The University of North Carolina at Chapel Hill
School of Social Work
Course Number: SoWo 860
Course Title: Child Welfare Perspectives
Semester:
Fall 2014
Location and Time: TTK Building, Rm. t.b.d, 5:30-8:30 PM, Mondays
Instructor:
Susan Snyder, PhD
Office:
Susan Snyder’s Office 563F
Mailing:
UNC-Chapel Hill School of Social Work
325 Pittsboro Street, CB# 3550
Chapel Hill, North Carolina 27599-3550
E-mail:
snydersm@email.unc.edu
Phone:
919-962-4372
Office Hours: By appointment; I am also available before class, during the break and after class.
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, 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 by the instructor.
Teaching Methods:
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 I hope he or she
will meet with the instructors to talk about it.
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.
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
Susan, clarify issues that are salient for the student, and the willingness to 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. A quiz can include either a paper and pen/pencil test or an impromptu
5-10 minute oral presentation of the reading. These quizzes would take place at the beginning of class and would
comprise half of the weekly attendance grade.
Students who are tardy or 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
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. Although the subjects you write about will be emotional you are expected to
write dispassionately (see http://owl.english.purdue.edu/owl/resource/560/15/ for a further explanation of how to write
well for graduate-level 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. The
font for all written assignments is Times New Roman size 12 point. All margins need to be set to 1 inch. Do NOT
include conversations or interviews in papers unless you are explicitly asked to do so. Be sure that you do not have
gutter spacing. Assignments must be e-mailed to Susan 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 Susan at least 48 hours before the
due date. Students should contact Susan as soon as possible if there is an emergency that prevents them from completing
an assignment. Grades will be lowered on all late assignments that have not been processed with Susan.
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 Susan 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 Susan. If permission for late submission is not granted before breaking a deadline, the grade
2
This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
will automatically be reduced 10%, and another 10% reduction will occur each day (including weekends). Please note that
a new day begins at midnight.
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 Susan about the Code’s application.
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 Susan 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 Susan. Susan 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:
Students will read Finding Fish or Hope’s Boy to further understanding of how youth perceive the interventions of the
child welfare system. This is not a book report. Please do not simply summarize the book. However, it is important for
you to clearly explain your contentions. As an example, if you discuss a “strengths based perspective” you must
operationalize what this means. Each student will e-mail a 2-3 page (double spaced) paper that addresses the following:
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?
E-mail the reflection to Susan by Monday October 6, 2014 at 6:00 PM.
Assignment #2:
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
3
This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
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 October 20th, 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 will be paired with a child to interview him/her regarding the video and this session will be videotaped. Students
will need to check out a video flip camera prior to class and upload the video to a private YouTube channel for the
professor to view.
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.
While asking questions about the video, the student is expected to use the forensic methodologies of interviewing that
they learned in the preceding weeks. The interview should include: (1) a discussion of truth telling and lying, (2)
clarification of the sequence of events-free narrative, followed by (3) more direct questioning and clarification, (4)
backwards memory test, and (5) 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. 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.
4. If a digital video of your interview was recorded, discuss how you see yourself from an outsider’s perspective.
E-mail the reflection to Susan by Monday October 27, 2014 at 6:00 PM.
Presentation:
Each student will show two examples from their video of their success as an interviewer. These presentations will
not exceed 5 minutes. Deductions will be taken for students who go over time.
Presentations will be done on Monday October 27, 2014
Assignment # 3
Work with a team to present to the class a North Carolina DSS policy that is relevant to the work you do. As an example,
you could describe how physical abuse is assessed when children are residing in-home with their parents and how this
differs from how physical abuse is handled out of home.
You should provide the hyperlinks for policy to the class, including Susan.
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This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
1.
2.
3.
4.
5.
Describe the problem that the policy intends to address
What role does culture or racial identity play in this problem?
Describe what the policy does
Explain any programs or resources associated with the policy
Discuss the federal and/or state legislation
Assignment # 4
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 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 Susan by Monday November 17, 2014 at 6:00 PM.
Assignment # 5
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 5-10 minute presentation to the class (5
additional minutes will be allotted to the presentation). Students can incorporate a recent newspaper article, a five minute
video (if the presentation is 10 minutes), or engage their peers in discussion. 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?
E. Why does this social problem matter?
F. What are the underlying causes or factors?
G. What role does culture or racial identity play in this problem?
H. 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?
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This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
F. What are alternatives?
G. Are programs culturally sensitive? How is this demonstrated, or not demonstrated?
3. What state and/or federal policy addresses this problem?
GRADES:
Attendance and Participation: 30%
Assignment # 1: 15%
Assignment # 2: 25%
Assignment # 3: 10%
Assignment # 4: 10%
Assignment # 4: 10%
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 25:


Introductions
Review of Course/Syllabus
IN CLASS Media Links:
 NPR (2011). The Child Cases: Guilty Until Proved Innocent http://www.npr.org/2011/06/28/137454415/the-childcases-guilty-until-proven-innocent
 PBS (2011). The Child Cases http://www.pbs.org/wgbh/pages/frontline/the-child-cases/
 Adoptuskids.org (n.d.). Children in foster care http://www.youtube.com/watch?v=sFBa9cK52vM
OPTIONAL Materials:
o
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]
o
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]
o
Pew Charitable Trusts: Kids Are Waiting (2008). State by state facts: North Carolina
http://www.kidsarewaiting.org/publications/statefacts?id=0034
WEEK TWO – SEPTEMBER 8

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
6
This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
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:
o 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/art00002
o Bride, B. E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63. Retrieved
from EBSCOhost.
o Parks SE, Annest JL, Hill HA, Karch DL. Pediatric Abusive Head Trauma: Recommended Definitions for Public
Health Surveillance and Research. Atlanta (GA): Centers for Disease Control and Prevention; 2012.
WEEK THREE – SEPTEMBER 15

Issues of Sexual Abuse & Interviewing
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]
OPTIONAL Materials:
o 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.pdf.
o 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 22



Neglect & Substance Abuse
Introduce Assessment/Evaluation – Adult /Family Members
Prepare for team meeting in two weeks
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]
American Professional Society on the Abuse of Children (2011). Neglect practice guidelines: Challenges in the
Evaluation of Child Neglect.
http://www.apsac.org/index.php?option=com_content&view=article&id=33&Itemid=86
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
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This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
WEEK FIVE – SEPTEMBER 29
 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. pp. 28-51.
Butera, E. & Cervantes, W. (2014). Family unity in the face of immigration enforcement: Past, present, and future. In
Phillips, S.D., Cervantes, W., Lincroft, Y., Dettlaff, A.J., & Bruce, L. (Eds.). Children in Harm’s Way: Criminal
Justice, Immigration Enforcement, and Child Welfare (pp. 11-21). Washington, D.C.: Jointly published by The
Sentencing Project and First Focus.
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.
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
WEEK SIX – OCTOBER 6

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 Lesbian-Affirming Approach to Child Welfare. New York: Columbia University
Press. pp. 13-34.
Helping families support their lesbian, gay, bisexual, and transgender (LGBT) child
http://www11.georgetown.edu/research/gucchd/nccc/documents/LGBT_Brief.pdf
Media Links:
 Foster care’s invisible youth (LGBT)
http://www.youtube.com/watch?v=nuSikwpqazA
 Anderson Cooper 360 Bullying Suicide Carl Joseph Walker Hoover Jaheem Herrera
http://www.youtube.com/watch?v=5TIXDy_ZDSY&feature=PlayList&p=6152706BA8031210&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:
o Lambda Legal: http://www.lambdalegal.org
o American Civil Liberties Union: http://www.aclu.org/lgbt-rights
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This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
o
o
o
o
Transgender Law Center: http://www.transgenderlawcenter.org
Children of Lesbians and Gays Everywhere (COLAGE): http://www.colage.org
Advocates for Youth GLBT Issues:
http://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=37&Itemid=66
GSA Network: www.gsanetwork.org
WEEK SEVEN – OCTOBER 13


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., & Ahern, E.C. (2011). Interviewing children. In Myers, J.E.B. (Ed.), The APSAC Handbook on Child
Maltreatment. Thousand Oaks: Sage. [This is Chapter 20 in your APSAC book]
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
OPTIONAL Materials:
o 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
o Children’s Advocacy Center of Texas (March 16, 2010). The forensic interview
http://www.youtube.com/watch?v=Q2rehYoMtRU&feature=related
o 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_African%20American%20Families.pd
f
o 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_Latino%20Families.pdf
o 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_Asian.Pacific%20Islander.Filipino%2
0American%20Families.pdf
WEEK EIGHT – OCTOBER 20

Review interview lecture materials
INTERVIEW EVENT
WEEK NINE – OCTOBER 27







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
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This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
Guest Speakers Rebecca Brigham & Shannon discuss open adoption
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.
WEEK TEN – NOVEMBER 3


Child death
Guest Speaker Emily Douglas via Skype
Required Readings:
Douglas, E. M. (2009). Media Coverage of Agency-Related Child Maltreatment Fatalities: Does It Result in State
Legislative Change Intended to Prevent Future Fatalities. Journal of Policy Practice, 8, 3, 224 – 239.
Douglas, E. & McCarthy, S. C. (2011). Child maltreatment fatalities: Predicting rates and the efficacy of child welfare
policy. Journal of Policy Practice, 10, 128–143.
Douglas, E. & Cunningham, J. M. (2008). Recommendations from child fatality review teams: Results of a US
nationwide exploratory study concerning maltreatment fatalities and social service delivery. Child Abuse Review,
17, 331–351. DOI: 10.1002/car.1044
WEEK ELEVEN – NOVEMBER 10


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 17
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Parenting Issues
During the first half of the class students will conduct a mock Family Team meeting.
Required Readings:
Sheppard, M., McDonald, P., Welbourne, P. (2010). The parent concerns questionnaire and parenting stress index:
Comparison of two common assessment framework-compatible 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
OPTIONAL Materials:
o Jordan, D. (2000) Functional Behavioral assessment and positive interventions: What parents need to know. (PHP10
This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.
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)
o 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.
Media Links:
 Team Decision-making: Involving Family and Community in Child Welfare Decisions
http://www.kidscount.org/kidscount/video/team.html
WEEK THIRTEEN – NOVEMBER 24
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Mental Health & Trauma
Systems of Care – The Child Welfare “System” (Look at other agencies, services, resources that are involved.
Competencies 2 and 3)
In-class video – segments of Boy Interrupted
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.
Information Gateway. (2011). Supporting brain development in traumatized children and youth. Washington, DC: U.S.
Department of Health and Human Services, Children's Bureau.
Lieberman, A. F. & Knorr, K. (2007). The impact of trauma: A developmental framework for infancy and early
childhood. Psychiatric Annals, 37, 416-422.
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.
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-of-childhoodschizophrenia?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
 American Academy of Pediatrics – Trauma guide for helping foster and adoptive families cope with trauma
http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/healthy-foster-care-america/Pages/TraumaGuide.aspx?nfstatus=401&nftoken=00000000-0000-0000-0000000000000000&nfstatusdescription=ERROR%3a+No+local+token
WEEK FOURTEEN – DECEMBER 1
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Annual collaborative reunion
Wrap-up the course
11
This is a proposed schedule of assignments and readings. Susan reserves the right to make adjustments to the schedule.