Course Syllabus

OT 214 Course Syllabus

Fall 2021

School of Health Professions

                                                           Occupational Therapy Department

Course Title: Interpersonal Skills

Credit Hours: 2

Level: Undergraduate

Prerequisite/Co-requisite: Admission to BSMS OT Program

Course Format: Lecture & Lab

Course Description

This lecture and lab course is a study of the interpersonal communication skills that are the foundation for effective professional relationships and developing and maintaining a therapeutic relationship. Students learn and practice therapeutic use of self to facilitate client-centered care. The course includes lectures, discussions, skill building, and role playing with critiquing.

Course Objectives

Upon completion of this course, students will be able to:

 

  1. Demonstrate an understanding of therapeutic use of self, including one’s personality, insights, perceptions,

    and judgments, as part of the therapeutic process in both individual and group interaction. B.4.1

  1. Demonstrate the ability to complete an occupational profile including consideration of cultural and contextual factors of the client. B.4.4
  2. Describe the use of the occupational profile to determine the need for occupational therapy intervention, and its importance in planning and implementing the OT process. B.4.4
  3. Demonstrate effective communication to instruct and train the client, caregiver, family, and significant others at the level of the audience. B.4.21
  4. Demonstrate effective communication with patients, families, communities, and members of the interprofessional team in a responsive and responsible manner that supports a team approach to the promotion of health and wellness. B.4.23

6. Demonstrate effective intraprofessional communication skills necessary for supervision and collaboration with occupational therapy assistants. B.4.24

Rational

This course provides the skills and practical experience necessary for effective interpersonal communication. Professionals serve as role models for clients/consumers and personnel. They must demonstrate competent communication and professional behavior, in order to reflect respect for consumers and colleagues. Effective interpersonal skills provide the framework for collaborative therapeutic and professional relationships.

Required Texts

 

Required:

van Servellen, G. (2020). Communication skills for the health care professional: Context, concepts, practice, and evidence (3rd ed.). Jones and Bartlett Learning

 

Optional Texts

Schell, B. A. B., & Gillen, G. (2019). Willard & Spackman's occupational therapy (13th ed.). Wolters Klumer.

ISBN: 9781975106584

Assessment of Students

1.  Mid-term Exam                               20%

2. Interpersonal Skills Tape #1             20%

3. Interpersonal Skills Tape #2             25%

4. Final Exam                                       25%

5. Lab Participation                              10%

Grade Definition – D’Youville Catalog

A    =    93-100

A-   =    90-92

B+   =    87-89

B   =    83-86

B-   =    80-82

C+   =    77-79

C   =    73-76

C-   =    70-72

D+   =    67-69

D   =    63-66

D-   =    60-62

F   =    Below 60

Course Instructions& Special Notes

  1. Inclusion Policy: “A university is a place where the universality of the human experience manifests itself.”
    -Albert Einstein

In keeping with the spirit of Einstein’s viewpoint, it is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that the students bring to this class be viewed as a resource, strength, and benefit. It is my intent to present materials and activities that are respectful of diversity: gender identity, sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture. Your suggestions are encouraged and appreciated. Please let me know of ways to improve the effectiveness of the course for you personally, or for other students or student groups.

 

To help accomplish this:

  • All people have the right to be addressed and referred to in accordance with their personal identity. In this class, we will have the chance to indicate the name that we prefer to be called and, if we choose, to identify pronouns with which we would like to be addressed…we will do our best to address and refer to all students accordingly and support classmates in doing so as well.
  • If you feel like your performance in the class is being impacted by your experiences outside of class, please don’t hesitate to come and talk with me. I want to be a resource for you.
  • In our structured and unstructured discussions and dialogues, we will have many opportunities to explore some challenging issues and increase our understandings of different perspectives. Our conversations may not always be easy; we sometimes will make mistakes in our speaking and our listening; sometimes we will need patience or courage or imagination or any number of qualities in combination to engage our texts, our classmates, and our own ideas and experiences. Always we will need respect for others. Thus, an additional aim of our course will be for us to increase our facility with the sometimes difficult conversations that arise as we deepen our understandings of multiple perspectives – whatever our backgrounds, experiences, or positions.
  • I (like many people) am still in the process of learning about diverse perspectives and identities. If something is said in class (by anyone) that made you feel uncomfortable, please talk to me about it.

 

  1. This is a skill-based course. Therefore, there is no substitute for being present. Students should make every effort to attend every lecture and lab. Students may only attend a different lab section with advance permission of the instructor for that lab. Students that miss more than 1 lab session will have 2 points deducted from their final grade, for each lab missed (this includes being late for a lab or leaving lab early).

 

      3. All students have an obligation for maintaining academic and intellectual honesty in their academic work. Students also have an obligation to maintain ethical and moral behaviors in relation to their profession.  Dishonesty will not be tolerated.  A student who violates this obligation in the form of plagiarism, cheating, falsification, procurement, or deception will receive a grade of "0" for the project, assignment, or test.  The student may also face further disciplinary actions from the program.

 

  1. In this class, dishonesty also includes sharing or requesting a classmate to share scenario information that gives one an advantage in the interview process, whether for practice or a grade. That means that the information you have on your part of the interview scenario is for your eyes only. Classmates are defined as any students currently enrolled in Interpersonal Skills OT 214 and OT 514.

 

  1. Any student who is unable to attend a scheduled exam (written or taping) and does not notify the professor prior to the scheduled exam/taping time will receive a zero grade for the exam/taping. Documentation of the reason for absence may be required prior to the professor considering whether or not to offer a make-up exam/taping. Students must contact the instructor, as soon as possible, to request re-scheduling exam (written or taping).

 

  1. Assignments handed in late will receive a 0 grade for that assignment. Students that do not follow the directions for an assignment will receive a 0 grade for that assignment.

 

  1. Class attendance will be monitored according to college policy. Non-attendance, unless the appropriate

              drop/add or withdrawal forms have been processed in the Office of the Registrar, will result in an

              unsatisfactory grade, as well as a financial obligation for the course.  

 

  1. Students requiring special accommodation for any disability must contact the Coordinator of Disability Services and present the instructor with a completed accommodation form by the end of the second week of class.

 

  1. If a student requests special consideration because of illness or other critical circumstances, the professor may require documentation or verification. As a service to students, the College Health Office staff will notify your professors of absences expected to exceed several days if you request this service.

 

  1. Students are responsible to refer to the College Catalog for relevant documents and regulations regarding their financial behavioral obligations while at D’Youville College.

 

Lecture & Lab Schedule

DATE

LECTURE

 

PREPARATION

 

LAB

 

Week 1

8/23

Introduction to Course; Requirements, grading, textbooks

 

Lecture: Basic Communication Skills

 

Objectives:

  1. Describe the relationship between interpersonal skills and developing/maintaining a therapeutic relationship
  2. Define a therapeutic relationship and the therapeutic use of self
  3.  Describe a client centered approach and its importance to OT

 

van Servellen- p. 78-87

 

3 DVDs on reserve in Library

 Non-verbal Communication (Body Language, Gestures, Proxemics

 

Non-verbal Communication (Vocal Cues, Facial Expression, Eye Behaviors)

 

Listening

 

Attending Skills

Interview Demonstration

Practice Interview

 

Objectives:

1.       Explain the impact of effective of listening and attending skills to therapeutic communication and the therapeutic relationship

2.       Demonstrate effective listening and attending skills in a structured interview

3.       Provide feedback to classmates regarding listening and attending skills

4.       Receive feedback from classmates regarding their own listening and attending skills

5.       Complete effective communication self-assessment & goals

 

Week 2

8-30

 

 

Therapeutic Communication:

Using Verbal & Nonverbal skills to Facilitate the Therapeutic Relationship

 

Objectives:

1. Identify effective verbal & non-verbal communication skills

2. Discuss the importance of effective verbal & nonverbal communication for the development and maintenance of a therapeutic relationship

 

 

 

van Servellen-p. 89-111

 

WS Ch 37

 

 

 

Principles of Interviewing;

Interview Closings;

Interview Practice

 

Objectives:

1. Identify the basic components of the each of the parts of an interview. [Components of the introduction, body & closing]

2. Explain the purpose/importance of each of the components in an interview.

3. Demonstrate the basic components of each of the parts of an interview.

4. Demonstrate effective nonverbal communication skills during an interview scenario.

5. Demonstrate effective use of the Lab Observation form to receive/provide effective feedback in order to improve interviewing skills

 

Week 3

9/6

 

 

Labor Day

9-6-2021

College Closed

 

Monday Lab will meet on Friday make-up time

 

The Art & Skillful Use of Questions

 

Open & Closed questions

Multiple choice & Socratic questions, Verbal encouragers

 

Objectives:

  1. Demonstrate an understanding of multiple types of questions and verbal encouragers
  2. Demonstrate an understanding of the benefits and risks of each type of question/verbal encourager
  3. Demonstrate the use of a socratic question to facilitate problem solving

 

 

van Servellen- Ch. 9

Purposes of Requesting Information;

Non-Therapeutic Use of Questions;

Interview Practice

 

Objectives:

1. Define the different types of questions used in an interview.

2. Identify the benefits and risks of each type of question.

3. Demonstrate effective use of the different types of questions during an interview.

4. Provide and receive feedback on the effective use of questions during an interview

 

Week 4

9/13

Confirmation and Empathy

 

Objectives:

  1. Define empathy and confirmation
  2. Explain the therapeutic benefits of empathy & confirmation
  3. Describe methods of expressing empathy & confirmation

 

van Servellen- Ch. 7

 

Canvas: Analysis of Hannah and Nancy: W&S: p. 338 - 339

 

 

Canvas: Abreu, B. C. (2011). Accentuate the positive: Reflections on empathic interpersonal interactions (Eleanor Clarke Slagle Lecture). American Journal of Occupational Therapy, 65, 623–634. doi: 10.5014/ajot.2011.656002

 

Interview Practice focusing on demonstrating empathy & confirmation

 

Objectives:

1. Explain the therapeutic benefits of demonstrating empathy & confirmation

2. Demonstrate empathy & confirmation in an interview scenario

3. Analyze “Hannah and Nancy” interaction, identifying empathy, confirmation, and therapeutic of self

 

 

Week 5

9/20

 

Feedback and Critiquing

 

Objectives:

  1. Describe both feedback and critiquing
  2. Describe the therapeutic benefit of providing feedback
  3. Describe the process and necessary conditions for providing feedback

 

 

Handouts

 

 

 

 

 

Feedback Exercise;

Interview practice focusing on feedback/critiquing

 

Objectives:

1. Define feedback and critiquing, identify the therapeutic goals of providing feedback

2. Explain objective and subjective feedback

3. Demonstrate the process for providing effective feedback & critiquing

4. Demonstrate the ability to provide effective feedback and critiquing in an interview scenario

 

Week 6

9/27

Motivational Interviewing

 

Objectives:

1.       Define Motivational Interviewing (MI)

2.        Describe the purposes/benefits of MI

3.       Explain the use of MI as an OT intervention

van Servellen -Ch. 27

 

Engaging Challenging Clients through Motivational Interviewing. OT Practice. Volume 22, Issue 8 (2017)

 

Lab Participation Rubric completed prior to lab and uploaded Canvas

Mid-Term Interview #1

 

Week 7

10/4

Reflecting Content and Feelings

Objectives:

1.       Define terms related to reflecting content & feelings

2.       Describe the therapeutic benefits of a provider reflecting feelings and/or content

3.       Demonstrate an understanding of how reflections differ by content, intensity, and length

Therapeutic Use of Silence and Pauses

Objectives:

  1. Define silence as a therapeutic response mode
  2. Describe the therapeutic benefits of a provider using silence
  1. Identify potential negative effects of using silence

vanServellen – Ch.13

 

 

 

 

 

 

 

 

 

vanServellen -Ch. 10

Mid-Term Interview #2

 

 

Week 8

10/11

No Lecture – Monday

Columbus Day-Canadian Thanksgiving

 

Mid-term Exam-

Tuesday, October 13, 8:00-8:55 am

Online

Glossary of Feeling Words

Paraphrasing and Reflecting Worksheet

Interview practice

Objectives:

  1. Demonstrate the ability to reflect content & feeling in an interview scenario
  2. Explain the therapeutic benefits of a provider using silence in an interview
  3. Students attempt to use silence/inter-response time, for therapeutic benefit, in an interview scenario

Week 9

10/18

 

Therapeutic Use of Self Disclosure

Objectives:

  1. Describe the types of self- disclosure
  2. Describe the therapeutic effects of a provider self-disclosing to a client
  3. Describe the steps to self- disclosure
  4. Describe the guidelines for deflecting requests for self- disclosure

van Servellen- Ch. 11

 

Lab Exercise: Responding to Personal Questions, Limit Setting

Interview Practice

 

Objectives:

1.       Demonstrate the steps to self-disclosure in an interview scenario

2.       Identify methods of deflecting self-disclosure

3.       Demonstrate the ability to deflect a request for self-disclosure and to set limits in an interview scenario

Week 10

10/25

Communicating Effectively with People that Display Difficult Behavior

Objectives:

1. Demonstrate an understanding of difficult client behaviors, difficult tasks, difficult contexts, and how these impact client care

2. Describe difficult client behaviors and the potential underlying meaning/causes

3. Describe therapeutic responses to clients displaying difficult behaviors

 

 

van Servellen- Ch.18

 

 

 

Case Study Dialogue-

Simulations at HUB

 

van Servellen p. 286-293

 

Interview practice focusing on managing difficult behaviors

 

Objectives:

 

1.       Identify common difficult behaviors exhibited by clients (Non-adherent, Manipulative-Dependent, Aggressive,

Complaining-Demanding, Denial, Depressed/Anxious)

2.       Identify & explain potential underlying meaning/causes of difficult behavior

3.       Identify and demonstrate effective therapeutic responses to difficult behaviors in an interview scenario

Week 11

11/1

Respecting Difference

 

Film: Culture and Communication

 

Objectives:

  1. Show respect and interest in the other culture (or the difference)- ask questions- learn about it
  2. Understand that cultural differences may negatively impact communication, which would impact the therapeutic relationship and therapy outcomes

3.      Demonstrate an understanding of the continuum of cultural destructiveness to cultural proficiency

van Servellen- Ch. 6

Ess. – p. 13-26, 119-123

 

Canvas: Challenges to Communication p. 40-46

 

Handout: Communicating with individuals of different ages

 

Interview practice focusing on aspects of difference

 

Objectives:

1.       Demonstrate a respect for differences in an interview scenario

2.       Demonstrate the ability to adapt practice to accommodate for differences

3.       Demonstrate use of LARA method

(Listen-Affirm-Respond-Ask Questions/Add Information)

 

Week 12

11-8

 

College Closed 11/11/21

Veterans Day

 

Interviewing to develop an occupational profile

 

Objectives:

1.       Define Occupational Profile

2.       Describe the components of an occupational profile

3.       Describe how an occupational profile is used

4.       Explain the therapeutic benefits of completing an occupational profile

 

AOTA. (2014). Occupational therapy practice framework: Domain and process (3rd ed.). American Journal of Occupational Therapy, 68(Suppl. 1), S13-S14. http://dx.doi.org/10.5014/ajot.2014.682006

 

Pierce, C. (December, 2012). Profiling the Caregiver. Gerontology Special Interest Section Quarterly, 35 (4), 1-3.

 

[Thursday Lab will attend another lab this week]

 

Practice developing interview questions for occupational profile for specific clients

 

Practice occupational profile interview

 

Objectives:

1.  Explain the purpose and benefits of developing an occupational profile, within the OT process

2.  Demonstrate interviewing skills necessary to develop an occupational profile

 

 

Week 13

11/15

Interprofessional and Intraprofessional communication

Objectives:

1.       Identify core competencies for interprofessional communication

2.       Describe the importance of inter & intra professional communication and collaboration for client safety and quality of care

3.      Describe barriers to optimal interprofessional communication

Canvas: Haddad, A., Doherty, R., & Purtilo, R. (2019). Health Professional and Patient Interaction, p. 126-139

 

 

Lab Participation Rubric completed prior to lab and uploaded Canvas

Final Interview

Week 14

11/22

Advisement & Opinion Giving

Objectives:

1.Define advisement as a therapeutic response mode

2.Describe the principles of the effective use of advisement with clients

3.Describe guidelines that enhance acceptance of advice

 

Handling Anger & Conflict

Objectives:

1. Identify the internal forces & external conditions that contribute to a client’s anger

2. Describe the steps to responding to an angry client

3. Analyze your typical response to receiving extreme anger

 

Complete effective communication survey, compare to results from

Lab 1

 

van Servellen – Ch.12

 

 

van Servellen – p. 356-367

 

 

 

 

Thanksgiving:

No Labs

Week 15

11/29

Final Exam

 

Nov 30, 2021

8:00 am – 8:55 am

Online

 

Online Lab

Interview practice

Communication with OTA to facilitate the OT Process

 

Objectives:

1.       Demonstrate the core competencies for interprofessional communication

2.       Demonstrate inter and intra professional communication to facilitate client safety & outcomes

3.       Demonstrate techniques in supervision and collaboration with OTA

4.       Complete effective communication self-assessment & discuss progress since beginning of course

 

 

 

Plagiarism

Students are expected to comply with the D'Youville plagiarism policy. Any student who submits an assignment that meets the criteria for plagiarism will receive a grade of zero/no credit for that assignment. Plagiarism includes papers copied directly from another source; papers that take material in part or in whole from other sources without sufficient documentation. Faculty may use computer-based software to review papers for plagiarism. Students will not be permitted to rewrite any written assignment once it has been submitted and graded. Students are encouraged to seek guidance from the faculty teaching the course when working on an assignment. In addition, the Writing Tutor and the Learning Center can help students with writing, grammatical concerns, and APA format. Students who are referred by faculty to a writing tutor may be asked to bring proof of attendance before future assignments will be accepted for grading

Academic Integrity

D’Youville has a responsibility to promote academic honesty and integrity, and to develop procedures to deal effectively with instances of academic dishonesty.  Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respecting others' academic endeavors.  By placing their name on academic work, students certify the originality of all work not otherwise identified by appropriate acknowledgments. Visit the D'Youville Catalog linked here for detailed information.

Withdrawal from the course

Students may withdraw from a course, at which point their record will show a grade of “W”.  Forms for withdrawal can be found online through the Registrar’s Office at the link here. These forms must be completed, signed by the student’s advisor, and submitted to the Registrar’s Office. Ceasing to participate in class or informing the instructor of the intention to withdraw does not constitute official withdrawal and will result in a grade of “F”.

Online Learner Requirements and Proficiencies

You are required to be able to navigate the course by clicking links on the site.

Students need to be able to write assignments, copy and paste, create documents using Microsoft Office and be able to upload to Turnitin.com, email attachments, and the ability to upload to the LMS. If you are not able to do so, please contact me before an assignment is due.

Students must be able to work as instructed to ensure you are properly prepared you should have Self-discipline, Problem-solving skills, Critical Thinking skills and enjoy communicating in the written world.

Discussions – you are required to participate in discussions. You will need to do any initial post and follow-up posts. Please refer to the discussion board rubric for time and grading criteria.

Canvas Course Tools/Areas Overview

Navigation Link

Description

You Should…

Syllabus

This is a digital version of your syllabus for the course. 

Check this to refer back to the way the course is designed

Announcements

This area is used to post day-to-day course details such as the status of or directions for assignments and discussions.

Check the announcements on a regular basis, at least several times each week.

Modules

This area contains course content, including lectures, readings, resources, and assignments. This area may also contain a checklist summary of assignments for the module.

Check this area at the start of each module and throughout the module week to review course materials.

Discussions

This is one of the primary areas for discussion and collaboration in the class.

Participate and contribute on a regular basis. Refer to the Attendance Policy section for information.

Grades

Assignment grades are located in this area.

Check this area to find out your grades for your course assignments.

Assignments

This is where all your assignments will be listed for the class.

Check this area at the start of each module and refer back to it throughout the week.

Quizzes

This is where all of your quizzes/tests will be for the class.

Check this area on a regular basis.

Tutor.com 24/7 Homework Help

Subject matter specific tutors are available to all students for consultation and assistance.  This tool allows you to immediately connect & schedule tutoring sessions with experts in your field of study.  Additionally, you may submit written assignments for review.

Use this service if you are in need of additional assistance or if you wish to work through a question that has you stumped.  If you finish a paper ahead of the deadline, you may also submit your work for  review.  Revision recommendation are normally returned within 12 hours... so plan accordingly!

Panopto Recordings

Panopto is utilized to disseminate recorded video and podcast content.  Additional features include captioning for the hearing impaired, the ability to toggle the main recorded video with footage from the instructor's screen, as well as content flagging for later review.

Check out this link to access all of your instructor's available audio and video content.

Role of Netiquette

The following outlines some key strategies for effective netiquette:

  • Use standard grammar and spelling, and avoid “text speak” such as “lol” or “idk.”
  • Be professional. Respectfully address the person you are speaking to, and avoid rude language, a confrontational tone, and all caps, which is the online equivalent to shouting.
  • Write concisely. Develop your point with details and examples, but do not ramble or use unnecessary words. Your readers should be able to understand your point quickly.
  • Do not dominate discussion. Allow others to speak, and read their input carefully before responding.
  • Provide a link or reference for your sources so your readers know where you are getting your information.
  • Use fonts that are easy to read (e.g., Arial, Times New Roman, Calibri).
  • Format your writing in a consistent, clear, and readable manner. Avoid large blocks of text by using paragraphs and consistent spacing and making your writing welcoming for readers.
  • Proofread. Carefully review what you have written and correct any errors or unclear wording. Small mistakes are unprofessional and potentially confusing.
  • Think twice before sending or posting. Most messages cannot be retracted, and even editing a discussion board post will show a record of your changes, so do not commit to anything that you will regret later.
  • Reply to others promptly.

Technical Skills Required for Online Courses

As an online student, there are necessary skills you must have due to a much different "classroom" experience than a traditional student. In order to ensure that you are fully prepared for your online courses, the following is a list of expectations and requirements: Students in a hybrid and/or online program should be comfortable with and possess the following skill sets:

  1. Self-discipline
  2. Problem-solving skills
  3. Critical thinking skills
  4. Enjoy communication in the written word

As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:

  • Communicate via email including sending attachments
  • Navigate the World Wide Web using a Web browser such as Google Chrome
  • Use Microsoft Office (or similar) to create documents, spreadsheets, presentations, etc.
  • Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Web site
  • Be comfortable uploading and downloading saved files
  • Downloading and installing software
  • Have easy access to the Internet
  • Play, listen, and have the ability to create audio and video files
  • Navigate Canvas, including; using the email component within, attaching files in assignments, posting to discussion boards. Instructions and tutorials for this are provided in the Canvas Student Training linked here.

For more information or technical assistance on using the Learning Management System, please refer to the Training Guides linked here.

Digital Information Literacy Skills Required for Online Courses

Information literacy is the set of integrated abilities encompassing the reflective discovery of information (including being able to identify, locate, and critically evaluate sources), the understanding of how information is produced and valued, and the use of information in creating new knowledge (synthesis) and participating ethically in communities of learning.

You can visit the Library Resources page directly in Canvas via the Help menu in the site navigation, or linked here.

Technical requirements for DYC Online Courses

  • Laptop or Desktop with a modern web browser HTML5 capabilities
    • Google Chrome, Mozilla Firefox, Edge, and/or Safari
  • A webcam (your phone can be used as a webcam if you do not have one). Please contact Onlinelearning@dyc.edu for more info. 
  • Microphone (your phone can also be used as a microphone)
  • Internet connection (or ask for our portable MiFis for students by contacting IT at helpdesk@dyc.edu). 
  • Computer Plugins
    • Adobe Acrobat Reader
  • Video Players
    • Windows Media Player, QuickTime Player
  • Software
    • Microsoft Office. (No worries if you do not have it. Your MyD'Youville package comes with it!) Please contact IT (helpdesk@dyc.edu) for more information.  
    • DYC Credentials (E-mail, My D'Youville, and LMS)

Technical Support

Support is offered in the following locations:

Sharing of LMS content resources

Sharing content from the LMS classroom is strictly prohibited. All instructor and classmate postings are considered private and should not be shared. The content is to be only used to meet the learning objectives of the course by enrolled students.

Learning Center & Accessibility Resource

At D'Youville one of our most important core values is making sure that you succeed. As a student at D’Youville, you’ll be challenged every day, but you’ll also know that we have your back, no matter what you need to succeed. If you need extra help, our Learning Center is available to help you with tutoring, workshops, and one-on-one support.  Students for whom English is a second language are also urged to utilize the resources of the Learning Center.  Visit this link to learn more.

Students with Special Needs: Students, who believe they may be eligible for Special Testing Conditions, such as extended time and/or a distraction-reduced environment, must contact the Learning Center to determine whether they qualify. Students with disabilities need to contact the Coordinator of Accessibility Resources and provide documentation of their disability(ies) from a qualified professional.  Based on that information and the course requirements, Accessibility Resources will determine if special testing conditions are warranted. Students who are determined to be eligible for special testing conditions will be provided with an accommodation form detailing the special conditions. Students must provide the faculty with appropriate documentation from the learning center.  Please visit this link to learn more and schedule an appointment today.

D’Youville Library

The Montante Family Library at D'Youville is the ideal research destination for students, faculty, and staff searching for access to research tools, materials, and professional instruction.  Visit this link to learn more.

Personal Counseling Center

The challenges of coursework and personal life can be difficult to manage for anyone. The services of the Personal Counseling Center are available for all students and confidentiality is maintained. Students are encouraged to utilize this resource for assistance in stress management, situational crises, or any emotional difficulties. Students may either ask a faculty member for assistance in making a referral or may contact a counselor at the clinic by calling 829-7819.  Visit this link to learn more and schedule an appointment.

Sexual Misconduct & Harassment

D’Youville College prohibits its employees (faculty, administrative, support staff and maintenance), and undergraduate and graduate students from engaging in any form of sex discrimination, which includes sexual harassment and sexual assault/violence. This policy provides information regarding the college’s prevention and education efforts related to sexual harassment and sexual assault/violence (collectively referred to in this policy as “sexual misconduct”). Should the college become aware of sexual misconduct impacting its employees, undergraduate students or graduate students, the college is committed to promptly and effectively addressing the situation.

In furtherance of that commitment, this policy explains how the college will proceed once it is made aware of possible sexual misconduct in keeping with our institutional values and to meet our legal obligations under Title IX, the Clery Act, the Violence Against Women Reauthorization Act of 2013, and other applicable law. In all instances in which sexual misconduct is found to have occurred, the college will take appropriate steps to end such conduct, prevent its recurrence and redress its effects.  See this link for additional information.

Privacy Policies & Accessibility Statements

The following are links to Privacy Policies and Accessibility Statements for the technologies used in this course: