UNIVERSITY OF NORTH CAROLINA AT WILMINGTON
SCHOOL OF SOCIAL WORK
SWK 311: CHILD ABUSE & NEGLECT
Spring 2016, On-line Asynchronous Platform
INSTRUCTOR:
E-MAIL:
OFFICE:
OFFICE HOURS:
Julie Ozier, MSW, LCSW, VSP
ozierj@uncw.edu *best way to reach me
McNeill Hall
By appointment only
Telephone and in-person or skype consultation available as
needed – request via email. I will check my email once per work
day and at least once on weekends.
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.
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.
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COURSE OBJECTIVES
To be able to critically analyze some of the current issues and dilemmas that exists
in the delivery of child welfare services.
To understand the various roles that social work practitioners play in the delivery of
child welfare services in a variety of practice settings.
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,
To introduce the concept of risk assessment and intervention with families,
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integrating various theoretical perspectives and models of assessment and
intervention.
To become sensitive to cultural differences in family functioning and how these
differences impact assessment, planning, and intervention strategies.
To understand the issues and feelings experienced by children and families who
receive child welfare services.
To develop an understanding of sociopolitical and organizational contexts of child
welfare
To understand approaches to evaluation of child welfare practice.
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.
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. (2014). Understanding child abuse and neglect (9th Ed.). Upper
Saddle River: Pearson. (Original work published 2005)
METHODS TO ATTAIN OBJECTIVES
The primary learning format will be readings and on-line PowerPoint lectures and
discussions. 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 reviewing all class material, facilitating his/her
own learning and that of others in class, sharing ideas, making observations, initiating
discussion and asking questions. As this course is asynchronous and on-line, each student
is responsible for maintain pace to facilitate on-line discussions. Readings and assignments
will need to be completed weekly.
ALL ASSIGNMENTS MUST BE SUBMITTED BY THE DATE and TIME SPECIFIED – NO
EXCEPTIONS, and must be presented in a professional fashion as instructed (in
BlackBoard, double-spaced, grammar-and-spell-checked, properly formatted, and written
in the accepted American Psychological Association style.)
ALL ASSIGNMENTS MUST BE TAKEN DURING THE PERIOD SPECIFIED BY THE
INSTRUCTOR
ON-LINE LEARNING and NETIQUETTE
This course is entirely on-line, via BlackBoard. Please familiarize yourself with this
platform. Any technical issues should be directed to UNCW TAC by visiting their website at
http://www.uncw.edu/ITSD/help/TAC.html or calling 962-HELP (4357). I encourage you
to screen-shot when you have any technical issues, so that you have information to provide
to TAC and to the instructor.
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UNCW's OeL Orientation for Online Students: http://uncw.edu/oel/students.html
Introduction to Blackboard (by ITS):
https://learn.uncw.edu/bbcswebdav/institution/videos/bborientation/bborientation.
htm
Recommended browser information for Blackboard Learn:
http://www.uncw.edu/servermaintenance/blackboard_browser_support.html
Java tester and download: http://www.java.com/en/download/installed.jsp
Blackboard's On Demand Learning Center for Students:
http://ondemand.blackboard.com/students.htm
Additionally, all students are expected to read and follow the On-Line Netiquette
Guidelines, included in the Course Information on BlackBoard.
Academic Integrity and Honor Code
All members of the UNCW 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 the UNCW 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. Adherence to the Academic Honor Code is consistent with adherence with the NASW
Code of Ethics.
Accommodations for Students with Disabilities
Students who have a disability and need accommodations should notify the instructor by the end
of the second week of this semester. In order to obtain such accommodations, the student must
officially register with the Office of Disabilities Services located in DePaulo Hall (962-3746)
and the instructor with a letter of accommodation which specifies the student’s learning needs.
Accommodations will be made based on the recommendations of Disabilities Services, and
collaboration with the student, to determine how best to accommodate the student’s learning
concerns.
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 UNCW CARE at 962-2273.
Resources for individuals concerned with violent or harassing situation can be located at
http://www.uncw.edu/wsrc/crisis.html.
The UNCW Statement on Diversity in the University Community
As an institution of higher learning, the University of North Carolina Wilmington represents a
rich diversity of human beings among its faculty, staff, and students and is committed to
maintaining a campus environment that values that diversity. Accordingly, the university
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supports policies, curricula, and co-curricular activities that encourage understanding of and
appreciation for all members of its community and will not tolerate any harassment or disrespect
for persons because of race, gender, age, color, national origin, ethnicity, creed, religion,
disability, sexual orientation, political affiliation, marital status, or relationship to other
university constituents. Diversity Resources .
Religious Observance Policy
North Carolina General Statute 116-11(3a) and UNC policy authorizes a minimum of two
excused absences each academic year for religious observances required by the faith of a student.
Students must submit a request for an excused absence, within SeaNet, seven days prior to the
religious observance. The student shall be given the opportunity to make up any tests or other
work missed due to an excused absence for a religious observance
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose
(verbally or in writing) to faculty or staff about sexual misconduct, domestic violence, dating
violence and/or stalking against themselves or another student, 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. This means that if you tell the instructor about this kind of misconduct, the disclosure
cannot remain confidential and the instructor must share that information. This is required by
federal law and UNCW policy.
The following three confidential resources 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 (910512-4821). For more information, please visit www.uncw.edu/sexualmisconduct or
www.uncw.edu/care.
ATTENDENCE
Regular class attendance via Blackboard is required through the form of online discussion
and test taking. Weekly participation is expected and you will not be able to work ahead,
except by reading your textbook and working ahead on writing assignments. Lecture
notes, additional readings and discussion boards will be available each week. Expect to
spend 6 or more hours each week completing required readings, reviewing materials on
BlackBoard, and participating in on-line discussions. I do not accept late papers or
examinations for any reason. I do not allow students to make up exams.
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. You can email him at
osinskij@uncw.edu. The Writing Place is available to you for paper-writing assistance.
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INSTRUCTOR’S TEACHING PHILOSOPHY
I believe in having an open and engaged classroom where students learn not only through
readings and lectures, but on-line class discussion, asking questions, and information from
multiple sources. Engagement in on-line discussion is imperative to success. It is
important to me that students feel what they are learning in the digital classroom can be
put into practice. Communication is key, and as you are responsible for your learning, I
expect you to come to me if you have any issues, barriers, or concerns, sooner rather than
later. I may be reached via email and a time will be arranged to either chat on-line, speak
on the phone, or meet in person.
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ASSIGNMENTS AND EXAMS
Participation is required to facilitate a rich and informative learning environment.
Participation includes: being prepared by completing all assigned readings, asking
questions, sharing thoughts/ideas/experiences, and actively participating in
discussion threads. Discussion Forums will be assigned for each module.
Discussion Guidelines will be posted in the Course Information on BlackBoard.
Please review the Discussion Board grading rubric. All Discussion posts and
comments posted during the assigned module will be graded, unless otherwise
indicated.
Each student will conduct an in-person Professional Interview of a professional
working in our community in the field of child abuse maltreatment prevention,
intervention/investigation or treatment and complete a written Reflection. See
specific instructions in the syllabus and with the Assignment on BlackBoard.
Completion of the first 4 Modules of the ChildVictim Web Course at
http://cv.musc.edu/. Both certificates must be uploaded to the assignment in
BlackBoard by the due date.
One final Capstone will be given at the end of the semester. This assignment will
assess your knowledge of course material and ability to synthesis and apply the
content to real-life scenarios. This is a time limited assignment and it must be
completed in the time period allotted. Materials will be taken from the assigned
text, additionally assigned reading/on-line resources and materials presented in the
course content, including Discussion Forums.
Discussion Participation
Professional Interview and Reflection
ChildVictim Web Course
Final Capstone
GRADING
30% of final grade
25% of final grade
20% of final grade
25% of final grade
100%
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:
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90 - 100
A
80 - 89
B
70 - 79
C
60 - 69
D
59 and below F
Professional Interview and Reflection Paper
Exercise Objectives:
The primary purpose of this exercise is to familiarize students with social service organizations, their
purpose(s), structure, client populations, and methods of operation. The secondary purpose of the exercise is
to provide students the opportunity to learn about local social services agencies and encourage social work
networking.
Methods:
You may choose from any service agency in the area working in the field of child abuse/neglect. It is the
student’s responsibility to research local agencies, contact desired agency and schedule a face to face
interview with a professional in the field of child abuse and neglect . You must receive prior approval before
proceeding with the agency of your choice. Example agencies will be offered during class time.
Procedures/Requirements:
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Research local organizations. Contact desired agency / agency representative and schedule a face to
face interview.
 Post a Journal Entry with the name, contact information and agency of the individual you will be
interviewing.
 Prepare a minimum of 35 interview questions based on information provided in class lecture,
readings and discussion. Questions and answers need to be typed along with agency information,
interviewee information and date/time of interview.
(Sample questions; Information concerning agency structure: is it a profit or non-profit organization? How
are decisions about the structure and function of the agency made? How does the social worker / agency
utilize generalist practice? What is the education level of the social worker(s), what does s/he do? Does the
agency conduct research? If so, what, and how is it used? What kinds of clients are served by the agency: age
range, gender, ethnic background, needs of the clients? What additional services might the agency provide?
What are the governmental policies that influence the agency operation?)
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A reflection paper will be completed and attached to the typed interview. The reflection paper will
address your feelings concerning the interview, the agency, the social work role within the agency,
the clients served, how interview information relates to course work, feelings toward a social work
career and if the interview positively or negatively changed your perception of social work. You may
use first person, however, professional language and appropriate grammar and spelling is expected.
The reflection paper will be no less than 4 typed double spaced pages.
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Course Outline
Week &
Dates
Week 1:
1/11-1/15
Week 2:
1/16-1/22
TOPICS
Intro
Self-Care
Week 3:
1/23-1/29
Historical
Perspectives
And Families
Week 4:
1/30-2/5
Maltreatment
and Child
Development
Text readings and Assignments
Additional material in Modules
Assignments
Due
Review Syllabus and Assignments
National Child Traumatic Stress Network,
Secondary Traumatic Stress: A fact sheet for
child serving professionals
Video
Discussion Forum 1 – Intro and Self-Care
Forum 1 by
1/20 and
Comment by
1/22
Ch. 1: The Maltreatment of children from a
Historical Perspective
Ch. 2: The Family: Roles, Responsibilities and
Rights
Ch. 3: Maltreatment and the Developing
Child
Discussion Forum 2 – Impact of ACEs
Forum 2 by
2/3 and
Comment by
2/5
Week 5:
2/6-2/12
Neglect
Ch. 4: The Neglect of Children
Week 6:
2/13-2/19
Physical
Abuse
Ch. 5: The Physical Abuse of Children
Discussion Forum 3 – Peterson Case
Forum 3 by
2/17 and
Comment by
2/19
Week 7:
2/20-2/26
Emotional
Abuse
Ch. 9: Psychological Maltreatment of
Children
Professional Interview Selection Journal
Entry Due
Interview
Journal Entry
by 2/26
Week 8:
2/27-3/4
Inter-familial
Sexual Abuse
Ch. 6: The Sexual Abuse of Children
Ch. 7: Interfamilial Abuse
Discussion Forum 4 – CSA Case Studies
Forum 4 by
3/2 and
Comment by
3/4
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Week 9:
3/5-3/11
Spring Break
Week 10:
3/12-3/18
Extra-familial
Sexual Abuse
Ch. 8: Extra-familial Sexual Abuse, Misuse,
and Exploitation
Week 11:
3/19-3/25
Sexual Abuse
Treatment
and Adult
Survivors
Ch. 13: Treatment: Sexual Abuse
Ch. 15: Adults Abused as Children
Week 12:
3/26-4/1
Child
Protective
Services
Week 13:
4/2-4/8
Child Welfare
Interventions
Week 14:
4/9-4/15
The Legal
Process
Week 15:
4/16-4/22
Working In
Child Welfare
Week 16:
4/23-4/27
4/29-5/5
Good Friday/Easter
Child Victim
Web Course
Due by 3/25
Ch. 10: Reporting, Investigation, and Case
Management
Discussion Forum 5 – Safety Assessment
Forum 5 by
4/1
Ch. 12: Treatment: Physical Abuse and
Neglect
Ch. 14: Foster Care as a Therapeutic Tool
Ch. 11: The Legal Response to Child Abuse
and Neglect
Professional
Interview and
Reflection
Due by 4/15
Ch. 16: Working in Child Protection
Final Capstone Available
Final Capstone Due– Allowed up to 3 hours
Exam Week
Capstone Due
by 4/27
No Exam
NOTE: 1/11/16 – Classes begin
1/18/16 – MLK Holiday– No Classes
1/19/16 – Last day to Drop/Add
2/26/16 – Last day to withdraw with W
3/5 – 3/13 – Spring Break – No Classes
3/24 – 3/25 – Easter Break – No Classes
4/27/16 – Last day of classes
5/9/16 – Final Grades Available
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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 By Proxy: http://www.mindspring.com
National Child Traumatic Stress Network: http://www.nctsn.org/
American Professional Society on the Abuse of Children: http://www.apsac.org/
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.
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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.
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