PSY 371/372 MSU Adolescent Diversion ProgramCourse Syllabus

Summer 2018

Contacts:Director of ADP Program: Sean Hankins- hankinss@msu.edu ADP Faculty Advisor: Dr. Cris Sullivan – sulliv22@msu.edu

Monday Section: 10:20-12:50 121 Baker Hall Instructor: Katie Clements TA: Alexis Coleman

Wednesday Section: 1:00-3:30 120 Psychology Bldg.Instructor: Sean Hankins TA: Tamia Cooper

Office Hours:By Appointment Location: 236 Psychology Building

Welcome to the Adolescent Diversion Program! The MSU Adolescent Diversion Program (MSU-ADP) is an evidence based program that works in conjunction with the Ingham County Family Court Division. The primary purpose of the MSU Adolescent Diversion Program is to reduce recidivism and combat criminogenic factors through advocacy and mentoring. You will learn the knowledge and skills needed to become an effective advocate-mentor through an intensive, interactive, and experiential process throughout this course. The classes for this program are intentionally small, and you are expected to come to every class prepared to actively participate. This includes listening to your classmates, openly discussing topics, and providing feedback and suggestions on classmates’ case work. If you come to class prepared to do the above, you are guaranteed to have an amazing learning experience. This course is designed to be creative, innovative, and impactful. Our goal for everyone, throughout this course, is to feel creatively challenged and to learn how educational encouragement and support can make a difference in a youth’s life.

Course Structure:PSY 371 is the first in a two-semester sequence. The overall sequence (PSY 371/372) is designed to provide you with an opportunity to develop the specific skills needed when providing direct service to individuals in the community. Throughout this course you will learn about applying theories underlying human behavior to real-world scenarios, sharpen your empathy skills, and gain valuable experience interacting with diverse individuals and settings within the community. Because this is a 2-semester course, no letter grades will be assigned until both PSY 371 & PSY 372 are completed. After PSY 371, students will be given a grade of “ET”. The “ET’s” will be changed to a letter ONLY after successful completion of PSY 372. Failing PSY 372 will result in the student receiving a 0.0 for PSY 371. Enrollment in 372 is at the discretion of the instructor AND contingent upon successful completion of Psychology 371.

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Attendance Policy

Attendance Policy:PSY 371 and 372 meet during the first week of classes (even if your section meets before classes actually begin) and during Finals Week. All students who have been assigned to a youth are expected to work a full 6-8 hours per week with that youth during finals week, and the first week of classes in PSY 372. All students will comply with Michigan State University’s general attendance policy: https://ombud.msu.edu/classroom-policies/#attend-general. Attendance during Psychology 371 is mandatory, and ANY UNEXCUSED ABSENSE RESULTS IN A 0.0 AND BEING TERMINATED FROM THE CLASS. We understand this is a very strict policy, but it is critical that each student learn and integrate the material presented in PSY 371 in order to be an effective mentor-advocate. The only excused absences are listed under the University guidelines on excused absences. If you are excused for an absence, you must make the time up during the timeline the instructor has given. If you don’t make up the time, this will be grounds for dismissal and you will receive a 0.0 for both PSY 371 and PSY 372. You will not want to take this class if attendance is a problem for you.

Tardiness:It is equally important that you arrive to class on time. This ensures you will receive all of the course material but also demonstrates to your instructors that you will be dependable when working in the community. You are allowed two late arrivals in a semester before receiving a 0.0 for the 371-semester grade.

Tardiness Policy0 – 10 minutes No points penalty, but noted by instructor as relating to your dependability10 – 15 minutes 75 pts (Starting point for the week)15 – 20 minutes 50 pts Grade (Starting point for the week) >20 minutes 0.0 Grade

Two tardies over 20 minutes = one unexcused absence; this is grounds for dismissal.

Grief Absence Policy:The faculty are sensitive to and will accommodate the bereavement process of a student who has lost a family member or who is experiencing emotional distress from a similar tragedy. It is the responsibility of the student to: a) notify the Associate Dean or designee of their college of the need for a grief absence in a timely manner, but no later than one week from the student’s initial knowledge of the situation, b) provide appropriate verification of the grief absence as specified by the Associate Dean, and c) complete all missed work as determined with the instructor. It is the responsibility of the Associate Dean or designee to: a) determine with the student the expected period of absence, b) notify the faculty that the student will be absent, and c) receive verification of the authenticity of a grief absence request upon the student’s return. Students wanting to request a Grief Absence should complete the Grief Absence Request Form.

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Termination from the Course:In addition to being terminated from the class for an absence, a student may be terminated from the class for breaking confidentiality, engaging in unprofessional behavior, demonstrating they may be an ineffective advocate-mentor in the community, or for failing to adequately demonstrate mastery of course material. Breaking confidentiality will result in immediate expulsion from the course, with a grade of 0.0. Unethical or abusive behavior can also result in immediate expulsion, with a 0.0 for the course. If a student is in danger of being expelled from the course due to lack of grasping the course material, they will receive ample verbal and written warning before such an action occurs.

PSY 371 Course Work and Grading

Students will receive weekly grades, based on class participation, quizzes, and thought papers.

Weekly Quizzes: Weekly quizzes are used to confirm your understanding of course material. The quizzes consist of 4 short answer or essay questions. Each question is either entirely correct or entirely incorrect. If you do not answer all questions correctly on the first try, you will need to rewrite the questions and answers and submit in a typed format along with your original quiz to your instructor by the next scheduled class period. For each correctly answered rewrite question, you will receive an additional 1.0 to your original quiz score. Failure to turn in a rewrite of questions to your instructor by the next class period will result in a 0.0 for that quiz grade. The grading scale is:

4.0 = All answers correct3.0 = 3 out of 4 answers correct2.0 = 2 out of 4 answers correct1.0 = 1 out of 4 answers correct0.0 = All answers incorrect or rewrites not turned in by the next class period

If you do not pass each quiz with at least a 3.0, your continued involvement in MSU-AP will be up to the discretion of the instructor and the program director.

Weekly Thought Papers: Thought papers are based on your opinion, thoughts and feelings about the readings for each unit. A thought paper is required for every unit. The main components of your paper are your thoughts about something from that week’s unit, your discussion of next steps or actions, and your ‘curiosity question.’ The curiosity question will be used to facilitate discussion with your classmates about the unit.

Your papers must be written in APA format (black ink, size 12 font, Times New Roman, 1 inch margins). When you refer to articles from the readings you must cite your references in APA style. Refer to this APA guide or an APA manual: https://owl.english.purdue.edu/owl/resource/560/02/.Failure to cite your references will result in a 0.0 on your paper. Thought papers are graded on a 4.0 scale. Thought papers are graded on:

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1. APA/Clarity2. Opinion/Thought3. Action Plan/Discussion of next steps—changes4. Curiosity Question

Each section of the thought paper is worth 1.0. This allows you to earn up to a 4.0 on each paper.

In addition to these requirements student must participate in a group presentation, and fulfill a community service requirement:

Group Presentation: As an advocate for an Ingham County youth, you will encounter a variety of individuals in different systems like education, health, and justice. You will work to connect your youth with employment resources, future educational opportunities, and job shadowing experiences that will further their success. You will interact with these systems, and others, as you work with your youth on issues that might impact them in any of these areas.

Community Service Requirement: You are required to do at least 5 hours of community service by the end of each semester. The community service placement is your choice, but you cannot already be involved with the community service placement prior to the start of 371. The community service placements must be organizations or agencies that deal with the needs of youth aged 8-17 in the Lansing area. The purpose of this requirement is for you to attain field experience and develop a relationship with the local community where many of the youth reside.

After completing the community service hours, students are required to write a 2-page paper, in APA format, that discusses the community experience. The required elements of the paper are:

thoughts about the service provided, feelings around the experience, information about the services that are available to youth, any concerns that may have surfaced, questions about the community activity or overall experience.

Examples of community service opportunities that meet the above criteria include: tutoring centers, Special Olympics, Boys & Girls Clubs, shelters, community centers, Big Brothers/ Big Sisters, Capital Area Community Services, YMCA, Gateway, Lansing School Districts, or local volunteer postings.

Please note that the community service requirement cannot coincide with service requirements for other courses.

PSY 371 Grading

All written assignments must be turned in on the date due. Any written assignment not turned in on the due date will result in a grade of 0.00 for that assignment.

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Violation of the confidentiality policy of the class will result in dismissal from the class and the assignment of a grade of 0.0.

Weekly grades will constitute 80% of the semester grade according to the following formula. At the end of the semester, weekly grades will be added with grades for Community Service (10%) and Group Presentations (10%). In other words, the weekly grades will constitute four fifths of the semester grade and Community Service and Group Presentations will constitute one fifth.

During Training – Before Case Assigned

Component Percent of weekly gradeWritten Quizzes, Homework and In-Class Assignments 60%Thought Paper 30%Class Discussion 10%

During Training – After Case Assigned

Component Percent of weekly gradeWritten Quizzes, Homework and In-Class Assignments 33%Thought Paper 17%Case Responsibility 40%Class Discussion 10%

After Training – Before Case Assigned

Component Percent of weekly gradeClass Discussion 100%

After Training – After Case Assigned

Component Percent of weekly gradeCase Responsibility 70%Class Participation 30%

End of Psychology 371

Component Percent of semester grade

Group Presentation 10%Community Service 10%

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PSY 371/372 General Case Grading

I. Case Grading: Once the training has been completed, and class is focused solely on case responsibility, weekly grades will be based on the following two criteria:

1. Case Goal Grading: You must make a diligent effort toward meeting weekly goals agreed upon in supervision. Each goal will make up a percentage of your case grade, adding to 100% each week. For example, 4 goals will each be valued 25% of your grade.

2. Participation Grading: You must spend 6-8 hours with, or on behalf of your youth, for each week of the intervention including the first week of your class and finals week (see the attendance policy above). Time spent with the youth must be split across at least two meetings throughout the week. Failure to spend the minimum hours with the youth, or on behalf of the youth, will result in a 0.0 for this portion of your grade.

3. Mandatory Requirements Grading: You must submit the following throughout the span of the case work:

Weekly Progress Reports, Mid-Intervention Report, Completion Report, Completion Packet, Log Book

Note: If you don’t complete 6-8 hours of advocacy in a week, that intervention week will be repeated. If a meeting is missed or hours are not completed because of the student, you will be penalized by starting the scale from a 2.0. Refer to the BAMN worksheet to determine if you will be docked for not meeting hours. During the intervention, your case will be randomly checked and you will be evaluated by MSU-ADP staff.

Required Work Submission: All required assignments will be due on the posted due dates and in the proper APA format to receive credit. All work must be created solely for the purposes of this class and must be the student’s own. Students should keep a copy of all materials handed in during the course. Grades will be updated every week and feedback given through email, D2L comments, and/or rubrics.

Computer-related Issues:It is the student’s responsibility to have a backup plan ready in case of computer crash or loss of internet connection. The MSU ADP Program, Michigan State University, and your instructor recommends:

Backing up coursework onto a flash/jump drive Locating an alternate computer (library, friend's computer, program center's computer,

internet café, etc.) Notifying instructor immediately of problems, especially when trying to submit

assignments Contacting the Help Desk (517.432.6200 or toll free 844.678.6200 or ithelp@msu.edu)

for technical issues

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Weekly Course Schedule

All readings can be found in D2L. Assigned readings are to be completed prior to each weekly class meeting and the schedule is subject to change, if necessary. All changes will be announced at least one week prior, in class.

WEEK 1Introduction to the MSU Adolescent Diversion ProgramNo readings

WEEK 2 Unit 1: Juvenile Delinquency and the Juvenile Justice System

Davidson, W.S. (2009). Overview of the MSU Adolescent Diversion Project. Winner of the W.K. Kellogg Foundation Community Engagement Scholarship Award, North Central Region. https://engage.msu.edu/upload/awards/magrathkellogg/abstracts/Michigan_packet_022709-1.pdf

United Nations Department of Economic and Social Affairs (2003). Chapter 7: Juvenile Delinquency. World Youth Report, 188-211. doi:10.18356/db6b70e9-en. http://www.un.org/esa/socdev/unyin/documents/ch07.pdf

Andrews, D., & Bonta, J. (2007). Risk-Need-Responsivity Model for Offender Assessment and Rehabilitation. Ottawa, Ont.: Public Safety Canada. 13-23. https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/rsk-nd-rspnsvty/rsk-nd-rspnsvty-eng.pdf

For the stages of the juvenile justice system, read:2nd Judicial Court, S. (2018). Office of State Attorney: The Juvenile Justice System. Retrieved May 10, 2018, from http://www.sao2fl.org/Victim-Services/Services/The-Juvenile-Justice-System

For common terminology related to Juvenile Courts, read:National Juvenile Defender Center. (n.d.). Juvenile Court Terminology. Retrieved May 11, 2018, from http://njdc.info/juvenile-court-terminology/

WEEK 3Unit 2: Ecological Systems Theory of Human Development & Positive Youth Development

Psychology Notes Headquarters. (2013, November 3). What is Bronfenbrenner’s Ecological Systems Theory? Retrieved May 10, 2018 from https://www.psychologynoteshq.com/bronfenbrenner-ecological-theory/

McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved May 10, 2018 from www.simplypsychology.org/maslow.html

Personality Psychology. (n.d.). Retrieved May 10, 2018, from http://www.zeepedia.com/read.php?

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rogers_person_centered_approach_humanistic_actualizing_tendency_personality_psychology&b=94&c=21

Schaffner, C. (2018, February 16). Roles Of Children In Dysfunctional Family Systems [Web log post]. Retrieved May 10, 2018, from http://youthspecialties.com/blog/roles-children-dysfunctional-family-systems/

Sprouts (Director). (2017, April 23). 8 Stages of Development by Erik Erikson [Video file]. Retrieved May 10, 2018, from Video: https://www.youtube.com/watch?v=aYCBdZLCDBQ

McLeod, S. A. (2017). Kolb - learning styles. Retrieved from www.simplypsychology.org/learning-kolb.html

Thompson, K. (2016, April 16). ReviseSociology: Merton's Strain Theory of Deviance. Retrieved May 10, 2018, from https://revisesociology.com/2016/04/16/mertons-strain-theory-deviance/

Lerner, R.M., Almerigi, J.B., Theokas, C., & Lerner, J.V. (2005). Positive youth development: A view of the issues. Journal of Early Adolescence, 25(1), 10-16.

Clonan-Roy, K., Jacobs, C.E., & Nakkula, M.J. (2016). Towards a model of positive youth development specific to girls of color: Perspectives on development, resilience, and empowerment. Gender Issues, 33, 96-121. https://doi.org/10.1007/s12147-016-9156-7

WEEK 4Unit 3: Your Role as an Advocate-Mentor

Javdani, S., & Allen, N.E. (2016). An ecological model for intervention for juvenile justice-involved girls: Development and preliminary prospective evaluation. Feminist Criminology, 11(2), 135-162.

Fleming's VARK Model. (2015, September). Retrieved May 13, 2018, from http://restoreprogram.org/wp-content/uploads/2015/09/Flemmings-VARK-Model-Types-of-Learners.pdf

Webb, B. (n.d.). Learning Personality... Key to a Productive Lifestyle. Retrieved May 13, 2018, from http://www.motivation-tools.com/youth/learning_personality.htm

Section 3. Styles of Leadership. (n.d.). Retrieved May 13, 2018, from https://ctb.ku.edu/en/table-of-contents/leadership/leadership-ideas/leadership-styles/main

Emotional Intelligence. (n.d.). Retrieved May 13, 2018, from https://www.tlu.ee/~sirvir/IKM/Leadership Attributes/emotional_intelligence.html

Porter, G., & Akers, M. (2018, April 04). What is Emotional Intelligence (EQ)? Retrieved May 13, 2018, from https://psychcentral.com/lib/what-is-emotional-intelligence-eq/

Snow, K. People First Language. www.disabilityisnatural.com.

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MSU Adolescent Program Handouts:

ADP Advocacy

ADP Assessments and Emotional Influences: Motivational Interviewing

ADP Assessments and Emotional Influences: Fleming’s VARK

ADP Assessments and Emotional Influences: Learning Personality

ADP Assessments and Emotional Influences: Leadership

ADP Assessments and Emotional Influences: Emotional Intelligence

ADP Assessments and Emotional Influences: Communication Brief

ADP Behavior and Delinquency: Self-Talk

WEEK 5Unit 4: Implementing the Mentor/Advocacy Model

MSU Adolescent Diversion Program Handout:

ADP Assessments and Emotional Influences: Assessment, Implementation, Monitoring, and Termination

WEEK 6Unit 5:Oppression and Privilege / Justice is Not Blind

Ryan, W. (1976). The Art of Savage Discovery: How to Blame the Victim. In W. Ryan,Blaming the Victim. 33–34. New York: Vintage Books

National Education Association. (2016). Discipline and the School-To-Prison Pipeline. Retrieved May 11, 2018, from https://ra.nea.org/business-item/2016-pol-e01-2/

American Civil Liberties Union of Michigan. (2009, January 01). Reclaiming Michigan's Throwaway Kids: Students Trapped in the School to Prison Pipeline. Retrieved May 11, 2018, from http://www.aclumich.org/reclaiming-michigans-throwaway-kids-students-trapped-school-prison-pipeline

Schul, J. E. (2011). Unintended Consequences: Fundamental Flaws That Plague the No Child Left Behind Act. 1-5. Retrieved May 11, 2018, from https://nau.edu/uploadedFiles/Academic/COE/About/Projects/Unintended%20Consequences.pdf

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Winter, C. (2016, August 25). Amid evidence zero tolerance doesn't work, schools reverse themselves. Retrieved May 11, 2018, from https://www.apmreports.org/story/2016/08/25/reforming-school-discipline

Campbell, N.A., Barnes, A.R., Mandalari, A., Onifade, E., Campbell, C.A., Anderson, V.R., Kashy, D.A. & Davidson, W.S. (2017). Disproportionate minority contact in the juvenile justice system: An investigation of ethnic disparity in program referral at disposition. Journal of Ethnicity in Criminal Justice, DOI: 10.1080/15377938.2017.1347544

Espinosa, E.M., & Sorensen, J.R. (2016). The influence of gender and traumatic experiences on length of time served in juvenile justice settings. Criminal Justice and Behavior, 43(2), 187-203.

Poteat, V.P., Scheer, J.R., & Chong, E.S.K. (2016). Sexual orientation-based disparities in school and juvenile justice discipline: A multiple group comparison of contributing factors. Journal of Educational Psychology, 108(2), 229-41.

Sakamoto, I., & Pitner, R.O. (2005). Use of critical consciousness in anti-oppressive social work practice: Disentangling power dynamics at personal and structural levels. The British Journal of Social Work, 35, 435-452.

MSU Adolescent Diversion Program Handouts:

ADP Culture Competency Systems of Oppression: Understanding the Systems of Oppression

ADP Culture Competency Systems of Oppression: Systems of Oppression

WEEK 7Unit 6: Problem Solving / Motivational Interviewing / Strengths-based Case Management

Arnold, E. M., Walsh, A., Oldham, M., & Rapp, C. (2007). Strengths-based case management: Implementation with high-risk youth. Families in Society: The Journal of Contemporary Social Services, 88(1), 86-94.

National Association of Social Workers. Read the Code of Ethics. (n.d.). Retrieved May 11, 2018, from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

MSU Adolescent Diversion Program Handouts:

ADP Advocacy: A Strength-Based Approach to Working with Youth and Families: A Review of Research

ADP Advocacy: S.M.A.R.T. Goals Process

ADP Behavior and Delinquency: Human Behavior and Delinquency

WEEK 8

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Unit 7: Trauma-informed Practice & Crisis Intervention

7 STAGES OF GRIEF. (n.d.). Retrieved May 13, 2018, from https://www.recover-from-grief.com/7-stages-of-grief.html

Forgiveness - Learn how to forgive yourself now. (n.d.). Retrieved May 13, 2018, from http://www.forgive-yourself.com/

Four Steps to Humility. (n.d.). Retrieved May 13, 2018, from http://www.chastitysf.com/4humility.htm

Why is it so easy to hold a grudge? (2017, November 04). Retrieved May 13, 2018, from https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/forgiveness/art-20047692

How to forgive yourself. (n.d.). Retrieved May 13, 2018, from http://www.goyourownway.org/GOYOUROWNWAY/DOCUMENTS/FORGIVENESS/Forgive Yourself.pdf

Heath, I. (n.d.). Forgiveness and acceptance. Retrieved May 13, 2018, from http://website.lineone.net/~ian_heath2/1ab - abreactn-5.htm

WEEK 9Unit 8: De-escalation / Boundaries / Self-care

Smullens, S. (2015, September 04). What I wish I had known: Burnout and self-care in our Social Work profession. Retrieved May 13, 2018, from http://www.socialworker.com/feature-articles/field-placement/What_I_Wish_I_Had_Known_Burnout_and_Self-Care_in_Our_Social_Work_Profession/

Wagaman, M. A., Geiger, J. M., Shockley, C., & Segal, E. A. (2015). The role of empathy in burnout, compassion satisfaction, and secondary traumatic stress among social workers. Social work, 60(3), 201-209.

MSU Adolescent Diversion Program Handout:

ADP Professionalism

Overall Course Expectations and Resources

Background Checks:A background check of each student will be conducted the first week of PSY 371. Additional random background checks are at the discretion of the Instructor, TA, and Program Director. Failure to pass a background check may result in immediate expulsion from the ADP Program, depending on the issue. Failure to pass a background check includes but is not limited to charges/convictions related to abuse or assault. The results of criminal background checks will

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be kept confidential to the maximum extent permissible by law and will not be shared with community partners. For more information regarding MSU Background Checks, please visit https://servicelearning.msu.edu/community-partners/criminal-background-checks

Course Information Updates: All course information and instructor communications will be relayed through D2L and Michigan State University email. It is the student’s responsibility to check the D2L course regularly for announcements and course information. Any changes to this course syllabus will be announced in class at least one week prior to the change, and it is the responsibility of the student to stay informed about these changes.

Email Communication:Email is the best way reach your instructor, TA, or the program director. Please use the following guidelines when emailing one of us:

• First, ask yourself this question: “Can this question be answered by looking in the syllabus or looking on the D2L course site?” If the answer is yes, then you should not send an email!

• Use PSY 371 or 372 in the subject line to make it clear you are a student in this course asking a question. This helps to prevent emails from going directly to the junk folder.

• Please address the email properly (i.e., Hello Lauren). • Proofread your email. Is your question conveyed clearly with correct grammar and spelling?

Did you include unnecessary information? Did autocorrect make it sound super weird? • Please sign your email with your full name, so we know who you are. We can’t wait to get to

know all of you, but maizeandbluearetheworst@gmail.com makes it hard for us to know who you are.

• Be polite.

Check your email regularly! During the course, we will email you from time to time with announcements and reminders. Please read these emails as soon as you receive them, and please check your email regularly – daily is a good habit.

Academic Integrity:Please be prepared for each session with assigned reading and assignments completed and engage in professional behavior by treating others courteously and with respect. For more information, please consult Michigan State University’s Spartan Code of Honor: Academic Pledge: http://splife.studentlife.msu.edu/spartan-code-of-honor-academic-pledgePlease also see: https://ombud.msu.edu/academic-integrity/

Professionalism:All students participating in MSU ADP must maintain a professional environment inside and outside the classroom. All students must dress in a peer professional manner while working with youth, agencies, and school professionals. All networking websites (i.e. Facebook, twitter, or any other social media sites) must have a private/restriction setting on them.

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Classroom/Disruptive Behavior: Article 2.3.5 of the Academic Freedom Report (AFR) for students at Michigan State University states: "The student's behavior in the classroom shall be conducive to the teaching and learning process for all concerned." Article 2.3.10 of the AFR states that "The student has a right to scholarly relationships with faculty based on mutual trust and civility." General Student Regulation 5.02 states: "No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process.

Respect and Technology in the Classroom: Please respect your instructor/lead facilitator and fellow students by turning off your cell phone ringer and/or other electronic communication devices during class. Laptop use may be permitted. However, distracting activities such as instant messaging, email, social networking (Facebook, Twitter, Instagram, etc.), or playing games is prohibited.

Accommodations for Students with Disabilities:Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at http://rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a Verified Individual Services Accommodation ("VISA") form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date (usually an exam, project, etc.). Requests received after this date may not be honored. Although there are no exams or projects in this course, we will honor accommodations as needed.

Title IX and Limits to Confidentiality: Michigan State University is committed to fostering a culture of caring and respect that is free of relationship violence and sexual misconduct, and to ensuring that all affected individuals have access to services. For information on reporting options, confidential advocacy and support resources, university policies and procedures, or how to make a difference on campus, visit the Title IX website at http://www.titleix.msu.edu./.

Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the University’s student record policies. However, students should be aware that University employees, including instructors, may not be able to maintain confidentiality when it conflicts with their responsibility to report certain issues based on external legal obligations or that relate to the health and safety of MSU community members and others. As instructors, we must report the following information to other University offices if you share:

•Suspected child abuse/neglect, even if this maltreatment happened when you were a child,•Allegations of sexual assault or sexual harassment when they involve MSU students, faculty, or staff, and•Credible threats of harm to oneself or to others.

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These reports may trigger contact from a campus official who will want to talk with you about the incident that you have shared. In almost all cases, it will be your decision whether you wish to speak with that individual. If you would like to talk about these events in a more confidential setting you are encouraged to make an appointment with the MSU Counseling Center.

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PSY 372 Expectations and RequirementsFall, 2018

I. Case Responsibility:Case responsibility work accounts for your entire grade for PSY 372. The requirements are the same for PSY 371 and 372 for case responsibilities. Each student will also submit the following products about their case throughout the semester:

II. Mid-Intervention Report:This report is a 2-page document intended for court personnel. This document should be written in a professional voice. Think about your audience and remember that you are presenting a case review for a court officer. The report should emphasize the strengths of the youth and the positive aspects of your intervention without hiding important facts or situations.

The Mid-Intervention Report should accomplish the following: Include Service Hours, Youth Name and Referee or Probation officer Update the court officer of case progress to date Introduce the youth’s strengths Outline unmet needs of the youth Discuss the efficacy of implemented strategies Outline goals for the remaining weeks of the intervention

The due date of the Mid-Intervention Report varies depending on when you are assigned a youth and when the 372 semester ends. The entire intervention is 18 weeks, so in a case that will meet the full 18 weeks the final draft of the Mid-Intervention Report is due on the 9th week of the intervention. You must submit a draft report the week before the actual report is due. The due date of this report will be determined when you are assigned a case and adjusted if necessary. Failure to turn in the Mid-Intervention Report by the final due date will result in a 0.0 grade overall grade for 372.

III. Completion Report:This report is in the same format as your Mid-Intervention Report and should also be written for court personnel in a professional voice (see manual for example). In addition to all of the elements included in the Mid-Intervention Report, you need to include projected goals and needs for your youth. These can be offered as recommendations for the people and systems involved with your youth.

This report is due on the last week of your intervention. As is the case with the Mid-Intervention Report, you will be required to bring an initial draft to class the week prior to its due date. Failure to turn in the Completion Report by the final due date will result in a 0.0 overall grade for 372.

IV. Completion Packet:The completion packet is another requirement of your PSY 372 case responsibilities. This packet is a collection of pieces that reflects the time you spent with your youth and your projection of

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your youth’s future. It can include anything that helps to connect your youth with everything you’ve done. The final completion packet should combine the appropriate elements of the agreement pack and the advocacy pack. It should provide information that allows your youth to review the techniques used throughout the intervention. It should reflect your youth’s current interests and desires, anticipate their future goals, needs, and skills.

Do not wait until the last few weeks to put this together! You should build your completion packet as your intervention progresses. One example from a past advocate is to get a camera or use your smartphone to shoot one or two pictures a week. These pictures could be included in your packet.

The completion packet is due the week before your final week with your youth. You need to bring your packet to class to receive feedback and ideas from your classmates, and so your instructor can give you credit for completing it. You will give the packet to your youth at the end of the 18-week intervention. Failure to turn in the Completion Packet by the week before your last week with your youth will result in a 0.0 overall grade for 372.

V. Weekly Log Book:The book will provide a detailed account of everything you do during your 18 weeks with your youth. Your log book is more than a reminder log; it is a record of the intervention and considered a research tool. The information you provide may be used to conduct research on the Adolescent Diversion Program. You should err on the side of including too much information rather than too little information. Refer to the log book protocol below. All log books must be typed in a Google document. Failure to print out the Log Book by the last day of class will result in a 0.0 overall grade for 372.

Random log book checks will be conducted throughout the intervention. It is extremely important to maintain current records and notes weekly.

Log Book Protocol1. You must use a Gmail account. Google has partnered with MSU to provide you one with

your MSU NetID login. To use it: a. Go to Gmail.com.b. Click Sign In. c. Fill in your complete MSU email address – NetID and @msu.edu. Use your MSU

email password. d. In the upper right hand corner you will see your email address and a square grid.

Click the grid and then click on Drive. e. Once you are in the Drive, create a new Google Doc by clicking on the red “New”

button. 2. First page of your Log Book should include: Log Book (title), Youth’s Initials, and Class

Semestera. Example- Log Book, A.W., Fall 2017-Spring 2018

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3. The next few pages will be the table of contents. a. Use the exact table format as the example below.

Table of ContentsWeek Date Time Nature Page Number

1 1/8/17 4:00-4:30pm Youth’s house 12 1/15/17 6:00-8:00pm YMCA 1

4. Start a new page after the table of contents for your entries (you may have more than one entry on a single page).

a. Include page numbers, except for the cover page. b. Title each entry with Week Number and the Date. (There should be an entry for

every single face to face interaction)c. Example: Week 2, January 15, 2017

5. Each entry is a chance for you to reflect on the time spent with your youth as well as your personal growth. Your entries should be strengths-based and focus on what you are learning from this mentorship experience. Include the following in each entry:

a. Brief description of what you did with your youth, any conversations or feelings either of you had that day.

b. What strengths did you find out about yourself this week?c. What did your youth do really well this week?d. Did any conflicts arise? If so how did you handle them? e. What can you do to prepare for future weeks with the youth?

Please note that Google Drive may not be completely private, so do NOT provide any identifying information about your youth in your weekly log.

PSY 372 Grading System

Weekly grades will constitute 80% of the semester grade and be assigned according to the following formula. At the end of the semester, weekly grades will be calculated together with grades for Mid-Intervention Report (10%) and Completion Report & Completion Packet (10%). In other words, the weekly grades will constitute four fifths of the semester grade and the Reports & Packet will constitute one fifth.

Before Case Assigned

Component Percent of weekly gradeClass Discussion 100%

After Case Assigned

Component Percent of weekly grade

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Case Responsibility 70%Class Participation 30%

PSY 372 Costs

There are no books required for either PSY 371 or PSY 372, but there are costs to you related to travel. There also may be additional costs, at your discretion, related to working with your youth.

Travel:You may be assigned to work with a youth anywhere in Ingham County. You are responsible for completing intervention activities, even if the youth lives far from MSU. If a youth lives outside of a 15-mile radius from MSU, you will be reimbursed for mileage to and from the residence beyond the 15-mile radius. You must keep an exact log of your travel for youth living further than 15 miles from MSU.

Expenses: It is up to the student to determine the types of activities they will be doing with the youth. Often times many youth do not come from money or have money, so please do not assume that the youth will pay for their own expenses. There are several free and low-cost activities in the area.

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