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traditional and relational (systemic) understanding of the major behavior health disorders described in the DSM-5, including information on epidemiology, etiology, treatment models, and techniques for these disorders. Students will gain an understanding of the process of traditional assessment using the DSM-5, as well as other forms of assessment and diagnosis of behavioral health disorders. Attention will be given to contextual considerations as it relates to assessment and diagnosis. (4) MFTH 512

suspension or expulsion from the university. Nursing programs, by their nature as healthcare professional programs, hold students to higher standards of academic, professional, and behavioral expectations than the general university, so students at the School of Nursing are also expected to know and follow the additional standards specific to the School of Nursing. Those standards are identified throughout this handbook, and are summarized in this policy. PLU nursing students are required to abide by all

?  Gender & Sexual Orientation  Consider your gender identity. How is it perceived at home? How might it be perceived in your host country?  Will you make behavioral changes based on gender norms to integrate and/or stay safe?  What would you like to learn about gender when you study away? What program would allow you to do that?  Are there laws to know about or safety concerns for LGBTQ+ individuals in this country? Is there a supportive LGBTQ+ network in this country? Students with Disabilities What

social inequities, climate crisis, and existential dread. In Saving Time, Jenny Odell offers different ways to experience time, pulling from pre-industrial cultures, nature, and geological time scales, that provide a respite, a source of meaning, and a more humane way of living. In her expansive, tailored talks to students, creatives, and communities, Odell shares powerful presentations that combine sociology, ecology, geology, economics, and cultural history to create a truly unique argument for

responsibility, and strengthen communities”  (National Commission on Service Learning, 2002). Ex. Ecology students design a native, low-maintenance, sustainable landscape area for a local low-income housing development. Community-Based Learning: includes community-based, reflective learning experiences where students engage the community, but do not participate in “service”. Ex. Writing 101 students write reflective essays on the importance of “place” after riding buses, visiting grocery stores and

, and other engineering controls to discourage would-be assailants; Organizational/Administrative: developing programs, policies, and work practices aimed at maintaining a safe working environment; Behavioral/Interpersonal: training to anticipate, recognize and respond to conflict and potential violence in the workplace. 5.2 Incident Protocol During a violent incident: Remain calm Comply with the perpetrators demands. Do not resist or provoke. Do not do anything to jeopardize your safety or the

academic outcomes appears particularly robust. A recent longitudinal study of behavioral and emotional health for university students noted that “socioemotional difficulties with adjustment to university life are known to predict attrition as well as academic performance.” Their research focuses on risk factors for attrition, and they find that two consistent predictors–regardless of when in their college experience students drop out–include depressive symptoms and exposure to stressful life events

above. Parental/guardian notification will be required, as allowed by the Family Educational Rights and Privacy Act (FERPA) and will include possible sanctions that will be imposed if the student violates the Alcoholic Beverages Policy in the future. Required Behavioral Agreement with the Review Officer/Office of Student Rights and Responsibilities, in addition to educational sanctions as deemed appropriate. Pending the student’s prior sanction record, the student will be required to complete a