KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8715 / Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
XXCourse Prerequisite Change
XX Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number SW 8715
___
Course Title Children and Youth Mental Health
___
Class Hours
3 ____Laboratory Hours___0____Credit Hours_____3___
Prerequisites Admission to the MSW Program
___
Description (or Current Degree Requirements)
This course is designed to provide students with additional knowledge and skills related to
the theory, research, and implications of child and adolescent maltreatment for child
development and psychopathology. Course content will be presented within the context of
child welfare practice and social work with children and adolescents in public agencies and
programs. Particular attention will be given to common psychological disorders that result
from maltreatment and accompanying treatment issues. Issues related to individuals,
families, groups, and communities are covered and attention is given to working with
ethnic minorities, women, gays and lesbians, and persons with disabilities.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___________________________________
Course Title _________________
___________
Class Hours
____Laboratory Hours_______CreditHours________
Prerequisites All MSW Foundation Level Courses
Description (or Proposed Degree Requirements)
This second year advanced practice course builds upon foundation courses taught during
Year 1 and enhances other advanced courses taught during Year 2. The course provides
students who select specializations in Children and Family Services, Mental Health Services
and students who have a sub-specialty in Substance Abuse, with a comprehensive
understanding of the latest knowledge and theories on child development, assessment, and
treatment interventions for work with children, ages infancy to 16, and their families
.
III.
Justification
Course Updated to be in compliance with accreditation standards.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Current Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8715: Children and Youth Mental Health
Professor:
Dorcas D. Bowles
Meeting Time:
TBA
Semester Credits:
3 hrs.
Email Address:
dbowles3@kennesaw.edu or
dorcasbowles@bellsouth.net
Phone Number:
678-797-2453
Office:
Room 3323 Prillaman Hall
Office Hours:
Mondays 9:00am-4:00pm, Thursdays
9:30am-1:00pm or by appointment
Course Description
This course is designed to provide students with additional knowledge and skills related to
the theory, research, and implications of child and adolescent maltreatment for child
development and psychopathology. Course content will be presented within the context of
child welfare practice and social work with children and adolescents in public agencies and
programs. Particular attention will be given to common psychological disorders that result
from maltreatment and accompanying treatment issues. Issues related to individuals,
families, groups, and communities are covered and attention is given to working with
ethnic minorities, women, gays and lesbians, and persons with disabilities.
Course Overview
The course will emphasize a developmental framework anchored in attachment, object
relations and neurobiological theories, and the interactions between biological,
psychological, social, spiritual and environmental factors that impact children. Students
will be introduced to the principles of human brain development known as the neurodevelopmental perspective espoused by Bruce Perry and others in their work with
maltreated and traumatized children. Students will be helped to understand not only the
child’s problematic behaviors and what happens when developmental milestones are not
met or are derailed but also how to identify a child’s areas of strength; how to do a biopsychosocial-spiritual assessment; how to contract, assess, plan, intervene, and track a
child’s progress in treatment; how to work with a child one-on-one and within the context
of the family; and how to intervene effectively with children experiencing a range of
problems: children in divorcing and reconstituted families; children in families affected by
illness and death; children in substance-abusing families; and children who are victims of
physical and or sexual abuse and the impact such abuse has on them over the course of
their life. Case materials will be used throughout to demonstrate the application of theory
to practice. Students will be offered an opportunity to raise questions, “role play”, and
discuss cases they are seeing or have seen in their field practicum internships or prior
work experiences.
Required Textbook:
Nancy Boyd Webb (2003). Social Work Practice with Children. 2nd Ed. New York: Guilford
Press.
Supplemental Textbook:
Perry, Bruce and and Szalavitz (2006). The Boy Who Was Raised As a Dog. New York: Basic
Books
Read at least one of Dave Pelzer’s books.
Pelzer, Dave. (1995). A child called it. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (1997). The lost boy. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Handouts
Handouts and additional readings will be distributed throughout the term and/or placed
on reserve at the library. Students who are absent from a particular class are responsible
for obtaining the handouts and additional readings from the instructor.
Course Rationale Relative to the Mission of the MSW Program
The Master of Social Work Program at Kennesaw State University has two specializations:
Children and Family Services and Mental Health Services. The Mental Health Services
specialization has one subspecialty, Substance Abuse. This course is designed for second
year students who have selected one of the two specialization areas and students with a
subspecialty in Substance Abuse. The course is consistent with the mission of the Master of
Social Work Program in that it prepares students in both specializations and in the
subspecialty to work with children and their families. Hence, students who select one of the
two specialization areas or the subspecialty enroll in the course.
Course Objectives: Upon Completion of this course students will:
Knowledge Objectives:
1. Demonstrate an understanding of the impact of divorce, physical and sexual abuse,
and the death of a parent on children and families and manage one’s personal biases
re these issues; EP 2.1.2
2. Demonstrate understanding of a bio-psychosocial-spiritual perspective in working
with families and children – i.e., that every child is shaped by the interplay of forces
that arise from within and without (socio-economic factors, culture, community,
class, etc.); EP 2.1.7
3. Demonstrate knowledge and an understanding of resiliency in one’s work with
children and their families. EP 2.1.7
4. Demonstrate knowledge of various developmental theories of human behavior and
the social environment to assess, intervene and evaluate children and their families;
EP 2.1.7; EP 2.1.10 a, b, c, d
Skills Objectives:
1. Demonstrate a solid professional identity as a professional social worker; EP 2.1.1
2. Demonstrate ability to recognize personal biases as they affect the therapeutic
relationship in ones work with children and families; EP 2.1.2
3. Demonstrate ability to identify strengths, vulnerabilities and resources pertinent to
one’s working with children and families; EP 2.1.3
4. Demonstrate ability to work effectively with children and families from diverse
backgrounds; EP 2.1.4
5. Demonstrate ability to use knowledge about oppression, discrimination and past
traumas in ones assessment and interventions with children and their families; EP
2.1.5
6. Demonstrate an understanding of and ability to use research to evaluate ones
clinical practice effectiveness in one’s work with children and their families; EP
2.1.6
7. Demonstrate ability to use bio-psychosocial-spiritual theories in working with
children and their families; EP 2.1.7
8. Demonstrate ability to develop relationships with children and families from
diverse backgrounds; EP 2.1.10 (a) Engagement
9. Demonstrate ability to apply multidimensional bio-psychosocial-spiritual
assessment techniques in working with children and their families from diverse
backgrounds; EP 2.1.10 (b) Assessment
10. Demonstrate the ability to use a range of clinical interventions in working with
children and their families; EP 2.1.10 (c) Intervention
11. Demonstrate ability to evaluate interventions made in working with children and
families from diverse backgrounds and with varying presenting problems. EP
2.1.10 (d)
Values Objectives
1. Recognize the importance of professional use of self in working with children and
their families; EP 2.1.1.
2. Recognize the importance of self-reflection in working with children and their
families; EP 2.1.3
3. Recognize strengths, coping strategies, and vulnerabilities of children and their
families in making assessments and interventions EP 2.1.10 (b, c)
Practice Behaviors that correspond with the course objectives and the ten advanced
competencies
1. Readily identify as a social work professional EP 2.1.1
2. Demonstrate professional use of self with client/s; EP 2.1.1
3. Recognize and manage personal biases as they affect the therapeutic relationship in
the service of the client’ well-being EP 2.1.2
4. Engage in reflective practice EP 2.1.3
5. Identify and articulate clients’ strengths and vulnerabilities EP 2.1.3
6. Research and apply knowledge of diverse populations to enhance client well-being
EP 2.1.4
7. Use knowledge of the effects of oppression, discrimination, and historical trauma on
client and client systems to guide treatment planning and intervention EP 2.1.5
8. Use research methodology to evaluate clinical practice effectiveness and/or
outcomes EP 2.1.6
9. Synthesize and differentially apply theories of human behavior and social
environment to guide clinical practice EP 2.1.7
10. Develop a culturally responsive therapeutic relationship EP 2.1.10a Engagement
11. Use multi-dimensional bio-psychosocial spiritual assessment tools EP 2.1.10b
Assessment
12. Demonstrate the use of appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention strategies as
needed EP 2.1.10c
13. Use clinical evaluation of the process and/or outcomes to develop best practice
interventions for a range of bio-psychosocial spiritual conditions EP 2.1.10d
Course Methods
Didactic presentations/discussions, analysis of videotapes, case discussions, and role
playing, will be used throughout the semester. Students are expected to have read
assignments and cases prior to a given class and should be prepared to participate in
classroom discussions and role plays. Students will not be able to participate in
experiential exercises and class discussions unless they are present in class. Therefore class
attendance and participation are imperative.
Course Expectations
Attendance Policy: Students are expected to attend each and every class and to arrive on
time,. Roll will be taken regularly. Students are allowed to miss two classes without
penalty. Three (3) points will be deducted from the final score if one misses 3-5 classes and
5 points will be deducted if one misses 6 or more classes. Students do not need to notify
the professor regarding the reason for their absence(s). Be aware that tardiness will also
affect your final grade.
Phones/Pagers: Phones and pagers disrupt the class. Phones and pagers must be turned
off during class.
Make-up Policy: Make-up exams or extension dates on papers, as a rule, will not be
permitted. Only in extraordinary circumstances may this be considered ((hospitalizations,
death of a family member, etc.). The professor reserves the right to determine the format of
any make-up exam or extension dates on papers.
Incomplete Grades: The grade of “I” will be given only under emergency situations that
prohibit a student from completing specific assignments or class projects. The student
must contact the instructor and receive approval in writing that an assignment cannot be
completed by the designated date so that the grade of “I” can be given for incomplete work.
A designated time will be given by the professor for when the work must be completed by
the student. If the deadline is not met, the student will receive a grade based upon work
completed for the course excluding a grade for the specific assignment.
Assignments Policy: All papers must be completed using APA 6th edition (see
www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as
standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number
requirements do not include the cover page, reference pages or appendices. While
references can be used from a number of sources, references counted as “required” include
only peer reviewed journal articles or book chapters published from a scholarly press
(Columbia University Press, Jason Aronson Press, Allyn Bacon , etc. ). Other references may
be used, however they do not count as a required references.
Communication with Students: All communication with students will be through KSU email address so that you should check your e-mail regularly. Information on activating and
using your KSU e-mail can be found at http://students.kennesaw.edu.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
Criteria for Student Evaluation
Assignments: Each written assignments is evaluated as 100 points.
Assignment 1
100 points
Assignment 2
100 points
Assignment 3
100 points
Course grades will be assigned as follows:
92 – 100
A
91 - 80
B
79 – 70
C
69 – 60
D
68 and below
F
Please Note: Any document(s) submitted in class for a grade that is determined to be
plagiarized will receive an automatic grade of zero for the assignment. In addition, any
student found to be cheating will also receive an automatic grade of zero for the
assignment. The professor has the right to fail the student for the course based on the
severity of the offense.
Assignments
Assignment
Due Date
Assignment 1: “Skin Hunger: Laura
Week 6: February14, 2012
Write a 5 – 8 page paper on “Skin Hunger, Case of Laura” answering the following
questions:
1. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
2. Why do you consider what you learned from the case to be important?
3. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
4. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia and how these errors might have been avoided.
Assignment 2: Observation Paper
Week 12: March 27, 2012
Assignment3: Final Paper
Bio-psychosocial-spiritual History
(Use Bio-psychosocial-spiritual History Format Provided)
Week 16: April 24,
2012
Course Outline and Readings
Weeks 1 & 2: January 10 and January 17, 2012
Introduction and Course Expectations
Review of Syllabus, course requirements and assignments
Social Work Practice with Children (Webb, Chapter 1)
Children’s Problems and Needs: The Social Context of Children’s Lives
Case of Jacob, age 10 and Damien, age 14
*Familial and Social Factors for both boys
Specific Problem Syndromes
An Ecological Perspective: The Need to Consider Multiple Factors
Risk and Protective Factors: The Child, Family, and Community Contexts
Cultural Factors
Current Cutting Edge Issues in Working with Children
Other Important Current Issues SW Students should have Awareness of and
Sensitivity to:
Surrogacy or Surrogate (Traditional Surrogacy, Gestational Surrogacy, Commercial
Surrogacy, Altruistic Surrogacy)
“Twiblings” – a word usually used to describe siblings who are extremely close in age,
which typically means children born 9 – 12 months apart.
Read article: Their Bodies, My Babies, NY Times, December 31, 2020. (Article is included
in materials sent to you, together with the syllabus and other course assignments, via email.) Michael and Melanie Thernstrom, use two surrogates for the birth of their 2 children,
Kieran and Violet. Kieran was born 5 days before Violet.
Film: Babies – This film travels the globe following the development of four children from
vastly different parts of the world – Ponijao from Namibia; Bayarjargal from Monogolia,
Mari from Tokyo and Hattie from San Francisco. The film shows that attachment and
love are universal and important in any culture and that developmental time-lines for
locomotion and language are very similar. It also shows how a child’s ability to explore his
or her world varies from one culture to another ant that exploration opens up the child’s
ability to learn and engage with others. The film will leave you breathless and astounded at
the process of development and the power and universality of a caregiver’s love.
Required Readings
Webb, Chapter 1: Social Work Practice with Children
Supplemental Readings:
(Baldwin, A. I, Baldwin, C.P., Kasser, R., et al (1993) Contextual risk and resiliency during
late adolescence. Development and Psychopathology, 5, 741-761.
Masten, A.S. (2007). Resilience in developing systems: Progress and promise as the fourth
wave Rises. Development and Psychopathology, 19, 921-930.
Week 3: January 24, 2012
Brain Development
Institutionalized Deprived Young Children: The impact of disrupted attachment and trauma
on brain development – Tape: Romanian Orphans adopted by American families.
Case of John: Example of the Use of Neurobiology by a Clinical Social Worker from
article: “Neurobiology and Clinical Social Work” by Dr. Dennis Miehls, Professor, Smith
College School for Social Work.
Tape: Early Childhood and Brain Development by Dr. Bruce Perry
Required Readings
Barkley, R.A. 2003. Attention deficit hyperactivity disorder. In E. J. Mash and R. A. Barkley
(Eds). Child psychopathology( 2nd ed. pp. 75-143).New York: Guilford Press
Perry, Bruce D. “Applying Principles of Neurodevelopment to Clinical Work with
Maltreated and Traumatized Children” in Webb, Nancy Boyd (2006). Working with
Traumatized Youth in Child Welfare, New York, Guilford Publications, Inc. pp. 27-52.
(On Reserve in Library)
Badenoch, Bonnie (2008). Being a Brain-Wise Therapist: A Practical Guide to Interpersonal
Neurobiololgy. New York: W.W. Norton & Co. (348 pages)
This book is one you will want to eventually purchase to help you in your clinical work with
children, adolescents, adults and couples who have experienced abuse and/or trauma. The
book provides the reader with the essentials of brain physiology and how it relates to
clinical practice. A reader who is unfamiliar with neurobiology will be able to grasp the
complexity of the material. The author gives numerous clinical examples that link theory to
practice and will help social workers who want to integrate neurobiological theory into
his/her clinical practice.)
Supplementary Readings
Rutter, M., Beckett, C., Castle, J., Colvert, E.,Kreppner, J., Mehta, M., et. Al. (2007). Effects of
profound early institutional deprivation: An overview of findings from a UK
longitudinal study of Romanian adoptees. European J. of Developmental Psychology,
4, 332-350.
Rutter, M., Kreppner, M. M., & O’Connor, T. G. (2001). Specificity and heterogeneity in
Children’s response to profound institutional privation. British J. of Psychiatry, 179,
907-103.
(Rutter, M. (2007). Commentary: Resilience, competence, and coping. Child Abuse and
Neglect, 31, 205-209
Week 4: January 31, 2012
Necessary Background for Working with Children (Webb, Chapter 2)
Understanding the Multifaceted Role of the Social Worker
Case of Jose, Age 6 1/2
NASW Code of Ethics
Confidentiality in Work with Children
Ethnic/Cultural Sensitivity
Understanding Child Development
Attachment/Bonding/Resilience
Understanding Family-Child Influences
Avoiding Potential Pitfalls in Working with Children
“Rescue Fantasy”
Competing and “Triangulating” with Parents
Role Play: 4 Case Vignettes provided in class by Professor
Case of James, Age 12
Group 1: Case Conference
Group 2: 1st Session with James’ Mother
Group 3: 1st Session with James’ Mo. and Grandparents
Group 4: 1st Session with James
Case of Jackie, age 10
Group 5: Role play of a beginning session with Jackie to demonstrate how to engage
Jackie in a 1st Session. SW meets Jackie in waiting room with her Mo., introduces
herself to Mo. and Jackie and takes Jackie to office for 1st session. Jackie does not want
to “see anyone for help.”
Building Relationships with All Relevant Systems (Webb, Chapter 3)
Eco Map
Interagency Collaboration on Behalf of Children and Families
Establishing Professional Relationships
Using Toys to Engage Children
Relationships with other Professionals
Required Reading:
Webb, Chapters 2: Necessary Background for Working with Children
Webb, Chapter 3: Building Relationships with All Relevant Systems
Weeks 5 and 6: February 7, 2012 and February 14, 2012
Week 5: February 7, 2012
The Bio-psychosocial Assessment of the Child (Webb, Chapter 4)
The Bio-psycho-social assessment of the child
What is an assessment?
Obtaining collateral information
General Guidelines for Contacts with Parents
General Guidelines for Assessment Sessions with Child
Educational and Psychological Testing
Projective Questions
Child’s Drawings
Class Discussion: Examine the 4 drawings in Chapter 4 (Figures 4.2-4.5). What
Elements in the children’s drawings do you find of interest in terms of possibly Conveying
information about the children? After obtaining these drawings, what other play materials
would you introduce and why?
Assessment Tables
Table 4.3:Bio-psychosocial-spiritual Developmental History Outline
Table 4.5: Situational Factors in the Assessment of the Child
Table 4.6: Assessment of the Child’s Support System
Table 4.7: Common Risk Factors and Protective Factors for Serious Childhood Social
Problems
Genogram
Eco-Map
Required Readings:
Webb, Chapter 4: The Bio-psychosocial-spiritual Assessment of the Child
Week 6: February 14, 2012: Bio-psychosocial Assessment Discussion Cont’d.
Assignment1 Due: February 14, 2012 Perry, Bruce D. and Szalavitz, M. The Boy who
was Raised as a Dog ((2006). New York: Basic Books. Chapter 4,”Skin Hunger” – The Case of
Laura and her 22 year old Mother, Virginia, pp. 81-98.
Assignment1: Write a 5 – 8 page paper answering the following questions:
1. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
2. Why do you consider what you learned from the case to be important?
3. How does this case help you to understand the impact of disrupted attachment and
trauma on brain development?
4. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
5. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia, and how these errors might have been avoided.
Week 7: February 21, 2012
Contracting, Planning, Interventions, and Tracking Progress (Webb, Chapter 5)
Contracting, Engaging and Identifying Client Needs
Planning Interventions
Setting Goals
Tracking Progress and Terminating
Update on Smith family, 1995 (p. 114) and Barbie Case, 2002 (p. 114)
Required Reading
Webb, Chapter 5 – Contracting, Planning, Interventions, and Tracking Progress
Week 8: February 28, 2012
Working with the Family (Webb, Chapter 6)
Child Centered and Family Therapy
Different Levels of Family Involvement
Ethical Challenges in Family Work
Case of Tim, age 7
Week 9: No Class March 6, 2012 (Spring Break: March 3 – 9, 2012)
Week 10: March 13, 2012
One-to-One Work with the Child
Required Reading
Webb, Chapter 7: One-to-One Work with the Child
Reasons for Working with the Child only
What is Play Therapy?
Using the Child’s Play therapeutically
Different Child Therapy Approaches (Child Centered; Psychodynamic, Cognitive
Behavioral Treatment of Children
Case of Linda
Week 11: March 20, 2012
Children in Divorcing and Reconstituted Families
Required Readings:
Webb, Chapter 11, Children in Divorcing and Reconstituted Families
Issues of Loss and Multiple Stressors
Impact of Family Circumstances on Child
Goals in Helping Children in Divorcing and Reconstituted Families
Custody Disputes: Children Caught in the Middle
Ethical Issues
Resources for Children and Divorced and Reconstituted Families
Supplemental Reading
Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith
(1991) meta-analysis. Journal of Family Psychology, 15, 355-370.
Wallerstein, Judith S. and Blakeslee, S. ( 1989). Second Chances. New York: Ticknor & Fields.
Introduction, pp. ix-xxi; Part 1, Chapter 1, The Nature of Divorce, pp. 3-20.
The Case of Malcolm, Age 11, p 147.
Week 12: March 27, 2012
Assignment 2 Due: Observation Paper
School Based Interventions (Webb, Chapter 8)
Required Reading
Webb, Chapter 8: School Based Interventions
School-Home Community Partnerships
Role of the School Social Worker
Necessary Knowledge and Skills
Inter - professional Collaboration and Communication
Case of Johnny, Age 5
The Role of the Social Worker in Special Education
Case of Eli, age 7
Weeks 13, 14, and 15: April 3, 2012, April 10, 2012, & April 17, 2012
Week 13: April 3, 2012
Children who Experience Trauma
Required Readings:
Newspaper Articles on various cases listed below.
Ashton, Jeff with Pulitzer, Lisa (2011). Imperfect Justice: Prosecuting Casey Anthony.New
York: Harper Collins. Chapter 24: Defending Casey; Chapter 25: The Prosecution Rests;
Epilogue.
1.
Types of Trauma: Natural disasters of fires, floods, hurricanes, tornadoes and
earthquakes: Example 1: September2000 floods in Georgia; Example 2: March
11, 2001 earthquake that triggered an enormous tsunami in Japan.
2. Natural disasters of war, terrorism, and refugee experiences: Example: September
11 terrorist acts (9/11)
3. Community catastrophes of school shootings, gang violence, and accidents such as
plane crashes or industrial explosions involving death or injury: Example:
Columbine High School, Columbine, Colorado Massacre on April 20, 1999
involving two students, Eric Harris and Dylan Kiebold who killed 12 students and
one teacher and injured 21 other students.
Other Examples:
1927 Bath School Disaster
1966 University of Texas Massacre
2007 Virginia Tech Massacre
DVD: Omaha Mall Shooting
Class discussion of tape
Week 14: April 10, 2012
DVD: Girl Finds New Life after Gruesome Attack
Class discussion of tape
Defensive/Adaptive Coping Mechanisms used by children to deal with stress generated by
trauma
Activities and games one can use in ones work with children dealing with Trauma.
Week 15: April 17, 2012
Impact of Sexual Abuse on Adult Survivors
1. What is sexual abuse?
2. Definition of Incest
3. Long term consequences of Incest
DVD: A Story of Hope by Marilyn Van Derbur, a former Miss America, who was sexually
abused by her father from ages 5 – 18 years.
Class discussion of tape
Excerpts from: Miss America by Day: Lessons Learned from Ultimate Betrayals and
Unconditional Love by Marilyn Van Derbur. (2004). Denver, Colorado: Oak Hill Ridge Press.
Required Readings:
Webb, Nancy Boyd (2006). Working with Traumatized Youth in Child Welfare. New York:
Guilford, Press. Chapter 7: The Intergenerational Transmission of Family Violence,
pp. 113-134;
Chapter 10: Understanding and Treating the Aggression of Traumatized Children in Out-Of
–Home Care, pp. 171-195. (2 Copies of Book on Reserve in Library)
Week 16: April 24, 2012
Assignment 3 Due: bio-psychosocial-spiritual History
Children Living in Kinship and Foster Home Placements (Webb, Chapter 10)
Beliefs about the best Interest of the Child
Determining the Need for Placement
Different Levels of Care
Typical Issues for Children in Placement
Interventions with Children and Foster Parents
Role of Social Worker in Child Welfare
Cases of Ricky and Kayla
Required Reading
Webb, Chapter 10: Children Living in Kinship and Foster Home Placement
Webb, N. B. (2006). Working with Traumatized Youth in Child Welfare. New York: Guilford
Press, Chapter 1: The Nature and Scope of the Problem, pp. 3 – 12;
Chapter 5: Family and Social Factors Affecting Youth in the Child Welfare System, pp. 67 –
92.
Supplemental Readings:
Case of a Foster Child with a History of Abuse, Dave Pelzer. Read at least one of Pelzer’s
books.
Pelzer, Dave. (1995). A child called it. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (1997). The lost boy. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Week 17: April 30, 2012
Discussion of Foster Care System in Georgia by students in class who work in foster care
at Georgia Department of Family and Children Services (DFCS)
Discussion of Child Cases by students. Class members will serve as consultants.
Week 18: May 1, 2012 FINAL CLASS (Final Exam Week: May 1 – 7, 2012)
Wrap up of Course
Important things you should know as you enter the profession
Closing Comments by Professor
Assignments and Due Dates
Assignment
Due Date
Assignment 1: “Skin Hunger: Laura
Week 6: February 14, 2012
Write a 5 – 8 page paper on “Skin Hunger, Case of Laura” answering the following
questions:
1. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
2. Why do you consider what you learned from the case to be important?
3. How does this case help you to understand the impact of disrupted attachment and
trauma on brain development?
4. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
5. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia and how these errors might have been avoided.
Assignment 2: Observation Paper
Week 12: March 27, 2012
Assignment3: Final Paper
Bio-psycho-social-spiritual History and TX Goals
(Use Bio-psycho-social-spiritual History Format Provided)
Week 16: April 24,
2012
Grading Scale
92 – 100
A
91 - 80
B
79 – 70
C
69 – 60
D
68 and below
F
Assignment2 Due: Week 12: March 27, 2012: Observation Paper
You have two options from which to choose for The Observation Paper as follows:
Option 1
Spend one hour and a half or more observing in a preschool or child care center (ages 3-5)
with 2-3 of your classmates. You are to write the names of your team members on your
paper, but you are not to discuss your observations with your team members. You are to
select an individual child to observe within the group context and the group as a whole.
Your observations are to be your observations and should not be shared with your team
members.
Please respond to the following questions. Do not consult with class members who
observed these situations with you.
1. Dramatic Play: Choose a group of children who are playing together in some
activity (dramatic play, building play or other activities) and identify one child the
group will observe individually and as a member of the group. What are the themes
and plots of the play? What role do children choose or assign one another? Is the
play gender segregated or not? How do the children deal with disruptions caused by
conflicts over whose idea will prevail? Is there a group leader? What role does the
identified child portray?
2. Peer Relationships: How was the group formed? Who initiated activities and
evidenced leadership skills? Who was aggressive or passive? Can you discern
elements of friendship in the way the group relates to one another? How does the
group resolve conflicts that arise? To what extent are other children allowed to
enter or are excluded from the play activity? What role does the identified child
play?
3. Relationships with Adults: How much do the children interact with their teachers
versus other children? How does the identified child react to the teacher? Do you
see different styles of relating to teachers – such as friendly interaction, clinging, or
withdrawal? Do you see attachment-seeking behavior? If you are there when
parents drop the children off, how do the children cope with separation when their
parents drop them off at the center? Did you notice how the individual child selected
by the group coped with separation from his/her parent(s)?
4. Self-control: Observe for potentially stressful situations – conflict with another
child, having to wait to get the teacher’s attention, two children wanting the same
toy to play with, and the like. What strategies for self-regulation do you observe? Do
you see instances of aggression? What seems to have precipitated the aggressive
behavior? Do you see instances of empathy? Identify particular issues that occur for
the individual child selected by the group and the group as a whole.
5. Note any other observations you wish to highlight.
In all of your observations, please provide current professional literature that either
supports or negates your observations.
Option 2
Observation of a fifth grade child and group (9-10 years old) in the classroom and at recess,
lunch, or in a special class such as gym or music. The child and the group are to be observed
in two different settings. While observing the group as a whole, you are also to focus on an
individual child selected by the group for observation.
Spend one (1) hour in a classroom setting observing a fifth grade class (ages 9-10). In
addition, spend 30 minutes to one hour observing your selected group of children at recess,
lunch or in a special class such as gym or music. Your observations are to be with 1 or 2
other class members. You are to write the names of your team members on your paper,
but you are not to discuss your observations with your team members. Your observations
are to be your observations and should not be shared with your team members.
Please respond to the following questions. Do not consult with class members who
observed these situations with you.
The group is to select one child to observe within the context of the classroom and at
recess, lunch or in gym or music. Observe the selected child’s behavior in class and his/her
interactions with peers at recess, at lunch or in a special class such as gym or music.
a. In Class: Look for attentional capacities, interest in school work, ability to listen and
follow instructions, interaction with peers, capacity for impulse control, interaction
with the teacher by the group and by the individual child selected by the group.
b. At recess, in the lunchroom, in gym or music look for:
i. Gender based-behavior: Do girls and boys play in segregated groups or
together? Do you see evidence of sustained interaction between boys and girls? Do
you notice differences in the themes of boys vs girls’ play and interactions? What
other observations do you note for the group?
ii. Social Interaction: In your observations of the group, do you see evidence of
social rejection by any of the group members you observe? What role in the group
does the individual child you have selected play in the group process.
iii. Impulse Control: In your observations at recess, in the lunchroom or in gym or
music, how do members of the group react to children who show difficulties
controlling impulses?
iv. Rules: In your observations at recess, in the lunchroom or in gym or music, how
do members of the group behave or respond when there have been violation of
“rules” or what is deemed to be correct behavior for a game or activity? How does
the group negotiate when rules have been violated? What role does the individual
child selected play?
v. Moral Values: In your observations, how do members in the group negotiate
controversies that may occur? Do you see evidence of social rejection or
stigmatization? How does the group react to children who show difficulties
controlling impulses? Do you see evidence of leader vs follower roles? What role
does the individual child selected by the group play in negotiating controversies?
vi. Note any other observations you wish to highlight.
In all of your observations, please provide current professional literature that either
supports or negates your observations.
Bio-psycho-social-spiritual History Format
Do a bio-psychosocial-spiritual history of a child you are seeing. (If you do not have a child
case, you can do a bio-psychosocial spiritual history of an adult.) Identify 1-3 treatment
goals you have for the child or adult) and provide 2-3 sessions of process recording where
your treatment interventions demonstrate that you are working toward the goal(s) you
have established. Provide information regarding how you measured the outcomes of your
goals and whether the goals were met.
(Please make sure all names and identifying information for the selected client are
changed. Let your supervisor know that you are submitting the case for class and that the
client’s name and all identifying information on the selected client are changed. Make up
name of agency, but provide correct description: Example: Hospital in Urban Area of South
or Elementary School in urban area serving children, ages _ to _ ) You must provide the
information listed below even if you did not do the Bio-psychosocial-spiritual History.
1.
Information on Social Worker
a.
Age
_______
b.
Ethnicity
________
c.
Sex
________
d.
Religion
________
e.
Education
________
2.
Agency Description
3.
Client Information
a.
Client’s Name
b.
Age:
b.
Grade
c.
Sex
d.
Religion
4.
Mother’s Name (if client is a child or if information is known for adult client)
a.
Mother’s Ethnicity
b.
Mother’s Age
c.
Mother’s Education
d.
Mother’s Employment
e.
Mother’s Religion
Birthdate____________
5.
Father’s Name (if client is a child or if information is known for adult client)
a
Father’s Ethnicity
b.
Father’s Age
c.
Father’s Education
d.
Father’s Employment
e.
Father’s Religion
6.
Housing Arrangement for Family
7.
Presenting Problem and Reason for Referral
8.
Developmental History on Child or information on an adult that is important
for understanding the problem)
9.
Socio-cultural and family history as appropriate ( brief description of school
child attends and neighborhood where child and his family reside. If the client is an adult,
provide information regarding neighborhood where client lives, client’s employment, etc.)
10.
Explain how the cultural factors impact the child or adult and/or your
assessment and role with the child or adult client.
11.
Family’s Prior Experience(s) with Social Agencies
12.
Client’s Ego Strengths, support systems, and Weaknesses (What is this
information based on – psychosocial history or case material from another
professional(s) or your interviews or interactions with the client. Explain)
13.
Your diagnostic understanding or assessment of the client including the
theoretical framework you used to make the diagnosis. (Explain whether your
diagnosis is based on information you obtained from child’s parents, interviews with or
observations of the child, the child’s record or information obtained during intake by you
or by another professional, etc. If you are presenting an adult, explain whether your
diagnosis is based on information you obtained from the adult, the adult’s record, or
information obtained during intake by you or another professional.)
14.
What was completed professionally with the client prior to your involvement?
How many sessions did you have with the child or adult?
15.
List 1-3 treatment goals you sought to achieve with the child or adult. Provide
a summary of 2-3 sessions of process recording where your treatment interventions
demonstrate that you are working toward the goals you established.
16.
What role, if any, did spirituality play in the client’s life or the family’s life or in
your interventions?
17.
Treatment Conclusions – Were the goals you were to carry out achieved? What
measurements did you use to show how the goals you established were met or not met?
Explain
18.
As you reflect on your interventions and areas requiring further attention,
what questions would you want to ask a consultant about the case and your role,
including referrals and communication with other professionals and/or agencies, and how
you might advocate for issues presented by the child or adult.
Bibliography
Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith
(1991) meth-analysis. Journal of Family Psychology, 15,355-370.
Ashton, Jeff and Pulitzer, Lisa (2011). Imperfect Justice: Prosecuting Casey Anthony. New
York: Harper and Collins.
Badenoch, Bonnie (2008). Being a Brain-wise Therapist: A Practical Guide to Interpersonal
Neurobiology. New York: W. W. Norton & Co.
Baldwin, A. I., Baldwin, C. P., Kasser, R., et al (1993). Contextual risk and resilience during
late adolescence. Development and psychopathology, 5, 741 – 761.
Barkley, R. A. (2003). Attention deficit hyperactivity disorder. In E. J. Masj and R. A. Barkley
(Eds.), Child Psychopathology, 2nd Ed. pp. 75 – 143. New York: Guilford Press.
Drauker, C. (2003). Unique outcomes of women and men who were abused. Perspectives in
Psychiatric Care, 3 (1), 7 – 17.
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth
wave rises. Development and psychopathology, 19, 921 – 930.
Murphy, J. J. and Duncan, B. L (2007). Brief intervention for school problems: outcomesinformed strategies (2nd ed.). New York: Guilford Press.
Pelzer, Dave (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Pelzer, Dave (1997). The lost boy. Deerfield Beach, Fl.: Health Communications.
Pelzer, Dave (1995). A child called it. Deerfield Beach, Fl.: Health Communications.
Perry, Bruce and Szalavitz, Maia. (2006). The boy who was raised as a dog. New York: Basic
Books.
Perry, Bruce D. (2006). “Applying principles of neurodevelopment to clinical work with
maltreated and traumatized children. In Webb, Nancy Boyd, Working with
traumatized youth in child welfare.pp. 27-52. New York: Guilford Publications (On
Reserve in Library).
Rutter, M., Beckett, C., Castle, J., Colvert, E., Kreppner, J., Mehta, M., et al (2007).Effects of
profound early institutional deprivation: An overview of findings from a UK
longitudinal study of Romanian adoptees. European J. of Developmental Psychology,4,
332 – 350.
Rutter, M.,Kreppner, M. M. & O’Connor, T. G. (2001). Specificity and heterogeneity in
children’s response to profound institutional privation. British J. of Psychiatry, 179,
907 – 931.
Wallerstein, Judith S., and Blakeslee, S. (1989). Second Chances. New York: Ticknor & Fields.
Van Derbur, Marilyn (2004). Miss America By Day: Lessons Learned from Ultimate Betrayals
and Unconditional Love. Denver, Colorado: Oak Hill Ridge Press.
Verko, J. (2002). Women’s outrage and the pressure to forgive: working with survivors of
childhood sexual abuse. The International J. of Narrative Therapy and Community
Work, 1, 23 -27.
Webb, Nancy Boyd. (2003). Social Work Practice with Children. 2nd ed. New York: Guilford
Press.
Webb, Nancy B. (2006). Working with Traumatized Children in Child Welfare. New York:
Guilford Press.
Rutter, M. (2007) Commentary: Resilience, competence and coping. Child Abuse and
Neglect,31, 205 – 209.
Revised Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8715: Children and Youth Mental Health
Professor:
Dorcas D. Bowles
Meeting Time:
TBA
Semester Credits:
3 hrs.
Email Address:
dbowles3@kennesaw.edu or
dorcasbowles@bellsouth.net
Phone Number:
678-797-2453
Office:
Room 3323 Prillaman Hall
Office Hours:
Course Description
This second year advanced practice course builds upon foundation courses taught during
Year 1 and enhances other advanced courses taught during Year 2. The course provides
students who select specializations in Children and Family Services, Mental Health Services
and students who have a sub-specialty in Substance Abuse, with a comprehensive
understanding of the latest knowledge and theories on child development, assessment, and
treatment interventions for work with children, ages infancy to 16, and their families
Course Overview
The course will emphasize a developmental framework anchored in attachment, object
relations and neurobiological theories, and the interactions between biological,
psychological, social, spiritual and environmental factors that impact children. Students
will be introduced to the principles of human brain development known as the neurodevelopmental perspective espoused by Bruce Perry and others in their work with
maltreated and traumatized children. Students will be helped to understand not only the
child’s problematic behaviors and what happens when developmental milestones are not
met or are derailed but also how to identify a child’s areas of strength; how to do a biopsychosocial-spiritual assessment; how to contract, assess, plan, intervene, and track a
child’s progress in treatment; how to work with a child one-on-one and within the context
of the family; and how to intervene effectively with children experiencing a range of
problems: children in divorcing and reconstituted families; children in families affected by
illness and death; children in substance-abusing families; and children who are victims of
physical and or sexual abuse and the impact such abuse has on them over the course of
their life. Case materials will be used throughout to demonstrate the application of theory
to practice. Students will be offered an opportunity to raise questions, “role play”, and
discuss cases they are seeing or have seen in their field practicum internships or prior
work experiences.
Required Textbook:
Nancy Boyd Webb (2003). Social Work Practice with Children. 2nd Ed. New York: Guilford
Press.
Supplemental Textbook:
Perry, Bruce and and Szalavitz (2006). The Boy Who Was Raised As a Dog. New York: Basic
Books
Read at least one of Dave Pelzer’s books.
Pelzer, Dave. (1995). A child called it. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (1997). The lost boy. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Handouts
Handouts and additional readings will be distributed throughout the term and/or placed
on reserve at the library. Students who are absent from a particular class are responsible
for obtaining the handouts and additional readings from the instructor.
Course Rationale Relative to the Mission of the MSW Program
The Master of Social Work Program at Kennesaw State University has two specializations:
Children and Family Services and Mental Health Services. The Mental Health Services
specialization has one subspecialty, Substance Abuse. This course is designed for second
year students who have selected one of the two specialization areas and students with a
subspecialty in Substance Abuse. The course is consistent with the mission of the Master of
Social Work Program in that it prepares students in both specializations and in the
subspecialty to work with children and their families. Hence, students who select one of the
two specialization areas or the subspecialty enroll in the course.
Course Objectives: Upon Completion of this course students will:
Knowledge Objectives:
5. Demonstrate an understanding of the impact of divorce, physical and sexual
abuse, and the death of a parent on children and families and manage one’s
personal biases re these issues; EP 2.1.2
6. Demonstrate understanding of a bio-psychosocial-spiritual perspective in
working with families and children – i.e., that every child is shaped by the
interplay of forces that arise from within and without (socio-economic factors,
culture, community, class, etc.); EP 2.1.7
7. Demonstrate knowledge and an understanding of resiliency in one’s work with
children and their families. EP 2.1.7
8. Demonstrate knowledge of various developmental theories of human behavior
and the social environment to assess, intervene and evaluate children and their
families; EP 2.1.7; EP 2.1.10 a, b, c, d
Skills Objectives:
12. Demonstrate a solid professional identity as a professional social worker; EP 2.1.1
13. Demonstrate ability to recognize personal biases as they affect the therapeutic
relationship in ones work with children and families; EP 2.1.2
14. Demonstrate ability to identify strengths, vulnerabilities and resources pertinent to
one’s working with children and families; EP 2.1.3
15. Demonstrate ability to work effectively with children and families from diverse
backgrounds; EP 2.1.4
16. Demonstrate ability to use knowledge about oppression, discrimination and past
traumas in ones assessment and interventions with children and their families; EP
2.1.5
17. Demonstrate an understanding of and ability to use research to evaluate ones
clinical practice effectiveness in one’s work with children and their families; EP
2.1.6
18. Demonstrate ability to use bio-psychosocial-spiritual theories in working with
children and their families; EP 2.1.7
19. Demonstrate ability to develop relationships with children and families from
diverse backgrounds; EP 2.1.10 (a) Engagement
20. Demonstrate ability to apply multidimensional bio-psychosocial-spiritual
assessment techniques in working with children and their families from diverse
backgrounds; EP 2.1.10 (b) Assessment
21. Demonstrate the ability to use a range of clinical interventions in working with
children and their families; EP 2.1.10 (c) Intervention
22. Demonstrate ability to evaluate interventions made in working with children and
families from diverse backgrounds and with varying presenting problems. EP
2.1.10 (d)
Values Objectives
4. Recognize the importance of professional use of self in working with children and
their families; EP 2.1.1.
5. Recognize the importance of self-reflection in working with children and their
families; EP 2.1.3
6. Recognize strengths, coping strategies, and vulnerabilities of children and their
families in making assessments and interventions EP 2.1.10 (b, c)
Practice Behaviors that correspond with the course objectives and the ten advanced
competencies
14. Readily identify as a social work professional EP 2.1.1
15. Demonstrate professional use of self with client/s; EP 2.1.1
16. Recognize and manage personal biases as they affect the therapeutic relationship in
the service of the client’ well-being EP 2.1.2
17. Engage in reflective practice EP 2.1.3
18. Identify and articulate clients’ strengths and vulnerabilities EP 2.1.3
19. Research and apply knowledge of diverse populations to enhance client well-being
EP 2.1.4
20. Use knowledge of the effects of oppression, discrimination, and historical trauma on
client and client systems to guide treatment planning and intervention EP 2.1.5
21. Use research methodology to evaluate clinical practice effectiveness and/or
outcomes EP 2.1.6
22. Synthesize and differentially apply theories of human behavior and social
environment to guide clinical practice EP 2.1.7
23. Develop a culturally responsive therapeutic relationship EP 2.1.10a Engagement
24. Use multi-dimensional bio-psychosocial spiritual assessment tools EP 2.1.10b
Assessment
25. Demonstrate the use of appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention strategies as
needed EP 2.1.10c
26. Use clinical evaluation of the process and/or outcomes to develop best practice
interventions for a range of bio-psychosocial spiritual conditions EP 2.1.10d
Course Methods
Didactic presentations/discussions, analysis of videotapes, case discussions, and role
playing, will be used throughout the semester. Students are expected to have read
assignments and cases prior to a given class and should be prepared to participate in
classroom discussions and role plays. Students will not be able to participate in
experiential exercises and class discussions unless they are present in class. Therefore class
attendance and participation are imperative.
Course Expectations
Attendance Policy: Students are expected to attend each and every class and to arrive on
time,. Roll will be taken regularly. Students are allowed to miss two classes without
penalty. Three (3) points will be deducted from the final score if one misses 3-5 classes and
5 points will be deducted if one misses 6 or more classes. Students do not need to notify
the professor regarding the reason for their absence(s). Be aware that tardiness will also
affect your final grade.
Phones/Pagers: Phones and pagers disrupt the class. Phones and pagers must be turned
off during class.
Make-up Policy: Make-up exams or extension dates on papers, as a rule, will not be
permitted. Only in extraordinary circumstances may this be considered ((hospitalizations,
death of a family member, etc.). The professor reserves the right to determine the format of
any make-up exam or extension dates on papers.
Incomplete Grades: The grade of “I” will be given only under emergency situations that
prohibit a student from completing specific assignments or class projects. The student
must contact the instructor and receive approval in writing that an assignment cannot be
completed by the designated date so that the grade of “I” can be given for incomplete work.
A designated time will be given by the professor for when the work must be completed by
the student. If the deadline is not met, the student will receive a grade based upon work
completed for the course excluding a grade for the specific assignment.
Assignments Policy: All papers must be completed using APA 6th edition (see
www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as
standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number
requirements do not include the cover page, reference pages or appendices. While
references can be used from a number of sources, references counted as “required” include
only peer reviewed journal articles or book chapters published from a scholarly press
(Columbia University Press, Jason Aronson Press, Allyn Bacon , etc. ). Other references may
be used, however they do not count as a required references.
Communication with Students: All communication with students will be through KSU email address so that you should check your e-mail regularly. Information on activating and
using your KSU e-mail can be found at http://students.kennesaw.edu.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
Criteria for Student Evaluation
Assignments: Each written assignments is evaluated as 100 points.
Assignment 1
100 points
Assignment 2
100 points
Assignment 3
100 points
Course grades will be assigned as follows:
92 – 100
A
91 - 80
B
79 – 70
C
69 – 60
D
68 and below
F
Please Note: Any document(s) submitted in class for a grade that is determined to be
plagiarized will receive an automatic grade of zero for the assignment. In addition, any
student found to be cheating will also receive an automatic grade of zero for the
assignment. The professor has the right to fail the student for the course based on the
severity of the offense.
Assignments
Assignment
Due Date
Assignment 1: “Skin Hunger: Laura
Week 6: February14, 2012
Write a 5 – 8 page paper on “Skin Hunger, Case of Laura” answering the following
questions:
5. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
6. Why do you consider what you learned from the case to be important?
7. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
8. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia and how these errors might have been avoided.
Assignment 2: Observation Paper
Week 12: March 27, 2012
Assignment3: Final Paper
Bio-psychosocial-spiritual History
(Use Bio-psychosocial-spiritual History Format Provided)
Week 16: April 24,
2012
Course Outline and Readings
Weeks 1 & 2: January 10 and January 17, 2012
Introduction and Course Expectations
Review of Syllabus, course requirements and assignments
Social Work Practice with Children (Webb, Chapter 1)
Children’s Problems and Needs: The Social Context of Children’s Lives
Case of Jacob, age 10 and Damien, age 14
*Familial and Social Factors for both boys
Specific Problem Syndromes
An Ecological Perspective: The Need to Consider Multiple Factors
Risk and Protective Factors: The Child, Family, and Community Contexts
Cultural Factors
Current Cutting Edge Issues in Working with Children
Other Important Current Issues SW Students should have Awareness of and
Sensitivity to:
Surrogacy or Surrogate (Traditional Surrogacy, Gestational Surrogacy, Commercial
Surrogacy, Altruistic Surrogacy)
“Twiblings” – a word usually used to describe siblings who are extremely close in age,
which typically means children born 9 – 12 months apart.
Read article: Their Bodies, My Babies, NY Times, December 31, 2020. (Article is included
in materials sent to you, together with the syllabus and other course assignments, via email.) Michael and Melanie Thernstrom, use two surrogates for the birth of their 2 children,
Kieran and Violet. Kieran was born 5 days before Violet.
Film: Babies – This film travels the globe following the development of four children from
vastly different parts of the world – Ponijao from Namibia; Bayarjargal from Monogolia,
Mari from Tokyo and Hattie from San Francisco. The film shows that attachment and
love are universal and important in any culture and that developmental time-lines for
locomotion and language are very similar. It also shows how a child’s ability to explore his
or her world varies from one culture to another ant that exploration opens up the child’s
ability to learn and engage with others. The film will leave you breathless and astounded at
the process of development and the power and universality of a caregiver’s love.
Required Readings
Webb, Chapter 1: Social Work Practice with Children
Supplemental Readings:
(Baldwin, A. I, Baldwin, C.P., Kasser, R., et al (1993) Contextual risk and resiliency during
late adolescence. Development and Psychopathology, 5, 741-761.
Masten, A.S. (2007). Resilience in developing systems: Progress and promise as the fourth
wave Rises. Development and Psychopathology, 19, 921-930.
Week 3: January 24, 2012
Brain Development
Institutionalized Deprived Young Children: The impact of disrupted attachment and trauma
on brain development – Tape: Romanian Orphans adopted by American families.
Case of John: Example of the Use of Neurobiology by a Clinical Social Worker from
article: “Neurobiology and Clinical Social Work” by Dr. Dennis Miehls, Professor, Smith
College School for Social Work.
Tape: Early Childhood and Brain Development by Dr. Bruce Perry
Required Readings
Barkley, R.A. 2003. Attention deficit hyperactivity disorder. In E. J. Mash and R. A. Barkley
(Eds). Child psychopathology( 2nd ed. pp. 75-143).New York: Guilford Press
Perry, Bruce D. “Applying Principles of Neurodevelopment to Clinical Work with
Maltreated and Traumatized Children” in Webb, Nancy Boyd (2006). Working with
Traumatized Youth in Child Welfare, New York, Guilford Publications, Inc. pp. 27-52.
(On Reserve in Library)
Badenoch, Bonnie (2008). Being a Brain-Wise Therapist: A Practical Guide to Interpersonal
Neurobiololgy. New York: W.W. Norton & Co. (348 pages)
This book is one you will want to eventually purchase to help you in your clinical work with
children, adolescents, adults and couples who have experienced abuse and/or trauma. The
book provides the reader with the essentials of brain physiology and how it relates to
clinical practice. A reader who is unfamiliar with neurobiology will be able to grasp the
complexity of the material. The author gives numerous clinical examples that link theory to
practice and will help social workers who want to integrate neurobiological theory into
his/her clinical practice.)
Supplementary Readings
Rutter, M., Beckett, C., Castle, J., Colvert, E.,Kreppner, J., Mehta, M., et. Al. (2007). Effects of
profound early institutional deprivation: An overview of findings from a UK
longitudinal study of Romanian adoptees. European J. of Developmental Psychology,
4, 332-350.
Rutter, M., Kreppner, M. M., & O’Connor, T. G. (2001). Specificity and heterogeneity in
Children’s response to profound institutional privation. British J. of Psychiatry, 179,
907-103.
(Rutter, M. (2007). Commentary: Resilience, competence, and coping. Child Abuse and
Neglect, 31, 205-209
Week 4: January 31, 2012
Necessary Background for Working with Children (Webb, Chapter 2)
Understanding the Multifaceted Role of the Social Worker
Case of Jose, Age 6 1/2
NASW Code of Ethics
Confidentiality in Work with Children
Ethnic/Cultural Sensitivity
Understanding Child Development
Attachment/Bonding/Resilience
Understanding Family-Child Influences
Avoiding Potential Pitfalls in Working with Children
“Rescue Fantasy”
Competing and “Triangulating” with Parents
Role Play: 4 Case Vignettes provided in class by Professor
Case of James, Age 12
Group 1: Case Conference
Group 2: 1st Session with James’ Mother
Group 3: 1st Session with James’ Mo. and Grandparents
Group 4: 1st Session with James
Case of Jackie, age 10
Group 5: Role play of a beginning session with Jackie to demonstrate how to engage
Jackie in a 1st Session. SW meets Jackie in waiting room with her Mo., introduces
herself to Mo. and Jackie and takes Jackie to office for 1st session. Jackie does not want
to “see anyone for help.”
Building Relationships with All Relevant Systems (Webb, Chapter 3)
Eco Map
Interagency Collaboration on Behalf of Children and Families
Establishing Professional Relationships
Using Toys to Engage Children
Relationships with other Professionals
Required Reading:
Webb, Chapters 2: Necessary Background for Working with Children
Webb, Chapter 3: Building Relationships with All Relevant Systems
Weeks 5 and 6: February 7, 2012 and February 14, 2012
Week 5: February 7, 2012
The Bio-psychosocial Assessment of the Child (Webb, Chapter 4)
The Bio-psycho-social assessment of the child
What is an assessment?
Obtaining collateral information
General Guidelines for Contacts with Parents
General Guidelines for Assessment Sessions with Child
Educational and Psychological Testing
Projective Questions
Child’s Drawings
Class Discussion: Examine the 4 drawings in Chapter 4 (Figures 4.2-4.5). What
Elements in the children’s drawings do you find of interest in terms of possibly Conveying
information about the children? After obtaining these drawings, what other play materials
would you introduce and why?
Assessment Tables
Table 4.3:Bio-psychosocial-spiritual Developmental History Outline
Table 4.5: Situational Factors in the Assessment of the Child
Table 4.6: Assessment of the Child’s Support System
Table 4.7: Common Risk Factors and Protective Factors for Serious Childhood Social
Problems
Genogram
Eco-Map
Required Readings:
Webb, Chapter 4: The Bio-psychosocial-spiritual Assessment of the Child
Week 6: February 14, 2012: Bio-psychosocial Assessment Discussion Cont’d.
Assignment1 Due: February 14, 2012 Perry, Bruce D. and Szalavitz, M. The Boy who
was Raised as a Dog ((2006). New York: Basic Books. Chapter 4,”Skin Hunger” – The Case of
Laura and her 22 year old Mother, Virginia, pp. 81-98.
Assignment1: Write a 5 – 8 page paper answering the following questions:
6. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
7. Why do you consider what you learned from the case to be important?
8. How does this case help you to understand the impact of disrupted attachment and
trauma on brain development?
9. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
10. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia, and how these errors might have been avoided.
Week 7: February 21, 2012
Contracting, Planning, Interventions, and Tracking Progress (Webb, Chapter 5)
Contracting, Engaging and Identifying Client Needs
Planning Interventions
Setting Goals
Tracking Progress and Terminating
Update on Smith family, 1995 (p. 114) and Barbie Case, 2002 (p. 114)
Required Reading
Webb, Chapter 5 – Contracting, Planning, Interventions, and Tracking Progress
Week 8: February 28, 2012
Working with the Family (Webb, Chapter 6)
Child Centered and Family Therapy
Different Levels of Family Involvement
Ethical Challenges in Family Work
Case of Tim, age 7
Week 9: No Class March 6, 2012 (Spring Break: March 3 – 9, 2012)
Week 10: March 13, 2012
One-to-One Work with the Child
Required Reading
Webb, Chapter 7: One-to-One Work with the Child
Reasons for Working with the Child only
What is Play Therapy?
Using the Child’s Play therapeutically
Different Child Therapy Approaches (Child Centered; Psychodynamic, Cognitive
Behavioral Treatment of Children
Case of Linda
Week 11: March 20, 2012
Children in Divorcing and Reconstituted Families
Required Readings:
Webb, Chapter 11, Children in Divorcing and Reconstituted Families
Issues of Loss and Multiple Stressors
Impact of Family Circumstances on Child
Goals in Helping Children in Divorcing and Reconstituted Families
Custody Disputes: Children Caught in the Middle
Ethical Issues
Resources for Children and Divorced and Reconstituted Families
Supplemental Reading
Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith
(1991) meta-analysis. Journal of Family Psychology, 15, 355-370.
Wallerstein, Judith S. and Blakeslee, S. ( 1989). Second Chances. New York: Ticknor & Fields.
Introduction, pp. ix-xxi; Part 1, Chapter 1, The Nature of Divorce, pp. 3-20.
The Case of Malcolm, Age 11, p 147.
Week 12: March 27, 2012
Assignment 2 Due: Observation Paper
School Based Interventions (Webb, Chapter 8)
Required Reading
Webb, Chapter 8: School Based Interventions
School-Home Community Partnerships
Role of the School Social Worker
Necessary Knowledge and Skills
Inter - professional Collaboration and Communication
Case of Johnny, Age 5
The Role of the Social Worker in Special Education
Case of Eli, age 7
Weeks 13, 14, and 15: April 3, 2012, April 10, 2012, & April 17, 2012
Week 13: April 3, 2012
Children who Experience Trauma
Required Readings:
Newspaper Articles on various cases listed below.
Ashton, Jeff with Pulitzer, Lisa (2011). Imperfect Justice: Prosecuting Casey Anthony.New
York: Harper Collins. Chapter 24: Defending Casey; Chapter 25: The Prosecution Rests;
Epilogue.
4.
Types of Trauma: Natural disasters of fires, floods, hurricanes,
tornadoes and earthquakes: Example 1: September2000 floods in
Georgia; Example 2: March 11, 2001 earthquake that triggered an
enormous tsunami in Japan.
5. Natural disasters of war, terrorism, and refugee experiences: Example:
September 11 terrorist acts (9/11)
6. Community catastrophes of school shootings, gang violence, and
accidents such as plane crashes or industrial explosions involving death
or injury: Example: Columbine High School, Columbine, Colorado
Massacre on April 20, 1999 involving two students, Eric Harris and Dylan
Kiebold who killed 12 students and one teacher and injured 21 other
students.
Other Examples:
1927 Bath School Disaster
1966 University of Texas Massacre
2007 Virginia Tech Massacre
DVD: Omaha Mall Shooting
Class discussion of tape
Week 14: April 10, 2012
DVD: Girl Finds New Life after Gruesome Attack
Class discussion of tape
Defensive/Adaptive Coping Mechanisms used by children to deal with stress generated by
trauma
Activities and games one can use in ones work with children dealing with Trauma.
Week 15: April 17, 2012
Impact of Sexual Abuse on Adult Survivors
4. What is sexual abuse?
5. Definition of Incest
6. Long term consequences of Incest
DVD: A Story of Hope by Marilyn Van Derbur, a former Miss America, who was sexually
abused by her father from ages 5 – 18 years.
Class discussion of tape
Excerpts from: Miss America by Day: Lessons Learned from Ultimate Betrayals and
Unconditional Love by Marilyn Van Derbur. (2004). Denver, Colorado: Oak Hill Ridge Press.
Required Readings:
Webb, Nancy Boyd (2006). Working with Traumatized Youth in Child Welfare. New York:
Guilford, Press. Chapter 7: The Intergenerational Transmission of Family Violence,
pp. 113-134;
Chapter 10: Understanding and Treating the Aggression of Traumatized Children in Out-Of
–Home Care, pp. 171-195. (2 Copies of Book on Reserve in Library)
Week 16: April 24, 2012
Assignment 3 Due: bio-psychosocial-spiritual History
Children Living in Kinship and Foster Home Placements (Webb, Chapter 10)
Beliefs about the best Interest of the Child
Determining the Need for Placement
Different Levels of Care
Typical Issues for Children in Placement
Interventions with Children and Foster Parents
Role of Social Worker in Child Welfare
Cases of Ricky and Kayla
Required Reading
Webb, Chapter 10: Children Living in Kinship and Foster Home Placement
Webb, N. B. (2006). Working with Traumatized Youth in Child Welfare. New York: Guilford
Press, Chapter 1: The Nature and Scope of the Problem, pp. 3 – 12;
Chapter 5: Family and Social Factors Affecting Youth in the Child Welfare System, pp. 67 –
92.
Supplemental Readings:
Case of a Foster Child with a History of Abuse, Dave Pelzer. Read at least one of Pelzer’s
books.
Pelzer, Dave. (1995). A child called it. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (1997). The lost boy. Deerfield Beach, Fl. Health Communications.
Pelzer, Dave. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Week 17: April 30, 2012
Discussion of Foster Care System in Georgia by students in class who work in foster care
at Georgia Department of Family and Children Services (DFCS)
Discussion of Child Cases by students. Class members will serve as consultants.
Week 18: May 1, 2012 FINAL CLASS (Final Exam Week: May 1 – 7, 2012)
Wrap up of Course
Important things you should know as you enter the profession
Closing Comments by Professor
Assignments and Due Dates
Assignment
Due Date
Assignment 1: “Skin Hunger: Laura
Week 6: February 14, 2012
Write a 5 – 8 page paper on “Skin Hunger, Case of Laura” answering the following
questions:
6. What you learned from the case,” Skin Hunger: Laura”, that you will find helpful in
your work as a social worker.
7. Why do you consider what you learned from the case to be important?
8. How does this case help you to understand the impact of disrupted attachment and
trauma on brain development?
9. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
10. Describe some errors or poor judgment calls that were made by professionals
working with the mother, Virginia and how these errors might have been avoided.
Assignment 2: Observation Paper
Week 12: March 27, 2012
Assignment3: Final Paper
Bio-psycho-social-spiritual History and TX Goals
(Use Bio-psycho-social-spiritual History Format Provided)
Week 16: April 24,
2012
Grading Scale
92 – 100
A
91 - 80
B
79 – 70
C
69 – 60
D
68 and below
F
Assignment2 Due: Week 12: March 27, 2012: Observation Paper
You have two options from which to choose for The Observation Paper as follows:
Option 1
Spend one hour and a half or more observing in a preschool or child care center (ages 3-5)
with 2-3 of your classmates. You are to write the names of your team members on your
paper, but you are not to discuss your observations with your team members. You are to
select an individual child to observe within the group context and the group as a whole.
Your observations are to be your observations and should not be shared with your team
members.
Please respond to the following questions. Do not consult with class members who
observed these situations with you.
6. Dramatic Play: Choose a group of children who are playing together in some
activity (dramatic play, building play or other activities) and identify one child the
group will observe individually and as a member of the group. What are the themes
and plots of the play? What role do children choose or assign one another? Is the
play gender segregated or not? How do the children deal with disruptions caused by
conflicts over whose idea will prevail? Is there a group leader? What role does the
identified child portray?
7. Peer Relationships: How was the group formed? Who initiated activities and
evidenced leadership skills? Who was aggressive or passive? Can you discern
elements of friendship in the way the group relates to one another? How does the
group resolve conflicts that arise? To what extent are other children allowed to
enter or are excluded from the play activity? What role does the identified child
play?
8. Relationships with Adults: How much do the children interact with their teachers
versus other children? How does the identified child react to the teacher? Do you
see different styles of relating to teachers – such as friendly interaction, clinging, or
withdrawal? Do you see attachment-seeking behavior? If you are there when
parents drop the children off, how do the children cope with separation when their
parents drop them off at the center? Did you notice how the individual child selected
by the group coped with separation from his/her parent(s)?
9. Self-control: Observe for potentially stressful situations – conflict with another
child, having to wait to get the teacher’s attention, two children wanting the same
toy to play with, and the like. What strategies for self-regulation do you observe? Do
you see instances of aggression? What seems to have precipitated the aggressive
behavior? Do you see instances of empathy? Identify particular issues that occur for
the individual child selected by the group and the group as a whole.
10. Note any other observations you wish to highlight.
In all of your observations, please provide current professional literature that either
supports or negates your observations.
Option 2
Observation of a fifth grade child and group (9-10 years old) in the classroom and at recess,
lunch, or in a special class such as gym or music. The child and the group are to be observed
in two different settings. While observing the group as a whole, you are also to focus on an
individual child selected by the group for observation.
Spend one (1) hour in a classroom setting observing a fifth grade class (ages 9-10). In
addition, spend 30 minutes to one hour observing your selected group of children at recess,
lunch or in a special class such as gym or music. Your observations are to be with 1 or 2
other class members. You are to write the names of your team members on your paper,
but you are not to discuss your observations with your team members. Your observations
are to be your observations and should not be shared with your team members.
Please respond to the following questions. Do not consult with class members who
observed these situations with you.
The group is to select one child to observe within the context of the classroom and at
recess, lunch or in gym or music. Observe the selected child’s behavior in class and his/her
interactions with peers at recess, at lunch or in a special class such as gym or music.
c. In Class: Look for attentional capacities, interest in school work, ability to listen and
follow instructions, interaction with peers, capacity for impulse control, interaction
with the teacher by the group and by the individual child selected by the group.
d. At recess, in the lunchroom, in gym or music look for:
vii. Gender based-behavior: Do girls and boys play in segregated groups or
together? Do you see evidence of sustained interaction between boys and girls? Do
you notice differences in the themes of boys vs girls’ play and interactions? What
other observations do you note for the group?
viii. Social Interaction: In your observations of the group, do you see evidence of
social rejection by any of the group members you observe? What role in the group
does the individual child you have selected play in the group process.
ix. Impulse Control: In your observations at recess, in the lunchroom or in gym or
music, how do members of the group react to children who show difficulties
controlling impulses?
x. Rules: In your observations at recess, in the lunchroom or in gym or music, how
do members of the group behave or respond when there have been violation of
“rules” or what is deemed to be correct behavior for a game or activity? How does
the group negotiate when rules have been violated? What role does the individual
child selected play?
xi. Moral Values: In your observations, how do members in the group negotiate
controversies that may occur? Do you see evidence of social rejection or
stigmatization? How does the group react to children who show difficulties
controlling impulses? Do you see evidence of leader vs follower roles? What role
does the individual child selected by the group play in negotiating controversies?
xii. Note any other observations you wish to highlight.
In all of your observations, please provide current professional literature that either
supports or negates your observations.
Bio-psycho-social-spiritual History Format
Do a bio-psychosocial-spiritual history of a child you are seeing. (If you do not have a child
case, you can do a bio-psychosocial spiritual history of an adult.) Identify 1-3 treatment
goals you have for the child or adult) and provide 2-3 sessions of process recording where
your treatment interventions demonstrate that you are working toward the goal(s) you
have established. Provide information regarding how you measured the outcomes of your
goals and whether the goals were met.
(Please make sure all names and identifying information for the selected client are
changed. Let your supervisor know that you are submitting the case for class and that the
client’s name and all identifying information on the selected client are changed. Make up
name of agency, but provide correct description: Example: Hospital in Urban Area of South
or Elementary School in urban area serving children, ages _ to _ ) You must provide the
information listed below even if you did not do the Bio-psychosocial-spiritual History.
1.
Information on Social Worker
a.
Age
_______
b.
Ethnicity
________
c.
Sex
________
d.
Religion
________
e.
Education
________
2.
Agency Description
3.
Client Information
a.
Client’s Name
b.
Age:
b.
Grade
c.
Sex
d.
Religion
4.
Mother’s Name (if client is a child or if information is known for adult client)
a.
Mother’s Ethnicity
b.
Mother’s Age
c.
Mother’s Education
d.
Mother’s Employment
e.
Mother’s Religion
Birthdate____________
5.
Father’s Name (if client is a child or if information is known for adult client)
a
Father’s Ethnicity
b.
Father’s Age
c.
Father’s Education
d.
Father’s Employment
e.
Father’s Religion
6.
Housing Arrangement for Family
7.
Presenting Problem and Reason for Referral
8.
Developmental History on Child or information on an adult that is important
for understanding the problem)
9.
Socio-cultural and family history as appropriate ( brief description of school
child attends and neighborhood where child and his family reside. If the client is an adult,
provide information regarding neighborhood where client lives, client’s employment, etc.)
10.
Explain how the cultural factors impact the child or adult and/or your
assessment and role with the child or adult client.
11.
Family’s Prior Experience(s) with Social Agencies
12.
Client’s Ego Strengths, support systems, and Weaknesses (What is this
information based on – psychosocial history or case material from another
professional(s) or your interviews or interactions with the client. Explain)
13.
Your diagnostic understanding or assessment of the client including the
theoretical framework you used to make the diagnosis. (Explain whether your
diagnosis is based on information you obtained from child’s parents, interviews with or
observations of the child, the child’s record or information obtained during intake by you
or by another professional, etc. If you are presenting an adult, explain whether your
diagnosis is based on information you obtained from the adult, the adult’s record, or
information obtained during intake by you or another professional.)
14.
What was completed professionally with the client prior to your involvement?
How many sessions did you have with the child or adult?
15.
List 1-3 treatment goals you sought to achieve with the child or adult. Provide
a summary of 2-3 sessions of process recording where your treatment interventions
demonstrate that you are working toward the goals you established.
16.
What role, if any, did spirituality play in the client’s life or the family’s life or in
your interventions?
17.
Treatment Conclusions – Were the goals you were to carry out achieved? What
measurements did you use to show how the goals you established were met or not met?
Explain
18.
As you reflect on your interventions and areas requiring further attention,
what questions would you want to ask a consultant about the case and your role,
including referrals and communication with other professionals and/or agencies, and how
you might advocate for issues presented by the child or adult.
Bibliography
Amato, P. R. (2001). Children of divorce in the 1990s: An update of the Amato and Keith
(1991) meth-analysis. Journal of Family Psychology, 15,355-370.
Ashton, Jeff and Pulitzer, Lisa (2011). Imperfect Justice: Prosecuting Casey Anthony. New
York: Harper and Collins.
Badenoch, Bonnie (2008). Being a Brain-wise Therapist: A Practical Guide to Interpersonal
Neurobiology. New York: W. W. Norton & Co.
Baldwin, A. I., Baldwin, C. P., Kasser, R., et al (1993). Contextual risk and resilience during
late adolescence. Development and psychopathology, 5, 741 – 761.
Barkley, R. A. (2003). Attention deficit hyperactivity disorder. In E. J. Masj and R. A. Barkley
(Eds.), Child Psychopathology, 2nd Ed. pp. 75 – 143. New York: Guilford Press.
Drauker, C. (2003). Unique outcomes of women and men who were abused. Perspectives in
Psychiatric Care, 3 (1), 7 – 17.
Masten, A. S. (2007). Resilience in developing systems: Progress and promise as the fourth
wave rises. Development and psychopathology, 19, 921 – 930.
Murphy, J. J. and Duncan, B. L (2007). Brief intervention for school problems: outcomesinformed strategies (2nd ed.). New York: Guilford Press.
Pelzer, Dave (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penquin Putnam.
Pelzer, Dave (1997). The lost boy. Deerfield Beach, Fl.: Health Communications.
Pelzer, Dave (1995). A child called it. Deerfield Beach, Fl.: Health Communications.
Perry, Bruce and Szalavitz, Maia. (2006). The boy who was raised as a dog. New York: Basic
Books.
Perry, Bruce D. (2006). “Applying principles of neurodevelopment to clinical work with
maltreated and traumatized children. In Webb, Nancy Boyd, Working with
traumatized youth in child welfare.pp. 27-52. New York: Guilford Publications (On
Reserve in Library).
Rutter, M., Beckett, C., Castle, J., Colvert, E., Kreppner, J., Mehta, M., et al (2007).Effects of
profound early institutional deprivation: An overview of findings from a UK
longitudinal study of Romanian adoptees. European J. of Developmental Psychology,4,
332 – 350.
Rutter, M.,Kreppner, M. M. & O’Connor, T. G. (2001). Specificity and heterogeneity in
children’s response to profound institutional privation. British J. of Psychiatry, 179,
907 – 931.
Wallerstein, Judith S., and Blakeslee, S. (1989). Second Chances. New York: Ticknor & Fields.
Van Derbur, Marilyn (2004). Miss America By Day: Lessons Learned from Ultimate Betrayals
and Unconditional Love. Denver, Colorado: Oak Hill Ridge Press.
Verko, J. (2002). Women’s outrage and the pressure to forgive: working with survivors of
childhood sexual abuse. The International J. of Narrative Therapy and Community
Work, 1, 23 -27.
Webb, Nancy Boyd. (2003). Social Work Practice with Children. 2nd ed. New York: Guilford
Press.
Webb, Nancy B. (2006). Working with Traumatized Children in Child Welfare. New York:
Guilford Press.
Rutter, M. (2007) Commentary: Resilience, competence and coping. Child Abuse and
Neglect,31, 205 – 209.