Course Syllabus

Department of Counseling

COUN 604: Psychopathology & Diagnosis

Spring 2024, Session 1

Atlanta Campus - BLENDED Course, Mondays 5-9:45pm in ACC room 175

Instructor

Dr. Nadia G. Barnett

LPC, NCC, ACS, BC-TMH

Phone

678-547-6547

Office Hours

Online

Tuesdays & Fridays 10am-3pm and Via Zoom (meetings can be arranged by request as needed)

E-mail

Barnett_ng@mercer.edu

Doctoral Teaching Assistants

Victoria M. Lindsay, M.Ed., LAPC, NCC

and

Renet'e R. Washington, LPC (GA & VA), LMHC (FL), CPCS

Contact Them

Please utilize Canvas to send them a direct message(s)

Important Dates:

First Day of Class – Session 1	Friday, May 20, 2024
Memorial Day Holiday	Monday, May 27, 2024
Last Day for Drop/Add	Tuesday, May 28, 2024
Last Day to Withdraw or Resign	Saturday, June 22, 2024
Independence Day Holiday	Wednesday, July 4, 2024
Last Day of Class	Saturday, July 13, 2024 @ 8 pm

Course Withdrawal Policy:

Once the add/drop period is over, students can withdraw from a class for any reason until the withdrawal deadline. The “W” will not count against you but will be reflected on transcripts. To officially withdraw from a course, students must complete the Course Withdrawal Form and submit the form via mail or mail to the Office of the Registrar. The student’s official withdrawal date is when the form is received in the Registrar’s office.

Required Texts:

1.) Psychopathology: An Integrative Approach to Mental Disorders | 9th Edition

by David H. Barlow/V. Mark Durand/Stefan G. Hofmann. ISBN 10: 0357657845 or ISBN 13: 978-0357657843

2.) Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR®) American Psychiatric Association. ISBN 978-0-89042-575-6

Recommended Texts/Readings

A good psychiatric dictionary or glossary, such as:

American Psychiatric Glossary by Narriman C Shahrokh (Editor), Robert E. Hales (Editor), American Psychiatric Press
Psychiatric: Words and Phrases by Mary Ann D’Onofrio and Elizabeth D’Onofrio
Campbell’s Psychiatric Dictionary by Robert Campbell

The following websites are good resources for studying and understanding mental illness, diagnosis, medications, and treatment. They are good websites to bookmark on your computer. They will provide excellent information and resources throughout your career. Regardless of the setting in which you choose to practice professional counseling, you will encounter mental illness and addiction.

http://www.mentalhealth.com/

This site has excellent information on the various disorders described in the DSM. A special feature is a Psychiatric Dictionary (click on Glossary on the toolbar at the top of the page), which you will need for this course. The Index (toolbar at the top) gives you many terms, medications, articles, and cases. It is a fairly exhaustive list of information

http://pluto.mscc.huji.ac.il/~zevk/InterSource.html

This site provides a multitude of excellent links to resources on mental health, mental illness, diagnosis, and treatment.

http://www.refdesk.com/mental.html

A meta-links site. If you can’t find it here, it can’t be found.

Course Prerequisites:

COUN 602-Introduction to Clinical Mental Health Counseling, Rehab Counseling, or School Counseling
COUN 612-Counseling Theory or permission of the Counseling Program Coordinator

Course Description:

Students will gain knowledge and understanding of psychiatric diseases and will demonstrate the ability to define various psychiatric diagnoses by assessing the symptomology through the use of various assessment methods and to write an appropriate diagnosis using the structure outlined in the DSM 5 TR. (3 Credit Hours)

Purpose:

This course is designed to assist students to recognize and categorize psychological/behavioral patterns (syndromes) which are dysfunctional. Standards for categorizing behavior, purposes, uses and ethics of categorization will be explored. Developmental psychodynamics will be emphasized. The course will focus on utilization of the DSM 5 TR Classification System for Mental Disorders.

Student Learning Outcomes:

By the end of the course, students will understand the etiology, development, treatment, referral, and prevention of mental and emotional disorders. Students will articulate the use of different diagnostic classification systems, the diagnostic process, and differential diagnoses.

The following CACREP (2016) standards will be covered in this course:

CACREP Standards (2016)		Assessment Method
theories of normal and abnormal personality development	II.F.3.c	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
biological, neurological, and physiological factors that affect human development, functioning, and behavior	II.F.3.e	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
use of assessment results to diagnose developmental, behavioral, and mental disorders	II.F.7.l	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders	CMCH.2.b	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)	CMHC.2.d; CRC D.2.f	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
impact of biological and neurological mechanisms on mental health	CMHC.2.g	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation	CMHC.2.h; CRC D.2.l	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments
intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management	CMHC.3.a; CRC D.3.a	Discussions, lectures, case studies, DSM 5 TR Diagnostic Exercises/case conceptualizations and treatment plans, exams, reflection assignments

Required Materials:

You will need to have access to a computer and the Internet. For more information on recommended computers, refer to the information provided by the University’s IT department on the following website. The website also provides details on recommended browsers and software programs: http://it.mercer.edu/student/new_students/computer_recommendations.htm

Email communication with your Instructor should only be through your Mercer University-issued email address. Refer to the following website maintained by the University’s IT department for more information about using your Mercer University email account: http://it.mercer.edu/student/email/email_access.htm

Computer and Internet access for Mercer University students is available at various campus locations. Refer to the following website for campus locations and timings: http://about.mercer.edu/campuses/

You will also need some basic pieces of software installed on your personal computer:

QuickTime for all videos in streamed format (http://www.apple.com/quicktime)
Any modern web browser (e.g., Firefox - http://www.mozilla.com/en-US/firefox/)
Adobe Flash Player (e.g., http://www.adobe.com/products/flashplayer/)
Real Player (http://www.real.com/)
Possibly a Webcam
Canvas Applications - the University’s learning management system. A learning management system provides students and instructors a secure learning environment with many tools for synchronous and asynchronous learning activities. When you enroll in a course through the Registrar, you will automatically be enrolled in the course’s online learning environment in Canvas.

Contact the IT Help Desk if you cannot access your online course or email or have technical difficulties or problems with your browser or Canvas. Call Mercer's IT Help Desk: Macon (478) 301-7000 or Atlanta (678) 547-8989. Email the IT Help Desk at helpdesk@mercer.edu

Accessing Canvas

To log in to Canvas, go to the following direct link: http://canvas.mercer.edu, click Mercer User Login, and enter your username and password.

Use the same username/password you use to access MyMercer.
Once you log in to your Canvas account, you can access your courses under the Courses or Dashboard menu items.

Required Orientation

This is a self-paced course for Mercer students to learn what is expected of them in Online and Hybrids courses and also provides an agreement of the terms between the student and instructor. This short course allows self-enrollment within your Canvas course and includes the Online Course Agreement, Orientation to Online and Hybrid Courses, and Orientation to the Canvas Learning Management System. An example of what students are to submit to is included within the module. This course was updated Summer 2019 to include new and updated information. All students who still need to complete this new orientation must complete all sections outlined in the new training before starting the first module in this course. Completing the Online Course Agreement will serve as an understanding of your responsibilities of taking an online or hybrid course and will be required at the start of each class. If you have taken the orientation in another course this session, please provide a copy of the screenshot you uploaded after the course as evidence of completion of the Orientation. Evidence for completion of the online course agreement must show completion in the current session. Follow this link for additional information about Distance Learning at Mercer University: http://distancelearning.mercer.edu/

Technical Requirements

Internet Browser

The latest Firefox, Chrome, and Safari versions are all good choices for working in Canvas. Having more than one browser installed on your computer is always a good idea. Sometimes, many issues you experience online can be easily resolved by switching from one browser to another. Browsers are free to install. Contact the Help Desk (helpdesk@mercer.edu) if you have any browser questions.

Browser Plug-Ins

Plug-ins are add-ons for your Internet browser that will improve your computer’s work with Canvas and other programs needed for your online coursework. Below is a list of plug-ins that you may need to use all of the features of Canvas:

Adobe Flash – Most web videos in Canvas are in Flash. (Free)
Adobe Reader – This is required to download and save PDF files. (Free)
Java – This program allows many communication features to work effectively.
Respondus LockDown Browser – Locks down the environment when taking a quiz or exam.

Go to the following site for more information about browsers and plug-ins and for links to install the items that you need: http://it.mercer.edu/student/hardware_software/free_software_downloads.htm

Mobile Devices

Canvas offers a free App for Android and iOS users. You can download the Canvas by Student App on your device. Use your Canvas (MyMercer) login credentials to authenticate the app. You can then set up notifications for each Canvas course and perform many course-related functions using your mobile device.

Course Delivery Method

This course is a blended course. As a blended course, all course material will be provided through Canvas. The delivery of instruction will be a combination of synchronous face-to-face meetings, synchronous online meetings scheduled through Zoom, and asynchronous.

Synchronous activities (real-time) will require students to be face-to-face in the assigned classroom or online on a scheduled day/time. Synchronous activities can include a live chat, virtual classroom environment, etc. The use of synchronous tools will vary among Instructors.

For an online chat or virtual classroom session to take place, your Instructor may need to schedule a day/time when everyone is online simultaneously for a learning activity to take place. The Instructor and students will work together to determine a mutually convenient day/time.

Asynchronous activities will require students to participate in online learning activities; however, these activities are not real-time and do not require you to be online on a certain day/time. Asynchronous activities include discussion forums, blogs, journals, and wikis. The use of asynchronous tools will vary among instructors.

While students can generally choose when and where to complete assignments, there are usually specific deadlines for online discussions, assignments, and exams.

Prerequisites for Taking a Blended Course

A blended course allows students to engage in instructional activities through a combination of face-to-face traditional class experiences with engaging online. A blended course requires you to work. To be successful in a blended course, you must:

Manage your time effectively and efficiently;
Take increased responsibility for your learning;
Be willing to seek help from your instructor when needed;
Regularly log in to the course;
Fully engage in all learning activities;
Be self-motivated;
Be willing to learn independently.

In addition to the above, you should ensure a quiet learning space for completing your work and collaborating with others in a virtual environment. Your Instructor may use a real-time synchronous tool for live meetings (such as Zoom). This activity requires you to be in an area free from distraction and noise to engage with others in the online learning environment effectively.

Course Requirements

This course will use various activities to facilitate learning. Your responsibility as a student is to complete your reading assignments, participate in online discussions and activities, and ask and answer questions that will enhance your understanding of the concepts addressed. This class will focus on enabling you, the student, to apply information into practice.

There will be 8 weekly online content modules to complete during this session. Throughout the 8-week session, various weekly assignments and exercises may be in folders under each online content module. This can include, but is not limited to, videos, discussions, reflections, quizzes, and/or application assignments. Due dates are specified in the schedule. Engaging in these activities and reading is crucial to success in this course.

Readings - You will be required to have access to the correct edition of the required textbook at the start of the session. The weekly readings are essential to your learning and participation in the learning activities to be completed each week. Students are expected to read the assigned chapter(s) from the textbook each week.

Syllabus Review (20 pts) – Each student will have an opportunity to review the syllabus and ask questions for clarity or indicate that they understand the syllabus and their responsibility for the course.

Discussion Boards (6 x 40 pts = 240) - We will use the class discussion boards to explore the concepts presented in the assigned readings, and your participation in these discussions will be an important part of your grade. Postings will be graded based on (a) following directions and (b) quality of comments (see below). Discussion Boards are typically initiated on Monday and closed the following Sunday at midnight.

For each discussion board assignment, you will:

1) respond to the original prompt with at least 2 paragraphs and include textual support for your ideas (e.g., citations, references) by Thursday at 11:59 pm.
2) You must also respond to two classmates' posts with at least 1 paragraph by Sunday at 11:59 pm and acknowledge by name in your submission.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style. You may view the grading rubric for discussions in Canvas.

Discussion guidelines:

You are expected to actively participate in the discussion with postings submitted in a timely fashion while that discussion is in progress.
You are expected to post a minimum of 3 times in each discussion posting. One posting should be a substantive response to each portion of the discussion, and two postings should be a substantive response to other classmates.
Your comments are expected to be substantive in nature and to reference the assigned readings or professional literature as appropriate. When responding to other classmates' comments, supporting your comments with references from your readings may not be as relevant, especially if you are offering a personal opinion. What is important, however, is that comments are more than “me too” or “I agree.”
Never post, transmit, promote, or distribute information that is known to be illegal.
Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person.
Never post content that is harmful, abusive, racially, ethnically, or religiously offensive, vulgar, sexually explicit, or otherwise potentially offensive.
Do not use all capital letters in your postings – this is the equivalent to shouting.
Spell and grammar check your postings
Never share anything that you are concerned about becoming public knowledge. The College does not guarantee the confidentiality of information shared by participants in the course environment.
The instructor reserves the right to remove any inappropriate postings for the classroom environment. Postings that are removed are not given any grade points.

If you attended the face-to-face or the synchronous class meetings and participated on camera, you only need to:

post how you participated (e.g., "I asked a question about...", "I shared my views on...", I described my experience with...", etc.) and explain how that contributed to the other students' learning, plus,
share something you learned from class lecture, class discussion, or from the assigned readings (and cite the source).

If you did not attend the face-to-face or the synchronous class meetings and participated on camera, you can contribute to the class’s learning by:

a) Analyzing one of the subtopics from the textbook provided in the Canvas Discussion module each week. Pick one and answer the questions posed at the end of the scenario. Cite the text when you apply (i.e., quote or paraphrase) the relevant concepts. Answer each question in a separate paragraph for clarity.
b) Next, comment thoughtfully about someone else's post about a DIFFERENT This is more than an "I agree" post. Bring in another cited resource to reinforce the point of view posed by the original author if you agree; if you disagree then explain by referring to the text to apply (i.e., quote or paraphrase) the relevant concepts.

DSM 5 TR Diagnostic Exercises / Case Conceptualization and Treatment Planning (in Canvas, referred to as DSM 5 Case activity) (6 x 40 pts = 240) - You will have a total of six DSM 5 TR Diagnostic Exercises involving Case Conceptualization and Treatment Planning consisting of case vignettes.

For each case vignette, you will be asked a series of questions, such as:

“Determine the likely anxiety disorder diagnosis”;

“Identify the specific diagnostic features that justify this diagnosis,”;

“Identify possible differential diagnoses”;

“What additional information would be useful in this case”;

“What treatment options are likely suitable for this case”; or

“Develop a treatment plan for this case with at least two goals, two objectives, and two interventions.”

Students will apply the knowledge from the chapter readings & weekly short papers to answer specific questions related to their identified organization. Students are encouraged to use their textbooks and scholarly literature to assist them in researching written responses to the following. Students will focus on the specific diagnosis chosen and address the following:

Introduction – to include the identified diagnosis chosen
A summary of the diagnostic criteria for the disorder
Diagnostic features of the disorder (how it presents)
Development and course of the disorder
Risk and prognostic factors
Potential differential diagnosis
Taking into consideration the multidimensional integrative approach to the psychopathology of the disorder, discuss any or all of the following that may result in the disorder

social influences
biological influences
behavioral influences
emotional & cognitive influences

discuss any legal, ethical, and cultural implications associated with the diagnosis
discuss possible treatment options, including a proposed treatment plan with goal(s), objective(s), and intervention(s)
Conclusion
References

Please Note:

Grading rubric will be provided in CANVAS.
Narrated PowerPoint presentations should be no longerthan 20 minutes long.
An example of a “B” quality presentation will be provided via Canvas during Week 1
For presentations of a file size too large for posting (over 50 MB), please upload the presentation file to a cloud storage service such as Mega or Dropbox and then post a link to the saved file in the Individual Presentation post.
Please Make Sure It Works—Because you don't want to fix technical problems the week of your presentation, please test the link with a friend or family member well before your presentation’s due date to ensure the class can play and hear the file.
Note that most folks can play only .pptx presentation files. If you have a Mac and record in Keynote and do a “Save As” in PowerPoint, the audio piece of the file is likely to be lost in the conversion. So, it is best to record directly in PowerPoint to begin with. You may need to invest in and download Microsoft Office for Mac, which includes PowerPoint software.
You may also use a third-party, cloud-based presentation application like VoiceThread.

Students will select their best Case Conceptualization and Treatment Planning assignment (from chapters 8, 9, 10, 11, 12, 13, 14, or 15) to serve as the Key Performance indicator (KPI) for this course and upload as an artifact to LiveText.

Reflections (2 x 50 pts each = 100 pts) - Students must share their perspectives on the chapters/topics covered before the midterm and final exams. Students will be given prompting questions to facilitate this activity in Canvas.

Midterm and Final exams (100 pts each)—The midterm and final exams may contain multiple-choice, true-false, and short-answer/essay-type questions. They will cover material from assigned readings, lectures, assignments, and discussions. The examinations will be administered online on Canvas during their due weeks.

Attendance/Participation (8 x 25 pts = 200 pts) - Participation is an important class component. All materials will be placed on CANVAS. Students are expected to download all materials and read all assigned chapters each week. They are also expected to be prepared to participate in all class discussions (online and face-to-face). A student’s grade may be reduced for lack of class participation.

Once you have attended and actively participated in the weekly live synonymous or in-person sessions, you will receive the points for participation that week. If you cannot attend the live sessions, you will lose those points for weekly participation.

During all synchronous sessions via Zoom, students will be counted as “present” if the following conditions are met:

Video is on during class
Student is in a non-public and private space
It is apparent the student is only engaged in class activities
The space is free from distractions and background noises
The student has a stable internet connection

Students will be counted as “absent” if the following conditions are met:

Video is turned off (unless for a short period of time, such as a restroom break)
Student is in a dark room that is poorly lit or with lights off
Student is in a public space with distractions (coffee house, family room)
Student is engaging in other activities on their phone or computer
Unstable internet connection that disrupts class or student learning
There are people or other distractions in the video or audio
Any student who joins the Zoom class while driving will automatically be dismissed from the class and counted as absent.

During all asynchronous sessions, students will be counted as “present” if the following conditions are met:

online asynchronous class discussion participation (requires at least 3 postings for attendance to count as present) in Canvas
Posting or submission of any other assigned coursework for the week

Students will be counted as “absent” if the following conditions are met:

Student fails to log into Canvas for the week
Student does not post or submit any assigned work for the week
Posting less than 3 posts in the weekly discussion board

According to departmental policy, final grades will be reduced by one letter for more than two absences. Students should notify the professor when they know they will be absent or as soon as possible after an absence.

Grade Guidelines (1,000 Pts total for the course)

Syllabus Review	20 pts
Discussions (6 @ 40 pts each)	240 pts
DSM 5 Case Activity (6 @ 40 pts each)	240 pts
Reflections (2 @ 50 pts each)	100 pts
Midterm Exam	100 pts
Final Exam	100 pts
Attendance / Participation (8 @ 25 pts each)	200 pts
TOTAL	1000

Grade Distribution - After adding all the points, grades will be awarded as follows:

A = 900 – 1000

An "A" signifies an exceptionally clear and creative grasp of the course’s concepts with a demonstrated ability to apply this knowledge to specific problem situations. It also means that the student actively participated in class activities and completed all assignments neat and timely. The completed assignments indicate that the student spent extra time, personal energy, and critical reflection to demonstrate exceptional work.

B+ = 880 – 899 and B = 800 – 879

Grades in the "B+/B" ranges are very good grades and signifies a solid understanding of the major concepts of the course and the ability to apply those concepts. It also means that the student's effort and class participation has exceeded the minimal basic requirements for the course. All assignments were judged to be solid in content and completed on time.

C+ = 780 – 799 and C = 700 – 779

Grades in the "C+/C" ranges indicate that the basic objectives of the course have been achieved, that the student has demonstrated satisfactory mastery of the material of the course and its objectives, and minimal participation in class activities. The minimum expectations of the instructor are met. These grades are respectable in their rights.

F = 0 – 699

Expectations & Academic Policies

Academic Honesty & Integrity

https://provost.mercer.edu/resources/handbooks-and-publications/student-handbooks/

Mercer University strives to be a Community of Respect that includes respect for academic integrity. Students operate under an honor system and will exhibit the values of honesty, trustworthiness, and fairness regarding all academic matters. Students, faculty, and staff are expected to report any violations in the forms of, but not limited to, cheating, plagiarism, and academic dishonesty to the honor council appropriate for their campus and program.

Student must complete their assignments. The course instructor will report all instances of plagiarism (including intentional, unintentional, or self-plagiarism) or cheating to the academic integrity council for the record. In addition, depending on the severity and circumstances of the situation, violations may receive a warning from the instructor or result in an automatic F on the assignment or the course.

Plagiarism occurs when you utilize someone else’s words or written work without sufficiently paraphrasing that work into your own words and style. Paraphrasing is essential and required to avoid plagiarism, and sufficient paraphrasing includes changing both the language (words) and the form (structure of sentences and paragraphs). You may maintain key terms without paraphrasing them (e.g., epigenetics). Turnitin is available to review your written assignments and ensure you have avoided accidental plagiarism. Anything copied/pasted, typed verbatim, or insufficiently paraphrased from any source, including assigned readings, Edpuzzles, videos, or any source on the internet, is considered plagiarism. Reusing work you have previously submitted in a different class is considered (self) plagiarism. Insufficient paraphrasing (superficially swapping out words with synonyms) is still considered plagiarism. Citing the source with or without quotes does not preclude you from the necessity of sufficient paraphrasing.

Cheating occurs when students submit work that they did not create. Cheating could include a classmate’s work or work produced by a company, ghostwriter, or artificial intelligence software or products (AI). Paper submissions that utilize outside materials instead of course materials, are well beyond the scope of the assignment requirements, do not align with your style and ability on other assignments, or do not align well with the instructions or topics covered will be critically evaluated and potentially reported to the integrity council. I submit all written assignment instructions to ChatGPT and monitor closely for submissions that align with the AI products produced.

College Course Evaluation Policy

Course evaluation is one tool we use to assess the effectiveness of learning and instruction in courses. It is expected that all students will participate in the online Course/Instructor evaluation that is scheduled during the last 10 days of each term. Your online responses are anonymous and confidential. After the instructor has submitted the final grades for the course, they will receive only a summary of the class evaluation responses. You may access the online evaluation via your MyMercer portal or via the MyCourseEvallink in Canvas. Follow the instructions at the site.

Correspondence for Class

I am a firm believer that communication is a crucial element to success. Therefore, please contact me via email regarding any concerns related to the course and difficulties you may be having. I will respond to phone messages and emails via email generally within 24 hours. Please leave me a detailed message describing your needs/requests so I may better assist you. NOTE: Weekends and Holidays response time may vary.

Expectations for Written Work

All writing assignments must follow the APA 7^th Edition method of citation. Writing assignments will be graded for content, grammar, sentence structure, spelling, logic, clarity, and level of analysis where applicable. Various written assignments will be posted throughout the course to help you synthesize and apply your readings and activities. You are expected to use the readings and resources in the class and incorporate your research, experiences, and insights as you respond to the exercises. Instructions for assignments will be provided on the first day of the week in which an assignment is due and should be submitted by the due date with consideration to the time posted, using the appropriate assignment link.

**Material that needs to be correctly cited is considered plagiarized and provides grounds for academic discipline or failure of this course. **

Make-up Assignments

As a matter of policy, I do not accept late assignments, as it is unfair to those students who worked hard to turn theirs in on time. Because a significant portion of this course is online, you will be working at your own pace, so there should be no reason to submit late assignments. However, I do understand that there may be times when something may happen that is beyond your control. If you are unable to hand in an assignment on the day it is due because of an emergency or other matter beyond your control, I have made the following provisions: If you must miss an assignment, you must contact me before the assignment and provide the necessary written documentation for permission to turn in the assignment beyond the due date.

In an emergency for which you may be unable to provide prior notice, you must contact me within 24 hours of missing the assignment to schedule a time for the make-up. If the nature of the emergency prevents you from reaching me within the 24-hour time frame, you must do so as soon as reasonably possible. Please note that I reserve the right to determine the reasonableness of your contacting me in such an event. Follow these rules to ensure the student receives consideration.

Netiquette

Effective written communication is an important part of online learning. Body language, verbal responses, and questions help the facilitator and participants communicate in a face-to-face classroom. In an online environment, however, misunderstandings can quickly occur when participants do not follow basic rules of netiquette (online etiquette).

Therefore, please use the following guidelines when communicating in this course:

Please use ONLY the Course CANVAS e-mail when communicating with the instructor.
Do not use all capital letters in online communication, as doing so indicates you are yelling. Limited use of capitalized words is acceptable when you need to emphasize a point.
Use a descriptive subject line in forum posts.
Include your name in all e-mails because recipients cannot always tell whom you are based on your e-mail address.
While participating in an online chat or discussion, it is essential to remember that you are engaged in an academic learning activity. This differs significantly from an online social environment with people you know very well. Do not assume everyone knows the acronyms, abbreviations, and emoticons used in electronic communication. Here is a link to a source for generally accepted behavior in an online academic environment: http://www.albion.com/netiquette/corerules.html
Derogatory comments, ranting, and vulgar language are unacceptable in any form of communication in this course.
Please keep in mind that something considered offensive may be unintentional. If you are concerned about something unacceptable, please inform your instructor.
The instructor reserves the right to remove any inappropriate postings for the classroom environment. Postings that are removed are not given any grade points, and depending upon the nature of the post, there may be a significant consequence to the student.

Notification of Course Recording

Course instruction may be recorded using Echo360 or Zoom and will only be available to students registered for the course who need accommodation. Such recordings may include your name, likeness, and class participation. Recordings of instructional activities will be used solely for class purposes by the instructor and students enrolled in this course during the current semester. Course recordings may not be reproduced or shared in any way (including electronically or posted in any web environment) with those not in the class this semester.

Virtual Office Hours

Virtual office hours will be facilitated synchronously via Zoom. During Zoom office hours, you must follow appropriate protocols regarding audio muting and video enabling as directed by the instructor. Zoom sessions are a professional environment; you must ensure that your username, demeanor, dress, and background are appropriate.

Direct Instruction Hours Requirement:

You are required to complete a specified number of direct instruction hours (the same as if you were sitting in a traditional classroom setting. Below is the breakdown of the minimum 2250 required direct instruction hours:

Instruction/Content	Required Hours
Canvas Tutorial/Instruction	30 mins
Face-to-face or Synchronous Instruction	4 @ 285 mins = 1140 mins
Midterm and Final examinations via Canvas	2 @ 150 mins = 300 mins
Online interactive lectures/instruction	6 @ 45 mins = 270 mins
Reflection assignments	2 @ 30 mins = 60 mins
Discussions	6 @ 60mins = 360mins
DSM 5 Case Activities	6 @ 120 mins = 720 mins
Total	2850

Schedule of Topics, Readings, Examinations, and/or Projects

Class Session

Week Begins:

Weekly Content:

Assignment(s) Due on Sunday by 11:59 pm

Week 1

Monday

May 20

Face-to-Face

Overview of the Course/Syllabus

Course Expectations

Chapters 1, 2 & 3

- Psychopathology in Historical Context

- An Integrative Approach to Psychopathology Assessment

- Clinical Assessment & Diagnosis

Read:

· Chapters 4 & 5

· DSM-5 TR:

· - Pages 5-29

· - Pages 841-879

· - Pages 215 - 328

Submit

· Syllabus Review

· Discussion 1

· DSM 5 Case activity 1 - on chapters 1, 2, & 3

Week 2

Monday

May 27

Asynchronous

Memorial Day Holiday

- Research Methods

- Anxiety, Trauma-and Stressor-related, and Obsessive-Compulsive and Related Disorders

Read:

· Chapters 6 & 7

· DSM 5-TR

· - Pages 329-370

· - Pages 139-214

· - Pages 920-926

Submit

· Discussion 2

· DSM 5 Case Activity 2 – on chapters 4 & 5

Week 3

Monday

Jun 3

Synchronous

- Somatic Symptoms and Related Disorders and Dissociative Disorders

- Mood Disorders & Suicide

Review:

· Chapters 1, 2, 3, 4, 5 & 6 for midterm next week

Submit

· Discussion 3

· DSM 5 Case Activity 3 – on chapters 6 & 7

Week 4

Monday

Jun 10

Asynchronous

Midterm Exam – in Canvas

Read:

· Chapters 8, 10, 12, & 13

· DSM 5-TR required reading:

· - Pages 371-398 and 407-476

· - Pages 511-520 and 779-801

· - Pages 733-778

· - Pages 101-138

Work on:

DSM 5 Case Activity 4

Submit

· Midterm Exam

Week 5

Monday

Jun 17

Face-to-Face

- Eating & Sleep-wake Disorders

- Sexual Dysfunctions, Paraphilic Disorders, and Gender Dysphoria

- Personality Disorders

- Schizophrenia Spectrum and Other Psychotic Disorders

Read:

· Chapters 9 & 11

· DSM 5-TR required reading: pages 859 – 879

· pages 521-665

Submit

· Discussion 4

· Reflection 1

· DSM 5 Case Activity 4 – on chapters 8, 10, 12, & 13

Week 6

Monday

Jun 24

Asynchronous

- Physical Disorders & Health Psychology

- Substance-related, Addictive, and Impulse-Control Disorders

Read:

· Chapters 14 & 15

· DSM 5-TR required reading: pages 35-199

· DSM 5-TR required reading: pages 667-732

Submit

· Discussion 5

· DSM 5 Case Activity 5 – on chapters 9 & 11

Week 7

Monday

Jul 1

Synchronous via Zoom

- Neurodevelopmental Disorders

- Neurocognitive Disorders

Review:

· Chapters 8, 9, 10, 11, 12, 13 & 14 for the final exam next week

Submit – due

· Discussion 6

· DSM 5 Case Activity 6 – on chapters 14 & 15

Week 8

Monday

Jul 8

Asynchronous

Final Exam - in Canvas

· Course Wrap-Up

Submit – due Saturday July 13^th at 8pm

· Final Exam

· Reflection 2

Mercer University Student Handbook https://provost.mercer.edu/wp-content/uploads/sites/51/2023/06/University-Student-Handbook-6.20.23.pdf

Email and Communication

All students are assigned a Mercer e-mail address. Mercer University will use this address for any official e-mail correspondence with students. In the event of an emergency, Mercer will utilize multiple methods, including emergency text messaging to notify students. Students are expected to maintain and update their contact information via MyMercer.

Academic Resources

The Academic Resource Center (ARC) provides several different services designed specifically to help Mercer’s Atlanta campus, Regional Academic Center, and distance-learning students improve performance and accomplish their academic goals. These services include in-person math and writing tutoring, online tutoring (Online Writing Lab, Online Math Lab, and Online Science Lab), study skills resources, and online workshops.

Students can visit the ARC’s website to view tutoring for their specific location, assess their study skills, explore study skills resources, learn more about ARC services, and watch online presentations on various topics: https://arc.mercer.edu. Students can contact the ARC to schedule an online consultation or to get additional information by emailing arc@mercer.edu.

Mental Health and Wellness

Mercer University faculty and staff recognize that mental health concerns can impact academic performance and interfere with daily life activities. Because stress is a normal part of the college experience, learning to manage stress effectively is crucial to your well-being and overall success. Please notify your faculty member or academic advisor for academic assistance, as needed. CAPS can also provide support if you’re feeling anxious, overwhelmed, depressed, lost or are struggling with personal issues. Please call or visit the Counseling and Psychological Services (CAPS) website for more information. These services are free and confidential, and support non-traditional, graduate, and undergraduate students. Students may access CAPS at the location of their academic program: MACON – Counseling Center (#21 on the campus map, behind the MEP residential complex), 478-301-2862; ATLANTA – 215 Sheffield Student Center, 678-547-6060. Students at Regional Academic Center and other locations may obtain assistance in finding local services by contacting the CAPS Office nearest them, or utilizing WellConnectForYou.com , 866-640-4777. We also encourage students to call or text 988 to reach the National Suicide & Crisis Line if needed.

ACCESS and Accommodations

Students with a history or newly documented disability visible or invisible or who had an IEP or 504 Plan due to ADHD/ADD, visual or hearing impairments, Chronic Health Condition (ex. Diabetes, seizures, cancer other medical),pregnancy, child birth, lactation and medical condition related to pregnancy, mobility impairment, learning disability or a mental health concern (depression, anxiety, PTSD etc.) should contact the Access and Accommodation Office (AAO) (https://access.mercer.edu) to complete the verification process to become approved for necessary accommodations and services.

In order to receive accommodation, each term, students will submit a Semester Request for faculty notification forms through the AAO online system Accommodate. Students are required to meet with each professor (during office hours or by appointment) in a timely manner to discuss implementation of accommodations. Students receiving accommodation for the administration of exams will receive instructions from the course faculty as to the time and location for their exam if different than class time.

Note – Disability accommodation or status are confidential and are not reflected on academic transcripts.

Students with a history of a disability, perceived as having a disability or with a current disability who do not wish to use academic accommodations are also strongly encouraged to complete the verification process with the Access Office.

Students must request accommodation in a timely manner to receive accommodations in a timely manner. Please know accommodation is not retroactive. “

Contact information: https://access.mercer.edufor information, email access@mercer.edu main office 478-301-2810 and Atlanta 678-547-6823

Service Animals and Emotional Support Animals

Mercer University is committed to maintaining a fair and respectful environment for living, working, and studying for all, including individuals with disabilities. To that end and in compliance with federal and state laws, the University has developed guidelines regarding Service Animals and Emotional Support Animals while on Mercer property.

The policy can be found at https://policies.mercer.edu/www/mu-policies/upload/Mercer-Service-Animals-and- Emotional-Support-Animals-Policy-4-10-23.pdf.

Diversity

Mercer University and the College of Professional Advancement are committed to promoting a community of respect. The Counseling Program seeks to create a culture of community that actively supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of the community in recognizing the multi-dimensional diversity that contributes to the learning environment and the community in which we live. An essential part of our program is to create an environment that supports exploration, learning, and work free from bias and harassment, thereby improving growth and development of each member of our community.

Student Conduct

Community of Respect

Mercer University strives to be a Community of Respect where everyone is held in mutual high regard. Because every human being is created in the image of God, each person deserves to be treated with respect and civility. Standards of conduct are based on the values of mutual respect:

Respect for Academic Integrity

We value a community that encourages an academic atmosphere. We believe that honesty is important to learning.

Respect for Other Persons

We value the worth of every individual in the community and we respect the dignity of each member in the community. We take responsibility for the consideration of the rights of others.

Respect for the University Community

We value showing respect for the rights and property of others. We take responsibility to act to maintain University property.

Respect for Community Authority

We acknowledge and value our privileges and rights as members of the University community. We take responsibility for acting to uphold community standards.

These values are codified into the following Student Code of Conduct, which includes a general overview of the process, a listing of unacceptable student conduct, possible sanctions, and other key information. This Student Code of Conduct applies to all students on all campuses, including online programs, and supersedes any student conduct policies and procedures previously used by colleges or programs. Program-specific regulations and policies (including professional standards) may apply to students beyond those outlined here and may be found in supplemental handbooks. Nothing in this policy prohibits these academic programs from pursuing additional review and action of professional standards as appropriate to their professions. Students are expected to be aware of and conduct themselves in a manner that is in compliance with all applicable policies found in the University Student Handbook and related campus supplements. Academic violations are handled through a separate process found in the academic Honor Code.

The University expects students to conduct themselves in a manner, which reflects their maturity and their awareness that matriculation at the University is a privilege accorded only to those who share the ideals of an academic community. Any conduct determined as having an adverse effect on the University community may result in disciplinary action, including dismissal. The Code of Conduct is enforced both on University premises and at University sponsored events held off campus. Please refer to the Mercer catalog for examples and other information.

Code of Ethics for the American Counseling Association

“The American Counseling Association is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. ACA members are dedicated to the enhancement of human development throughout the life span. Association members recognize diversity and embrace a cross- cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts.”

American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author. http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

The Code of Ethics for School Counselors

“The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility.”

Ethical Standards for School Counselors, American School Counselor Association (June 24, 2004). Retrieved January 19, 2008. http://www.schoolcounselor.org/content.asp?contentid=173

Grievance Policies and Procedures

Academic Grievances and Appeals
Policy: Students have the right to bring grievances against a faculty member or an administrator and to appeal decisions concerning academic matters. A “grievance” is typically a complaint relating to some allegedly improper action or behavior. An “appeal” is typically a request for review of a routine judgment or decision. Such matters may include, but are not limited to failure to abide by requirements described in the course syllabus, arbitrary awarding of grades, discrimination based on race, color, national origin, disability, veteran status, sex, sexual orientation, genetic information, age, or religion (except in limited circumstances where religious preference is both permitted by law and deemed appropriate as a matter of University policy).

Time Frame: For grievances and appeals of any kind, students are required to initiate them with the appropriate faculty member no later than thirty (30) days from the completion of the term in which the course was offered. Grievances or appeals received after this period will not be honored.

Informal Resolution Procedure: Student grievance and appeal procedures encourage each student to handle complaints as close to the source as possible. If a student has a complaint against a faculty member, the student should first attempt to resolve the issue by an informal meeting with the faculty member involved. If this is not satisfactory, or if the student believes that he or she cannot discuss the complaint with the instructor, the student may follow the Formal Resolution Procedure.

Formal Resolution Procedure: The following protocol should be followed:

The student should meet with the appropriate department chair or program director after submitting to this

person a formal written account of the grievance or appeal. This narrative must be submitted no later than

thirty (30) days from the date on which the student was formally notified of the instructor’s decision.

If the grievance or appeal is not satisfactorily resolved by the department chair or program director, the

student should meet with the Dean after submitting to the Dean a formal written account. This narrative must be submitted no later than thirty (30) days from the date on which the student was formally notified of the department chair’s or program director’s decision.

If the grievance or appeal is not satisfactorily resolved by the Dean, the student should meet with the Provost after submitting to the Provost a formal written account of the grievance or appeal. This narrative must be submitted no later than thirty (30) days from the date on which the student was formally notified of the Dean's decision.

If the student has a grievance or appeal involving a dean, he or she should schedule an appointment with that dean to

resolve the matter. If the matter is not resolved or if the student believes that he or she cannot discuss the issue with that dean, the student may address the grievance or appeal to the Provost. In all academic grievance and appeal procedures, the decision of the Provost is the final University decision.

Once the University grievance or appeal procedure has been exhausted, the student can seek a solution outside the University by filing a complaint with the Georgia Nonpublic Postsecondary Education Commission (GNPEC). The details for filing a complaint with the GNPEC are located on their website and require a specific form. The student can access https://gnpec.georgia.gov/ and click on “File a Complaint” for this information.

The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and program accreditors can be contacted to file a complaint if a student believes accrediting standards were violated or grievance procedures were unfair and applied inappropriately and inconsistently. The student can access SACSCOC at https://sacscoc.org/?s=complaint and click on “Complaint Procedures Against SACSCOC or Its Accredited Institutions” for more information. A listing of all University accreditors with contact information can be found in the Mercer University catalog. [Note: The procedures associated with the accrediting agencies are not intended to be used to involve the agency in disputes between individuals and member institutions, or cause the agency to interpose itself as a reviewing authority in individual matters of admission, grades, granting or transferability of credits, application of academic policies, fees or other financial matters, disciplinary matters or other contractual rights and obligations.]

Nonacademic Grievances

Policy: Mercer University recognizes the importance of providing an efficient procedure for a timely and fair resolution of a nonacademic grievance. Students are encouraged to use the process to resolve allegations concerning (1) a University employee, (2) administrative policies or procedures, and/or (3) a University program, service, or activity.

Informal Resolution Procedure: Many grievances can get resolved via informal personal meetings, phone calls, or e- mails directly with the employee or office responsible for the grievance. Whenever possible, students are encouraged to exercise these avenues of communication first. However, should these avenues not rectify the grievance, or the student wishes to bypass the informal resolution process, then the formal grievance process below should be implemented.

Formal Resolution Procedure: When a student wishes to file a formal grievance that is nonacademic in nature and does not already have a stated appeal or grievance process as prescribed by law or the institution, he or she should follow this procedure:

The student should submit the grievance in writing to the supervisor of the University employee responsible for the action or event that forms the basis of the grievance. This statement should contain a brief statement of the grievance and the remedies sought, and be clearly labeled “Formal Grievance” for tracking purposes. A copy of the statement must also be presented to the Associate Vice President of Human Resources and the Vice President for Student Affairs. The grievance should be submitted to the employee’s supervisor within ten (10) days of the action or event that forms the basis of the grievance.
The supervisor will meet with the respondent to discuss the grievance within ten (10) days of receipt of the written grievance. The employee’s supervisor will reply in writing to the student with the results of the discussion and plans for further action, if any, within ten (10) days of the meeting. A copy of this reply will be provided to the Associate Vice President of Human Resources and the Vice President for Student Affairs.

If the student is not satisfied with the results from the supervisor and wants the grievance to be considered further, the student will have an opportunity for appeal as follows:

In the case of grievances concerning employees, policies, procedures, or programs of a nonacademic nature within a specific school or college, the student may appeal to the Dean with responsibility for the employee’s unit and request a meeting in order to seek a resolution. This appeal must begin within ten (10) days after the employee’s supervisor has completed consideration of the grievance and responded in writing to the student. A written reply from the Dean indicating the results of the meeting and including further action, if any, to be taken will be sent to the student within ten (10) days after consideration of the grievance. A copy of the appeal and the response from the Dean must be provided to the Associate Vice President of Human Resources and the Vice President for Student Affairs.

If the student is not satisfied with the decision of the Dean, the student may appeal in writing to the Provost with responsibility for the school or college and request a meeting. The appeal must begin within ten (10) days of the date the Dean has completed consideration of the grievance and responded in writing to the student. A written reply by the Provost indicating the results of the meeting and including further action, if any, to be taken will be sent to the student within ten (10) days after consideration of the grievance. The decision of the Provost with responsibility for the employee’s unit will be the final University decision on the grievance. A copy of the appeal to the Provost and the Provost response will be copied to the Associate Vice President of Human Resources and the Vice President for Student Affairs.

In the case of grievances concerning employees, policies, procedures, or programs of a nonacademic nature outside of the administrative organization of a specific school or college, the student may appeal to the Vice President with responsibility for the employee’s unit and request a meeting in order to seek a resolution. This appeal must begin within ten (10) days after the employee’s supervisor has completed consideration of the grievance and responded in writing to the student. A written reply from the Vice President indicating the results of the meeting including further action, if any, to be taken will be sent to the student within ten (10) days after consideration of the grievance. The decision of the Vice President with responsibility for the employee’s unit will be the final University decision on the grievance. A copy of the grievance and their response will be submitted to the Associate Vice President of Human Resources and the Vice President for Student Affairs.

The Dean of Students or student affairs designee on each campus serves as a resource for students seeking assistance with grievance procedures.

GRADUATE HONOR SYSTEM

This document describes policies and procedures for dealing with infractions of the Honor Code by students matriculated in Graduate Programs under the jurisdiction of the Graduate Council of Mercer University.

DEFINITION OF THE GRADUATE HONOR SYSTEM

The Graduate Honor System is a code established, interpreted, and administered by the Graduate Council of Mercer University. It is based on the Undergraduate Honor System and draws on the traditions of integrity and academic freedom which are embodied by that system. Like that system, the aim of the Graduate Honor System is to promote complete freedom within the academic community – a freedom which is based on a trust between students and faculty.

At Mercer University, the Honor System is subscribed to by everyone enrolling in any class, whether during the regular academic year, the summer term, or evening classes. The faculty subscribes to and supports fully the Honor System. The Honor System places responsibility for honesty where it belongs and ultimately must rest, on the individual. The individual is responsible for reporting any academic dishonesty he or she may observe as well as being responsible for his or her own honesty. By placing the responsibility on the individual, each student becomes the guardian of the Honor System. As a pledge to uphold this responsibility, each student assumes the Honor Pledge stating, “I pledge myself to neither give nor receive aid during tests or for any individual assignments or papers, nor to use any information other than that allowed by the instructor. I further pledge that I will not allow to go unreported to the proper persons any violation of the Honor System and that I will give true and complete information before the Honor Committee.”

GRADUATE HONOR PANEL

Policies and procedures regarding graduate student infractions of the Honor Code are established by the Graduate Council of Mercer University. To this purpose, the Graduate Council shall establish and maintain a panel of members of the Graduate Faculty who are available to adjudicate cases of infractions reported to the Council. The members of this Panel may be called upon to serve as an Honors Committee to judge violations of the Honor Code and to recommend penalties for those found guilty of infractions.

Each college or school which offers graduate programs falling under the jurisdiction of the Graduate Council shall select three members of its Graduate Faculty to serve on the Honor Panel. The Honor Panel members shall serve for staggered terms so as to provide for continuity of experience.

DEFINITIONS OF VIOLATIONS

Violations A violation of the Honor Code involves: (1) cheating, (2) plagiarism, (3) academic negligence, or (4) other acts of dishonesty in the area of academics and research. Perjury or willful omission of evidence during a COMMITTEE hearing is also a violation.

Cheating is the taking of credit for work which has been done by another person. The following are some of the more common instances of cheating:

(1) using notes, textbooks, or reference materials on a test, daily quiz, or examination unless the use of such materials is specifically permitted by the professor;
(2) copying ideas or facts from another’s papers during a test situation in or out of class;
(3) giving or receiving facts or ideas by any means whatsoever during a test situation in or out of class;
(4) obtaining test questions which a teacher does not release for further reference;
(5) obtaining or giving specific information which will be on a test before the test is administered;

Plagiarism is defined as the use of ideas, facts, phrases, or additional material such as maps and charts from any source without giving proper credit for such material. Any material in a paper or report which is not acknowledged is understood to be the original work of the author.

Academic negligence is also a violation of the Honor Code. It is unacceptable conduct of a student during a testing situation. (This includes in-class tests, take-home tests, outside assignments, papers, homework, lab reports, etc.) It may include the student’s failure to understand the instructor’s specific instructions.

Perjury is the falsification of testimony or other evidence presented to the Council. Willfully omitting evidence may also result in a conviction.

PROCEDURE FOR REPORTING HONOR CODE VIOLATIONS

Each student is responsible for reporting any and all infractions of the Honor Code. This responsibility is accepted when he or she enrolls in Mercer University and is expected of him or her as a vital participant in the Mercer University Honor System. The SYSTEM is so dependent upon this student responsibility that the shirking of this responsibility is considered a serious violation of the Honor Code. Faculty as well as students are responsible for reporting any and all infractions of the Honor Code which may come to their attention.

The procedure for reporting a violation is:

(a) If a student or member of the faculty knows or hears of an act of dishonesty, he or she is responsible for reporting the incident to the Dean of the academic unit. The Dean will determine whether the incident should be managed within the academic unit or forwarded to the Graduate Council. If the decision is to forward to the Council, then such notification shall be immediately made to the Chairperson of the Graduate Council.
(b) The Graduate Council will select two members of the Honors Panel for an Honor Committee and request that the Dean name the remainder of the Committee by: (1) selecting two members of the Graduate Honor Panel, and (2) naming one additional member of the Graduate Faculty. The Dean will appoint one member of this group as chairperson.
(c) The Chairperson of the Honors Committee will notify the accused student(s) and will serve as an investigator to determine the facts of the case. The Honors Committee will conduct the case according to the procedures described in the following section.

LIVETEXT

REQUIRED FOR ALL STUDENTS

LiveText:

All students enrolled in the Counseling programs are required to purchase a LiveText account and upload artifacts of competed assignments associated with Key Performance Indicators at designated checkpoints throughout the course of study. The purpose of the LiveText artifact upload requirement is three-fold: 1) to document student developmental progress toward Key Performance Indicators associated with CACREP standards, 2) to provide a student-accessible platform for assessment of the Key Performance Indicators and the associated CACREP standards at multiple points in time, and 3) to establish a comprehensive summary of group-level assessment data for overall program-level assessment.

Failure to comply with the LiveText requirements for this course will result in a grade of “F” and the course will need to be repeated to maintain active status in this degree program. Should your overall GPA fall below 3.0 as a result of this, you will be placed on academic probation and you will be unable to continue in the program until you repeat this course successfully (grade of B or better).

Students are expected to:

(1) Purchase a LiveText membership account. You can purchase your LiveText account at www.livetext.com. OR You can purchase through the Mercer University Bookstore.

For additional instructions on creating your LiveText account, see the LiveText instructions provided below. If you have already purchased a LiveText account for another degree program at Mercer or at another university, you do not need to create a second one; contact LiveText to reactivate your account at a reduced cost and you will use the same account for your current degree at Mercer.

(2) Upload assignment artifacts from courses associated with Key Performance Indicators to LiveText by the deadline listed in the course syllabus. Courses with associated Key Performance Indicator assignments are as follows:

Creating a LiveText Account

Type the following in your address bar in your browser: www.livetext.com

Click on the Purchase Membership button

Enter your personal information and list Mercer-University as your institution

For your user name, you must use the following format:

First initial of first name, First initial of middle name, First four letters of last name, Last four numbers of Mercer ID #.

EXAMPLE: John K. Smith ID# 1025436 user name: JKSmit5436

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

The course syllabus provides a general plan for the course. Deviations may be necessary.