SWK 311- Child Abuse and Neglect (Online via Blackboard Learn)
Spring 2016
Instructor: Michelle H Guarino, MSW, LCSW
Email: guarinom@uncw.edu (Preferred Contact)
Office: McNeil Hall, School of Social Work
Office Hours: By appointment
COURSE CATALOG DESCRIPTION
SWK 311. Child Abuse and Neglect (3) Study of the knowledge base, laws, and professional
roles associated with contemporary child welfare practice. Identification of child
maltreatment, reporting procedures and community-based interdisciplinary practice
issues are emphasized. Upon acceptance to the NC Child Welfare Education Collaborative,
students must complete both SWK 311 and SWK 312 before admission to a DSS field
placement.
COURSE DESCRIPTION
This course will cover knowledge, concepts and tools associated with contemporary child
welfare practice. The course reflects a strengths-based family-centered or family-based
approach to child welfare practice. This means that we cannot consider the welfare of
children separately from the families of which they are a part. For each topic area, major
social work roles, activities, tasks and skills will be explored, along with concerns and
issues in implementation. Program examples and case studies will be used for illustration
purposes and application of the skills and techniques presented. The different
developmental stages of families and children and related needs will be
explored. Culturally competent social work practice is stressed throughout the course for
each content area. The course will focus on micro, mezzo, and macro considerations in
providing child welfare services. Particular emphasis will be paid to the identification of
child maltreatment, reporting procedures, and continuing professional interaction with
children and families from a community-based and multidisciplinary perspective.
COURSE OBJECTIVES
1. To be able to critically analyze some of the current issues and dilemmas that exists in the
delivery of child welfare services.
2. To understand the various roles that social work practitioners play in the delivery of
child welfare services in a variety of practice settings.
3. To describe the major components that make up the continuum of child welfare services,
the major task of each component, the most relevant intervention strategies, and the
evaluation of practice,
4. To introduce the concept of risk assessment and intervention with families, integrating
various theoretical perspectives and models of assessment and intervention.
5. To become sensitive to cultural differences in family functioning and how these
differences impact assessment, planning, and intervention strategies.
6. To understand the issues and feelings experienced by children and families who receive
child welfare services.
7. To develop an understanding of sociopolitical and organizational contexts of child
welfare
8. To understand approaches to evaluation of child welfare practice.
9. To gain understanding of the special needs of at-risk and vulnerable populations,
including children with disabilities and families of color, served by the child welfare
system.
10. To know how to identify child maltreatment in professional practice and the steps to be
taken to report such concerns to the appropriate authorities.
REQUIRED TEXTBOOKS
Crosson-Tower, C. (2002). Understanding child abuse and neglect (9th Ed.). Boston: Allyn
& Bacon.
METHODS TO ATTAIN OBJECTIVES
The primary learning format will be PowerPoint lectures and discussions, which involve all
students as active learners and encourage online class discussion. Class lectures and
exercises are based on the understanding that all readings assigned for that topic have
been completed prior to class. The instructor will be responsible for organizing and
presenting primary course material, assisting any student with course-related material and
assignments, and for assessing student progress. The student in SWK 311 will be
responsible for attending all class material, facilitating his/her own learning and that of
others in class, sharing ideas, making observations, initiating discussion and asking
questions. ALL ASSIGNMENTS MUST BE TURNED IN ON THE DATE AND TIME SPECIFIED,
and must be presented in a professional fashion (typed, double-spaced, grammar-andspell-checked, properly formatted, and written in the accepted American Psychological
Association style.)
NO LATE PAPERS WILL BE ACCEPTED FOR ANY REASON.
ALL EXAMS MUST BE TAKEN ON THE DATE SPECIFIED BY THE INSTRUCTOR.
ACADEMIC HONOR CODE
All members of UNCW’s community are expected to follow the academic Honor
Code. Please read the UNCW Honor Code carefully (as covered in the UNCW Student
Handbook). Academic dishonesty in any form will not be tolerated in the class. Please be
especially familiar with UCNW’s position on plagiarism as outlined in the UNCW Student
Handbook. Plagiarism is a form of academic dishonesty in which you take someone else’s
ideas and represent them as your own. Here are some examples of plagiarism:
You write about someone else’s work in your paper and do not give them credit for it by
referencing them.
You give a presentation and use someone else’s ideas and do not state that the ideas are the
other person’s.
You get facts from your textbook or some other reference material and do not reference
that material.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
I am more than happy to make appropriate accommodations for students with
disabilities. Students with diagnosed disabilities should contact the Office of Disability
Services (962-7555). Please give me a copy of the letter you receive from Office of
Disability Services detailing class accommodations you may need. If you require
accommodation for test-taking please make sure I have the referral letter no less than three
days before the test.
VIOLENCE AND HARASSMENT
UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If you
are experiencing an emergency of this type contact the police at 911 or UNC CARE at 9622273. Resources for individuals concerned with violent or harassing situation can be
located at http://www.uncw.edu/wsrc/crisis.html.
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose,
first or third-hand, to faculty or staff about sexual misconduct, domestic violence, dating
violence and/or stalking, this information must be reported to the administration in order
to ensure that student’s rights are protected, appropriate resources are offered, and the
need for further investigation is explored to maintain campus safety.
There are three confidential resources who do not need to report interpersonal violence:
UNCW CARE, the Student Health Center, and the Counseling Center. If you want to speak to
someone in confidence, these resources are available, including CARE’s 24-hour crisis line
(910-512-4821). For more information, please
visit www.uncw.edu/sexualmisconduct or www.uncw.edu/care.
CAMPUS RESPECT COMPACT
UNC is committed to a civil community, characterized by mutual respect. Individuals
wanting more information about the Respect Compact can contact the Office of
Institutional Diversity and Inclusion.
ATTENDANCE
Regular class attendance via Blackboard is required through the form of online discussion
and test taking. I do not accept late papers or examinations for any reason.
CAMPUS ASSISTANCE FOR THIS COURSE
Much assistance is available on campus to help you succeed in this course. The Randall
librarian assigned to the School of Social Work is Mr. John Osinski. The Writing Place is
available to you for paper-writing assistance.
INSTRUCTOR’S TEACHING PHILOSOPHY
I believe strongly in learning from experienced social workers, open dialogue and visual
example. My online classroom consists of a myriad of teaching techniques such as lecture,
PowerPoint presentation, videos and discussion threads. I believe in providing a realistic
view into the world of social work to ensure true preparedness and confidence to expect
situations and intervene effectively and appropriately.
ASSIGNMENTS AND EXAMS
There will be 3 tests to examine the student’s knowledge of material. Each student must
take the test within the given timeline. No late tests may be taken.
Test 1 will cover Modules 1-4. Test 1 opens February 11th at 6:00am and closes February
15th at 11:59pm
Test 2 will cover Modules 5-9. Test 2 opens March 24th at 6:00am and closes March 29th at
11:59pm
Test 3 will cover Modules 10-12. Test 3 opens April 28th and closes on May 2nd at 11:59pm
Tests are taken by clicking the “assessments” tab and following prompts. You must
complete the exam once you begin. Do not navigate away from the page or your test session
will expire and you will not be allowed back into the test session. You will have 1 hour 30
minutes to complete the exams. Tests are multiple choice, fill in the blank, T/F
Online discussions are posted and it is expected that each students will post and
participate in these discussions within the allowed time frame. It is required that you make
one response to the original discussion post. It is not required to make a response to
another students post, however it is encouraged. Please follow the discussion / learning
module schedule below. Each discussion is worth 7.15 points for a total discussion grade of
100. Each discussion must be completed by the due date. See the discussion and Learning
Module Schedule below.
Grading
Discussions
Test 1
Test 2
Test 3
25% of final grade
25% of final grade
25% of final grade
25% of final grade
100% Total
A final letter grade based on 100% of completed course assignments and exams will be
given at the completion of the course. No +/- grades are given in the course. Grades are
based on a 10-point scale, with no exceptions:
90 - 100 A
80 - 89 B
70 - 79 C
60 - 69 D
59 and below F
Discussion and Learning Module Schedule
This schedule is to assist the student in organizing the assignments and material for the
online course. Please note the due dates for each discussion post.
Module 1 Discussion: Due January 15th by 11:59pm
Learning Module 1: January 11-15
Module 2 Discussion: Due January 22nd by 11:59pm
Learning Module 2: January 18 - 22
Module3 Discussion: Due January 29th by 11:59pm
Learning Module 3: January 25 - 29
Module 4 Discussion: Due February 5th by 11:59pm
Learning Module 4: February 1 - 5
***Test 1 opens February 11th at 6:00am and closes February 15th at 11:59pm***
Module 5 Discussion: Due February 12th by 11:59pm
Learning Module 5: February 8 – 12
Module 6 Discussion: Due February 19th by 11:59pm
Learning Module 6: February 15 - 19
Module 7 Discussion: Due February 26th by 11:59pm
Learning Module 7: February 22 – 26
Module 8 Discussion: Due by March 4th by 11:59pm
Learning Module 8: April 29 – March 4
Module 9 Discussion: Due March 18th by 11:59pm
Learning Module 9: March 14 - 18
***Test 2 opens March 24th at 6:00am and closes March 29th at 11:59pm***
Module 10 Discussion: Due April 1st by 11:59pm
Learning Module 10: March 28 – April 1
Module 11 Discussion: Due April 8th by 11:59pm
Learning Module 11: April 4 - 8
Module 12 Discussion: Due April 15th by 11:59pm
Learning Module 12: April 11 - 15
Discussion 13: Due April 22nd by 11:59pm
Discussion 14: Due April 27th by 11:59pm
***Test 3 opens April 28th and closes on May 2nd at 11:59pm***
Note:
January 11th – Classes begins
January 18th – Martin Luther King Jr. State Holiday, No classes
January 19th - Last day for registration / Last day to drop without a grade / add
February 26th - Last day to withdraw - undergraduate students
March 5th – 13th – Spring Break , no classes
March 24th – No classes
March 25th – Good Friday State Holiday, no classes
April 27th - Last day of class
WEBSITES OF INTEREST
NC Department of Social Services: http://childrensservices.dhhs.state.nc.us/index.html
National Clearinghouse for Child Abuse Neglect: http://NCCANCH afc.hhs.gov
Social Work Access Network: http://www.sc.edu/swan
Social Work and Social Services Web Sites: http://gwbweb.wustl.edu/websites/html
Social Work On-Line: http://www.socialworkonline.com/
World Wide Web Resources for Social Workers:
http://pages.nyu.edu/~gh5/gh-w3-f.htm
Social Work Café: http://www.geocities.com/Heartland/4862/swcafe.html
Social Work Resources on the Net: http://www.chas.uchicago.edu/ssa/links.html
Child Welfare Review: http://www.childwelfare.com
Children’s Defense Fund: http://www.childrensdefensefund.org
Child Welfare League: http://www.cwla.org
Children Now: http://www.childrennow.org
American Humane Association: http://www.americanhumane.org
Child Abuse Prevention: http://www.stopitnow.com
National Resources: http://www.calib.com
Munchausen’" " s b s By Proxy: http://www.mindspring.com
Suggested Readings
American Prosecutors research Institute. (2002). Investigation and Prosecution of Child
Abuse. Thousand Oaks, CA. Sage.
Binggeli, N.J., Hart, S.N. and Brassard, M.R. (2001) Psychological Maltreatment of Children.
Thousand Oaks, CA. Sage.
Bolen, R. (2001). Child Sexual Abuse: Its Scope and Our Failure. New York. Plenum.
Brady, K. (1979). Father’s Days. New York. Dell.
Chase, Truddi. (1987). When Rabbit Howls. Dutton.
Elliott, Jane. (2008). The Little Prisoner: A Memoir. Harper Paperbacks.
Faller, K.C. (2003). Understanding and Assessing Child Sexual Abuse. Thousand Oaks, CA.
Sage.
Fontes, L.A. (2008). Child Abuse and Culture. New York. Guilford.
Herman, J., and Hirschman, L. (2000). Father-Daughter Incest. Harvard University Press.
Jenkins, P. (1998). Moral Panic. New Haven. Yale University Press.
Luby, J.L. (ed.). (2009). Handbook of Preschool Mental Health. New York. Guilford.
Lum, D. (2000). Social Work Practice with People of Color. Monterey, CA. Brooks/Cole.
Myers, John E.B. (2011). The APSAC Handbook on Child Maltreatment. Sage Publications
Inc.
Parent, M. (1996). Turning Stones. Ballantine Publishing
Pelzer, D. (1995). A child called “ It”. Deerfield Beach, FL: Health Communications Inc.
Righthand, S., Kerr, B., and Drach, K. (2003). Child Maltreatment Risk Assessments. New
York. Haworth.
Reece, R.M. (2008). Child Abuse: Medical Management and Treatment. Elk Grove Village, IL.
AAOP.
Roberts, Celine. (2008). No One Wants You: A Memoir of a Child Forced into Prostitution.
Merlin Publishing.
Seed, Michael. (2008). Nobody’s Child. John Blake.
Wright, M.O. (2008). Childhood Emotional Abuse. New York: Taylor and Francis.