The University of North Carolina at Chapel Hill
School of Social Work
Course Number:
Course Title:
Semester:
Course Credits:
Location:
Time:
Instructor:
Office:
Mailing:
E-Mail:
Phone:
SoWo 860
Child Welfare Perspectives
Fall 2015
3 credit hours
TTK Building, Room 102
5:30-8:30 PM, Mondays
Amy Levine, MSW, LCSW
352
UNC-Chapel Hill School of Social Work 325 Pittsboro Street,
CB# 3550
Chapel Hill, North Carolina 27599-3550
amylevine@unc.edu
919-962-6419
Office Hours: By appointment; or 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.
1
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.

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 available on Sakai.
Teaching Methods:
Core social work values include recognizing the dignity and worth of each person. In this
course, I am 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 instructor 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 a critical
component of 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 Amy, 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
2
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
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. Please bring hard a hard copy of all assignments to the start of class on the
date when they are due.
Policy on Incomplete and Late Assignments:
All assignments should be completed by the 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. Please contact
the instructor as soon as possible if there is an emergency that prevents you from completing
an assignment. Grades will be lowered by 10%, per day including weekends, for each day the
assignment is late unless special permission has been granted permission by the instructor.
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 in order to request
an Incomplete.
Policy on Academic Dishonesty:
The Honor Code is in effect in this class and all others at the University. I am 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 the instructor about the Code’s application to this course.
All written work and other projects must be submitted with a signed pledge that states: “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.
3
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Policy on Accommodations for Students with Disabilities:
Students with disabilities that affect their participation in the course should contact the
University’s Accessibility Services and provide documentation of their learning needs.
Students should discuss the specific accommodations they require (e.g. changes in
instructional format, examination format) directly with the instructor and necessary
arrangements will be made.
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
COURSE REQUIREMENTS OVERVIEW:
Requirement
Class Attendance and Participation
Book Reflection Paper
DSS Policy Presentation
Child Interview Paper and
Presentation
Child and Family Team Paper
Child Welfare Topic Presentations
Points
30 points
15 points
10 points
25 points
Date/Due Date
Ongoing
Week 4, Sept. 21
Week 6, Oct. 5
Week 9, Oct. 26
10 points
10 points
Week 12, Nov. 16
Week 14, Nov. 30
Assignment #1: Book Reflection (15 points)
Students will read Finding Fish or Hope’s Boy to further understand 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?
Please bring paper to class on Monday, September 21, 2015.
4
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Assignment #2: DSS Policy Presentation (10 points)
Work with a partner 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.
Please provide the hyperlinks of the policy for the class, on September 28, 2015, one week
prior to the presentations. In your group presentation, please address the following:
1.
2.
3.
4.
5.
Describe the problem that the policy intends to address.
Identify the role that culture or racial/ethnic 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 specifically related to this policy.
Each pair will present for 10 minutes during class on Monday, October 5, 2015.
Assignment #3: Child Interview Reflection and Presentation (25 points)
This assignment has three sections: an interview activity, a reflection paper, and a class
presentation. Students will complete the interview activity and then will be graded on the
reflection paper and class presentation.
A. Interview Activity: 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. This exercise builds on the specific skills required for forensic
interviewing of children between the ages of 3 and 16 years old.
During class time on October 19th, 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 instructor 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
(3) more direct questioning and clarification
(4) backwards memory test
(5) an awareness of possible contamination of memory
(6) A check for contamination of memory will be accomplished when the student
purposefully interjects false information into the discussion of the video, and
5
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
observes the child’s reaction
B. Reflection Paper: This reflection paper describes the student’s self-evaluation of the child
interview process. The paper will be 2-3 pages, double spaced, and 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.
Bring the reflection paper to class on Monday, October 26, 2015.
C. Presentation: Each student will show two examples from their video of their success as an
interviewer. These presentations will not exceed 5 minutes.
Student Presentations will be done in class on Monday, October 26, 2015.
Assignment # 4: Child and Family Team Process (10 points)
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 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. This assignment also allows students to use motivational interviewing
skills, solution focused techniques, and family group conferencing strategies to engage key
players and partner with children and families in the problem solving process.
6
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Students will receive a case study and supportive documents during Week 10 (Monday,
November 2, 2015). There will be some discussion of separation and loss issues as well as
practice in clinical skills 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, (Monday, November 9, 2015). 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.
Bring the written evaluation to class on Monday, November 16, 2015.
Assignment #5: Child Welfare Topic Presentations (10 points)
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 10 minute presentation to the class.
Students can incorporate a recent newspaper article, a short video clip, or engage their peers in
discussion. 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/ethnic 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?
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?
7
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Students will make these presentations on Monday, November 30, 2015, during class.
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.
8
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
CLASS OUTLINE:
WEEK ONE – AUGUST 24:



Introductions
Review of Course/Syllabus
Overall Research Findings in Child Abuse and Neglect
IN CLASS 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-childcases/
 Institute of Medicine and National Research Council (2014). New Directions in Child
Abuse and Neglect Research https://www.youtube.com/watch?v=PFsyC5mzyl8
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 Oaksk CA: 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, CA:
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 – AUGUST 31


Ethical Issues in Child Welfare
Child Physical Abuse
Required Readings:
National Association of Social Workers (2013). NASW Standards for Social Work
Practice in Child Welfare.
https://www.socialworkers.org/practice/standards/childwelfarestandards2012.pdf
Reece, R. M. (2011). Medical evaluation of physical abuse. In Myers, J.E.B. (Ed.), The
APSAC Handbook on Child Maltreatment. Thousand Oaks, CA: 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, CA: Sage. [This is Chapter 12
9
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
in your APSAC book]
OPTIONAL Materials:
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 14


Child Sexual Abuse
Interviewing Children and Caregivers
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, CA:
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, CA: Sage. [This is Chapter 14 in your APSAC book]
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
In class Media Links:
 Adoptuskids.org (n.d.). Children in foster care
http://www.youtube.com/watch?v=sFBa9cK52vM
OPTIONAL Materials:
o Alaggia, R & Kirshenbaum, S. (2005). Speaking the Unspeakable: Exploring the Impact of
Family Dynamics on Child Sexual Abuse Disclosures. Families in Society, 227234.http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/230161663/full
textPDF/95E471A374BA4BE9PQ/1?accountid=14244
o Malloy, L.C. & Quas, Jodi A. (2009). Childrendren2009).
Childrensearch.proquest.com/docview/230161663/fKuehnle, K. & Connell, M.
(Eds.), The evaluation of child sexual abuse allegations: A comprehensive guide to
assessment and testimony.
http://eres.lib.unc.edu.libproxy.lib.unc.edu/eres/coursepage.aspx?cid=3868&page=docs
WEEK FOUR – SEPTEMBER 21




Child Neglect
Neglect and Substance Abuse
Book Reflection Due (Assignment #1)
Introduction of DSS Policy Assignment (Assignment #2)
10
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Required Readings:
Erickson, M. F. & Egeland, B. (2011). Child Neglect. In Myers, J.E.B. (Ed.), The APSAC
Handbook on Child Maltreatment. Thousand Oaks, CA: Sage. [This is Chapter 7 in your
APSAC book]
Optional Readings:
o Cash, S. & Wilke, D. (2003). An Ecological Model of Maternal Substance Abuse and
Child Neglect: Issues, Analyses, and Recommendations. American Journal of
Orthopsychiatry, 73, 392-404. Downloaded from:
http://www.researchgate.net/profile/Scottye_Cash/publication/9016815_An_ecological_mod
el_of_maternal_substance_abuse_and_child_neglect_Issues_analyses_and_recommendatio
ns/links/0c9605265095238c85000000.pdf
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 FIVE – SEPTEMBER 28

Context of your Work with Children and Families – 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.
http://eres.lib.unc.edu.libproxy.lib.unc.edu/eres/download.aspx?docID=45667&shortname
=racism.pdf
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.americanhumane.org/assets/pdfs/children/pc-latinochildreofimmigrant.pdf
Olsen, Bhattacharya, & Scharf. (2006). Cultural Competency: What It Is and Why It
Matters. Downloaded from:
https://www.childwelfare.gov/survey/?target=http%3A%2F%2Fwww.lpfch.org%2Fprogra
ms%2Fculturalcompetency.pdf&referrer=%27https://www.childwelfare.gov/topics/systemw
ide/cultural/overview/%
Optional Readings:
o 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. Downloaded from:
http://www.sentencingproject.org/doc/publications/cc_Children%20in%20Harm's%20Wa
11
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
y-final.pdf
Media Link: CNN (May 25, 2010).
o Kids’ test answers on race brings mother to tears.
http://www.cnn.com/2010/US/05/18/doll.study.parents/index.html?hpt=C2
o Keeping Race in It’s Place https://vimeo.com/20822863
o National Council of Juvenile and Family Court Judges (2011). Disproportionality Rates for
Children of Color Foster Care
http://www.ncjfcj.org/sites/default/files/Disproportionality%20TAB1_0.pdf
o National Public Radio (2011). Improving Foster Care for Native American Kids.
http://www.npr.org/2011/10/31/141872944/improving-foster-care-for-native-americankids
o National Public Radio (2011). Native Foster Care: Lost Children, Shattered Families.
http://www.npr.org/2011/10/25/141672992/native-foster-care-lost-children-shatteredfamilies
o National Public Radio (2011). A Fight for her Grandchildren Mirrors a Native Past.
http://www.npr.org/2011/10/25/141650809/a-fight-for-her-grandchildren-mirrors-anative-past
o National Public Radio (2011). Incentives and Cultural Bias Fuel Foster System.
http://www.npr.org/2011/10/25/141662357/incentives-and-cultural-bias-fuel-fostersystem
WEEK SIX – OCTOBER 5


Context of your work with children and families – Diversity, Cultural Competency:
Gender & Sexual Orientation
Student Presentations of DSS Policy (Assignment #2)
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.
http://eres.lib.unc.edu.libproxy.lib.unc.edu/eres/download.aspx?docID=24608&shortname
=competent_child_welfare.pdf
Helping families support their lesbian, gay, bisexual, and transgender (LGBT) child
http://nccc.georgetown.edu/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=6152706BA8031
210&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
12
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
 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
OPTIONAL Materials:
o Lambda Legal: http://www.lambdalegal.org
o American Civil Liberties Union: http://www.aclu.org/lgbt-rights
o Transgender Law Center: http://www.transgenderlawcenter.org
o Children of Lesbians and Gays Everywhere (COLAGE): http://www.colage.org
o Advocates for Youth GLBT Issues:
http://www.advocatesforyouth.org/index.php?option=com_content&task=view&id=37&Ite
mid=66
o GSA Network: www.gsanetwork.org
o Human Rights Campaign’s All Children-All Families Initiative:
www.hrc.org/campaigns/all-children-all-families
WEEK SEVEN – OCTOBER 12



Guest Speakers on Secondary Traumatic Stress and Burnout in Child Welfare
Using the Cognitive Interview Process with Children
Preparation for Interview Event (Assignment #3)
Required Readings:
Lyon, T. D., & Ahern, E.C. (2011). Interviewing children. In Myers, J.E.B. (Ed.), The
APSAC Handbook on Child Maltreatment. Thousand Oaks, CA: 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
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
OPTIONAL Materials:
o Emory School of Law (n.d.). Interviewing the Child Client: Approaches and Techniques
for a Successful Interview. 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
13
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
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/H
O7_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.P
acific%20Islander.Filipino%2 0American%20Families.pdf
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.
http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/215269621/fulltextPDF/4
58A2F2DC4714010PQ/1?accountid=14244
WEEK EIGHT – OCTOBER 19

Continued practice of Cognitive Interviewing Skills
INTERVIEW EVENT
WEEK NINE – OCTOBER 26




Issues in Adoption
Guest Speakers discuss open adoption
Reflection Paper Due (Assignment #3)
Student Presentations of Child Interview (Assignment #3)
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.
http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/230203613/fulltext
PDF/E45382D107DA4231PQ/1?accountid=14244
WEEK TEN – NOVEMBER 2




Child death
Discuss Case Studies for Child and Family Team Meeting (Assignment #4)
Motivational Interviewing and Solution Focused Skills
Guest Speaker Emily Douglas via Skype
14
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
Required Readings:
Pecora, P, Chahine, Z., & Graham, J. (2013). Safety and Risk Assessment Frameworks:
Overview and Implications for Child Maltreatment Fatalities. Child Welfare, 92, 143-60.
http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1464748091/fullte
xtPDF/6ED2D97F0E6D47EAPQ/1?accountid=14244
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:
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/10.1002/car.1044
OPTIONAL Readings:
o North Carolina Child Fatality Task Force (2014). Annual Report of the North
Carolina Child Fatality Task Force to the Governor and General Assembly.
http://digital.ncdcr.gov/cdm/ref/collection/p249901coll22/id/285622
WEEK ELEVEN – NOVEMBER 9



Continued discussion of skills to support Child and Family Team meeting
Family Group Decision Making
Mock Child and Family Team Meeting (Assignment #4)
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.
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/DOI: 10.1111/j.1365-2206.2005.00370.x
WEEK TWELVE – NOVEMBER 16


Evaluation Due for Child and Family Team Meeting (Assignment #4)
Parenting Capacity
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.
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/10.1111/j.1365-2206.2010.00683.x
Donald, T. & Jureidini, J. (2004) Parenting capacity. Child Abuse Review, 13. 5–17.
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/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.
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/10.1177/0743558411402339
OPTIONAL Materials:
o Jordan, D. (2000) Functional Behavioral assessment and positive interventions: What
15
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.
parents need to know. (PHP-79) [Online] Families and Advocates Partnership for Education
(FAPE). Downloaded from: http://www.wrightslaw.com/info/discipl.fba.jordan.pdf
Media Links:
 Team Decision-making: Involving Family and Community in Child Welfare Decisions
http://www.kidscount.org/kidscount/video/team.html
WEEK THIRTEEN – NOVEMBER 23



Mental Health & Trauma in Child Welfare
Systems of Care – The Child Welfare “System”
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.
http://libproxy.lib.unc.edu/login?url=http://dx.doi.org/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. https://www.childwelfare.gov/pubPDFs/braindevtrauma.pdf
Lieberman, A. F. & Knorr, K. (2007). The impact of trauma: A developmental framework
for infancy and early childhood. Psychiatric Annals, 37, 416-422.
http://search.proquest.com/docview/217056236?pq-origsite=summon
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. http://search.proquest.com/docview/214909207?pqorigsite=summon
OPTIONAL Readings:
 American Academy of Pediatrics (2013). Helping Foster and Adoptive Families
Cope With Trauma https://www.aap.org/en-us/advocacy-and-policy/aap-healthinitiatives/healthy-foster-care-america/documents/guide.pdf
Media Links:
 PBS (2011). The medication of foster children: Antipsychotics in the foster care system
http://video.pbs.org/video/1726265493/
WEEK FOURTEEN – November 30


Child Welfare Topic Presentations (Assignment #5)
Wrap-up the course and evaluations
16
This is a proposed schedule of assignments and readings. Amy reserves the right to make adjustments to the schedule.