The University of North Carolina at Chapel Hill
School of Social Work
Course Number: SoWo 860
Course Title: Child Welfare Perspectives
Semester:
Fall 2011
Location and Time: TTK Building, Rm.135, 5:30-8:30 PM, Mondays
Instructors: Susan Snyder, PhD & Joanne Caye, MSW
Office:
421A (Susan); 419 (Joanne)
Mailing:
UNC-Chapel Hill School of Social Work
325 Pittsboro Street, CB# 3550
Chapel Hill, North Carolina 27599-3550
E-mail:
Susan Snyder: snydersm@email.unc.edu
Joanne Caye: jscaye@email.unc.edu
Phone:
919-962-4372 (Susan)
919-962-3598 (Joanne)
Office Hours: Mondays 12-2 PM, and by appointment
Course Description: This course focuses on the knowledge, skills, and critical thinking
necessary for effective direct and community practice in child welfare. Students examine
pertinent research, current events and initiatives in the state.
Course Goal: The course is designed to strengthen understanding and skills related to child
welfare practice.
Course Objectives: At the completion of this course, students will be able to:
 Identify and demonstrate awareness of the legal direct practice and management
functions required in a child welfare agency.
 Identify the effects of abuse and neglect and subsequent involvement with the child
welfare system on children and adults throughout their lives.
 Learn specialized skills needed to effectively develop or provide services for family
members involved in the child welfare system.
 Clarify one’s personal perspective vis-à-vis the relationships that exist within the agency,
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and among diverse governmental, private non-profit or for profit social workers, client
consumers and policy makers when the missions, value systems, and expectations are
different.
Identify or develop ways to work collaboratively within and outside the DSS system for
the good of the client.
Assess the effect of difference within the context of the child welfare system, including:
populations-at-risk (families living in poverty, children without permanent caretakers,
single parent families), ethnic and racially diverse families, gay and lesbian families, and
persons who are differently abled.
Discuss the ramifications and ethical boundaries of working as a change agent, and/or an
advocate for economic and social justice, in a political system that serves populations
who often perceive themselves as possessing no power, disenfranchised, and/or
victimized by the system.
Required Texts:
Myers, J.E.B. (2011) The APSAC Handbook on Child Maltreatment. Thousand Oaks: Sage.
Related Readings:
Additionally, students will select one of the following.
Fisher, A. (2001) Finding Fish. New York: Harper Torch.
Bridge, A. (2008) Hope’s Boy. New York: Hyperion.
Other readings (listed by class) will be provided on Sakai.
Teaching Methods:
This weekly course will use a variety of teaching methods and activities to achieve course
objectives. Students will be expected to share their perspectives about practice and management
in public child welfare. Readings, videos, role-plays, assignments and lectures will enhance the
information presented. Except when speakers are lecturing, the class will follow a seminar
format.
Core social work values include recognizing the dignity and worth of each person. In this course
we are committed to fostering an environment where the diversity of opinions and beliefs are
honored and respected and students can take emotional and intellectual risks. Students are
expected to respect each other’s differences of opinion in order for this experience to be as safe
as possible. If a student feels uncomfortable with any aspect of a class discussion we hope he or
she will meet with Susan and Joanne to talk about it.
Attendance & Participation:
Since the class will generally follow a seminar format, group discussion is critical in this class.
Full class participation is possible only when the student attends class regularly, arrives promptly
with readings completed, is ready to respond to the subject matter under discussion and is
prepared to ask questions when speakers present. Participation is defined as the willingness and
ability to add to the discussion, using content from the readings, ask questions of each other,
speakers or the instructor, clarify issues that are salient for the student, and the willingness to
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bring personal and field experiences into the room that add richness and reality to the discussion.
To earn an H a student must come to class on time, stay for the entire class, and contribute to
class discussion by referencing both class readings and practice experiences. In situations when
students are ill or have an emergency, notification before the class is expected.
If the majority of students do not regularly participate in class discussion it will be necessary to
institute weekly quizzes to ensure that weekly readings have been completed. These quizzes
would take place at the beginning of class and would comprise half of the weekly attendance
grade.
Students missing 3 classes (or more) may receive an L for the course, because it is not
possible to meet course requirements for learning objectives with that level of absenteeism.
Students are responsible for obtaining from their classmates ALL announcements, instructional
information, and handouts for class sessions they miss.
Course Expectations and Grading Criteria:
All written assignments are to be typed and finished in a fashion befitting professionals in the
field unless otherwise specified in the directions. Students should expect to be graded on
spelling, punctuation, grammar, and style, as well as the content and organization of their work.
Any citations must follow the APA rules of punctuation. Please do not use Wikipedia as a
source in this class. Also do not use slang (unless it is incorporated as a direct quote) and do not
use contractions. Assignments must be emailed to the instructor at the time they are due.
Policy on Incomplete and Late Assignments:
All assignments should be completed by required due date. Assignments are considered late if
not turned in on the due date. Students may receive extensions for one assignment if request is
processed with the Instructor at least 48 hours before the due date. Students should contact the
Instructor as soon as possible if there is an emergency that prevents them from completing an
assignment. Grade will be lowered on all late assignments that have not been processed with the
Instructor.
Policy on Incomplete and Late Assignments:
A grade of Incomplete is given on rare occasions when there is sufficient reason to warrant it. It
is the student’s responsibility to initiate a conversation with the instructor to request an
Incomplete.
Late assignments are strongly discouraged. In case of a dire, life-threatening emergency, a late
assignment may be accepted at the discretion of the instructor. If permission for late submission
is not granted before breaking a deadline, the grade will automatically be reduced 10%, and
another 10% reduction will occur each day (including weekends).
Policy on Academic Dishonesty:
The Honor Code is in effect in this class and all others at the University. We are committed to
treating Honor Code violations seriously and urge all students to become familiar with its terms
set out at http://instrument.unc.edu. If you have questions it is your responsibility to ask Joanne
or Susan about the Code’s application.
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All written work and other projects must be submitted with a signed pledge that “I have not
given or received unauthorized aid in preparing written work.” Please refer to the APA
Style Guide, the SSW Manual, and the SSW Writing Guide for information on attribution of
quotes, plagiarism and appropriate use of assistance in preparing assignments.
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has
occurred, a referral will be made to the Office of the Student Attorney General for investigation
and further action as required.
Policy on Accommodations for Students with Disabilities:
Students with disabilities that affect their participation in the course should contact the
University’s Disabilities Services and provide documentation of their disability. Disabilities
Services will notify the Instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g.
changes in instructional format, examination format) directly with the Instructor. The instructor
will work with the student and Disability Services and Learning Disability Services to make
necessary accommodations.
Policies on the use of Electronic Devices in the Classroom:
Use of electronic devices for non-class related activities is prohibited. Cell phones should be
turned off or put on vibrate during class. In the event of an emergency phone call related to the
care of family please leave the classroom for your call.
Assignments and Guidelines:
Assignment #1: Child Interview Reflection
Background: Interviews constitute an essential skill in Child Welfare practice. Social workers
are expected to competently interview persons of disparate ages, in a wide range of contexts.
Each student is expected to engage in an interview experience with a child, receive feedback
from the simulated ‘clients’, and reflect on that experience in a 2-3 page double spaced paper.
This exercise builds on the specific skills required for forensic interviewing of children between
the ages of 3 and 16 years old.
Activity:
During class time on September 26, children between ages 3 and 16 years who have volunteered
to be part of this process, will watch a video, or a portion of a video. [examples are Dora the
Explorer for younger children, Finding Nemo for the older children]
Students (who do NOT see the video with the child) will be given a short summary of the themes
of the movie.
Students will be paired with a child to interview him/her regarding the video.
At the beginning of each interview the student is expected to establish rapport with the child, and
ask the child to draw his or her face or to draw a family picture (see Hiltz & Bauer, 2003).
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While asking questions about the video, the student is expected to use the forensic
methodologies of interviewing taught earlier in the semester. The interview should include: a
discussion of truth telling and lying, clarification of the sequence of events-free narrative,
followed by more direct questioning and clarification, backwards memory test, and an awareness
of possible contamination of memory. A check for contamination of memory will be
accomplished when the student purposefully interjects false information into the discussion of
the video, and observes the child’s reaction.
Reflection Paper:
This reflection paper describes the student’s self-evaluation of that process. The paper will have
the following sections:
1. Description of the youth interviewed – This description includes the physical appearance
of the youth. The student should use language that succinctly describes what the youth
looks like so that someone could read the paper and have an understanding of what the
youth looks like without seeing the child. For this section a paragraph (5-7 sentences)
should suffice.
2. Description of the interview – This description details the content of what was said, as
well as the nonverbal communication on the part of the youth. This section captures the
key portions of the interview instead of Rather than solely using clinical terms like “flat
affect,” explain how this appears, that is what you see. Again your description should
convey what happened so that someone could read the paper and have an understanding
of what happened.
3. Critique of the interview – Describe what you did well, as well as any areas for
improvement. Incorporate and cite class readings here to discuss how your interview
was similar to or different from what you have read.
E-mail the reflection to the instructors by Friday October 7, 2011 at 6:00 PM.
Assignment # 2
Students will read Finding Fish or Hope’s Boy to further understanding of how youth perceive
the interventions of the child welfare system. Each student will post 2-3 pages (double spaced)
on the course website:
1. Describe the most important lesson you gleaned from the reading.
2. How did social relationships affect the child? What role did the environment surrounding
the youth play? What role did the child or family’s economic position play? What role
did racial identity and/or culture play? What mental health issues were relevant? What
physical health issues were relevant? What activities were important to the youth?
3. If you were the social worker assigned to this case how would your style be similar to or
different from previous workers?
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Post the reflection to the instructors by Friday October 28, 2011 at 6:00 PM.
Assignment # 3
Preparation for and Involvement in a Child & Family Team Process:
Purpose: Social workers are frequently called upon to participate in a team process of decision
making. To be an effective member of the team, the social worker will need to learn the case
well, be able to articulate the situation succinctly and clearly, assess best possible courses of
action, and work cooperatively with family members and colleagues to reach consensus about
future actions in the case.
This assignment requires the students to work collaboratively to research the issue of grief and
loss in foster placements and to determine what appears to be the best course of action in a
particular situation.
Students will utilize the Inquiry (or Problem) Based Learning method to engage with the
problem presented.
Students will receive a case study and supportive documents on Week 9. There will be some
discussion of separation and loss issues in class on Week 10. Students will determine how best
to gather necessary information to prepare for a mock child and family team meeting that will
occur on Week 11. A brief evaluation of the process will be completed and turned in within a
week of the team meeting, much like progress notes.
The assignment will be evaluated on completion of short term research tasks assigned on Week
10, completion of the evaluation, and demonstrated ability to participate in the team process and
articulate a response to the proposed questions to be answered by the child and family team on
Week 11.
E-mail the evaluation to the instructors by Monday November 21, 2011 at 6:00 PM.
Assignment # 4
Students will identify a topic in child welfare (e.g., families living in poverty, children without
permanent caretakers, single parent families, ethnic and racially diverse families, gay and lesbian
families, and persons who are differently abled, and exposure to domestic violence). Each
student will select a unique topic (no two students will have the same topic) and conduct a
literature review of their identified area and prepare a 20 minute presentation to the class (15
minutes allotted to the presentation and 5 for questions). Students can incorporate a recent
newspaper article, a five minute video, or engage their peers in discussion. Students will submit
their topic by week 6. Students using PowerPoint need to e-mail their PowerPoint to Susan the
day before their presentation by 5:00 PM. Students will discuss at a minimum the following:
1. Describe the significance of the topic:
A. What is the problem?
B. Who is affected?
C. What is the extent of the problem?
D. When did this problem emerge?
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E.
F.
G.
H.
Why does this social problem matter?
What are the underlying causes or factors?
What role does culture or racial identity play in this problem?
How does this problem differentially affect people based on their income, race, or
sexual orientation?
2. Program: This section explains what programs or policies exist to address this
issue/problem.
A. What relevant programs address this problem?
B. If there is no program now, why not?
C. What is the general or primary goal? What is this program supposed to do?
D. Are the programs effective? Are they evidence-based?
E. What are their strengths and weaknesses?
F. What are alternatives?
G. Are programs culturally sensitive? How is this demonstrated, or not demonstrated?
GRADES:
Attendance and Participation: 25%
Assignment # 1: 20%
Assignment # 2: 10%
Assignment # 3: 20%
Assignment # 4: 25%
Grading Policy:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
Incompletes are only given in extraordinary circumstances after a discussion between the
student and professor.
CLASS OUTLINE:
WEEK ONE – AUGUST 29:
Introductions
Review of Course/Syllabus
Media Links:
NPR (2011). The Child Cases: Guilty Until Proved Innocent
http://www.npr.org/2011/06/28/137454415/the-child-cases-guilty-until-proveninnocent
PBS (2011). The Child Cases http://www.pbs.org/wgbh/pages/frontline/the-child-cases/
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OPTIONAL Materials:
Myers, J.E.B. (2011). A short history of child protection in America. In Myers, J.E.B.
(Ed.), The APSAC Handbook on Child Maltreatment. Thousand Oaks: Sage. [This
is Chapter 1 in your APSAC book]
DePanfilis, D. (2011). Child protection system. In Myers, J.E.B. (Ed.), The APSAC
Handbook on Child Maltreatment. Thousand Oaks: Sage. [This is Chapter 3 in
your APSAC book]
Pew Charitable Trusts: Kids Are Waiting (2008). State by state facts: North Carolina
http://www.kidsarewaiting.org/publications/statefacts?id=0034
Adoptuskids.org (n.d.). Children in foster care
http://www.youtube.com/watch?v=sFBa9cK52vM
WEEK TWO – SEPTEMBER 12
Introduce Self Care – Public’s view of child welfare & the impact on workers (Ice
Breaker)
Physical Abuse
Required Readings:
Pryce, J. G., Shackelford, K. K. & Pryce, D. H. (2007). Educating child welfare workers
about secondary traumatic stress. In Secondary traumatic stress and the child
welfare professional. Chicago, IL: Lyceum Books, Inc. Downloaded from
http://lyceumbooks.com/pdf/stsch3.pdf
Reece, R. M. (2011). Medical evaluation of physical abuse. In Myers, J.E.B. (Ed.), The
APSAC Handbook on Child Maltreatment. Thousand Oaks: Sage. [This is
Chapter 11 in your APSAC book]
Runyon, M. K. & Urquiza, A. J. (2011). Child physical abuse: Interventions for parents
who engage in coercive parenting practices and their children. In Myers, J.E.B.
(Ed.), The APSAC Handbook on Child Maltreatment. Thousand Oaks: Sage. [This
is Chapter 12 in your APSAC book]
OPTIONAL Materials:
Barth, R. P.; Lloyd, E. C.; Christ, S. L.; Chapman, M. V.; Dickinson, N. S. (2008). Child
welfare worker characteristics and job satisfaction: A national study. Downloaded
from
http://www.ingentaconnect.com/content/nasw/sw/2008/00000053/00000003/art00
002
Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers.
Social Work, 52(1), 63. Retrieved from EBSCOhost.
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WEEK THREE – SEPTEMBER 19
Issues of Sexual Abuse
Interviewing
Introduce Assessment/Evaluation – Individual Child
Guest Lecturer – Kathy Johnson - Forensic Interviews with children—using the
Cognitive Interview Process – Kathy Johnson)
Required Readings:
Berliner, L. (2011). Child sexual abuse: Definitions, prevalence, and consequences. In
Myers, J.E.B. (Ed.), The APSAC Handbook on Child Maltreatment. Thousand
Oaks: Sage. [This is Chapter 13 in your APSAC book]
Lyon, T. D., & Ahern, E.C. (2011). Disclosure of child sexual abuse: Implications for
interviewing. In Myers, J.E.B. (Ed.), The APSAC Handbook on Child
Maltreatment. Thousand Oaks: Sage. [This is Chapter 14 in your APSAC book]
Malloy, L.C. & Quas, Jodi A. (2009). Children’s suggestibility: Areas of consensus and
controversy. In Kuehnle, K. & Connell, M. (Eds.), The evaluation of child sexual
abuse allegations: A comprehensive guide to assessment and testimony.
Downloaded from
http://www.denreed.com/documents/9ChildrensSuggestibility2009QuasMalloy.pd
f.
OPTIONAL Materials:
Faller, K. C., Graberek, M. Nelson-Gardell Techniques employed by forensic
interviewers conducting extended assessments: Results from a multi-site study.
Journal of Aggression, Maltreatment & Trauma.
http://www.tandfonline.com/doi/abs/10.1080/10926771.2011.557031
WEEK FOUR – SEPTEMBER 26
Assessment/Evaluation continued
In-Class Skills Practice – Using the Cognitive Interview process
Required Readings:
Hiltz, B. & Bauer, G. (2003). Drawings in forensic interviews of children. National
Center for prosecution of child abuse, Vol. 16, no. 3. Downloaded from
http://www.ndaa.org/pdf/update_vol16_no3.pdf
Lyon, T.D. (2001). Speaking with children: Advice from investigative interviewers. In F.
Talley & A. Urquiza, (Eds.) Handbook for the treatment of abused and neglected
children. Needham Heights, MA.: Allyn & Bacon. doi:10.2139/ssrn.277986
Downloaded from http://papers.ssrn.com/sol3/papers.cfm?abstract_id=277986
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OPTIONAL Materials:
Emory School of Law (n.d.). Interviewing the Child Client: Approaches and Techniques
for a Successful Interview. Downloaded from
http://www.youtube.com/watch?v=OYLWkVHvgOM
Children’s Advocacy Center of Texas (March 16, 2010). The forensic interview
http://www.youtube.com/watch?v=Q2rehYoMtRU&feature=related
University of Pittsburg, Pennsylvania child welfare training online curriculum (n.d.).
African American Families. 203 Investigative Interviewing in Child Sexual Abuse
Cases downloaded from
http://www.pacwcbt.pitt.edu/Curriculum/203%20InvIntInCSA/Handouts/HO6_A
frican%20American%20Families.pdf
University of Pittsburg, Pennsylvania child welfare training online curriculum (n.d.).
Latino Families. 203 Investigative Interviewing in Child Sexual Abuse Cases
downloaded from
http://www.pacwcbt.pitt.edu/Curriculum/203%20InvIntInCSA/Handouts/HO7_L
atino%20Families.pdf
University of Pittsburg, Pennsylvania child welfare training online curriculum (n.d.).
Asian, Pacific Islander and Filipino American Families. 203 Investigative
Interviewing in Child Sexual Abuse Cases downloaded from
http://www.pacwcbt.pitt.edu/Curriculum/203%20InvIntInCSA/Handouts/HO8_A
sian.Pacific%20Islander.Filipino%20American%20Families.pdf
WEEK FIVE – OCTOBER 3
Context of your Assessment – Diversity, Cultural Competency: Racial & Ethnic Identity
Required readings:
Boyd-Franklin, N. (2003). Racism, racial identity, and skin color issues. In Black families
in therapy: Understanding the African American experience. (2nd Ed.) New
York: Guilford. pp28-51. [contingent upon availability]
Latino children of immigrants in the child welfare system: Prevalence, characteristics,
and risk. Children and Youth Services Review, 31, 775-783 Downloaded from
http://www.hib.no/aktuelt/konferanse/Latino%20Children%20of%20Immigrants
%20-CYSR.pdf
Myers, et.al. (2009). APSAC Handbook: Chapter 23 Cultural Competency in the field of
child maltreatment. 477-486. [contingent upon availability]
Media Link:
CNN (May 25, 2010). Kids' test answers on race brings mother to tears
http://www.cnn.com/2010/US/05/18/doll.study.parents/index.html?hpt=C2
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WEEK SIX – OCTOBER 10
Context of your Assessment – Diversity, Cultural Competency: Gender & Sexual
Orientation
Required Readings:
Mallon, G.P., (1999) Competent Child Welfare Services for Gay/Lesbian Children,
Youth and Their Families. In Let’s Get This Straight: A Gay and LesbianAffirming Approach to Child Welfare. New York: Columbia University Press.
pp. 13-34. [e-reserves]
Helping families support their lesbian, gay, bisexual, and transgender (LGBT) child
http://www11.georgetown.edu/research/gucchd/nccc/documents/LGBT_Brief.pdf
Media Links:
Anderson Cooper 360 Bullying Suicide Carl Joseph Walker Hoover Jaheem Herrera
http://www.youtube.com/watch?v=5TIXDy_ZDSY&feature=PlayList&p=615270
6BA8031210&playnext_from=PL&playnext=1&index=33
Is it a boy or a girl? Discovery Channel Special on Intersexuality: Part 1
http://www.youtube.com/watch?v=XEir4IWHYrY
The story of David Reimer (Born a boy, brought up as a girl) PT. 1 (n.d.).
http://www.youtube.com/watch?v=3GhbVFjIaN0&feature=related
David Reimer pt 2 (n.d.).
http://www.youtube.com/watch?v=noqRhuE8_XA&feature=related
David Reimer pt 3 (n.d.). http://www.youtube.com/watch?v=5ctg3poxT9g&NR=1
David Reimer pt.4 (n.d.). http://www.youtube.com/watch?v=Fnb3EwJtsDs&NR=1
David Reimer (final) (n.d.).http://www.youtube.com/watch?v=2OeITsQgKns&NR=1
Barbara Walters 20/20 "My Secret Self" Part 4 of 5
http://www.youtube.com/watch?v=hSkQlWUX_eI&feature=related
OPTIONAL Materials:
Lambda Legal: http://www.lambdalegal.org
American Civil Liberties Union: http://www.aclu.org/lgbt-rights
Transgender Law Center: http://www.transgenderlawcenter.org
Children of Lesbians and Gays Everywhere (COLAGE): http://www.colage.org
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Advocates for Youth GLBT Issues:
http://www.advocatesforyouth.org/index.php?option=com_content&task=view&i
d=37&Itemid=66
GSA Network: www.gsanetwork.org
WEEK SEVEN – OCTOBER 17
Neglect & Substance Abuse
Required Readings:
Erickson, M. F. & Egeland, B. (2011). Child Neglect. In Myers, J.E.B. (Ed.), The
APSAC Handbook on Child Maltreatment. Thousand Oaks: Sage. [This is Chapter
7 in your APSAC book]
APAC Challenges in the Evaluation of Child Neglect.
http://www.apsac.org/index.php?option=com_content&view=article&id=33&Ite
mid=86 [contingent upon availability]
Media Links:
CBS News (April 6, 2011). Survey: Teen drug use on the rise.
http://www.cbsnews.com/video/watch/?id=7361937n&tag=mncol;lst;7
CBS News (December 8, 2005). Battling teen substance abuse
http://www.cbsnews.com/video/watch/?id=1103187n
WEEK EIGHT – OCTOBER 24
Mental Health & Trauma
Systems of Care – The Child Welfare “System” (Look at other agencies, services,
resources that are involved. Competencies 2 and 3)
Required Readings:
Harris, W. W., Lieberman, A. F. & Marans, S. (2007). In the best interest of society.
Journal of Child Psychology and Psychiatry. 48, 392–411.
doi:10.1111/j.1469-7610.2007.01732.x
Rosenblatt, A. & Woodbridge, M. W. (2003). Deconstructing Research on Systems of
Care for Youth with EBD: Frameworks for Policy Research. Journal of
Emotional and Behavioral Disorders, 11, 27 – 37.
Lieberman, A. F. & Knorr, K. (2007). The impact of trauma: A developmental
framework for infancy and early childhood. Psychiatric Annals, 37, 416-422.
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Media Links:
PBS (2011). The medication of foster children: Antipsychotics in the foster care system
http://video.pbs.org/video/1726265493/
20/20 (2011). Inside the World of Childhood Schizophrenia. Episode 20100312.
http://abc.go.com/watch/2020/SH559026/VD5547558/inside-the-world-ofchildhood-schizophrenia?cid=abccomsearch_results
National Child Welfare Resource Center for Organizational Improvement (March 5,
2009). Experiences with Systems Change: Building Systems of Care
http://muskie.usm.maine.edu/helpkids/tele_pastdetail.htm#march5 and
http://muskie.usm.maine.edu/helpkids/teleconferenceMP3/03-05-09tele.mp3
WEEK NINE – OCTOBER 31
Introduce Assessment/Evaluation – Adult /Family Members
Skills Practice Adults/Family Members
Required Readings:
Sheppard, M., McDonald, P., Welbourne, P.(2010). The parent concerns questionnaire
and parenting stress index: Comparison of two common assessment frameworkcompatible assessment instrument. Child and Family Social Work, 15, 345-356.
doi:10.1111/j.1365-2206.2010.00683.x
Donald, T. & Jureidini, J. (2004) Parenting capacity. Child Abuse Review, 13. 5–17.
doi: 10.1002/car.827
Scharf, M. & Mayseless, M. (2011) Buds of Parenting in Emerging Adult Males: What
We Learned From Our Parents. Journal of Adolescent Research, 26(4) 479–505.
doi: 10.1177/0743558411402339
Jordan, D. (2000) Functional Behavioral assessment and positive interventions: What
parents need to know. (PHP-79) [Online] Families and Advocates Partnership for
Education (FAPE) www.fape.org [at web site, click on publications, then find
publication by #] (Retrieved August 27, 2011)
McGowen, M.R., Ladd, L. & Strom R. D. (2006) On-line assessment of grandmother
experience in raising grandchildren. Educational Gerontology, 32: 669–684.
doi: 10.1080/03601270500494048.
WEEK TEN – NOVEMBER 7
Groups - Use of Teams (Lecture – Set stage for Teams Skills Practice)
Problem (Inquiry) Based Learning
Required Readings:
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Plowright, D & Watkins, M. (2004) There are no problems to be solved, only inquiries to
be made, in social work education. Innovations in Education and Teaching
International, 41 (2). doi: 10.1080/1470329042000208701
Toseland, R.W., Rivas, R.F. & Chapman, D. (1984) An evaluation of decision-making
methods in task groups. Social Work, 42. 339-346.
Wong, D.K.P. & Lam, D.O.B. (2007) Problem-Based Learning in Social Work: A Study
of Student Learning Outcomes. Research on Social Work Practice, 17 (1) 55-65.
doi: 10.1177/1049731506293364
Media Links:
Team Decisionmaking: Involving Family and Community in Child Welfare Decisions
http://www.kidscount.org/kidscount/video/team.html
WEEK ELEVEN – NOVEMBER 14
Discussion of research outcomes
Teams Skills Practice (Problem-Based Learning)
Required Readings:
Simulated case file and supporting documents
Frost, N., Robinson, M. & Anning, A. (2005) Social workers in multidisciplinary teams:
issues and dilemmas for professional practice. Child and Family Social Work, 10.
187-196.
WEEK TWELVE – NOVEMBER 21
Adoption
Open vs. closed adoptions in North Carolina
Sensitive situations in adoption
Transracial adoptions
International adoptions
LGBT children and parents
Single parent, especially single male adoptions
Required Readings:
Curtis, C.M. & Denby R.W. (2005) Impact of the adoption and safe families act (1997)
on families of color: Workers share their thoughts. Families in Society: The
Journal of Contemporary Human Services. 85(1) 71-79.
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WEEK THIRTEEN – NOVEMBER 28
Student presentations regarding special populations – Domestic Violence, Substance
Abuse, Chronic Mental Health, Disabilities
WEEK FOURTEEN – DECEMBER 5
Student presentations regarding special populations – Domestic Violence, Substance
Abuse, Chronic Mental Health, Disabilities
Course evaluation
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