmate mothers and their children. Chapel Hill, NC:
The Chapel Hill News. http://www.summithouse.org/ocp chill32303.html
Linares, L. O., Rhodes, J. & Montalto, D. (2010) Perceptions of coparenting in foster care,
Family Process, 49, 510-542
McHale, J. & Fivaz-Depeursinge, E. (2010). Principles ofeffective coparenting and its
assessment in infancy and early childhood. In S. Tyano, M. Keren, H. Herrman & J. Cox (Eds.),
Parenting and mental health: A bridge between infant and adult psychiatry. London: John Wiley
& Sons (pp 383-397).
McHale, J. & Sullivan, M. (2008). Family systems. In M. Hersen & A. Gross (Eds.),
Handbook of Clinical Psychology, Volume II: Children and Adolescents (pp. 192-226).
Hoboken, NJ: John Wiley & Sons.
Minuchin, P, Minuchin, S. & Colapinto, J. Q009). Working with families of the poor, second
edition. New York: Guilford Press
Pruett, M. K., Cowan, C. P., Cowan, P. A., & Pruett, K. (2009). Lessons leamed from the
Supporting Father Involvement study: A cross-cultural preventive intervention for low-income
families with young children. Journal of Social Service Research, 3 5(2), 163-179.
Schulz, M. Pruett, M., Kerig, P. & Parke, R. Strengthening couple relationships for optimal
child development, Lessons from research and intenention. (pp.211-228). Washington, DC:
American Psychological Association.
UNIVERSITY OF
SOUTH FLORIDA
ST.PETERSBURC
Graduate Curriculum Approval Form
New Course
Prefix and Numberi EXP 6930
Title: Topics in Experimental Psychology
Tracking Number (from 3-form)
Proposed Effectlve Term (i.e. Spring 2006); Summer 2013
USF
Institution:
USF St.
Petersburt
Initiating Faculty Name: Christina Salnaitis
Faculty Emailr [email protected]
College and Department (if applicable): College of Arts and Sciences; Psychology
Fo||owtheguide|ine5out|inedontheUsFst.PetersburgGradUatestudie5at.
ComDlete:
X
the Graduate Curriculum Approval Form (thisform)
N/A the printed copy of the new course information submitted online (in
X
USF System
inventory, new to
USFSP)
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
tr | confirm that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
(new to USFSP only)
X I confirm my understanding that once approved the course syllabus must comply with the USF System Provost's Course Syllabus
policy (htto://www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
Concurrences:
tr
confirm that this course does not impact other departments/programs, so no concurrence is needed.
X confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
|
I
Initiating Faculty
Dept. Chair (if applicable)
COLLEGE APPROVALS
Chair, College Curriculum Commlttee
chair, College Council
College Dean/Associate Dean
'
Once approved by College, USFSP Graduate Studies willforward to the USFSP 6raduate Councilfor review. Once approved bv the USFSP
Council, USFSP Graduate council willforward to the Vice Chancellor for Academic Affairs and continue with appropriate follow up through submission to
5CN5.
Graduate Course Proposal Form Submission Detail **
(password required)
Current Status:
Carnpus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1.
Department and Contact Information
Trackins
2607
Number
Department
Psychology
Date & Time Submitted
2011-10-04
Colleee
AP
Person
Bb"*
Salnaitis 7278738848
Contact
.Christina
Budget Account Number
125500
Email
[email protected]
1
3.
Course Information
Prefix Number Full Title
EXP 6930
Topics in Experimental Psychology
Is the course title variable?
N
Is a permit required for registration?
Y
Are the credit hours variable?
N
Credit Hours
Section Tvpe
Grading Ootion
3cR
Abbreviated Title (30 characters maximum)
Topics in Experimental Psychology
Course
No
6.
Online?
Prerequisites
Percentage On Campus
100%
7.
8.
9.
10.
Corequisites
Course Description
Study of cognition from the neuropsychological perspective with focus on the areas of
attention, perception, memory, and executive functioning. Cases of brain damage or
disorders will be compared with theories of normal cognition to provide a balanced
understanding ofthe nature of cognition.
Justification
A. Please briefly explain why it is necess,uy and,/or desirable to add this course.
Needed for new master's program in General Psychology
B. What is the need or demand for this course? (Indicate if this cowse is part of a
required sequence in the major.) What other programs would this course service?
This is an elective course for the master's program in General Psychology.
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes,
how many times?
No
D. What qualifications for training and/or experience are necessary to teach this cowse?
(List minimum qualifications for the instructor.)
Ph.D. or equivalent including in Cognitive Psychology
1
1.
Other Course Information
A. Objectives
promote understanding of multiple perspectives in cognitive psychology,
including experimental and neuropsychological approaches to understanding
various forms of cognition.
1. To
B. Leaming Outcomes
1) Students will construct multiple explanations for cognitive phenomena. 2)
Students will critique articles according to a standard rubric. 3) Students will
synthesize multiple articles, and write a research proposal on a topic oftheir
interest. 4) Students will present their research proposal.
C. Maior Tooics
Students are expected to have completed all readings and written work by their
assigned date, and be prepared to participate in class discussions and activities.
Late submissions for any assignment will be penalized 5%o for each day late.
J. Program This Course Supports
Master's in Psychology, USFSP
12. Course
Concurrence Information
Master's of Arts in General Psychology (proposal, fall 2011);
Visual attention and perception; memory; problem-solving and reasoning;
executive function
D. Textbooks
Groome, D., Brace, N., Dewart, H. (2006). An introduction to cognitive
psychology: processes and disorders. Psychology Press.
E. Course Readings, Online Resources, and Other Purchases
Other articles as assigned by the instructor.
F. Student Expectations/Requirements and Grading Policy
Students are expected to attend class and read all assigned chapters and other
assigned readings prior to class. Grade is based on qizzes (l5o/o), exams (31%),
research proposal (16%), research presentation (8%), research portfolio (8%), inclass participation (10%), and labs (12%). All work must be submitted by posted
due dates.
G. Assignments, Exams and Tests
Exams (300 points): Students will take four exams throughout the semester. The.
content of the exams will come from'both the readings and the class lessons. The
fourth and final exam will be comprehensive. The first three exams will be worth
60 points each and the final will be worth 120 points.
Quizzes (140 Points): Students will take 10-question multiple-choice quizzes after
the completion ofeach chapter. There will be seven quizzes. Each quiz will be
worth 20 points for a total of 140 points.
Research Proposal (100 Points): The paper will include a title page, abstract,
introduction and proposed methods and analysis, and references, as well as
tables/figures/graphs (limit offive) ifnecessary. It should be between 3,000-4,000
words in length (not including tables/figures/graphs) and include l0 or more
references.
Research Portfolio (75 Points): The portfolio will document the progress of the
research proposal throughout the entire semester. The portfolio will consist of
various portions of the proposal broken down into mini-assignments kept in a 3-
ring binder.
Research Presentation (40 Points): Students will present your research proposal
orally to the class using poster presentation format typical of conference
presentations.
In-Class Participation (100 Points): At least one article will be assigned for
reading each lesson. Students will be responsible for reading the entire article and
preparing a verbal response to the article involving a summary ofthe introduction,
methods, results, and discussion. In addition, students will critique the article for
methodological flaws, flaws in the author's interpretation or hypotheses,
altemative explanations for the findings, suggestions for future research, and any
questions or other comments stduents would like to pose to the class. Students
will be required to produce responses at least 10 times through the semester and
each response will be worth 10 points.
Labs (200 Points): As a class, students will be participation in classic
experimental studies to demonsftate basic cognitive theories. Students will be
aggregate the data, analyze the data, and produce a short lab write-up ofthe
results. The labs will be in the format of an APA research paper, in which
students will write an introduction, methods, results, and discussion. Each lab
should be less than 1,000 words in length. There will be 6labs each worth 20
points.
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured cources, 6000 and above, the College/Campus Dean will set the firstday class attendance requirement. Check with the College for specifrc
information. This policy is not applicable to courses in the following categories:
Educational Outreach, Open University (TV), FEEDS Program, Communily
Experiential Learning (CEL), Cooperative Education Training, and courses that
do not have regularly scheduled meeting daysitimes (such as, directed
reading/research or study, individual research, thesis, dissertation, intemship,
practica, etc.). Students are responsible for dropping undesired courses in these
categories by the 5th day ofclasses to avoid fee liability and academic penalty.
(See USF Regulation - Registration - 4.0101,
http://usfiveb2.usf.edu,/usfgc/ogco/o2\webl cvrcntreg.htm) Attendance policy for
the Observance ofReligious Days by Students: In accordance with Sections
1006.53 and 1001.7a(10)(g) Florida Statutes and Board of Govemors Regulation
6C-6.01 15, the University of South Florida (UniversityruSF) has established the
following policy regarding religious observances:
(http:i/usfiveb2.usf.edu,/usfgc/gclp /acadaflgcl0-045.htm) In the event of an
emergency, it may be necessary for USF to suspend normal operations. During
this time, USF may opt to continue delivery of instruction through methods that
include but are not limited to: Blackboard, Elluminate, Skype, and email
messaging and.ior an altemate schedule. It's the responsibility ofthe student to
monitor Blackboard site for each class for course specific communication, and the
main USF, College, and department websites, emails, and MoBull messages for
important general information.
I. Policy on Make-up Work
EXP
6930: Topics in Experimental Psychology
Department of Psychology
University of South Florida St. Petersburg
COURSE SYLLABUS
Instructor:
Term:
Office:
Class Meeting Days:
Phone:
Class Meeting Hours:
E-Mail:
Class Location:
OfJice Hours:
Course
Credits:
3
Course Overview
L
This class will provide you with an advanced understanding of the nature of cognition through an integration
of theories of normal cognition and case studies of brain damage. Coverage will include the following areas
of cognition: attention, perception, memory, and executive function.
Course Objectives
1) Students will construct multiple explanations for cognitive phenomena.
2) Students will critique articles according to a standard rubric.
3) Students will synthesize multiple articles, and write a research proposal on a topic of their interest.
4)Students will present their research proposal.
t.
t
tv,
Course Prerequisites
Having completed the research core sequence will greatly benefit you as you will be writing up research
papers based on laboratory experiments. A basic class in cognition will assist you as well.
Required Texts and Materials
Groome, D., Brace, N., Dewart, H. (2006). An introduction to cognitive psychology: processes and disorders.
Psychology Press.
*Articles will be assigned for nearly every lesson and you are expected
to read them. These articles will be
posted on blackboard weekly.
)!
)
Exams, Article Critiques, and Prolect Assignments
Exams (300 points): You will have multiple opportunities to demonstrate your learning, one of which is the traditional
multiple-choice exam format. Youwill ta ke four exa ms throughout the semester (see cou rse schedu le below for
approximate dates). The content of the exams will come from both the readings and the class lessons, and these two
sources of information will not perfectly overlap. The fourth and final examwill be comprehensive, coveringwhatyou
have learned through the entire semester. The first three exams will be worth 60 points each and the final will be
worth 120 points.
Quizzes (140 Pointsl: You will be taking brief mu ltiple-choice q uizzes after the completion of each chapter. Seethe
course sched ule for the dates ofeach quiz. Therewill beseven quizzes. Eachquizwill be worth 20 pointsfora total of
L40 points.
Research Proposal (100 Points): Throughout the semester you will take part in the process of designing a research
project. Youwill picka topic of interest to you based in part on the readings. You willthen read articles about your
topic and being to formulate a question to address, and design a study to discover the answer to your question. You
should follow APA style guidelines in formatting your paper. The paper will include a title page, abstract, introduction
and proposed methods and analysis, and references, as well as tables/figures/graphs (limit offive) i necessary. lt
should be between 3,000-4,000 words in length (not including tables/figures/graphs) and include 10 or more
references.
Research Portfolio (75 Pointsl: You will be turning in a portfolio that will document the progress ofyour research
proposal throughout the entire semester. Your portfolio will consist of various portions of you r proposal brokendown
into mini-assignments kept in a 3-ring binder. The nature ofthe assignments will be discussed as the semester
progresses. You are expected to bring your portfolio to class regularly.
Research Presentation (40 Points): Youwill present your research proposal orally to the class. A grading rubric will
be provided to you to ensure you are prepared to earn maximum points.
In-Class Participation (100 Points): At least one article will beassigned for reading each lesson. Youwill be
responsible for reading the entire article and preparing a verbal response to the article involving a summary of the
introduction, methods, results, and discussion. In addition, you should critique the article for methodological flaws,
flaws in the author's interpretation or hypotheses, alternative explanations for the findings, suggestions for future
research, and any questions o r other comments you would liketo posetothe class. Student names will berandomly
drawn for discussion, and you must be present in class and provide an articulate response to earn points. You are
encouraged to offer your thoughts even if you are notcalled upon in a given classto do so. Youwill berequiredto
produce responses at least 10 times through thesemesterand each response will beworth 10 points. You maynot
make up missed points for absences or unpreparedness; however, you are expected to demonstrate improvement in
your article critiquing skills across the semester.
Labs (200
Pointsl:
As a class, you will be conducting research on yourselves to demonstrate basic cognitive theories.
These demonstrations will allow you to understand what it is like to measure cognition by devising hypotheses to test
theories. Youwill be aggregatlng the data of you r classmates, a na lyzing the data, and producinga short labwrite-up of
theresults. You labswill be in the format of an APA resea rch paper, in which you will writean introduction, methods,
results, and discussion. €ach lab should be less than 1,OOO words in length. There will be 6labs each worth 20 points.
vt.
Easis for Flnal Grade
Assignment
Points
Percent of Final Grade
Exams
300
37%
Quizzes
140
15%
Research Proposal
150
16%
Research Presentation
75
8%
Research Portfolio
75
8%
In-Class Participation
100
LO%
Labs
L20
L20/.
Total
960
700%
Grading Scale (%)
90-100
80-89
70-19
60-69
0-59
Vll.
r\
f
I
(
vn,
B
c
D
F
GradeDissemination
to I
craded tests and materials in this course will be reviewed during class but will not be returned to you in order
maintain test security, with the exception of your portfolio. You can access your scores at any time electronically.
written Brades may take up to a week or more before they can be graded and reviewed during
class.
Course Policies: Grades
Late Work Policy: There are no make-ups for in-class writing, quizzes, the midterm, or the final exam.
Assignments turned in late will be assessed a penalty: 5% for each day it is turned in late and will not be accepted
ifoverdue by more than seven days. Tu rning in work late is preferable to not tu rning in the work at all.
Extra Credit Policy: You may earn up to three percentage points of your grade by participating in any research
experiments that are occurring in the department or by writing a reaction paper to an article of your choice. For
every two pages you write, you could earn 1% point, and every half hour you participate in a study is considered
1% point. You may complete any combination of these two optionsthatyou wish. You may also write on more
than one article. For example, you couldwritethree pageson onearticleand three pages on another, oryou
could three two-page papers or one six-page paper.
Grades of "lncomplete": The current university policy concerning incomplete grades will be followed in this
course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from
completing the course and the remaining work can be completed the next semester. Incomplete work must be
finished by the end of the subsequent semester or the "1" will automatically be recorded as an
transcript.
.,F,,
on Vour
)
I
lx.
Course Policies: Technology and Media
r\
I
|
I
I
Email:
lwill generally respond to email within
a 72 hour period excluding
weekends.
I
and
a
,"O,oO Usate: Use of laptop for classroom purposes to enhance learning is acceptable. Email, social media,
the like are not to be open during class. You must respect other students' learning environment and not present
distraction to others or to
myself.
I
I
I
lnClassroom Devices: Please intorm me if you need the use of language dictionaries during class or examinations.
I
I
I Cell phones are not considered a classroom device, and are therefore prohibited unless there is an emergency. See I
professionalism policy below.
I the
tl Copyright: All unauthorized recordings of class are prohibited. Recordings that accommodate individual student I
I needs must
I
be approved in advance and may be used for personal use during the semester only; redistribution is
I pronlorteo.
I
I
I
\-/
X. Course Policies: Student Expectations
Attendance Pollcy: Regular and on-time attendance is expected. tfyou must be absent, you are expected to
inform me of the reason for your absence and coordinate with other students to obtain notes.
Religious Observances: Students who must miss class due to a major religious holiday must provide notice of the
date(s) to me, in writing, bythesecond class meeting. Exams may be made up for absences due this purpose.
Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced
during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab
immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students
who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their
final class grade.
Acad€mic Conduct Policy: Academic dishonesty in any form will not be tolerated. lf you are uncertain as to what
constitutes academic dishonesty, please consult the Student Handbook. Violations will result in a zero on the work
in question AT A MINIMUM. Atthe instructor's discretion, you mayalso receive a failing grade for the course.
Confirmation of such incidents can also result in expulsion from the University.
xt.
Student Resources
fOisabitity eccess: Students with disabilities who need accommodations in this course must contact the professor at
I
I
I
be
The
arranBements can
ltj:l:*'t"o'u.tedtoprovidethisrequestatleasttwoweeksinadvanceoftheexamsospeciat
\)
)
the beginning of the semester to discuss needed accommodations. studentswho need accommodations must
registered with Student Disability Services before requesting accommodations from the professor. Accommodations
can be made for students who provide documented need for extra time or other assistance in taking exams.
be
I
I
I
I
Course Schedule (Notei The Schedule is subiect to revision)
l€s6on
Finbh Thls
l
Topics to be Dlsdssed In Class
1
Read Groome pages 1-20
2
Read Groome pages 97-113
Introduction and Review of the Syllaous
Review of Experimental Methods
8/29/71,
Study rcadings
lor 8/22
Portfolio Assignment 7 Due
11
3
ll3-727
Study rcadings lor 8/29 thtough 9/72
Lab t Due
Portfolio Assignment 2 Due
9/261l.L
r0/3/r7
70117 /77
6
7
8
Qulz 7
Holiday (No Classes)
Read Groome pages
9/12177
Synaesthesia
Blindsight and Spatial Neglect
Visual Agnosia
Prosopagnosia
Quiz 2
Read Groome pages 132-179
Nature of Memory
Study rcodings lor 9/26
Lob 2 Due
Memory Retrieval
lmplicit and Explicit Memory
Portfolio Assignment 3 Due
Memory in Everyday Life
Quiz 3
Read Groome pages 182-198
Multi-store Model of Memory
Study rcadings for 70/3
Lab 3 Due
Working Memory Model
Long-term Working Memory
Portfolio Assiqnment 4 Due
Quiz 4
Read Groome pages 200-233
Ldb 4 Due
Types of Amnesia
Theories of Amnesia
Other Memory Disorders and
Portfolio Assignment 5 Due
Rehabilitation
Study rcadings for 70/77
Quiz 5
7l7L
7U7 /7r
10
11
Read Groome pages 236-261
Read Groome pages 264-269
Study reddings lor 70/37
Ldb 5 Due
Portlolio Assignment 6 Due
Read Groome pages 269-288
study rcddings lor 77/7
Lob 6 Due
Reseqrch Proposal and Portlolio Due
Approaches to Problem-Solving
Analogy and Reasoning
Approaches to Reasoning
Anatomy and Historical Clinical Cases
Quiz 6
Attention and Thinking Disorders
lmpaired Strategy Formation
Conceptual lssues
Quiz 7
l:li,
i",r,
17/2!lL7
l'J
Presentations
17128177
74
Presentations
UNIVERSITY OF
SOUTH FLORIDA
ST. PETERSBURG
Graduate Curriculum Approval Form
New Course
Prefix and Number: SOP 6266
Title: Topics in Social Psychology
Tracking Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Fall 2014
USF
Institution:
USF St,
Petersburg
Initiating Faculty Name: Mark Pezzo
Faculty Email: [email protected]
College and Department (if applicable): College of Arts and Sciences; Psychology
Follow the guidelines outlined on the USF St. Petersburg Graduate Studies at http://www.stot.usf.edu/soqrad/Facultv
&
Staff/Graduate Council.htm.
Complete:
X the Graduate Curriculum Approval Form (this form)
X the printed copy of the new course information submitted online
X catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
X
X
lconfirm that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
I confirm my understanding that once approved the course syllabus must comply with the USF System Provost's Course Syllabus
policy (http://www.acad.usf.edu/Resources/Documents/policies/course-svllabi.htm).
Concurrences;
X
X
I
confirm that this course does not impact other departments/programs, so no concurrence is needed.
lconfirm that I have researched potential areas ofconcurrence across the UsF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Inltiating Faculty
Dept. Chair (if applicable)
zt
>?
COLLEGE APPROVALS
Chair, College Curriculum Commlttee
tt Il..tltl
Chair, College Council
College Dean/Associate Oean
Concurrence
*onceapprovedbycol|ege,U5F5PGraduate5tUdjeswi||forwardtotheU5FsPGraduateco
council, UsFsP Graduate council will forward to the Vice chancellor for Academic Affairs and continue with appropriate follow up through
submission to
scN5.
tl
USF Graduate School - Graduate Course Status
Page 1 of 5
Graduate Course Proposal Form Submission Detail
**
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
1. Department and Contact Information
Number
2687
Denartment
Psychology
Contact Person
Mark Pezzo
Tracking
Date & Time Submitted
2011-11-30
Collegg
AP
Phone
7278734020
Budqet Account Number
12550
Email
[email protected]
1, Course Information
Prefix
SOP
Number Full Title
6266
Topics in Social Psychology
Is the course title variable?
N
Is a permit required for registration?
N
Are the credit hours variable?
N
Credit Hours
Section Type
Grading Option
Abbreviated Title (30 characters maximum)
Topics in Social Psychology
Course
CO
Online?
Percentage On Campus
Prerequisites
Coreouisites
h@://www.grad.usf.edr.r/programs/grad_course_status_detail.php?track_number=2687 ll/3012011
USF Graduate School - Graduate Course Status
Page 2
of
5
Course Description
This course examines theory and research in social psychology. We will cover both "classic"
issues in modem social psychology as well as recent trends, emerging perspectives, and cutting
edge research (with an emphasis on more recent research). Social ps
1. Justification
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certifi cate
B. What is the need or demand for this course? (Indicate if this course is part of a required
sequence in the major.) What other programs would this course service?
USFSP graduates hired to work in agencies providing direct clinical support, and
well as pursuing further graduate
education will need an understanding ofthe dynamics of social influence, social
perception and social interaction. The This course will enable students to explore in
depth the complexities of social behavior through synthesis of recent trends,
emerging perspectives, and cutting edge research.
case management, and research services, as
C. Has this course been offered as Selected Topics/Experimental Topics course? Ifyes, how
many times?
No
D. What qualifications for training and/or experience iue necessary to teach this course? (List
minimum qualifications for the instructor.)
l. Other Course Information
A. Objectives
This course examines theory and research in social psychology. We will cover both
"classic" issues in modern social psychology as well as recent trends, emerging
perspectives, and cutting edge research (with an emphasis on more recent
research). Social psychology has grown so large that it is impossible to cover all
topics, even when focusing on very recent work. Consequently, the coverage ofthe
course is somewhat selective. Students will examine readings that represent
interesting, important, and relevant research.
B. Leaming Outcomes
1 . Discipline Knowledge: a. Outcome: Demonstrate sufficient understanding of a
particular (focused) area ofsocial psychology to be able to integrate it with
research interests to design a new study and present it b. Measure: End of the
semester reseiuch proposal c. Target: 80% of the students will receive an 80% on
the paper (which means that they met 80% of the criteria). 2. Critical Thinking: a.
Outcome: Demonstrate ability to think critically about the experiments described rn
the reading assignment b. Measure: Reaction paper on assigned readings for each
hup://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number:2687
11/30/2011
USF Graduate School - Graduate Course Status
class period c. Target: 80%
ofthe students will receive an
Page 3
of
5
on the paper (which
means that they met 80% of the cdteria). 3. Communication: a. Outcome:
Demonstrate ability to communicate ideas leamed in the class to others. b.
Measure: Each student will lead a discussion of the weekly readings, and fellow
students will rate the presenter on a number of dimensions (preparation, oral and
visual presentation, interest, clear/concise, etc) c. Target: 80% ofthe students will
receive an 80% on the their presentation (which means that they met 80% ofthe
criteria).
800/o
C. Major Topics
The Self; Social Cognition; Sociai Perception; Attitudes & Persuasion; Social
Influence/Social Norms; Interpersonal Attraction; Close Relationships;
Stereotyping; Prejudice, Discrimination; Prosocial Behavior; Aggression; Confl ict
and Cooperation
D. Textbooks
Fiske, S. T. (2003). Social beings: A core motives approach to social psychology.
New York: Wiley.
E. Course Readings, Online Resources, and Other Purchases
There will be articles and/or chapters assigned each week. Readings
on electronic reserve through Blackboard.
will
be placed
F. Student Expectations/Requirements and Grading Policy
COURSE FORMAT An essential component of this course is active class
participation. The hope is that the students themselves will help shape the content
and direction of the class. To this end, it is very important that students complete
the assigned weekly readings before class. Class Attendance: Being a graduate
coruse, class attendance is expected, but not required. Students who miss class are
expected to demonstrate knowledge of the course material covered while absent.
Each class will explore a different broad theme in social psychology. The intention
(and because this is the first time the faculyt member has taught the course, the
intentions may change) is to spend the first hour or so ofeach class presenting a
brief lecture on relevant theory and research on the day's topic. Then, in the
remaining time, the class will discuss the readings - their strengths and
weaknesses, persuasiveness, gaps in the literature, implications, and so on. The
hope is that class discussions will be loose, open, and lively. Students should all
feel free to stray from the specific material to discuss broader related issues and are
expected to take a very active role in leading discussions. This means coming to
class prepared (e.g., reading the assigned chapter and articles, jotting down
discussion questions and topics). To encourage class discussion everyone is
required to write 3-10 sentences ofthoughts or questions on the readings for each
class (you'll get two free passes). GRADING Your final grade will be derived in
equal proportions from your performance in the following three areas: Midterm
(1/3), Final (1/3), Class Participation (1/3). Grades will be made on the plus/minus
scale. will be made on the plus/minus scale.
G. Assignments, Exams and Tests
http://www.grad.usf.edr:/programs/grad_course_status_detail.php?track_number-2687
n/30/2011
USF Graduate School - Graduate Course Status
Page 4
of
5
CLASS PARTICIPATION Class participation is an essential part of this course. A
good portion ofeach class will be spent in discussion, and you are expected to
contribute. Try to come to class prepared with ideas, comments, and questions
based on the readings ofthe week. There are three components ofclass
participation on which the participation grade will be based: general participation,
discussion leading, and weekly thought papers. Discussion Leading: In addition to
expected informal weekly class participation, you will also be assigned to lead one
class discussion during the semester (with I or 2 others, depending on the size of
the class). Each week, there are assigned readings (one or two per week) in
addition to the chapter from the Fiske text. Most ofthese readings are empirical
journal articles, some are chapters, and a few are readings from the popular press.
Each week, a student will lead about one hour of the classroom session focused on
the article(s) for that week. The assignment ofdiscussion leaders will be divided
during the first class session. In their presentation, students will be required to
supply any handouts; they may also wish to prepare audio-visual aids. Students
may be as creative as they like and may even wish to bring in outside material to
further the discussion. Thought Papers: A portion ofyour participation grade will
come from weekly thought papers. To encourage class discussion, everyone is
required to write 3-10 sentences ofthoughts or questions on the readings for each
class (individuals will get two free passes). These will be due at the end ofeach
class period (no exceptions). Content: There are few constraints on how individuals
can approach the thought papers. The primary purpose ofthese commentaries is to
prepare for class discussion. So, included in the commentaries may be interesting
questions sparked by the readings, methodological issues, holes in the literature,
implications of the research, links to other areas ofpsychology, etc. Basically,
anything that will spur engaging class discussion is welcomed. EXAMS There will
be two equally-weighted three hour essay examinations. The first exam (Oct. 13)
will cover material from the first halfofthe course, and the second exam will occur
during finals week and will cover the second halfofthe course (non-cumulative).
H. Attendance Policy
Course Attendance at First Class Meeting - Policy for Graduate Students: For
structured courses, 6000 and above, the College/Campus Dean will set the first-day
class attendance requirement. Check with the College for specific information. This
policy is not applicable to courses in the following categories: Educational
Outreach, Open University (TV), FEEDS Program, Community Experiential
Leaming (CEL), Cooperative Education Training, and courses that do not have
regularly scheduled meeting days/times (such as, directed reading/research or
study, individual research, thesis, dissertation, internship, practica, etc.). Students
are responsible for dropping undesired courses in these categories by the 5th day of
classes to avoid fee liability and academic penalty. (See USF Regulation
-
Registration - 4.0101, http://usfiveb2.usf.edri/usfgc/ogc%o20weblcunentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In
accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board
of Govemors Regulation 6C-6.0115, the University of South Florida
(University/IJSF) has established the following policy regarding religious
observances: (http:i/usfireb2.usf.edu/usfgc/gc jp/acadaf/gcl0-045.htm) In the
event ofan emergency, it may be necessary for USF to suspend normal operations.
During this time, USF may opt to continue delivery of instruction through methods
that include but are not limited to: Blackboard, Elluminate, Skype, and email
htp://www.grad.usf.edu/programs/grad_course_status_detail.php?track_number=2687
tt/30/2011
USF Graduate School - Graduate Course Status
Page 5
of
5
messaging and/or an altemate schedule. It's the responsibility ofthe student to
monitor Blackboard site for each class for course specific communication, and the
main USF, College, and department websites, emails, aad MoBull messages for
important general information.
l. Policy on Make-up Work
Being a graduate course, class attendance is expected, but not required. Students
are responsible for demonstrating knowledge about material covered in the missed
class.
J. Program This Course Supports
Psychology, USFSP
1
Course Concurrence Information
- ifyou have questions about any ofthese fields, please contact chinc scobhiilgrctd. us.f.etlu or
.i o e' ii) r:r ud . u.t /. e ct u.
http://www.grad.usf.edu/programs/grad_course status_detail.php?track_number:2687 l1/3012011
soP 6266
TOPICS IN SOCIAL PSYCHOLOGY
COURSE SYLLABUS
Fall,2014
Course location:
Course time:
lnstructor:
Office:
Office hours:
Email address:
Phone:
REQUIRED READINGS:
Text:
Fiske, S. T. (2003). Social beings: A core motives approach to social psychology.
New York: Wiley.
Supplemental readings:
There will be articles and/or chapters assigned each week. Readings will be
placed on electronic reserve through Blackboard.
COURSE DESCRIPTION AND OBJECTIVES:
This course examines theory and research in social psychology. We will cover both "classic"
issues in modern social psychology as well as recent trends, emerging perspectives, and
cutting edge research (with an emphasis on more recent research). Social psychology has
grown so large that it is impossible to cover all topics, even when focusing on very recent
work. Consequently, the coverage of the course is somewhat selective. We'll examine
readings that represent interesting, important, and relevant research.
COURSE FORMAT
An essential component of this course is active class participation. My hope is that the
students themselves will help shape the content and direction of the class. To this end, it
is very important that you complete the assigned weekly readings before class.
Class Aftendance: Being a graduate course, class attendance is expected, but not
required. lf you do miss a class, I expect you to demonstrate to me that you are
knowledgeable about the material covered in that class.
Each class will explore a different broad theme in social psychology. My intention (and
because this is the first time l've taught the course, my intentions may change) is to
spend the first hour or so of each class presenting a brief lecture on relevant theory and
research on the day's topic. Then, in the remaining time, we will discuss the readings
their strengths and weaknesses, persuasiveness, gaps in the literature, implications, and
so on. My hope is that class discussions will be loose, open, and lively. We should al.
feel free to stray from the specific material to discuss broader related issues. Students
are expected to take a very active role in leading discussions.
-
This means coming to class prepared (e.9., reading the assigned chapter and articles,
jotting down discussion questions and topics). To encourage class discussion everyone
is required to write 3-10 sentences of thoughts or questions on the readings for each
class (you'll get two free passes).
GRADING
Your final grade will be derived in equal proportions from your performance in the
following three areas: Midterm (1/3), Final (1/3), Class Participation (1/3). Grades
will be made on the plus/minus scale.
CLASS PARTICIPATION
Class participation is an essential part of this course. A good portion of each
class will be spent in discussion, and you are expected to contribute. Try to come
to class prepared with ideas, comments, and questions based on that week's
readings. There are three components of class participation on which your
participation grade will be based: general participation, discussion leading, and
weekly thought papers.
Discussion Leading:
ln addition to expected informal weekly class participation, you will also be
assigned to lead one class discussion during the semester (with 1 or 2 others,
depending on the size of the class). Each week, I have assigned readings (one
or two per week) in addition to the chapter from the Fiske text. Most of these
readings are empirical journal articles, some are chapters, and a few are
readings from the popular press. Each week, a student will lead about one hour
of the classroom session focused on the article(s) for that week. We'll divide the
assignment of discussion leaders during the first class session. In their
presentation, students will be required to supply any handouts; they may also
wish to prepare audio-visual aids. You may be as creative as you like, and you
may even wish to bring in outside material to further the discussion.
Thought Papers:
A portion of your participation grade will come from weekly thought papers. To
encourage class discussion, everyone is required to write 3-10 sentences of thoughts or
questions on the readings for each class (you'll get two free passes). These will be due
at the end of each class period (no exceptions). Content: There are few constraints on
how you can approach your thought papers. The primary purpose of these
commentaries is to prepare you for class discussion. So, you might include in your
commentaries interesting questions sparked by the readings, methodological issues,
holes in the literature, implications of the research, links to other areas of psychology,
etc. Basically, l'm looking for anything that will spur engaging class discussion.
EXAMS
There will be two equally-weighted three hour essay examinations. The first exam (Oct.
13) will cover material from the first half of the course, and the second exam will occur
during finals week and will cover the second half of the course (non-cumulative).
POLICY ON RELIGIOUS OBSERVANCES
lf you anticipate being absent from class due to a major religious observance, please
provide notice of the date(s) to me, in writing, by the second class meeting.
NOTE TAKING AND RECORDING
You are encouraged to take notes on the lecturesidiscussions and are permifted to
taperecord class sessions for your own purposes. However, you are not permifted to take
notes or tape-record for purposes of sale and distribution.
SCHEDULE:
DATE TOPIC READING ASSIGNMENT
Aug. 26 Introduction Fiske, ch.1
Sept. 2 The Self risxe, ctr. s;
Brewer (1991)
Sept. 9 Social Cognition Fiske, ch.
4;
Norenzayan & Nisbett (2000)
Optional: Gladwell (2003)
Sept. 16 Social Perception
Fiske,
ch.3;
Gilbert, Pelham, & Krull (1988)
Sept. 23 Attitudes & Persuasion Fiske, ch.
6;
Strahan, Spencer, &Za nna (2002\
Optional: Walker (2003)
Sept. 30 Social Influence/Social Norms Fiske, ch,
Cialdini, Reno, & Kallgren (1990)
Oct. 7 lnterpersonal Attraction Fiske, ch.
7;
Li, Bailey, Kenrick, & Linsenmeier (2002)
Oct. 14 MIDTERM
Oct.21 Close Relationships
Fiske,
ch.8;
Murray, Holmes, & Griffin (1996)
Optional: Peplau (2003)
Oct.28 Groups Fiske, ch 12i
Pickett (2001)
Optional: Gladwell (2002)
Nov. 4 Stereotyping, Prejudice,
Discrimination
Fiske, Ch. 1 1;
Monin & Miller (2001)
Optional: Steele (2002)
Nov. 11 No Class (?) Veteran's Day
Nov. 18 Prosocial Behavior Fiske, ch.
9;
Holmes, Miller, & Lerner (2002)
Optional:Batson & Thompson (2001)
Nov. 25 Aggression Fiske, ch. 1o;
Cohen, Vandello, & Rantilla (1998)
Optional: Anderson & Bushman (2000)
Dec. 2 Conflict and Cooperation Axelrod (1984)
Miller & Prentice (1999)
Dovidio, Gaertner, Kawakami (2003)
Dec. 7-13 Finals Week
13;
SUPPLEMENTAL READINGS:
Note: Readings with a * are optional, but try to at least skim them.
Aug 26: Introduction
(No readings)
Sept 2: The Self
Brewer, M. (1991). The social self: On being the same and different at the same time.
Personality and Social Psychology Bulletin, 17, 475482.
Sept 9.' Social Cognition
Norenzayan, A., & Nisbett, R. E. (2000). Culture and causal cognition. Current
Directions in Psychological Science, 9, 132-135.
*Gladwell, M. (2003, March 10). Connecting the dots: The paradox of intelligence
reform. The New Yorker, 83-88.
Sepf l6; Social Perception/Social lnference/Attributions
Gilbert, D. T., Pelham, B. W., & Krull, D. S. (1988). On cognitive busyness: When
person perceivers meet persons perceived. Journal of Personality and Social
Psychology, 54, 733-7 40.
Sept 23: Attitudes and Persuasion
Strahan, E. J., Spencer, S, J., & Zanna, M. P. (2002). Subliminal priming and
persuasion: Striking while the iron is hot. Journal of Experimental Social Psychology, 38,
556-568.
*Walker, R. (2003, June 22). The marketing of no marketing. The New York
Times Magazine.
Sepf 30.' Social lnfluence/Social Norms
Cialdini, R., Reno, R., & Kallgren, C. (1990). A focus theory of normative
conduct: Recycling the concept of norms to reduce littering in public places. Journal of
Personality and Social Psychology, 58, 1015-1026.
Oct 7: Interpersonal Attraction
Li, N. P., Bailey, J. M., Kenrick, D. T., & Linsenmeier, J. A. (2002). The
necessities and luxuries of mate oreference. Journal of Personalitv and Social
Psychology, 82, 947 -955.
Oct 14: MIDTERM
Oct 21: Close Relationships
Murray, S. 1., Holmes, J. G., Griffin, D. W. (1996). The self-fulfilling nature of
positive illusions in romantic relationships: Love is not blind, but prescient. Journal of
Personality and Social Psychology, 71, 1155-1180.
?eplau, L. A. (2003). Human sexuality: How do men and women differ? Current
Directions in Psychological Science, 12, 37 -40.
Oct 28: Groups
Pickett, C. L. (2001). The effects of entitativity beliefs on implicit comparisons
between group members. Personality and Social Psychology Bulletin, 27,515-525.
*Gladwell, M. (2002, Dec. 2). Group think: What does Saturday Night Live have
in common with German philosophy? The New Yorker, pp. 102-107.
Nov 4: Stereotypes, Prejudice, & Discrimination
Monin, 8., & Miller, D. T. (2001). Moral credentials and the expression of
prejudice. Journal of Personality and Social Psychology, 81, 33-43.
*Steele, S. (2002, November). The age of white guilt and the disappearance of
the bf ack individual. Harper's, pp. 3342.
Nov 11: NO CLASS
Nov 18: Prosocial Behavior
Holmes, J. G., Miller, D. T., & Lerner, M. J. (2002). Committing altruism under the
cloak of self-interest: The exchange fiction. Journal of Experimental Social Psychology,
38, 144-151.
*Batson, C. D., & Thompson, E. R. (2001). Why don't moral people act morally?
Motivational considerations. Current Directions in Psychological Science, '10(2\,54-57.
Nov 25: Aggression
Cohen, D., Vandello, J., & Rantilla, A. (1998). The sacred and the social: Cultures
of honor and violence. In P. Gilbert & B. Andrews (Eds.) Shame: Interpersonal behavior,
psychopathology, and culture (pp.261-282). New York: Oxford University Press.
*Anderson, C. A., & Bushman, B. J. (2002). The effects of media violence on
society. Science, 295, 237 7 -237 9.
Dec 2: Conflict & Cooperation
Axelrod, R. (1984). The evolution of cooperation (Ch. 1: The problem of
cooperation, pp.3-24)- New York: Basic Books.
Dovidio, J. F., Gaertner, S. L., & Kawakami, K. (2003). Intergroup contact: The
past, present, and the future. Group Processes and Intergroup Relations, 6, 5-21
Miller, D. T., & Prentice, D. A. (1999). Some consequences of a belief in group
essence: The category divide hypothesis. In D. A., Prentice & D. T. Miller (Eds.) Cultural
divides: Understanding and overcoming group conflict (pp. 213-238). New York: Russell
Sage.
Dec 9: Final Exam
Learning Outcomes
1.
DisciplineKnowledge:
a.
Outcome: Demonstrate sufficient understanding of a particular
b.
c.
Measure: End of the semester research proposal
(focused) area of social psychology to be able to integrate it with research
interests to design a new study and present it
Target: 80% of the students will receive an 80% on the paper
(which means that they met 80% of the criteria).
2.
Critical Thinking:
a.
Outcome: Demonstrate ability to think critically about the
experiments described in the reading assignment
b.
c,
Measure: Reaction paper on assigned readings for each class period
Target: 80% of the students will receive an 80% on the paper (which
means that they met 80% of the criteria).
3.
Communication:
a.
Outcome: Demonstrate abilitv to communicate ideas learned in the
class to others.
b.
Measure: Each student will lead a discussion of the weekly
readings, and fellow students will rate the presenter on a number of
dimensions (preparation, oral and visual presentation, interest,
cleariconcise, etc)
c.
Target: 80% of the students will receive an B0o/o on the their
presentation (which means that they met 80% of the criteria).
UNIVERSITY OF
SOUTH FLORIDA
ST, PETERSBURG
Prefix and Number:
CLP
Graduate Curriculum Approval Form
New Course
5937
Title: Grant Writing
Trackint Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Summer 2014
USF
Institution:
USF St.
Petersburt
Initiating Faculty Name: .lames McHale
Faculty Email: [email protected]
College and Department (if applicable): College of Arts and Sciences; Psychology
Follow the guidelines outlined on the UsF 5t, Petersburg Graduate studies at http://www.stot.usf.edu/soqrad/Facultv
& staff/Graduate council.htm.
Complete:
X
the Graduate Curriculum Approval Form(thisform)
N/A the printed copy of the new course information submitted online (in
X
USF System
inventory new to
USFSP)
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
tr | confirm that I have checked the State Course Numbering System and no institution within the USF currently offers this course.
(new to USFSP only)
X I conflrm my understanding that once approved the course syllabus must comply with the USF System Provost's Course Syllabus
policy (htto://www.acad.usf.edu/Resources/Documents/Policies/course-svllabi.htm).
Concurrences;
tr
| confirm that this course does not impact other departments/programs, so no concurrence is needed,
X
I
confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Dept. chair (if applicable)
,rln1:
nE
COLLEGE APPROVATS
chai., collete Curriculum Committee
Chair, College Council
College Dean/Associate Dean
* Once approved by College, USFSP Graduate Studies willforward to the USFSP Graduate Councilfor review, Once a pproved by the USFSP
Council, USFSP Graduate Council will forward to the Vice Chancellor for Academic Affairs and continue with appropriate follow up through submission
5CN5.
to
'-
I
COURSE SYLLABUS
CLP
6937
t Grant Writing (Hybrid Online/Face-To-Face; Summer B)
University of South Florida St. Petersburg
Department of Psychology, College of Arts & Sciences
Instructor:
Department: Psychology
Required Textbooks and/or Materials:
No text is required. Course assignments will require that students become familiar with
electronic sites including grants.gov and with RFPs from multiple agencies, including NIH.
Supplemental handouts will also be made available online.
Class Description:
This course addresses advanced skills and techniques necessary for writing successful research grant
proposals.
This is a hybrid class. The first two-thirds ofthe semester involves independent research and writing,
viewing ofonline course modules, and engagement with students through online posts and
discussion. The last third ofthe course involves in-class presentations of completed work and
participation in an NlH-style review panel. These multiple methods and media and hands-on
creation of new products have been designed to present the course content and facilitate student
attainment of course objectives.
Student Learning Outcomes
By the end ofthe course, the student will be able to:
1 . Describe the steps in preparation and submission of grant proposals;
2. Investigate foundation and public sources for grant funding;
3. Develop a proposal that addresses a public health issue or intervention;
4. Identify grant writing pitfalls and successful grant wdting techniques;
Evaluation and Grading:
Students are expected to view all modules in sequence and complete all assignments by posted
due dates. Grade is based on a concept paper (12.5%), a fr:nding source paper (12.5%), a budget
&aft (12.5Yo), a final proposal (37.5%), a proposal presentation (12.5%), and a proposal critique
and parlicipation on a simulated grant review panel (12.5%). Students
will demonstrate their
atiainment of the above leaming outcomes in a variety of ways, described below.
1.
Concept Paper 25 points
Concept papers represent a succinct presentation of the introduction, statement of
need/significance, objectives, and basic approach for your proposed project. Writing a clear and
concise concept paper is a valuable first step toward the development ofa full grant proposal.
Concept papers should be between 3 and 5 pages long, single-spaced and must be uploaded by
posted due dates. Students will then review the concept papers ofthree fellow students
(assignments to be determined by the instructor) and provide one page of written feedback
according to guidelines distributed in class by the next class period.
2.
Funding Source Paper 25 points
Following the module on this topic, students will be expected to locate two potential funding
sources for their proposed research idea. Students will prepare a3-5 page summary paper
describing the firnding source, the funding cycle, the amount ofthe funds available, the aims and
mission of the funding agency, and how their proposed idea meets within the goals of the
funding request. Students should be prepared to explain and answer questions about their
possible funding sources in online discussion during the week after the submission.
3.
Budget Draft 25 points
Students will complete a draft budget and budget narrative for their grant following the class
module on this topic. Draft budgets must be uploaded by the posted due date.
4.
Final Proposal 75 points
The final proposal will be an entire grant proposal prepared in response to a Request for
Applications distributed in class, or in response to a request for funding from an independent
source that has been approved by the instructor. The proposal will contour to proposal
specifications (Specific Aims, Background and Significance, Research Plan, Budget) and must
also include a completed mock-up ofan IRB application for research hvolving human subjects.
The final proposal must be uploaded by the posted deadline.
5.
Proposal Presentation 25 points
Students will deliver a 20-minute Powerpoint presentation oftheir final grant proposal at an rnclass meeting. Presentations must cover all elements ofthe proposal including abstract, statement
of the problem, statement ofthe research question and hypothesis, theoretical model, methods of
data collection and analysis, and protection ofhuman subjects/lRB. A copy ofthe Powerpoint
presentation must be uploaded prior to the start of class.
6.
Proposal Critique 25 points
During the week after proposal presentations, s dents will be assigned 3 classmates' proposals
to review and critique according to proposal review guidelines provided by the instructor. Each
student will prepare written comments on the selected proposal as would be customary for a
primary reviewer; each student will be a Reviewer l, a Reviewer 2, and a Discussant for one
proposal. They will then participate in a briefdiscussion on the strengths and weaknesses ofthe
proposals they were assigned emulating the federal review panel process. A copy of the written
comments must be submitted to the instructor by class time. Copies of the final reviews will be
made available to the author.
Grading of individual assignrnents:
Each assignment will be gaded using the same point assignment metric, where 90-100% of the possible
points constitutes exceptional work for a Masters student; work at this level is creative thorough,
well-reasoned, insightful, well-written, and shows clear recognition and an incisive understanding
ofthe salient issues. Work ofgood professional quality.
80-89% constitutes competent and sound work for a Masters student; well-reasoned and thorough, but not
especially creative or insightful (or creativity is poorly developed); shows adequate understanding ofthe
issues, although that understanding may be somewhat incomplete. This is the grade that indicates neither
exceptional strength nor exceptional weakness for Master's-level work.
work for a Masters student; barely meets the minimal expectations for the
course; understanding ofsalient issues is incomplete, and overall performance, if consistently at this level,
would be below the level of adequate graduate-level performance.
70-79%o constittstes Borderline
69oh and below constitutes Unacceptable work for a graduate student; work at this level
demonshates an inadequate conceptual gasp of salient issues
Assignment of letter grades for the course:
Letter grades for the course will be assigned using this formula:
90-100% A (180-200 points)
80-89%
70-79%
60-69%
B (160-159 points)
C (140-159 points)
below
F (119 points and below)
60%
D(120-l19points)
Course Policies:
Access to BlackboardfuSF email account. Students are expected to have access to Blackboard
and a USF email account and will be held responsible for announcements and olher information
communicated through these methods. Students are required to use a USF email account to
communicate with the professor; due to spam controls, the professor will not be accountable for
emails sent from non-USF accounts.
Academic Accommodations. Students with disabilities are encouraged to meet privately with the
professor during the first week of class to discuss accommodations. Please bring a curent
Memorandum of Accommodations (MOA) from the Office of Student Disability Services
(OSDS), which is a prerequisite for receiving accommodations. Two weeks notice is required
for accommodated examinations.
Academic Integrity, Behaviors that {re contary to University standards have no place in this
course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student guilty of any such behavior will recetve a
failing grade for the course and may be reported to the Dean ofthe College of Arts and Sciences
for disciplinary action.
Attendance Policv. It is expected that students will be logged into the Blackboard site on a
weekly basis in order to view videos and participate in required discussions.
Incomplete Grade Policy. An "I" grade may be awarded at the discretion of the instructor. An
"I" grade indicates incomplete coursework and may be awarded to an undergraduate student only
when a small portion of the student's work is incomplete and only when the student is otherwise
eaming a passing grade.
Preparation and Make-Uo Work. Students are expected to have cornpleted all written work by
the assigned date, and be prepared to participate in class discussions and activities. Late
submissions for any assignment will be penalized 10% of the possible point total for each day
received late.
Recordings ofthe class.
All unauthorized
use ofrecorded video modules is prohibited.
Religious Preference Absence Policy. Students who anticipate missing work due to the
observation of a major religious observance must provide advance wdtten notice of the date(s)
during the first class week. (see httoy'/usfweb2.usf.edu/usfgc/gc ppiacadaflgc10-045.htm)
S-U Policv: S-U contracts must be negotiated in writing the first tlree weeks of the term.
Course Outline
Module
Module
Tonic
I
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Module 8
Module 9
Module l0
Conceptualizing a Project
and Defining Objectives
Early Steps of the Research Process
Iclentifying and Evaluating Funding Resour
Effective Literature Review
*Concept Paper Uploaded
Developing a Research PIan
Strategic Communication in Grant ll/riting
+Funding Sources Paper Uploaded
Eessentials of Budget Development
The Proposal Review Process
*Budget Draft Uploaded
*Final Proposal Uploaded;
In-Class Proposal Presentations
Review Panels
*Proposal Critique Uploaded
UNIVERSITY OF
SOUTH FI,ORIDA
ST.PETERSBURC
Prefix and Number:
Graduate Curriculum Approval Form
New Course
PSY 6XXX
Titfe: Pli'ttuogfof, Teaching
d9 Paclroh17
Tracking Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Summer 2013
USF
Institution:
USF
5t, Petersburg
Initiating Faculty Name: Christina Salnaitis
Faculty Email: [email protected]
College and Department (if appllcablel: College of Arts and Sciences; Psychology
Follow the Suidelines outlined on the USF 5t. Petersburg Graduate studies at htto://www,stpt,usf.edu/soqrad/Faculw
& Staff/craduate Council.htm.
Comolete:
d the Graduate Curriculum Approval Form (this form)
,4 the printed copy ofthe new course information submitted
E
online
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
confirm that t have checked the State course Numbering System and no institution within the USF currently offers this course.
tr | confirm my understanding that once approved the course syllabus must comply with the USF System provost's Course Svllabus
policy (http://www.acad.usf.edu/Resources/Documents/policies/course-svllabi.htm).
X
t
Concurrences:
!
tconfirm that this course does not impact other departments/programs, so no concurrence
is needed.
tr | confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
Initiating Faculty
Dept. Chair {if applicable}
/o/t/l
lole / tt
COLLEGE APPROVALS
Chair, College Curriculum Committee
Chair, College Cquncil
College Dean/Atsociate Dean
' Once approved by College, USFSP Graduate studies will forward to the USFSP Graduate Council for review. Once approved by the USFSP
council, UsFsP Graduate council willforward to the Vice chancellor for Academic Affairs and continue with appropriate follow up through submission
scNs.
USF Graduate School - Graduate Course Status
Page 1 of4
**
Graduate Course Proposal Form Submission Detail
t'
4lfl
(password required)
Current Status:
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments:
l.
Department and Contact Information
SUglqbg
2711
Date & Time Submitted
2012_011r-
Pcgment
Psychology
gontact Person
James McHale
2.
Colleee
Ap
Budeet Account Number
12s500
-
phone
Email
[email protected]
7278734969
Course Information
Number
psy
-!g
6)ofi
Full Title
Gu&ilorrrychology
variable?
registration?
variable?
Is the course title
Is a permit required for
Are the credit hours
Credit
36R
Hours
Section
N
y
N
Tvoe
Gradine Option
Abbreviated Title (30 characters maximum)
Teaching ofPsychology
Course
c(,
Online?
percentage On Camous
Prerequisites
http://www'grad'usf'edu/programs/grad-course-status-detail.php?track_number=271
1
l/r3/20r2
USF Graduate School - Graduate Course Status
Page 2 of 4
Corequisites
Course Descriotion
This,course covers the applicarion of p^sychorogical principles
to the educational process.
focus on-areas of developmenr. b.hu"i.;i.;;;;itlu".
social leaming, effective instruction, educational ura"r.a"nt.
.,
}:ljl'f:j:::.*:j:?:I'ji::,-ill
3.
*a
Justification
A'
Please briefly explain why
it is necessary
and,/or desirable to add this course.
Needed for new program/concentration/certificate
B' what is the need or demand for this course? (Indicate
ifthis course is part ofa required
sequence in the major.) what other programs
would this course service?
Elective course for the proposed masters program in psychology
at USFSp.
C'
Ha"s
this course been offered as Selected ropics/Experimental
ropics course? Ifyes, how many
No
D' what qualifications for training andlor experience
are necessaxy to teach this course? (List
minimum qualifications for the initructor.)
Ph.D. or equivalent in psychology.
4.
Other Course Information
A. Objectives
To promote preparation for high school or community
college teaching.
B. Learning Outcomes
1. Students will understand best practices
in teaching. 2. students wilr articulate their
teaching philosophy. 3. Students-will use
course concepts to guide andjustifo the
delivery of instruction. 4. students w' aetver
an instructional lesson to peers.
C. Major Topics
Development; behaviorar and cognitive learning
theories; student centered leaming
theories; effective resson prannin-g; r"rt
u&ion; test validity and reliab'itv.
"on.t
D. Textbooks
hup://www.grad.usf.edr:/programs/grad_course_status_detail.php?track_number=271
I
|
/13/2012
USF Graduate School - Graduate Course Status
Page 3
of4
E. Course Readings, Online Resources, and Other purchases
Additional online course materials may be assigned and online resources
shared.
F. Student Expectations/Requirements and Grading policy
Students are expected to attend class and read all assigned
readings prior to class.
basgd on qurzzes (18%o), exams (3g%), teaching lesson
GZi), teachine
c.u*.i.
portfolio (25%), and in-class participation (13%). All wirk
o.,r.,'u.
posted due dates.
,ru.iii.iiv
G. Assignments, Exams and Tests
Exams (300 points): Students will take 3 exams throughout
the semester. The content
of the exams will come from both the readings and thJcrass r.rro"r.
irr" trrrio Jni
final exam will be comprehensive. The first i,vo exams will
be worth 90
and rhe final
be wonh 120 points. euizzes 1140 points): Student, *iit
tr-t" """r,
t 0question multiple-choice quizzes after the compietion
of each chapter. Th";;;il b"
sever.quizzes. Each quiz.will be worth 20 points for a
total of l5d points. frr_Ctu*
Participation (r00 points): At least one article will be assigned
ro. i"u"rrirrt"uJ"'
lesson. Students will be responsible for reading the
entire irticle urrd p."piioou
verbal response to the article involving u su'nriury of
tf,. lntroAo"ti;;;;Jir,
-- ^--"
results, and discussion. In addition, students will critique
the artiae ror
methodological flaws, flaws jn the interpretation by thi author
or
alternative explanations for the findings. suggestio"ns
for future..r.*"'.
questions or other comments taey *ould fikEo post
to rhe.h.;.
required to produce responses at least 10 times tiuough
the semester anJ each'
response will be worth. l0 points. Teaching Lesson (50 points):
From a iirt oi cont"nt
options, students w l design a lesson pran-and present
the dry
ro. r"r.on io irr"'
class on a topic that students w'l preslnt in the fortow
up Teaching practicurn
Teaching portforio is a one inch blnder containing trt" roiro*in!
points): Chapter I Teaching philo_soptry (with redrences;
"fiupte..-1zod'
This ihilo;ophi;;i;up*
should contain three or moie verifiable sources that herp
support students through
online learning and instruction. This chapter should run
apprlxim"tay i_: p-^g"?],
length plus a separate reference. chaptei2 Sylrabus
construct a syllabus ofa class
students would like to teach. The syliabus should contain
elements of a
syllabus including studenr iearningoutcomes and be
at teast
3. Lesson Plan. Submit.all ,uppo.ting documents
stucenr used to prepaxe tbr the
teaching lesson to the crass. This should include a formal
lesson conitruction with
objectives, instmctional activities, and assessment.
If should also include a
presentation materials and handouts presented
to rhe class if rh"se-;;;";;;. chaprer
4 Assessment of Lesson Submit an examination
ove, rh"
evidence tojustifu why studenls thought this form of
assessmenr was appropriate for
^'
their.l€sson. Explain what methods sddents will use
to verify ttre vatiJiti-#o-'reliability of the assessment.
p"i*
wi
ffith.r"r,
-J -u
a*d;;.;il;"
-'
r*
a
f9;;A;ifi.
i*iiti"*r
;;;;i..
l"r*. i;;;;;pdG-"'
H. Attendance Policy
course Attendance at First class Meeting policy for
Graduate Students: For
structured courses, 6000 and above, the Colrege/iampus
Dean will set the fiist-dav
class attendance requirement. check with d-'.
t"rr.#r". ,p""in" l"r"r-"""".
i#.
http://www'grad'usf'edu/programs/grad-course-status-detail.php?track_number:271
1
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USF Graduate School - Graduate Course Status
Page 4
of4
policy is not applicable to courses in the following categories: Educational
outreach,
open University (TV), ppqs program, Commuinty El"periential r_eu-ing
flfij,
cooperative Education Trainilg, and courses that do not -have regularly ."t""dut"d'
meeting days/times (such as., directed reading/research or study, individual
..."u..t,
thesis. disse(ation. intemship. practica. etc.): students are responsibre
for dropping
undesired courses in these categories by the 5th day ofclassei to avoid
fee lia;i",ty
and acad-emic penalty. (See USF Regulation _ Registration _ 4.0101,
http://usfweb2.usf.ed,/usfgc/ogco/o2}web/cvrrenieg.htm) Attendance policy
for the
p^b^s9ryanc9 of Religious Days by Students: In accoidance with Sections
to0o.s: ana
1001.7a(10)(g) Florida Statutes and Board of Govemors Regulation
6c-6.0r 1t, G
University of Sourh Florida (universityAJsF) has establishei trt" rorro*int po1i.y regarding religious observances: (http://usfiveb2.usf.edri/usfgc/gc_p pl*;{^i/;;L6_
'
045.htm) In the event of an emergeniy, it may be necessary Tor-USF
to ,urp"id
normal operations' During this time, USF may opt to continue derivery of instruction
Elluit;;*ii.t;;,
"'
through methods that include but are not limiiedio: SlackU;a,
and.email messaging and/or an altemate schedule. It's the responsitility
of tire
student to monitor Blackboard site for each class for course specific
communication,
and the main USF, Coll".ge, and department websites, emails,
ana frloB"ff messages
for important general information.
I. Policy on Make-up Work
Students are expected to havecompleted all readings and written
work by their
assigned date, and be prepared to participate in clai discussion
and activities- Late
submissions for any assignment will be penalized 5%o for each day
late.
J. Program This Course Supports
Proposed
5.
MA in psychology, USFSp
Course Concurrence Information
- iJ you have questions about any ofthese
fietds, prease contact c hinescobb@,gratr.usf. edu or
[email protected]. edu.
http://www'grad.usf.edr-r/programs/grad-course-status_detail.php?track_number=2711
1/13/2012
PSY
6XXX: Teaching of Psychology
Department of Psychology
University of South Florida St. Petersburg
COURSE SYLLABUS
Instructor:
Term:
Office:
Class Meeting Days:
Phone:
Class Meeting Hours:
E-Mail:
Class Location:
Office Hours:
Course
Credits;
3
Course Overview
This course covers the application of psychological principles to the educational process. Readings, lectures
and activities will focus on the areas of development, behavioral, cognitive, and social learning, effective
instruction, educational assessment, student motivation, and classroom management, In addition, you will
be introduced to the learner-centered model of instruction in which attention is olaced on student learnins
outcomes, and means of achieving these outcomes. This method of teachingwill be contrasted with the
traditional teacher-centered model of instruction by which the teacher primarily focuses on selecting and
presenting content,
.
Course Obrectives
1) Students will understand best practices in teaching.
)
2) Students will articulate their teaching philosophy.
I
l.
3) Students will use course concepts to guide and justify the delivery of instruction.
4) Students will deliver an instructional lesson to peers.
Course Prerequisites
Graduate standing.
(
tv,
(
t
Required Texts and Materials
)
)
Exams, Article Critiques, and Proiect Assignments
Exams (300 pointsl: You will have multiple opportunities to demonstrate your learning, one of which is the
traditional multiple-choice and essay exam format. You will take three exams throughout the semester (see
course schedule below for approximate dates). The content ofthe exams will come from both the readings and
theclass lessons, andthesetwo sources of information will not perfectly overlap. The third and final examwill
be comprehensive, covering what you have learned through the entire semester. The first two exams will be
worth 90 points each and the finalwill be worth 120 points.
Quizzes (140 Pointsl: You will be taking brief m u ltiple-choice qu izzes after the com pletion of each chapter. See
the course scheduleforthe datesofeach quiz. Therewill beseven quizzes. Eachouizwill beworth20ooints
for
a
total of 140 Doints.
In-Class Participation (100 Points); At least one article will beassignedfor readingeach lesson. Student names
will be randomly drawn for discussion, and you must be present in class and provide an articulate response to
earn points. You are encouraged to offer your thoughts even if you are not called upon in a given class to do so.
You will be required to produce responses at least 10 times through the semester and each response will be
worth 1.0 points. You may not make up missed points for absences or unpreparedness.
Teachint Lesson (50 Points): From a list of content options providedtoyou, you will design a lesson plan and
present the dry-run for lesson to the class on a topic that you will present in the follow-up Teaching Practicum.
Teaching Portfolio in a one-inch binder containing the following chapters (200 points):
Chapter 1.......................... Teaching Philosophy (with References)
This philosophical paper should contain three or more verifiable sources that help support your thoughts on
learning and instruction. This chapter should run approximately 2-3 pages in length plus a separate reference
page.
Chapter 2.......................... Svllabus
Construct a syllabus of a class you would like to teach. The svllabus should contain all elements of a traditional
syllabus including student learning outcomes, and be at least 4 pages long.
Chapter 3,......................... Lesson Plan
Submit all supporting documents you used to prepare for your teaching lesson to the class. This should
include a formal lesson construction with objectives, instructional activities, and assessment. lt should also
include all presentation materials and handouts presented to the class if these were used.
Chapter 4..,....................... Assessment of Lesson
Submit an examination over the lesson you prepared, Use supporting evidence to justifo why you thought th is
form of a ssessm ent was a ppropriate for you r lesson. Explain what methods you will use to verifv the validitv
and reliabilitv of the assessment.
Grade Dissemination
f
I
L
eraaeO tests and materials in this course will be reviewed during class but will not be returned to you in ord", to
maintain test security, with the exception of your portfolio. You can access your scores at any time electronically.
I
written grades may take up to a week or more before they can be graded and reviewed during
)
class.
)
Basis
for Final Grade
Assignment
Points
Percent of Final Grade
Exams
300
3a%
Quizzes
140
18%
In-Class Participation
100
t3%
Teaching Lesson
50
6%
Teaching Portfolio
200
25%
toral
790
100%
Grading Scale (%)
90-100
80-89
70-79
60-69
0-59
Vlll.
B
D
F
Course Policies: Grades
Late Work Policy: There are no make-ups for in-class writing, quizzes, the midterm, or the final exam.
Assignments turned in late will be assessed a penalty: 5% for each dav it is turned in late and will not be accepted
if overdue by more than seven days. Turning in work late is preferable to not turning in the work at all.
Extra Credit Policy: You may earn up to three percentage points of your grade by participating in any research
experiments that are occurring in the department or by writing a reaction paper to an article of your choice. For
every two pages you write, you could earn 1% point, and every half hour you participate in a study is considered
1% point. You may complete any combination ofthese two options that you wish. You may also write on more
than one article. For example, you could write three pages on one article and three pages on another, or you
could three two-page papers or one six-page paper.
Grades of "lncomplete": The current university policy concerning incomplete grades will be followed in this
course. Incomplete grades are given only in situations where unexpected emergencies prevent a student from
completing the course and the remaining work can be completed the next semester. Incomplete work must be
finished by the end of the subsequent semester or the "t" will automatically be recorded as an "F,, on Vour
transcfiot.
lX.
Course Policies: Technology and Media
recordings of class are prohibited. Recordings that accommodate individual student
advance and may be used for personal use during the semester only; redistribution is
Coufse Policies: Student Expectations
Attendance Policy: Regular and on-time attendance is expected. lf you must be absent, you are expected to
inform me of the reason for your absence and coordinate with other students to obtain notes.
Religious observances: students who must miss class due to a major religious holiday must provide notice of the
date(s)to me, in writing, by the second class meeting. Exams may be made up for absences due this purpose.
Professionalism Policy: Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced
during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab
immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students
who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their
final class grade.
Academic Conduct Policy: Academic dishonesty in any form will not be tolerated. lf you are uncertain as to what
constitutes academic dishonesty, please consult the Student Handbook. Violations will result in a zero on the work
in question ATA MINIMUM. At the instructo/s discretion, you mayalso receive a failing grade for the cou rse.
Confirmation of such incidents can also result in exoulsion from the Universitv.
xt.
Student Resources
r\
I Disability Access: students with disabilities who need accommodations in this course must contact the professor at I
I the begin ning of the semester to discuss needed accommodations. Studentswho need accommodations must be I
I registered with Student Disability Services before requesting accommodations from the professor. Accommodations I
for students who provide documented need for extra time or other assistance in taking exams. The
I can be made
I
o
to provide this request at least two weeks in advance of the exam so speciat arrangements can be I
| il:::* "o,u.ted
\--"
)
Course Schedule (Note: The Schedule is subiect to revision)
Date
Finlsh
lhis Homework Before Class
Topics to be Dlscussed in Class
1
Slavin Chapter 1
lntroduction and Review of the Svllabus
Review of Exoerimental Methods
2
Slavin Chapter 2
Study reodings for Lesson 7 dnd 2
Development
3
Slavin Chapter 5
Behavioral Learning Theories
Quiz 7
Quiz 2
Study Lesson 3 Reodings
Slavin Chapter 6
Cognitive Learning Theories
Quiz 3
Study Lesson 3 Reodings
Slavin Chapter 8
Student Centered Learning Theories
Doyle & Tagg
6
Doyle & Tagg
7
Study Lesson 4 and 5 Reddings
Slavin Chaoter 7
Study reodings Ior Lesson 6
8
9
10
Slavin Chapter 13
Study reodings lor Lesson &
Slavin Chapter 14
Study reodings Ior 70/77
Teaching Presentations
Student Learning Outcomes
Quiz 4
Effective Lesson Planning
QuizS
Test Construction
Quiz 6
Test Validity and Reliability
Quiz 7
UNIVERSITY OF
SOUTH FLORIDA
Graduate Curriculum Approval Form
ST.PETERSBURG NewCourse
Prefix and Number:
PSY
6947
Title: Graduate Teaching Methods
Trackint Number (from 3-form)
Proposed Effective Term (i.e. Spring 2006): Fall 2014
USF
Institution;
USF St.
Petersburg
Initiating Faculty Name: tames McHale
Faculty Email: [email protected]
College and Department (if applicablel: College of Arts and Sclences; psychology
Follow the guidelines outlined on the USFSt. Petersbu rg Graduate Studies at htto://www.stot,usf.edu/soerad/Facultv
&
Staff/Graduate Councjl.htm.
Complete:
X
the Graduate Curriculum Approval Form(thisform)
N/A the printed copy of the new course information submitted online (in
X
USF System
inventory, new to
USFSp)
catalog copy showing revisions as a result of this course proposal
Faculty Agreement:
B I confirm that I have checked the state Course Numbering System and no institution within the USF currently offers this course.
(new to USFSP only)
X lconfirm my understanding that once approved the course syllabus must comply with the USF System Provost's Course Svllabus
policy (http://www.acad.usf.edu/Resources/Documents/policies/course-svllabi.htm).
Concurrences:
tr
I
X
I
confirm that this course does not impact other departments/programs, so no concurrence is needed.
confirm that I have researched potential areas of concurrence across the USF system and have notified these
institutions/departments of this proposed course action - these areas are listed below.
fu_,tft,tt ll,t
J+'.,t=. rn"rl*.r
,.fn",vree
WUr)
rnths
Lk-::x3h
i,
/r^L 6o6,
t,,-#qfl:
tr/,VA
Requests Approval
ItApprove o Disapprove
o Comments Attached
,&pprove o
Disapprove
-€ Comments Attached
o Approve o Disapprove
o Com ments Attached
Et-rffrove o Disapprove
o Comments Attached
o Concuas o Does Ngt Concur
o Comments Attaghgd
tt/zt/rr
'[ z'i I rt
qltllt,
4/ 7q//l
DEpt:
'Chair:
.:
:
'.::'
*onceapprovedbyco|lege,UsFsP6raduate5tudieswi||forwardtotheUsFsiGraduut
council, UsFsP Graduate council will forward to the Vice chancellor for Academic Affairs and continue with appropriate follow up through submission
to
5CNS,
COURSE SYLLABUS
PSY 6947 Graduate Instruction Methods
Practicum for Graduate Teaching Assistants
University of South Florida St. Petersburg Department of Psychology
Instructor:
Department:
Office:
Office hours:
Phone:
Email:
Required Textbooks and/or Materials:
Svinicki, M. & McKeachie, W. (2010). McKeachie's Teaching Tips: Strategies, Research, and
Theory for College and University Teachers. Wadsworth Publishers: ISBN-I0: 0495809292
Additional Readings (Posted on Blackboard):
Effective Questioning Techniques; "Encouraging Discussion", "Collaborative Learning:
Overcoming Student Passivity Through Group Work" from Tools for Teaching by Barbara Gross
Davis; "Teaching Techniques for Continuous Quality Leaming"; Teachers ancl Learning
Groups: Dissolution of the Atlas Complex by D. Finkel and G. Monk; "Writing Across the
Curriculum: Basic Theories and Assumptions about Writing" by Barbara Walvoord;
"Facilitating Minority Student Persistence" by Lisa Sanders; "Overcoming Homophobia in the
Classroom"; "Macho Grading and Other Reasons Students Fail" by John Hatten; "Preventing
Student Academic Dishonesty"; "A Retum to Teaching?" by Thomas Toch
Class Description:
PSY 6947 is a practicum experience in which students will serve as teaching assistants lor one
live and one online course, and participate in a regular teaching support seminar in which rhey
will examine, discuss and critique the pedagogical approach of the courses they are assisting
with. Students may not enroll in the practicum until having completed the Teaching of
Psychology seminar. PSY 6947 provides graduate teaching assistants with extensive opportunity
to observe and discuss teaching approaches that are effective at the undergraduate college level,
to become familiar with technical support services available for development ofonline course
delivery, and to practice and discuss their own live teaching
Student Learning Outcomes:
Students
will:
.
.
.
.
.
.
Develop a broad working knowledge of different teaching strategies that effectively
engage undergraduates in the classroom experience in both live and online courses
Design a class module for delivery via distance technology
Understand principles of college level instruction as they apply to Internet instruction
Increase personal comfort with using technology for instruction
Understand key technological factors that will affect the future ofhigher education
Experience what it is like to participate in a class via the Intemet.
Evaluation and Grading
Participants will be actively involved in observing themselves and other participants in order to
develop strategies for ongoing self evaluation and improvement ofteaching. Each participant
will develop a teaching module from a selection provided by the instructor; these presentations
will be videotaped to provide formative feedback on teaching and presentation styles. Students
are expected to participate in discussions on teaching both in class meetings and in the
Blackboard format.
To eam a passing grade for this practicum course, participants will be required to attend each of
the sessions, to prepare for each session by completing the assignments and to panicipate in the
class discussions on teaching. The final course syllabus (online and live version) is due on the
last day ofthe regular academic semester, before the final exam period.
Course Policies:
Access to BlackboardAJSF email account. Students are expected to have access to Blackboard
and a USF email account and will be held responsible for announcements and other information
communicated through these methods. students are required to use a USF email account to
communicate with the professor; due to spam controls, the professor will not be accountable for
emails sent from non-USF accounts.
Academic Accommodations. Students with disabilities are encouraged to meet privately with the
professor during the first week ofclass to discuss accommodations. please bring a current
Memorandum of Accommodations (MoA) lrom the office of student Disability Services
(OSDS), which is a prerequisite for receiving accommodations.
Academic Intesritv' Behaviors that are contrary to University standards have no place in this
course. Such behaviors include, but may not be limited to, cheating, plagiarism, and lying to the
professor about course-related material. Any student guilty of any such behavior will reCerve a
failing grade for the course and may be reported to the Dean ofthe College of Arts and Sciences
for disciplinary action.
Attendance Policy. It is expected that students will attend and participate in all scheduled
meetings and discussions.
Incomplete Grade Policy, An "I" grade may be awarded at the discretion of the instructor. An
"I" grade indicates incomplete coursework and may be awarded only when a small portion of the
student's work is incomplete and only when the student is otherwise eaming a passing grade.
Preparation and Make-Up Work. Students are expected to have completed all readings and
written work by their assigned date, and be prepared to participate in class discussions and
activities.
Religious Preference Absence Policy. Students who anticipate being absent from class due to the
observation ofa major religious observance must provide advance written notice of the date(s) to
the professor by the second class meeting. (see http://usfweb2.usf.edu/usfec/gc po/acadaf/gcl0045.htm)
S-U Policy: Grading ofthis course is on an S-U basis.
Course Schedule:
Meeting One: Introduction to Course
Development of Class Objectives Teaching Tips ( l, 2)
Assignments
. Complete Teaching Perspectives Inventory at: http://www.teachingperspectives.com
. Complete reading assignment
. Write a description ofdefining incidents from your past experience as a leamer and teacher
(i.e., description oflearning and teaching experiences that have influenced your current
teaching beliefs and practices).
. Meet in pairs for dialogue and reflection on the results of the Teaching Perspectives
Inventory and defining incidents from past experience as a leamer and teacher
Meeting Two: Preparing to Teach
Principles ofGood Teaching Teaching Tips (3, 4)
First Weeks of Class; Classroom Climate
Session Three: Dealing
with Diversify/Teaching Resources
Teaching Inclusively Teaching Tips (20); Sanders
Session Four: Learning Styles
Teaching Tips (20,25,26,27) Davis, Hatten
Session Five: Selecting Teaching Strategies Teaching Tips (5, 6)
Laboratory: Videotaped Session, Teaching Tips (5, 6, 12, 25)
Session Six:
Motivating Students
Cooperative/Active Learning Teaching Tips (5, 7), Finkel & Monk
Laboratory: Critique Modules taped by others
Session Seven: Getting Student Feedback
Teaching Tips (9, 23)
Laboratory: Critique Modules taped by others
Session Eight: Dealing With Difficult Classroom Issues
Teaching Tips (8, 21, 22,)
Laboratory: Critique Modules taped by others
Session Nine: Using Technology
for Teaching
Teaching Tips 17)
Revising Videotaped Modules; Creating the Online course
(
Session 10: Considerations with the Online Course
Teaching Tips (2, 3,18,l9)
Session Eleven: Revisiting Teaching Philosophy
Documenting Teaching Effectiveness Teaching Tips (23)
Final Assignment: I)evelopment of Live and Online Version of Course Syllabus
Appendix D – Catalog Copy
PSYCHOLOGY AT USF ST. PETERSBURG Master of Arts (M.A.) Degree in Psychology DEGREE INFORMATION Program Admission Deadlines: Fall: June 1 (for best consideration March 1) Spring: October 15 Summer: March 1 Minimum Total Hours: 33 Program Level: Masters CIP Code: 42.0101 Dept Code: PSY Program (Major/College): PSY AS TBD Concentration Code: CONTACT INFORMATION Psychology Chair: Dr. James McHale 727‐873‐4963 Graduate Program Director: Dr. Mark Pezzo 727‐ 873‐4020 Program Website: www.stpete.usf.edu/psychology Graduate Studies Website: www.stpete.usf.edu/spgrad PROGRAM INFORMATION The M.A. degree program: The Master’s in Psychology is designed for students who are seeking re‐specialization in the field of psychology and/or intensive research experience as preparation for pursuit of advanced doctoral study in Psychology; the required 18 hours of graduate coursework in preparation for teaching psychology in a high school or community college; and/or advanced entry‐level positions in health and human service related fields requiring advanced research methods, data collection, analysis, and grant writing skills. Accreditation: USF St. Petersburg is accredited by the Commission on Colleges of the Southern Association of College and Schools (SACS). ADMISSION INFORMATION Must meet University requirements (see Graduate Admissions) as well as requirements listed below. Program Admission Requirements for the 2‐year Master’s program 1. A baccalaureate degree from a regionally accredited institution, with a grade point average (GPA) of 3.00 or better in the last two years (60 hours) of undergraduate work or a Graduate Record Examination (GRE), score of 1050 or higher, including a score of 4 or higher on the Writing subsection. 2. Undergraduate Introduction to Psychology and Statistics classes are required. An undergraduate Research Methods course is preferred, but not required. A 1000‐word statement of intent for seeking an M.A. in Psychology, including discussion of: your academic background; the specific scholarly issues in which you have an interest; how your background has prepared you to excel in the Psychology M.A. program; and how you intend to apply your education when you complete our M.A. program. 4. Three letters of recommendation from qualified people familiar with the nature of the work required of graduate students in the social sciences, and who can address your ability to excel in graduate work. 5. Two examples of professional or academic writing. Program Admission Requirements for the combined 4+1 Master’s program 1. Psychology major at USF St. Petersburg or other accredited institution having completed at least 60 credit hours. 2. Preferred: Grade point average (GPA) of 3.50 or better overall including a 3.50 or better in Departmental gateway courses (Introduction to Psychology, Statistics, Research Methods) and in any other required Psychology coursework completed. 3. Preferred: GRE score of 1150 or higher, including a score of 4 or higher on the Writing subsection. Program Admission Requirements for the combined 3+2 Master’s program 1. Psychology major at USF St. Petersburg or other accredited institution having completed at least 48 credit hours. 2. Preferred: Grade point average (GPA) of 3.50 or better overall including a 3.50 or better in Departmental gateway courses (Introduction to Psychology, Statistics, Research Methods) and in any other required Psychology coursework completed. 3. Preferred: GRE score of 1150 or higher, including a score of 4 or higher on the Writing subsection. DEGREE PROGRAM REQUIREMENTS Psychology – Requires 33 hours of course work, including a thesis for 6 credit hours for those students admitted on a thesis track. All students are required to take a set of core courses and qualifying examinations during the first year of study, and then to choose a specialization concentration during their second year of study. COURSES Core Requirements: PSB 6056 (3) Physiological Psychology PSY 6XXX (3) Typical and Atypical Development EXP 6608 (3) Cognitive Psychology PSY 6217 (3) Research Methods and Measurement PSY 6218 (3) Graduate Research Methods Electives: Risk, Resilience and Prevention Concentration CLP 6XXX (3) Prevention Science and Health Psychology CLP 6XXX (3) Professional and Ethical Issues in Applied Psychology CLP 6XXX (3) Infant‐Family Mental Health CLP 6XXX (3) Cultural Competence CLP 6XXX (3) Developmental Disabilities CLP 6XXX (3) Working with Families of Infants and Toddlers 3.
Other Electives EXP 6930 (3) Topics in Experimental Psychology SOP 6266 (3) Topics in Social Psychology CLP 6937 (3) Grant Writing PSY 6XXX (3) Teaching of Psychology PSY 6947 Grad Instruction Methods As an option, students may take up to 6 hours of the 33‐hour requirement in an area of specialization through other departments of the university, including 3 at any other USF system campus. A departmental graduate advisor helps students with such choices. Offerings of USF’s four‐campus system present a range of options. Qualifying Exams: For advancement to the second year of graduate study, students must pass all five required first‐year core courses with a grade of B (not B‐) or better, and pass comprehensive qualifying exams in biological, social‐developmental and cognitive bases of behavior and in statistics and research methodology at the end of the first full year of study. Non‐Thesis Option: Students admitted to the RRP concentration pursue study of individuals across their lifespan in the context of family, peer networks, child‐care programs, schools, neighborhoods, and larger communities. Our program stresses theory and research in the ultimate service of policy and practice. Health and well‐being of children, youth, and adults, pathways through which group disparities emerge and reduction of disparities, and innovative educational and societal strategies for promoting health and preventing illness and later psychological maladjustment are key content areas. Thematic areas include prevention science and health psychology, infant‐
family mental health, ethics, cultural competence, individual and family strengths and developmental risk and disability. All students must demonstrate competencies in working with data and addressing applied research questions through successful completion of a Qualifying Exam in Research Methodology. Thesis Option: Students admitted on a thesis track will complete an empirical research study on a topic approved by a thesis committee of three (3) faculty members and defend orally before this committee at the end of the second year of study. During the course of their second year thesis work, students must enroll in 6 credits of PSY 6971 (3) Thesis Research. See http://www.ugs.usf.edu/sab/sabs.cfm and www.stpete.usf.edu/psychology/
Appendix E – Letters from SUS CAOs
January 17, 2012
CAO NAME
CAO ADDRESS
Dear Dr. XXXXXXXXXXXXXXXX:
Please find enclosed a proposal to establish an M.A. in Psychology in the College of Arts and
Sciences at the University of South Florida St. Petersburg. In order to ensure that this program will be of
benefit not only to USFSP but also to the SUS System, I am requesting that the proposal be reviewed by
the appropriate parties at your institution for support to move forward with the proposal and, more
importantly, to note any opportunities for collaboration. The proposed M.A. in Psychology is distinctive
from other programs in that:

It is by design a terminal master’s program. While several doctoral programs confer a M.A. to
doctoral students en route to the doctoral degree, presently, only three public Florida universities
offer and admit students to a terminal M.A. program in a General psychology
major/concentration area.

The program’s focus on Risk, Resilience and Prevention is a distinctive feature among existing
terminal Master’s programs. According to Florida’s State of the Children Report (March, 2011),
Florida children rank in the bottom in the nation on almost every key indicator of health and wellbeing. Pinellas County not only has the 7th largest number of Florida’s children, but also the
state’s largest health disparities between black and white children, and among the highest in the
nation. Faculty at the USFSP Psychology Department include national leaders in areas of infant
and family mental health, developmental disabilities, asthma and lung health, HIV in children,
medical decision making, and other health-science related areas.

The program meets Pinellas County workforce needs for Master’s level researchers well-trained
in Risk, Resiliency and Prevention qualified to assume program responsibilities in prevention,
health promotion, disease prevention and clinical and healthcare research in hospitals, agencies,
and other health and human service institutions charged with administration and development of
services through results-based accountability.

The terminal Master’s degree also serves a need in providing respecialization training and
mentored research experience for high achieving students who did not major in Psychology as
undergraduates but have interest in doctoral study in Psychology. Such coursework and research
experience are requisite for admission to doctoral programs.
OFFICE OF ACADEMIC AFFAIRS
University of South Florida St. Petersburg• 140 Seventh Avenue South, BAY204 •
St. Petersburg, FL 33701-5016
(727) 873-4260 • (727) 873-4889 • www.usfsp.edu

The 18 required hours for teaching of psychology in a 2- or 4-year college or university would
also be fulfilled by the program, which offers a separate track and coursework for those interested
in pursuit of teaching credentials.

The combined 3+2 and 4+1 options to be offered by the USFSP M.A. program to high-achieving
undergraduate students will be unique to both the USF system and among public institutions in
Florida granting the terminal Master’s degree in General Psychology.
I respectfully ask that you respond to this request by February 15, 2012 so that we might
continue to move forward. I appreciate your time and attention to this important issue and look
forward to receiving your comments and recommendations.
Sincerely,
Norine E. Noonan, Ph.D.
Regional Vice Chancellor for Academic Affairs
Enclosure (Degree Program Proposal)
Cc:
Frank Biafora, Dean, College of Arts and Sciences
James McHale, Chair, Department of Psychology
OFFICE OF ACADEMIC AFFAIRS
University of South Florida St. Petersburg• 140 Seventh Avenue South, BAY204 •
St. Petersburg, FL 33701-5016
(727) 873-4260 • (727) 873-4889 • www.usfsp.edu
Appendices
Appendix A – Tables 1-4
Appendix B – Faculty Curricula vitae
Appendix C – Course Syllabi
Appendix D – Catalog Copy
Appendix E – Letters of Support from SUS CAOs
Appendix F – Letters of Support from Community Agencies
Appendix G – Signature Pages (EEO and Library)
Appendix F – Letters of Support from Community Agencies
tvl
November 23, 201
Lerrnin Grlition
of Pinellas Gounty, Inc.
1
Dr. James McHale. Chair
Dgpartment of Psychology, USF St. petersburg
140 Seventh Ave S
St. Petersburg, FL 33701
Dear Dr. McHale:
lam writing to express the Early Learning Coalition of Pinellas County lnc.,s
interest in ano
enthusiasm- about the M.A. program in Generar psychorogy
that vo, 6nJ vor.
f,"uu
developed for initiation at the university of south rloriaa 5t. petersburg
in Fall,"oiL"gr""
2013. As you
know, the Early Learning coarition of iine as county inc. is private
a
i'ot roiprofit or"iness tnat
is responsibre for imprementing programs rerated to;hirdren
birth to s years ilitn a io"r"
school
readiness and education.
"n
As I understand your curricurum.and. the skit set you wit be
working to deverop in program
graduates, the M.A, program will. include a strong
emphasis on building research skills, including
applications to fields of risk, resilience and preve-ntlon. tiii
u"ry important as the coalition Board
of Directors make choices to support various programs in our
county that those choices
--consider results-based accountability with shong-research
to support the p.gr";.-
our second important consideration is "are we meeting the needs
of our community?,,
ln this ever-evorving fierd of infant and chird deveropment,
where new findings and new data are
fundamentally affecting the way we view quality
services, administrators such as myself and my
agency must make we|-informed decisions. Tire information
we rery upon to make such
decisions comes to us from agency researchers skilled
in anO OeOicatei to
synthesizing the research and anaiyzing our.
n""o".
i;ffi;;;;
"orrrnityl
The Master's.program you are proposing is hence
a necessary asset to our community and
county, as witt be a source
tatenifo;;g;ncy hires _ f *"rfO
96 Jo far as
"t jf?::919T
to say "absolutely.necessary"
we are to !"w
move forward iri ensuring children and
""""
families
recerve
services found to be meaningfur and to reave an
enarring impact on the individuar anoEmiry.
The coarition firmry supports
Masters program for students attending the university
of
sruth Florida st. petersburg. 1F
we rry
rook ro*aro io rl*ing-*itn yo, and with future graduates
of
your program.
'tu,,J,
U^q-*
\
Janet Chapman
Executive Director
€ 5735 Rio Vista Drive, Glearwater
7 727-548-1439
FL 33260-3i37
E 727-548-1509
Rick Scon
Govcmor
H. Frank Farmcr, Jr., MD, PhD, FACP
State Surgeon General
November 30, 201
1
Dr. James McHale
Director, USF St. Petersburg Family Study Center
Building One, Suite 100
140 Seventh Avenue South
St. Petersburg, Florida 33701
Dear Dr. McHale:
As the Director of the Pinellas County Health Department, I am pleased to provide this letter of
support for your efforts to develop a new Master's program in General Psychology at USF St.
Petersburg. Our agency supports your efforts to enhance educational opportunities about the
needs of families in Pinellas County. We feel this program can advance the standards of
practice used by professionals providing preventive services in the community to create a
healthy family atmosphere for child nurturing, growth, and development.
We recognize the result of the course \irork will be graduates who are able to step into
research-intensive or other related Maste/s level positions at various area agencies including
our Health Department. Current funding for grants in the public health field require evidence
based models of interventions. Having a skilled workforce who can conduct strong evaluation
will be necessary to achieve funder requirements. Having the option to select coursework in
InfanfFamily Mental Health strengthens the background each student will acquire as a result of
specializing in this Master's program, especially in the area of Maternal and Child Health.
The Pinellas County Health Department is a leader in partnerships that improve the health
outcomes of residents in our community. As such, we thank you for the opportunity to support
your efforts.
Sincerely,
t-
t*"npfz-t ttDX
Claude M. Dharamraj, MD, MPH, FAAP
Director
cc:
Jane Bambace, Director, MCH Home Visiting Services
Pinellas County l{ealth Department
205 Dr. M.L. King Jr. Street North . St. Petersburg, Flodda 33701
Phone: ('12718244900 . Fu:- (7271820-4275 . www.pinellashealth.com
JUVENILE WELFARE BOARD
Position Profile
Position Title:
Researcher
Name:
Reports To:
Lead Researcher
Department:
Research & Evaluation
Status:
Exempt
Effective:
00
Position Purpose:
This position designs and conducts statistical analyses for JWB research projects, as well
as conducting general research activities.
Key Responsibilities:












Design data bases and conduct statistical analyses
Design program activities and write Requests for Proposals
Design surveys/data collection instruments and collect data
Design and conduct evaluation research
Manage contracts and program evaluations for R & E funded projects
Provide technical assistance/consultation on program development, measurable
objectives, and evaluation
Map social indicator data
Assist with the development of the Pinellas Profile and other R & E publications
Provide training in statistical & survey development software and design
Actively participate in the JWB ASSET Comprehensive Review process as a
team leader and/or review team member
Work cooperatively on inter and intra departmental teams, through the support of
established team objectives and timeframes
Other duties as assigned
Specifications:








Bachelors degree with special research course work in quantitative and qualitative
analyses and multiple subject design projects
Masters degree is preferred and may be substituted for two years experience
Five years related experience in analysis of data and program evaluation
Skilled in processing spatial and relational data
Ability to translate complex information to a variety of audiences
Knowledge of community-based systems design and program development is
preferred
Proficient in word processing, database, and spreadsheet software applications,
including SPSS
Ability to work multiple locations and access to reliable transportation
Marianna Kritsberg, LCSW
8550 Ulmerton Rd, Ste 145
Largo, Fl 33771
(727)362-4827
November 4, 2011
Board of Directors
Ken Remming
President
Dr. Ron Knaus
Vice President
Eleanor Guetzloe, Ed.D.
Secretary
Dick Bell
Treasurer
Rita Bott
Dr. David Buby
Lucile Casey
Laverne Feaster
Jean Kwall, Esq
Tanya Sowell-Sessoms
Rep. Leslie Waters
Pinellas Advisory Council
Dawn Bannister
Rep., Kim Berfield
Mary Brennan
Richard Butler
Sandy Campbell
Capt. Michael J. Castine
Lenny Chew
Aubrey Dicus, Esq.
Jerri Evans
Yolanda Fernandez
Janis Ford
Cynthia Fox
Keith Gramling
James Hanahan
Sonya Horowitz
Judge Nelly Khouzman
Deborah Kynes
Chuck Magee
Maria Magee
David Milchan
Dr. David Moore
Debra Rose
Liz Wallace
Executive Director
Thomas C. Wedekind
Dear Dr. McHale,
Emergency Response Team and Family Reunification Team
at PEMHS were very excited to hear about the new
Master’s program in General Psychology being developed
under your leadership by the Department of Psychology at
USF St. Petersburg.
Based on our conversations and review of the curricula, we
believe there is a great need for this program in the
community. We know that one of the important
considerations in the review of new programs concerns the
extent to which there will be jobs awaiting program
graduates, and can confirm that we see good match
between the skills your graduates would master and entry
–level positions for MA-level psychologists who have a
strong background in risk, resilience and prevention, and in
research skills, that are available at our organization .
During the time, when students are training in your
program, Emergency Response Team and Family
Reunification Team at PEMHS would also be more than
happy to collaborate with your program’s mission to
graduate students with strong applied skills by providing
them with opportunities to conduct field research in the
community.
We wish you luck with your application. Please do not
hesitate to contact me if you have any questions.
Sincerely,
Marianna Kritsberg, LCSW
Senior Manager-PEMHS
Emergency Response Team
Family Reunification Team
(727)362-4287
Joint Commission
on Accreditation of Healthcare Organizations
Board of Directors
Ken Remming
President
Eleanor Guetzloe, Ed.D.
Vice President
Serving Floridians SinceEdwina
1981 Maxwell
Secretary
Bell
Street North, Pinellas Park, Dick
FL 33782-2213
Treasurer
11254 58th
(727) 545-6477  (727) 545-6464 (fax)  www.pemhs.org
Lucile Casey
Leslie Green
Malcolm Harriman
Jean Kwall, Esq.
Chuck Magee
American Association Of
Suicidology
Appendix G – Signature Pages (EEO & Library)
USFSP's Psychology program not only infuses diversity concepts across the curriculum but is
also among the very few institutions nationally to require a 3-credit Diverse Perspectives in
Psychology course as a rcquirement for graduation with a B,A. degree in Psychology. The
rcsearch pmgrams ofthree of the seven current full-time faculty are explicitly concemed with
risk, resilience and prevention with higher-risk minority populations, and one ofthe first
graduate oourses to be developed as an elective for the proposed M.A. program (lnfant-Family
Mental Health) has drawn appmximately 25% students of color, the majority of thos€ African
American. The curriculum, research and scholarly interests ofour cun€nt faculty reflect the
racial, cultural and ethnic composition and concerns ofthe community served by USFSP; eightypercent of Pinellas County's African American population resides in historically black
neighborhoods located within a 4 zip-code area abutting USF St. Petersburg's campus zone. We
expect to achieve similar diversity in the Master's Degrce in Psychology.
An explicit goal ofour marketing campaign is to achieve a diverse student body in this
program. This will be done through targeted area community contacts with area AfricanAmerican leadership, including the concerned organizations for the euality of Education for
Black Students (COQEBS); social media campaigns; and paid advertising on the Web, the latter
two approaches gear€d toward specific audiences. For example, we will place ads on websites
and in publications ofcolleges and universities with diverse student bodies, including
Historically Black colleges and Universities such as Florida A&M University. we will also
target professional groups, including the National Association of Black psychologists and their
statc affiliates, and will earmark a specific amounl ofour marketing budget toward the goal of
^w;tzwub
Equal Opportunity
ll.
Ofticer
//-30 - rt
Date
Budget
A'
usc Table 2 to dbplay projected costs rnd assoclated fundlng sources for year I and
Year 5 of progrrm operatlon. use Table 3 to show how erlsting Education & cenerrt
funds wlll be shlfted to support the new program in year
In nar*tive form,
summarlze the contenb of both tables, ldentlrylng the source of both current and new
rcsources to be devoted to the proposed program. (Datr for year I and year 5 reflect
snsp3hots in time rsther thrn cumulaflve corts,)
i.
The program will be taught by existing faculty, assisted initially by a Visiting Assistant
Professor whose line will be converted to I tenure-treck hire by year 3. current salaiies and
benefis of $79,554 will be rcallocated from the college of Arts and Sciences (cAS) E&G to pay
for existing faculty in 2013- l4 (when only 7 classes will be taught to a first-year year I cohort in
the 21ear M.A, program; beginning in 2014-15 the number of classes taught annually will move
from 7 to 13, as we educate both a new year I cohort and the class now in-their second year
of
the 2'year M.A.). An additional $50,000 is budgeted in year t for creation and equipping of a
physiological laboratory. This estimate is based on rec€nt historical funding provided'to
comParable entry'level science faculty hired at this institution for their resJaich undertakings.
The precise inshumentation to be purohased to equip the physiological laboratory will depid
on
the new tenure-line hire's specific research endeavor and equipment needs. $+,000 has
atso been
-
s
Rwlsed
4l4loz
Zero to Three (on order)
Describe additional library resources that are needed to implement and/or sustain the
program through Year 5. Include projected costs of additional library resources in Table
J.
The USFSP Library contributes to the cost of the system-wide electronic resource
collection using a formula based on student FTE. These resources are established to support
research through the doctorate level and the current collection is more than appropriate for a
Master's degree in psychology or beyond.
The current library book budget for psychology is directed at the undergraduate level.
Additional resources for enhancing this collection to support a graduate progam in psychology
are estimated a9$a.000 per year.
,/
/ l,j
-t
(fur\-i kLibrary
Dean
Date
B. Describe classroom, teaching laboratory, research laboratory, office, and other
types of space that are necessary and currently available to implement the
proposed program through Year 5.
The available physical resources include two computer classrooms in Davis and Bayboro
Hall to support training of students in research design and analysis, and 6 individual laculty
laboratories to support the research studies of students admitted on a thesis track. It is estimated
that 15 graduate students will begin the program in the fall of2013 and that number will increase
annually up to 25 in each new program cohort by year three.
C. Describe additional classroom, teaching laboratory, research laboratory, office,
and other space needed to implement and/or maintain the proposed program
through Year 5. Include any projected Instruction and Research (I&R) costs of
additional space in Table 2. Do not include costs for new construction because
that information should be provided in response to X (J) below.
$50,000 has been budgeted for creation of a new physiological psychology laboratory.
The estimate is inclusive ofthe costs needed to equip the laboratory with the requisite equipment
for the conduct ofspecialized research ofthe new tenure-line hire in physiological psychology.
D.
Describe specialized equipment that is currently available to implement the proposed
program through Year 5. Focus primarily on instructional and research requirements.
All existing faculty laboratories are equipped with requisite equipment for the conduct of
the specialized research ofthe faculty member. Existing computer classrooms are of adequate
size to teach an annual cohort of25 students in Research Methods courses.
28
Revised
4/4/07
USFSP DEGREE PROGRAM PROPOSAL SUMMARY
MASTER OF ARTS IN PSYCHOLOGY
Department Chairman: Dr. James McHale
Dean of the College: Dr. Frank Biafora
College
Department
Current Degrees Offered
Proposed Degree
Primary Purpose
Proposed Concentrations/Tracks
CIP Code
Proposed Implementation Date
Required Resources (including Library,
specialized laboratories)
Need and Demand
Occupational Options
Learning Outcomes
Admission Standards
Pre-requisite Courses
Length of Degree
Delivery Format
Curriculum Summary
Arts and Sciences
Psychology
Bachelor of Arts
Master of Arts
To provide firm grounding in principles of risk, resilience
and prevention of physical and mental health problems.
Graduates will be able to provide leadership in
assessment, analysis and evaluation for agencies serving
very young high-risk children and their families.
Risk, Resilience, Prevention
42.0101
Fall 2013
Modest enhancement of library resources, particularly
electronic media); 1 visiting faculty member in year 1 of
the program, converting to tenure line in Year 3; one-time
$50K start-up for development of physiological psychology
lab; no other specialized facilities needed
Employment of psychologists projected to grow 12% by
2018; prevention, early intervention, and results-based
accountability training are important to health and human
service employers to help control rising costs. Master's
degree holders more competitive and desirable in
workplace. Thesis option provides intensive experience to
students seeking admission to doctoral programs. No
terminal Master’s in psychology in Tampa bay region.
Human service and clinical health positions; teaching
positions in 2- or 4-year colleges/universities
Conceptual understanding of biological, socialdevelopmental, and cognitive-learning foundations of
health and human behavior; High capacity to analyze and
interpret statistical data concerning applied health issues.
For 2-year Master’s program: baccalaureate degree from
regionally accredited institution, minimum GPA of 3.00 last
60 hours of undergraduate work or GRE 1050 or higher
including 4 or higher on Writing subsection; for combined
4+1 Master’s, Psychology major at USFSP or other
accredited institution, with at least 60 credit hours, GPA of
3.50 or better in major coursework and GRE of 1150 or
higher including 4 or higher on Writing
Introduction to Psychology, Elem. Statistics; Research
Methods preferred
Two years; also 4+1 accelerated degree option
Primarily traditional with some coursework available either
fully online or in blended format (online and face to face)
Core content and methods courses in Year 1, Qualifying
Exams before advancement to candidacy, elective content
during year 2, with a thesis option.
Culminating Experience
Accreditation
Other SUS Institutions with Degrees in
same CIP Code
Evidence of Community Support
Comprehensive exam demonstrating ability to apply
content knowledge to address “real world” data issues.
Elective thesis, teaching apprenticeship, grant writing
experiences.
N/A
UF, FSU, UWF, UNF, UCF, USF (Tampa), FAU, FIU; only
UWF, FAU, UNF are terminal masters’ programs. Others
are pathway to Ph.D.; all SUS institutions who responded
to request for feedback indicated support or no objection
Letters of enthusiastic support from community agencies
including Eckerd Community Alternatives, Pinellas
Juvenile Welfare Board, Early Learning Coalition, All
Children’s Hospital, and Florida Center for Early
Childhood.