University of Arkansas at Little Rock, School of Social Work

University of Arkansas at Little Rock, School of Social Work Course Syllabus

Number & Title of the Course: SOWK 8292 Special Topics in Clinical Social Work Practice: Trauma Informed Practice with Children Semester Credits: 2 Prerequisite: MSW enrolled Instructor: Tara V. DeJohn, PhD, LCSW Office: 209D, Larson Hall Contact Info: [email protected], 501-569-3562 (ofc), 501-569-3184 (fax), 225-278-2577 (cell)

I. DESCRIPTION OF COURSE

This course is focused on evidence-based practice models for clinical social work practice. The goal of clinical social work is the overall enhancement and maintenance of psychosocial functioning of individuals, families, and small groups. This course presents current and contemporary material that is application oriented. The overall goal of the course is to help students develop beginning level knowledge and skills related to the special topic area. The course reinforces the person-in-situation perspective, which is essential to clinical social work practice.

Additionally, the course has a purpose to reinforce a sense of inquiry that defines clinical social workers as life- long learners. The course reinforces skills in integrating research into practice and to critically evaluate the outcome of behavioral interventions as applicable to the special topic. While this course focuses primarily on implementing contemporary models of evidence-based practice, the importance of engaging in continuous quality improvement, which is obtained through the assessment of therapeutic interventions and their impact, is also covered.

Evidence-based practitioners acknowledge and respect diversity in all forms of practice. Diversity is expressed as differences among individuals, groups, and populations (age, class, culture, disability, gender, political ideology, race, religion, sexual orientation).

The Trauma Informed Practice with Children Special Topic will introduce students to the core concepts (general theory and foundational knowledge), informing evidence-based assessment and intervention for traumatized children and adolescents, many of whom are in the child welfare system. Strength-based practice will be highlighted along with a focus on the identification of protective and promotive factors that foster resiliency and post-traumatic growth. Trauma is broadly defined, and includes children and adolescents exposed to traumatic events including, abuse and neglect and witnessing interpersonal crime (e.g. domestic violence), community violence and other traumatic events including those who have come into contact with the child welfare system. The course will highlight the role of development, culture and empirical evidence in trauma- specific assessment, referral and interventions with children, adolescents and their families. An emphasis is placed within a child welfare context; however, all systems that work with children who have experienced trauma and their caregivers readily apply to the concepts covered in this course. It will address the level of functioning of primary care giving environments and assess the capacity of the community and systems to facilitate restorative processes. 2

II. OBJECTIVES OF COURSE

Upon completion of the course, students are expected to demonstrate:

 The ability to explain how traumatic experiences are inherently complex (Advanced Competency #’s 6, 7, 8, 9 & 10)  The ability to illustrate how trauma occurs within a broad context that includes children’s personal characteristics, life experiences and current complex circumstances (Advanced Competency #’s 6, 7, 8, 9 & 10)  The ability to appraise the manner in which trauma events often generate secondary adversities, life changes, and distressing reminders in children’s daily lives (Advanced Competency #’s 3, 6, 7, 9 & 10)  The ability to evaluate a wide range of reactions to trauma and loss experienced by a child and family (Advanced Competency #’s 3, 4, 6, 7, & 10)  The ability examine the manner in which danger and safety are core concerns in the lives of traumatized children (Advanced Competency #3, 6, 7, 9 & 10)  The ability provide a framework for intervention which addresses the level of functioning of primary care-giving environments, including parent/caregiver and family unit (Advanced Competency #’s 3, 4, 6, 7, & 9)  The ability to describe how pre-existing protective and promotive factors can reduce the adverse impacts of trauma exposure across development. (Advanced Competency #3, 6, 7, 8, 9 & 10)  The ability to identify how posttraumatic adversities strongly influence development (Advanced Competency #3, 6, 7)  The ability to describe how traumatic experiences evoke strong biological (neurological) responses (Advanced Competency #’s 3, 6, 9 & 10)  The ability examine the manner in which culture is closely interwoven with traumatic experiences, response and recovery (Advanced Competency #’s 3, 4, 9 & 10)  The ability to determine the manner in which interventions with trauma exposed children and adolescents need to address ethical and legal issues as they arise (Advanced Competency #’s 2, 3, 5, 8, 9 & 10)  The ability to recognize how interventions with trauma-exposed children and adolescents impact the practitioner in working with these populations (Advanced Competency #’s 1, 3, 9 & 10)

III. TECHNIQUES OF INSTRUCTION

The primary pedagogy adopted for teaching this course, Problem–Based Learning, utilizes a methodology that parallels the evidence-based practice approach. Evidence-based practice is conceptualized as a process and not an end product. In the process, students learn how to develop a clinical question, search for evidence, appraise evidence, formulate and apply interventions and evaluate for fidelity of implementation as well as client effectiveness, (Sackett, Richardson, Rosenberg & Haynes, 1996). The Problem-Based method of instruction reinforces this process. Students are encouraged through the class format to access the “best available external clinical evidence” and evaluate how it applies to individual cases.

The goals and attributes of a Problem Based Learning Approach can perhaps best be explained by contrasting PBL to traditional classroom instruction. In traditional instruction the instructor predetermines most or all of the specific content to be taught, organizes the content for presentation, and integrates the lectures with pre-selected readings. In standard social work education, this didactic process may be supplemented with experiential methods (e.g., watching and discussing films, role play); however, these traditional teaching methods share the common goal of imparting the required content. Students are expected to master the content, as measured 3 primarily through verbal means, including class discussions, presentations, written assignments, and written tests.

By contrast, the PBL method relies heavily on the student taking an active role in learning. Students are presented with real life client situations or problems. They assume responsibility for identification of the knowledge they need to solve the problem or address the situation, and for searching and obtaining that knowledge. Some (Plowright & Watkins, 2004) advocate for the use of the term “inquiry-based learning” instead of PBL. They suggest that this is more compatible with a strength-based perspective endorsed in social work as it moves away from “problems” as the defining context. It has been suggested that the skills most developed in students with the PBL approach are those of critical thinking and self-directed learning (Altshuler & Bosch, 2003).

PBL’s specific advantages for implementing a trauma competency-enhancing curriculum at graduate schools of social work include its: (1) consistency with an evidence-based practice approach; (2) extensive use of Adult Learning Principles; (3) adaptive capacity that readily allows incorporation of collaborative small group learning activities and processes (4) good evidence that PBL facilitates the acquisition of expertise in a variety of helping profession, and (5) strong emphasis on pragmatic, applied training experiences that both simulate, and generalize to, actual professional practice, that help to interconnect theory and practice.

In the PBL approach, the teacher becomes a coach, mentor and facilitator, responsible for the construction of what has been called “ill-structured client situations” (Altshuler & Bosch, 2003) and for guiding the learning process. Certain elements characterize the purposefully “ill-structured” scenarios that are developed in the PBL approach. They must lack sufficient detail for solving the problem, have the problem change as new facts are known, allow for multiple solutions, and have no correct answers. Likewise, PBL emphasizes the collaborative construction of knowledge, thus small group learning is emphasized. To that end, the teacher must also utilize small group facilitation skills.

The primary purpose of the course is to 1) prepare students to apply core concepts and essential elements of practice with children and adolescents exposed to trauma, and 2) address the larger goal of preparing MSW students in the field of child welfare and related areas to be evidence-based, trauma-informed practitioners.

The course is organized around 12 core concepts which are manifested in the five case vignettes incorporated into a teaching approach framed by six specific principles: 1. The use of case vignettes that reflect professional practice in a real life context to stimulate student thinking. 2. Faculty responsibility to guide and facilitate learning. 3. Provision of limited resources to students. 4. Have students work collaboratively in small groups with access to the faculty. 5. Encouraging students to identify their own learning needs and make use of resources. 6. Re-applying new knowledge to new case situations and evaluating their learning process.

IV. REQUIRED TEXTBOOKS

Fontes, L.A. (2005). Child abuse and culture. New York: Guildford Press.

Saxe, G.N., Ellis, B.H., & Kaplow, J. (2007). Collaborative treatment of traumatized children and teens: The trauma systems therapy approach. New York: Guilford Press. 4

V. COURSE ASSIGNMENTS & METHOD OF EVALUATION

Students are expected to complete all course readings prior to the date for which they are assigned. There will be two brief written assignments due throughout the course, two group presentations, and a final paper. In addition students must complete the Trauma-Focused Cognitive Behavioral Therapy course available on the web.

Assignments

Requirement 1: Trauma-Focused Cognitive Behavior Therapy Web Course:

Go to the website for Trauma-Focused Cognitive Behavior Therapy (CF-CBT) http://tfcbt.musc.edu/ (you can always find this if you Google “tf-cbt”).

Login and complete the course. This web based course complements the readings and class content. At the end of each module there is a post-test. You will have to complete the post test before you can move on to the next module.

Print out and hand in the certificate of completion by (insert date).

Weight: 10% of course grade

Requirement 2: Group Presentation:

Goal of the Assignment: To familiarize you with the literature that can inform the experience of a traumatized child, adolescent and/or their family and to assist you in the development of trauma-informed intervention and treatment plans for children and families.

Tasks: During the semester, pre-assigned small groups will have the responsibility to identify a topic or question that each group wants to investigate. This topic or question should emerge from the discussion of one of the cases. Individual group members search the literature using on-line resources to answer the question or topic. Findings are summarized in the small group in preparation for the presentation to the class. Suggestion for this assignment: Using the Case of Juan or Geraldine, research the literature and review class readings to develop an evidence and trauma-informed treatment plan for the child and family.

Format: This is a 10-15 minute oral presentation by the small group to the class. Each student is expected to participate in the presentation. Written summary of members’ work roles and literature review is to be submitted at time of presentation.

Weight: 20% of course grade 5

Method of Evaluation for Group Presentation Elements of Exceeds Meets Below Assignment Expectations Expectations Expectations

A BA B BC CD D F 1. Organize selected facts of Organizes selected Organizes selected Core concept is not one case or topic with facts of one case facts of one case used to organize identification of research coherently through coherently through the facts, or the needs/interests that include the lens of the core the lens of the core discussion is clear linkage to core concept, concept and unclear or concepts of trauma demonstrates in- demonstrates a basic unorganized informed practice (10 pts.) depth consideration understanding of the of the facts, and research questions or demonstrates a basic interests understanding of the research questions or interests

2. Discuss research findings Substantive Basic discussion that Discussion is (10 pts.) discussion that relates relates to topic/case broad and does not to topic/case questions declared identify the questions declared and identifies at least strengths and/or and identifies one of the strengths limitations to strengths and and/or limitations to research findings limitations to research findings research findings

3. Discuss implications for Substantive Basic discussion that Discussion is practice and future research discussion that relates relates to implications broad and does not needs (10 pts.) to implications for for practice and identify practice and future future research needs implications for research needs practice and/or future research needs

4. Graduate-level writing, Excellent, no errors / Good, a few errors; Poor, a number of correct grammar, sentence one error; oral oral communication errors, or structure, APA style for communication is is clear and plagiarizes; oral citations/references; clear and conducted conducted in communication is graduate level oral in professional professional manner- poor, difficult to communication skills; manner-first person first person language, hear, chewing clarification of group language, clear clear speaking voice; gum, value-laden members work speaking voice; members’ work roles language; contributions identified (5 members’ work roles identified and members’ work pts.) clearly identified and partially balanced roles lack clarity well-balanced and/or imbalance of participation 6

Requirement 3: Reflection Papers:

Goal of the Assignment: Each assignment has a specific educational goal. The first paper provides the opportunity to organize and conceptualize case data using one core concept so that students will be able to demonstrate in-depth understanding and application of a core concept. Because self-care is important for providers, the second assignment permits students to reflect on their reactions to case material and to "rehearse" steps that they can take to examine and manage their own responses.

Tasks: In the first reflection paper, the student demonstrates their understanding of the core concepts. In the second, they present self-reflection in regard to a case as well as using the literature on vicarious traumatization to inform their discussion. Each of these is described below.

Format: Each paper should be double-spaced, type-written and 7-8 pages in length.

Weight: 20% of course grade (each paper is worth 10%)

Reflection Paper #1: Due June 12th Using the Amarika or Juan case, organize selected facts of the case through the lens of one core concept. Discuss the facts in a way that promotes understanding of the child’s / family’s experience of trauma. Discuss how the core concept relates to an understanding of risk and protective factors. (35 pts.)

Method of Evaluation for Reflection paper #1 Elements of Exceeds Meets Below Assignment Expectations Expectations Expectations

A BA B BC CD D F 1. Organize selected facts of Organizes selected Organizes selected Core concept is not one case using one core facts of one case facts of one case used to organize concept and discuss the coherently through coherently through the facts, or the facts in a way that promotes the lens of the core the lens of the core discussion is understanding of the concept, concept and unclear or child’s / family’s experience demonstrates in- demonstrates a basic unorganized of trauma (10 pts.) depth consideration understanding of the of the facts, and child’s / family’s demonstrates a basic experience of trauma understanding of the child’s / family’s experience of trauma

2. Discuss how core concept Substantive Basic discussion that Discussion is relates to understanding of discussion that relates relates the core broad and does not risk factors (10 pts.) the core concept to concept to individual identify discrete specific discussion of or family risk factors, risk factors risk factors at with some support for 7

individual, family, statements made and macro levels, with thoughtful support for statements made

3. Discuss how core concept Substantive Basic discussion that Discussion is relates to understanding of discussion that relates relates the core broad and does not protective factors (10 pts.) the core concept to concept to individual identify discrete specific discussion of or family protective risk factors protective factors at factors, with some individual, family, support for and macro levels, statements made with thoughtful support for statements made

4. Graduate-level writing, Excellent, no errors / Good, a few errors Poor, a number of correct grammar, sentence one error errors, or structure, APA style for plagiarizes citations/references (5 pts.)

Reflection Paper #2: Due June 21st “Self Care” Identify your personal reactions to the case of Amarika, Juan or Geraldine. If you were the social worker, how might your reactions affect your working relationships with the children, caregivers, and/or other professionals in the case? What self-care strategies would you use to manage your own intense reactions and possible vicarious trauma? Review and cite literature about vicarious trauma and self-care that provided help in thinking about care for yourself.

Method of Evaluation for Reflection paper #2 Elements of Exceeds Meets Below Assignment Expectations Expectations Expectations

A BA B BC CD D F 1. Discuss your personal Identifies personal Identifies personal Identifies personal reactions to the case of reactions that are reactions that are reactions in a Juan, OR Geraldine (10 linked to the case; linked to the case and global way; pts.) clearly articulates the articulates basic articulates feelings feeling and thought feeling and thought or thoughts content of reactions; content of those without clarity. the response reactions; demonstrates demonstrates some exploration of self exploration of self and identifies bias, stereotyping, and/or empathic identification that 8

may be in evidence

2. If you were the social Provides substantive Provides basic Provides worker, how might your discussion about the discussion about the inadequate reactions affect your relationship between relationship between discussion about interactions with the personal reactions personal reactions the relationship children, caregivers, and/or and their effect on the and their effect on the between personal other professionals in the working relationship working relationship reactions and their case? (10 pts.) with family and/or with family or other effect on the other professionals; professionals; working reactions are discusses reactions relationship; discussed with with some empathy absence of empathy toward the toward the people in empathy; people in the case and the case and a recognition of how recognizes how one's one's own reactions own reactions may may be helpful or broadly affect the hurtful to the working working relationship relationship

3. What self-care strategies Provides substantive Provides basic Discusses self-care would you use to manage discussion of self- discussion of self- broadly your own intense reactions care strategies as they care strategies as they without citing the and possible vicarious relate to personal relate to personal literature trauma? (Review and cite reactions from reactions from literature about vicarious element #1; element #1; trauma and self-care that demonstrates demonstrates some provided help in thinking integration of integration of about care for yourself) literature by citing 2 literature by citing at (10 pts.) or more sources; least one source sources

Requirement 4: Final Paper – Due June 28th

Goal of the Assignment: To demonstrate your ability to apply the course content, including the core concepts and the framework incorporating an understanding of both individual and system factors, to work through the assessment and intervention phases of a case. Using either the Hector or James case, formulate an assessment about the degree 9 of individual dysregulation of the child or adolescent and the stability of the environment or environments relevant to the case. Create an intervention or treatment plan that is directly linked to your assessment.

Weight: 40% of course grade

Method of Evaluation for Final Paper Elements of Exceeds Meets Below Assignment Expectations Expectations Expectations

A BA B BC CD D F 1. Using the Hector or Gives a substantive Gives a basic Cites emotional or James case, formulate an discussion of degree discussion of behavioral assessment about the degree of emotional and emotional and dysregulation, of individual dysregulation behavioral behavioral provides a global of the child or adolescent. dysregulation, with dysregulation, discussion, (10 pts.) specific examples provides adequate provides no from the case; clearly examples from the examples from outlines connections case, case, does not cite between cites professional literature, or dysregulation and literature at least 2 citation is traumatic triggers, times inadequate cites professional literature 3 or more times 2. Using the Hector or Gives a substantive Gives a basic Gives an James case, discussion of the discussion of the inadequate formulate an assessment degree of the stability degree of stability, discussion of about the within multiple discusses more than 1 environment, degree of stability within environments of the environment, assesses inadequate the environment or child (including level of stability in 1 discussion of environments relevant to the comparison of or more elements case. (10 pts.) environments pre- environments, contributing to the and post-trauma), provides a basic environments, and substantive discussion of provides no discussion of elements that examples from elements that contribute to this case contribute to this level of stability or level of stability or instability, and instability, and provides adequate provides substantive examples from the examples from the case case

3. Create an intervention or Clearly details Gives a basic Provides a broad treatment plan that is priorities for discussion, connects intervention plan, directly linked to your intervention, makes treatment planning to little specificity, assessment. substantive assessment, planning lacks strengths- (10 pts.) connections to includes base, omits assessment, treatment collaboration with discussion of 10

planning includes other people, collaboration multiple modules and demonstrates a modalities, strength-based substantive perspective, and discussion of includes individual intervention / and environmental treatment plan that components in the includes substantive plan collaboration with other people, and a strong strengths- based perspective

VI. GRADING SCALE

The grading scale for the Graduate program is as follows:

92.100 A 82.91 B 72.81 C 65-71 D 0 -64 F

Grades Grades will be based upon: Class participation: 10% Group Presentation 20% (10% each) Two reflection papers 20% (10% each) Trauma-Focused CBT web course 10% Final paper 40%

VII. UNITS, CONTENT & REQUIRED READING ASSIGNMENTS

Session 1: Introduction (May 29th) • Orientation to the course and syllabus review • Overview of core concepts and how they are used in the course • Course structure and expectations

Readings: **Definition of PBL - http://www.studygs.net/pbl.htm **Abromovitz, R., & Strand, V. What is Problem-Based Learning? Power point Fontes – Ch. 1 11

Saxe – Ch. 1

**Please review these before coming to the first class. They will only take a few minutes.

Sessions 2: Infancy (May 31st)  Case 1 – Amarika - One and one-half year old African American female; witness to community violence (mother shot); historical trauma Learning Objectives At the conclusion of sessions 2- 4, the learner should be able to: 1. Know that very young children, including babies in the first year of life, are affected by traumatic events in their physiological, emotional, social, and cognitive functioning and enact the traumatic experience through their behavior even when are unable to describe it verbally. 2. Understand that caregiver and child functioning are inter-connected and influence each other, especially during the first five years of life. 3. Identify specific ways in which the young child’s biological, emotional, social, and cognitive development may be affected by the experience of trauma. 4. Appreciate that historical trauma and other preexisting ecological stressors can affect the family’s perception of and response to the trauma. 5. Identify engagement skills used with infants and caregivers. 6. Understand the critical importance of trauma informed preventive services in preventing future child abuse and neglect in families suffering traumatic events

Readings: Fontes - Ch. 2 Saxe – Chs. 2-4

Sessions 3: Preschool (June 5th)  Case 2 – Juan - Three year old Latino male: victim of paternal sexual abuse Learning Objectives At the conclusion of class session five and six, the learner should be able to: 1. Appreciate the impact of sexually inappropriate and possible traumatic events on a pre-school child. 2. Understand the impact of the parent/caregiver’s reaction to the suspected sexual abuse and how that impacts the child’s experience of and recovery from the traumatic event. 3. Be aware of the behavioral manifestations of exposure to sexually inappropriate material (through witnessing) or as a consequence of sexual molestation. 4. Learn how to enlist parent/caregiver in the therapeutic process. 5. Appreciate the role of external, authoritative systems (e.g. CPS) in securing, or failing to secure, a safe environment for the child and family. 6. Identify the manner in which culture affects and interacts with the child and family response to the trauma, and to helping professionals. 7. Appreciate the impact of sexually inappropriate and possible traumatic events on a pre-school child. 8. Learn how to work with a case of sexual abuse and a traumatized child in a way that will not compromise future legal proceedings and prevent future occurrences of child sexual abuse 12

Readings: Fontes – Chs. 3 & 4 Saxe – Chs. 5-7

Sessions 4: Elementary School Age (June 7th)  Case 3 – Hector - a 7 year old boy of Puerto Rican descent, living in foster care as a result of physical abuse. Learning Objectives At the conclusion of session 7, 8, and 9 the learner should be able to: 1. Identify the possible effects of traumatic experiences on social, emotional, and academic functioning 2. Identify pre-existing factors which can reduce the impact of a traumatic event 3. Identify the link between trauma reminders and episodes of emotional or behavioral dysregulation. 4. Develop a plan for assessing trauma exposure and impact. 5. Identify traumatic-stress related symptoms and diagnoses. 6. Develop an initial intervention plan for addressing traumatic-stress related emotional and behavioral difficulties.

Readings: Fontes – Chs. 5 & 7 Saxe – Chs. 14 & 15

Sessions 5: Elementary School Age continued (June 12th)  Case 4 – Geraldine - 9 year old, African American female, who was in the home when her mother was murdered. Learning Objectives At the conclusion of sessions 10, 11, and 12 learners should be able to: 1. Describe the impact of traumatic loss of a parent in early childhood. 2. Identify secondary adversities characteristic of the loss of a parent in childhood. 3. Identify the unique characteristics of an assessment conducted during the acute phase of a traumatic experience. 4. Identify the unique legal considerations that need to be made in the case where a child witness’s one parent kill another. 5. Identify triggering experiences (both internal and external) for Geraldine. 6. Identify the ways in which Geraldine experiences this murder that are specific to her developmental level. 7. Identify the cultural factors and processes that may be influencing this family’s experience of trauma (e.g., kinship family network, spirituality, historical trauma, interactions with legal and child welfare systems). 8. Utilize a comprehensive assessment of the child’s trauma experiences and their impact on the child’s behavior and development to coordinate services with other agencies, such as schools and mental health clinics. 9. Identify and support stable relationships in the life of the child i.e. a teacher or neighbors.

Reflection Paper #1 Due Readings: Saxe – Chs. 8 & 9 13

Session 6: Group Presentations - Preparations (June 14th)

Session 7: Group Presentations to Class (June 19th)

Sessions 8: Adolescence (June 21st )  Case 5 James - 13-year-old Caucasian (fourth generation Irish and German-American) boy living with his maternal uncle after being physically abused by his father and witnessing domestic violence Learning Objectives At the conclusion of this class session the learner should be able to: 1. Identify the types of trauma and maltreatment that James describes having experienced, including both (more overt) physical abuse and (more subtle) neglect. 2. Describe James’ fears and beliefs from the perspective of an adolescent boy who has grown up experiencing recurrent physical abuse, neglect, and domestic violence. 3. Describe how James’ reactions to abuse and neglect reflect his attempts to cope with ongoing threat. 4. Explain how physical abuse and neglect during childhood and early adolescence may lead to serious adverse developmental consequences. Provide examples by identifying major developmental domains (peer relations, etc.) in James’ life that may have been disrupted by his repeated exposure to physical abuse, neglect, and domestic violence. 5. Explain why the specific ways in which society and its authorized agents (e.g. school personnel, child protective services, criminal justice system, law enforcement) responds to adolescents’ reports of abuse play a critically important role in their recovery.

Reflection Paper #2 Due

Readings: Saxe – Chs. 11, 12, & 16

Session 9 & 10: Course Review and Future Learning (June 26th & 28th) Review core concepts, TF-CBT, and TST

Reading: Saxe – Chs. 16 & 17

Final Paper Due – June 28th

VII: CLASS ATTENDANCE POLICY

Learning in a professional program is based in large part on the interaction that occurs between the instructor and students in the classroom. Regular attendance at class is an expected professional responsibility of the student. Absences of greater than 20 percent of the total class time may constitute grounds for course failure

IX. HONOR CODE 14

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

X. DISABILITY SUPPORT SERVICES

Students with Disabilities: It is the policy of the University of Arkansas at Little Rock to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement–such as time-limited exams, inaccessible web content, or the use of non-captioned videos–please notify the instructor as soon as possible. Students are also welcome to contact the Disability Resource Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at http://ualr.edu/disability/.