Syllabus
Master of Social Work
SSWO 597 Advanced Psychosocial Assessment (Spring 2021)
Credits - 3
Description
APA provides students advanced knowledge and skills in the assessment of client concerns. The course emphasizes the impact of the structural and personal effects of inequity and cultural oppression on assessment and on psychopathology. APA provides substantial content on understanding psychopathology while placing this understanding within the context of social work¿s historical emphasis on the person in environment. Students taking this course will be prepared to understand the major concepts and presentations of psychopathology and have skills in the diagnostic process. They will also be able to exhibit advanced skills in assessing the full psychosocial context and to bring a social work perspective to interventive planning.
Students will explore the DSM as one classification system used in social work settings. Case studies, discussions, and lecture will be used to develop knowledge and skills that integrate social work values, including reflexivity and cultural humility, into the psychosocial assessment process.
Materials
Learning Objectives and Outcomes
School of Social Work Program Outcomes:
Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:
- Demonstrates ethical and professional behavior.
- Advance human rights and social, racial, economic, and environmental justice.
- Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
- Engage in practice-informed research and research-informed practice.
- Engage in policy practice.
- Engage with individuals, families, groups, organizations, and communities.
- Assess individuals, families, groups, organizations, and communities.
- Intervene with individuals, families, groups, organizations, and communities.
- Evaluate practice with individuals, families, groups, organizations, and communities.
Student Learning Outcomes
- Students will reflect on their personal assumptions and biases related to mental illness, culture, race, sexual orientation, gender identity and cultural and ethnic diversity when engaged in the biopsychosocial assessment process. (PROGRAM OBJECTIVE 2; EPAS 2 & 3)
- Method of Delivery: Readings, lecture, video
- Method of Evaluation: Journals scale, discussion board rubrics, Assignment week 7 rubric
- Students will use the diagnostic process of assessment and decide on a DSM 5 differential diagnosis. Assessment and diagnosis are based upon social work knowledge of human behavior and values and are expected to be conducted in a respectful and ethical manner . (PROGRAM OBJECTIVES 2 & 3; EPAS 1 & 6)
- Method of Delivery: Lectures, Client case videos .
- Method of Evaluation: Discussion board rubric, journal scales, BIOPSYCHOSOCIAL ASSESSMENT PAPER rubric (week 7)
- Students will complete a Mental Status Examination(MSE). An MSE is an observation and assessment of the status of a client’s current cognitive/emotional/behavioral presentation. (PROGRAM OBJECTIVES 2 & 4; EPAS 1 & 6)
- Method of Delivery: Lectures, client Case videos.
- Method of Evaluation: Week 3 assignment rubric. Discussion board rubrics.
- Students will effectively communicate assessment findings through written reports to social work colleagues and other health professionals. (PROGRAM OBJECTIVE 4; EPAS 1 & 2)
- Method of Delivery: Review of APA Style Manual as needed.
- Method of Evaluation: Discussion Board rubrics , journal scale, Weeks 3, 7 assignments rubrics.
- Students will include culture, race, religion and spirituality, social/community connections/resources, trauma history, sexual orientation, gender identity and cultural and ethnic diversity when conducting a full biopsychosocial assessment . This assessment will also include a differential DSM 5 diagnosis, mental status examination, treatment plan and progress notes. (PROGRAM OBJECTIVES 1 & 2; EPAS 2 & 3)
- Method of Delivery: Lectures, Client case videos
- Method of Evaluation:, Discussion board rubrics, Written assignment rubric week 7
- Students will develop a treatment plan for a client that includes specific measurable and attainable goals. Goals will include objectives, intervention methods and a time frame for goal completion. (PROGRAM OBJECTIVES 3, 4 & 5; EPAS 8 & 9)
- Method of Delivery: Lectures
- Method of Evaluation: Discussion boards rubrics, Week 7 assignment rubric.
Assignments
Full-Class Discussions
Each course week features at least one, sometimes two, full-class discussions. These discussions are most often based on video vignettes of clients representing a specific disorder and will allow students to collaboratively assess for varying diagnoses pertaining to the demonstrated disorders.
Small-Group Discussions
Beginning in Week 2 each week features one small-group discussion. These provide a chance to engage with similar video vignettes to those in full-class discussions but in a more immersive way.
Each week, the group will select somebody to view the case video and to elaborate upon. The lead member will review a video case presentation and write or post a video to the group presenting this case to your peers. The lead is to add additional information that is not present in the video but may promote peer understanding of the case. You have permission to embellish here with demographic information that will support the selected diagnosis. For example, provide a time frame when the symptoms first presented if not present in the video. Add details to a significant event, or who was the primary caretaker if this type of information is not present in the video but needed to determine a diagnosis. The purpose here is to lessen time spent on asking these types of questions and allowing for a greater focus upon the criteria to select a diagnosis.
The members will also watch the case video and read the lead members presentation (or watch their video presentation). The members will address the diagnosis selected and support it from the readings(text/DSM5) or critically discuss a differential diagnosis you have selected with support as well.
Individual Reflective Journals
Each week features one individual journal assignments. The focus for these activities is to reflect on culture, diversity, and our biases. Each week will feature a vignette of a situation dealing with race and culture. Students will reflect on the implications or those topics and personal biases on their social work practice.
Mental Status Examination (Due Week 3)
The student, using the identified client for their Biopsychosocial Assessment assignment, is to write a Mental Status Examination. This assignment will be written using the guidelines below. While the student may not have access to the client to conduct a MSE directly, they are to use information from their time spent with them as well as embellish information to fully address the components of the MSE. This is to provide the student with the experience of writing an MSE. The Mental Status Examination is often referred to as the psychological equivalent of a physical exam (House,2014). The Mental Status Examination (MSE) is a component of the biopsychosocial assessment. The purpose is to provide a snapshot of how the client presents to the social worker during the assessment process in several areas. Those areas include appearance, motor activity, memory, speech, mood, affect, thought content, thought process, perception, intellect and insight.
Biopsychosocial Assessment (Due Week 7)
The biopsychosocial assessment is a very important practice skill for social workers. It is the social worker’s collection and assessment of client information gathered during the first few sessions. It is the basis of treatment and is finalized prior to the commencement of treatment .
This assignment includes the demographic information, a Mental Status Examination, the social worker’s assessment and DSM 5 differential diagnosis. It is written in a narrative format that demonstrates the social worker’s ability to effectively communicate the assessment findings in a professional manner.
The full assignment upon completion will be approximately 10-12 typed pages excluding title and reference pages.
Grading Policy
The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Point Value | Total Points |
|---|---|---|
| Full-Class and Small-Group Discussions | 2 points each x 21 Discussion Forums | 42 |
| Journals | 2 points each x 8 Journal Submissions | 16 |
| Mental Status Examination | 12 points | 12 |
| Biopsychosocial Assessment | 30 points | 30 |
| Total: | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by the end of Saturday unless otherwise noted.
ALL TIMES ARE IN THE EASTERN STANDARD TIME ZONE, NO EXCEPTIONS.
Course Weeks
Week 1: Wednesday, January 6 – Tuesday, January 12
Week 2: Wednesday, January 13 – Tuesday, January 19
Week 3: Wednesday, January 20 – Tuesday, January 26
Week 4: Wednesday, January 27 – Tuesday, February 2
Week 5: Wednesday, February 3 – Tuesday, February 9
Week 6: Wednesday, February 10 – Tuesday, February 16
Week 7: Wednesday, February 17 – Tuesday, February 23
Week 8: Wednesday, February 24 – Sunday, February 28 (short week)
Week 1: The History of Assessment and the Diagnostic Statistical Manual
Required Readings
Textbook: Garcia & Petrovich, (2nd ed.) Chapters 1 and 2
Textbook: DSM-5, Chapters: Introduction, Use of Manual, Cautionary Statement, Appendix: Assessment Measures (p. 733)
Article: Lacasse, J. (2014). After DSM-5: A Critical Mental Health Research Agenda for the 21st Century. Research on Social Work Practice, 24(1), 5-10. SAGE Publications.
Article: Spiegel, A. (2005). Dictionary of Disorder. The New Yorker
Required Viewing
Video: Peanut Butter, Jelly and Racism. NYT.
Recommended Readings
Article: Clegg, J (2012). Teaching about Mental Health and Illness through the History of the DSM History of Psychology. American Psychological Association 2012, Vol. 15, No. 4, 364–370
Article: Harkness, D. (2011). The diagnosis of mental disorders in clinical social work: A review of standards of care. Clinical Social Work Journal, 39(3),223-231.
Article: Phillips, D. G. (2013). Clinical social workers as diagnosticians: Legal and ethical issues. Clinical Social Work Journal, 41(2), 205-211.
Article: Probst, B., Balletto,C., & Wofford, N. (2015). What they bring: How MSW students think about mental disorders and clinical knowledge. Clinical Social Work Journal, 43(4), 419-430.
Recommended Listening:
Podcast: Critiques of the DSM 5: Interview with Jeffrey Lacasse. The Social Work Podcast
Assignments:
- Full-Class Discussion
- Small Group Discussion
- Reflective Journal
Week 2: The Mental Status Examination , Disorders Affecting Children/Youth & Neurodevelopmental Disorders
Required Readings
Textbook: Garcia & Petrovich, (2nd ed.) Chapter 6
Textbook: DSM-5, Chapters: Neurodevelopmental Disorders: Disruptive, Impulsive Control and Conduct Disorders.
Article: Finney,G. R., MD, Minagar, A, MD and Heilman,K M., MD (2016) Assessment of Mental Status. Neurologic Clinics, Volume 34, Issue 1, Pages 1-16
Article: House, R. M. (2014). The mental status examination. Department of Psychiatry and Human Behavior, Brown University.
Mental Status Examination Assignment and Guidelines (Found in the “Assignments” link in the left-hand course menu)
Required Viewing
Video: Reshamwal, S. (2016). Why We’re Awkward. NYT.
Video: Habib, D. (2012). Thasya. Kanopy.
Video: Conduct disorder: Adolescent-onset type. Symptom Media.
Video: MedLecturesMadeEasy. Mental Status Exam.
Video: Mental Status Exam B. Symptom Media.
Recommended Readings
Article: Martin, David C. (1990). Chapter 207: The Mental Status Examination. In Walker HK, Hall WD, Hurst JW, (Eds). Clinical Methods: The History, Physical, and Laboratory Examinations. (3rd edition., pp.924-929) Butterworths publishing
Article: Norris, D. R., MD, Clark, M. S., PhD and Shipley, S., MD. (2016). The Mental Status Examination. Am.Fam.Physician vol 94 issue 8 pg 635-641
Article: Shwartz,S, Morris, R. And Penna, S. (2017). Psychometric properties of the Saint Louis University Mental Status Examination. Journal Applied Neuropsychology:Adult Vol 26, iss.2
Article: Thapar, A: Cooper, M; Rutter,M. (2017). Neurodevelopmental Disorders. The Lancet. Psychiatry, vol 4 iss 4
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
Week 3: Schizophrenia and Other Psychotic Disorders
Required Readings
Textbook: Garcia & Petrovich,(2nd ed.) Chapter 8: Schizophrenia and the Diversity/Resiliency Formulation
Textbook: DSM-5, Chapters: Schizophrenia Spectrum and Other Psychotic Disorders.
Required Viewing
Video: Hockett, D. (2017). We all have implicit biases. So what can we do about it? TEDx Talks.
Video: Mrs. Warren, Rule out Schizophrenia demonstrating symptoms Part 1-4. Symptom Media.
Video: Marks, T. (2019). What is Schizoaffective Disorder-Is it Worse than Bipolar Disorder?
Video: Grande, T. (2016). Counseling Diagnostic Assessment Vignette#35—Symptoms of Schizoaffective Disorder.
Video: Mrs. Warren. Delusional Disorder Grandiose Type, part 17. Symptom Media.
Video: Delusional Disorder, persecutory types. Symptom Media.
Recommended Readings
Article: Eack, S.M. (2012) Cognitive remediation: A new generation of psychosocial interventions for people with Schizophrenia. In Social Work 57(3):235-246.
Article: Barrio, C.; Yamada, A-M.(2010) Culturally based intervention development: The case of Latino families dealing with Schizophrenia Research on Social Work Practice 20(5):483-492.
Article: Xiao, R.; Bartel, R.L.; Brekke, J.(2017) Comparison of neurocognition and social cognition between schizoaffective disorder, mood disorders, and schizophrenia.Social Work Research. 2017 41(3):169-179.
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
- Mental Status Evaluation
Week 4: Depression, Anxiety, Bipolar, Obsessive-Compulsive Disorder
Required Readings
Textbook: Garcia & Petrovich,(2nd ed.) Chapters 3, 4 and 6
Textbook: DSM-5, Chapters: Depressive Disorders, Anxiety Disorders and Obsessive Compulsive and Related Disorders, Bipolar and Related Disorders
Required Viewing
Video: Wohl, I. (2014). Bipolar II disorder. Kanopy.
Video: General Anxiety Disorder. Kanopy.
Video: Obsessive-Compulsive and Related Disorders: Hoarding Disorder with Excessive Acquisition. Symptom Media.
Video: Hyphen-Nation. Roy and Ayman. NYT.
Recommended Readings
Article: Geddes, J & Miklowitz, D (2013) Treatment of bipolar disorder. The Lancet, vol 381 iss.9878.
Article: Amerio, A;Odone,A; Marchesi, C.& Ghaemi, S.N(2014) Treatment of comorbid bipolar disorder and obsessive-compulsive disorder: A systematic review. Journal of Affective Disorders, vol 166 p.258-264
Article: Goodwin, H.; Yeind.J. & Hirsch,C.R. (2017). Generalized Anxiety Disorder, worry and attention to threat: A systematic review. Clinical Psychology Review, vol 54 p. 107-122
Article: Gordon,O., Salkovskis, P., Oldfield, V., Carter, N. (2013). The association between obsessive compulsive disorder and obsessive compulsive personality disorder. Prevalence and clinical presentation. British journal of clinical psychology. Vol 52 iss 3
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
Week 5: Personality Disorder
Required Readings
Textbook: DSM-5, Chapter: Personality Disorders
Article: Bornstein, R.F(2012) Illuminating a Neglected Clinical Issue: Societal Costs of Interpersonal Dependency and Dependent Personality Disorder. J.Clin.Psychol vol 68 iss.7.
Article: Gordon,O., Salkovskis, P., Oldfield, V., Carter, N. (2013). The association between obsessive compulsive disorder and obsessive compulsive personality disorder. Prevalence and clinical presentation. British journal of clinical psychology. Vol 52 iss 3
Article: Haliczer,L., Woods, S., Dixon-Gordon, K(2020) Emotional regulation difficulties and interpersonal conflict in borderline personality disorders. Personal Disorders
Required Viewing
Video: Case of Larry. Schizotypal Personality Disorder. Symptom Media.
Video: Case of Mr. Rice. Borderline Personality Disorder. Symptom Media.
Video: Wohl, I. (2014). Case of female with Borderline Personality Disorder. Kanopy.
Video: Case of Julie. Avoidant Personality Disorder. Symptom Media.
Video: Case of Melanie. Dependent Personality Disorder. Symptom Media.
Required Listening
Podcast: Interview with Kya Conner: Stigma and Social Work. The Social Work Podcast
Recommended Readings
Article: Ingram, S, South, S(2020). The longitudinal impact of DSM 5 Section III specific personality disorder on relationship satisfaction. Personal Disorders
Article: Ronningstam, E.(2014) Beyond the diagnostic traits: A collaborative exploratory diagnostic process for dimensions and underpinnings of narcissistic personality disorder. Personal Disord Vol 5 iss 4
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
Week 6: Substance-Related & Addictive Disorders. Trauma Disorders.
Required Readings
Textbook: Garcia & Petrovich,(2nd ed.) Chapter 9: Co-occurring Disorders and the Diversity/Resiliency Formulation.
Textbook:Garcia & Petrovich,(2nd ed.) Chapter 5: Traumatic and Stressor Related Disorders and the Diversity/Resiliency Formulation.
Textbook:DSM-5, Chapter: Substance Related and Addictive Disorders.
Case: “Shoelaces”
Required Viewing
Video: Case of Ali, Alcohol Use Disorder. Symptom Media.
Video: Case of Cynthia, Multi Substance Use Disorders. Symptom Media.
Video: Case of MacKenzie, PTSD. Symptom Media.
Recommended Readings
Article: Moscardino, U. et al. ( 2014). Self-blame and PTSD symptoms in adolescents exposed to terrorism: Is school connectedness a mediator? Journal of Adolescence, [s. l.], v. 37, n. 1, p. 47–52.
Article: Powell, T., Blanchet-Cohen, N. (2014). The Journey of Hope: A group work intervention for children who have experienced a collective trauma. Social Work With Groups, [s. l.], v. 37, n. 4, p. 297–313.
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
Week 7: Disorders Relating to Sexual Dysfunctions and Eating Disorders. (The Biopsychosocial assignment is due this week.)
Required Readings
Textbook: DSM-5: Feeding and Eating Disorders; Sexual Dysfunctions
Article: Rowland, D., Dabbs,C, Medina,M (2018). Sex Differences in Attributions to Positive and Negative Sexual Scenarios in Men and Women With and Without Sexual Problems: Reconsidering Stereotypes. Archives of Sexual Behavior 48:855-866
Article: Veronelli, A; Masu, A; Ranieri, R; Rognoni, C; Laneri, M; et al.(2006). Prevalence of erectile dysfunction in thyroid disorders: comparison with control subjects and with obese and diabetic patients. International Journal of Impotence Research (2006) 18, 111–114
Article: Zipfe, S; Giel, K.;Bulik,C.;Hay,P.;Schmidt,U.(2015). Anorexia nervosa: aetiology, assessment, and treatment. Lancet Psychiatry 2015; 2: 1099–1111
Required Viewing
Video: Case of Amanda: Anorexia nervosa Binge Eating Purging Symptom Media. Symptom Media.
Video: Case of Carl. Binge Eating Disorder. Symptom Media.
Video: Classroom Production. (2016). Sexual Dysfunctions (2016) Alexander Street. Alexander Street.
Recommended Readings
Article: Lydecker, Janet A.; Ivezaj, Valentina; Grilo, Carlos M.; (2020). Testing the validity and clinical utility of the severity specifiers for binge-eating disorder for predicting treatment outcomes. Journal of Consulting and Clinical Psychology, Vol 88(2), Feb, 2020 pp. 172-178
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
- Biopsychosocial Assessment
Week 8: Conditions for Further Study. Persistent Complex Bereavement Disorder, Caffeine Use Disorder, Internet Gaming Disorders
Required Readings
Textbook: DSM-5: Conditions for Further Study.
Article: Cozza, S., Fisher, J., Mauro, C., Zhou, J., Ortiz, C., Skritskaya, M., Wall, M., Fullerton, C., Ursan, R., Shear, M. (2016). Performance of DSM 5 Persistent Complex Bereavement Disorder Criteria in a Community. American Journal of Psychiatry vol 173 iss 9
Article: Agoston, C., Urban, R., Richman, M., Demetrovics, Z. (2018). Caffeine use disorder: An item response theory analysis of proposed DSM 5 criteria. Addictive behaviors vol 81.
Article: Petry, N., O’Brien, C.(2013) Internet gaming disorder and the DSM 5. Addiction vol 108 Iss.7
Required Viewing
Video: Case of Chad, Gambling Disorder. Symptom Media.
Video: Case of Megan, Persistent Complex Bereavement Disorder with Traumatic Bereavement. Symptom Media.
Recommended Readings
Article: Ordan, A. H.; Litx, B. T. Prolonged grief disorder: Diagnostic, assessment, and treatment considerations. Professional Psychology: Research and Practice, [s. l.], v. 45, n. 3, p. 180–187, 2014.
Article: Booth, N., Saxton,J., Rodda, S.(2020) Estimates of Caffeine Use Disorder. Caffeine Withdrawal, Harm and Help seeking in New Zealand. Addictive Behaviors. Vol 109
Article: Kuss,D., Griffiths, M., Pontes, H. (2017). DSM 5 diagnosis of Internet Gaming Disorder. Some ways forward in overcoming issues and concerns in the gaming studies field:response to the commentaries. Journal of Behavioral Addictions vol.6 iss 2
Article: Nasution, F. A., Effendy, E., & Amin, M. M. (2019). Internet Gaming Disorder (IGD): A Case Report of Social Anxiety. Open access Macedonian journal of medical sciences, 7(16), 2664–2666
Assignments:
- Full-Class Discussions
- Small Group Discussion
- Reflective Journal
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Social Work page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Essential Academic and Technical Standards
Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Confidentiality Statement
Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.