Professional and System Responses to Child Maltreatment - Child Advocacy Certificate Program
For Undergraduate Students in the Human Services Program (BS in Human Services) SW 4460
Kennesaw State University
Department of Social Work and Human Services
Kennesaw State University
College of Health and Human Services
Department of Social Work and Human Services
Bachelor of Science in Human Services
Professional and System Responses to Child Maltreatment Child Advocacy Certificate Program
For Undergraduate Students in the Human Services Program SW 4460
Professor:
Dorcas D. Bowles
Meeting Time:
Semester Credits:
3 hrs.
Email Address:
dbowles3@kennesaw.edu or dorcasbowles@bellsouth.net
Phone Number:
678-797-2453
Office:
Prillaman Hall, Room 3323
Office Hours:
This course is one of three courses designed for the Child Advocacy Certificate Program in the
Department of Social Work and Human Services. The Certificate Program is designed for undergraduate
students in Human Services and graduate students in the MSW Program. The purpose of this course is to
prepare undergraduate human service majors with the beginning ability to identify the effects of child
maltreatment and apply intervention strategies for children and their families. Approaches from several
disciplines will be used to discuss prevention, advocacy and treatment of child maltreatment survivors.
The overall goal of the course is to improve outcomes related to child maltreatment using case
materials. The goal will be addressed through the following objectives:
Critical Analysis. Throughout the class and assignments, students will be expected to use critical thinking
and analytic skills to advance a position. They will need to be able to advance alternative arguments and
decision strategies. Finally, each student will be expected to recognize and evaluate evidence to advance
his/her position.
Required Textbook
Faller, Kathleen Coulborn (2007). Interviewing Children About Sexual Abuse: Controversies and Best
Practice. New York: Oxford Press
COURSE OBJECTIVES
Upon completion of the course, the student will:
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Knowledge objectives:
1.
Have a beginning understanding of the role of the child advocate in addressing child
maltreatment prevention and intervention and in promoting social justice that will result in
fewer incidents of child maltreatment and abuse;
2.
Have a beginning understanding of how child maltreatment leads to psychopathology in
children who are abused;
3.
Have a beginning understanding of issues that impact adolescent and adult survivors of
maltreatment and abuse to include such issues as eating disorders, alcohol and drug abuse, selfesteem and personality disorders.
4.
Have a beginning understanding of how issues of race, class, sexual orientation, religion, gender,
and disability can influence social justice and professional practice with maltreated and abused
children
Value Objectives:
1.
Have a beginning ability to identify services needed for families where there is abuse and create
goals which the family will work toward achieving;
2.
Have a beginning ability to Identify vulnerable populations requiring child advocacy and
prevention services
3.
Have a beginning understanding of the ethical issues involved in child abuse
Skills Objectives:
1.
Have a beginning understanding of the impact of maltreatment and abuse to include such
symptoms as depression, anxiety, sexualized behaviors, damaged sense of self and ego; brain
development, and suicide.
2.
Demonstrate family intervention strategies and programs to include in-home parenting
programs, Stay Safe Programs, Incredible Years and Project Safe Care, among others;
3.
Demonstrate how to assess, diagnosis, treat and offer available services for the survivor, the
family and the offender;
4.
be able to identify services needed for families where there is abuse and create goals which the
family will work toward achieving.
Academic Integrity Statement
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Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of
the University Judiciary Program, which includes either an “informal” resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code
of Conduct’s minimum one semester suspension requirement.
Accommodations for Students with Disabilities
If you believe you qualify for course adaptations or special accommodations under the Americans with
Disabilities Act, it is your responsibility to contact the Disabled Student Support Services office in the
Student Development Center and provide the appropriate documentation. If you have already
documented a disability or other condition that would qualify you for special accommodations, or if you
have emergency medical information or special needs I should know about, please notify me during the
first week of class. You can reach me by phone or e-mail, or you can schedule an appointment to meet
with me.
Statement of Diversity and Nondiscrimination
Discriminatory and harassing behaviors are reprehensible and will not be tolerated at Kennesaw State
University Master of Social Work Program as they subvert the mission of the University and the MSW
program, violate social work code of ethics, and threaten the careers, educational experiences and well
being of students, faculty and staff. The University and the MSW program will not tolerate behaviors
between or among members of the University community, which create an unacceptable working
environment. Similarly, the professor will not tolerate discriminatory or harassing behaviors between or
among students enrolled in the course. The program promotes an atmosphere of inclusion, nonjudgment, and empowerment.
Class Policies
Handouts: Handouts and additional readings will be distributed throughout the term and/or placed on
reserve in the library. Students who are absent from a particular class are responsible for obtaining the
handouts and additional readings from the instructor.
Incomplete Grades: The grade of “I” will be given only under emergency situations that prohibit a
student from completing specific assignments or class projects. The student must contact the instructor
and receive approval in writing that the grade of “I” will be given for incomplete work. A designated
time will be given by the professor for when the work must be completed by the student. If the
deadline is not met, the student will receive a grade based upon work completed for the course
excluding a grade for the specific assignment.
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Attendance Policy: Students are expected to attend each and every class and to arrive on time,. Roll will
be taken regularly. Students are allowed to miss two classes without penalty. Three to five absences
will mean that a student will lose 3 points off his/her total number of points. Six or more absences will
mean that a student will lose 6 points off his/her total number of points.
Phones/Pagers: Phones and pagers must be turned off during class.
Make-Up Examinations: Make-up examinations will not be permitted except for extraordinary
circumstances (hospitalizations, death of a family member, etc.). The instructor must be contacted
when there is an emergency and the student will be informed with regard to whether a make-up
examination will be given, and when and where the make-up examination will take place.
Assignments: All written assignments must be submitted at the start of the class on the scheduled due
date. Late assignments will be penalized as follows:
1-3 days late
5 points
4-5 days late
10 points
No papers will be accepted after day 5.
If a student is unable to attend class on the date an assignment is due, the student must e-mail the
paper to the instructor on the date and time the paper is due (start of class) or arrange to have the
paper given to the instructor by a classmate at the start of the class on the due date in order for the
paper not to be considered late.
Format: All assignments must cite the question first followed by the student’s response. Papers must
use APA style guidelines and must be double spaced. Page number requirements do not include the
cover page, reference pages or appendices. While references can be used from a number of sources,
there must be a minimum of two references from peer reviewed journal articles or book chapters
published by a scholarly press (Columbia University Press, Jason Aronson Press, Allyn Bacon , etc. ). If the
two textbooks are used as references, there must be an additional two references as well.
The KSU Writing Center
The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development,
revision, research, documentation, grammar, and mechanics. Rather than edit your paper for you,
writing assistants will help you learn strategies to become a better writer on your own. For more
information or to make an appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
Plagiarism and Cheating
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Plagiarism and Cheating: The Random house dictionary defines plagiarism “as the unauthorized use or
close imitation of the language and thoughts of another author and the representation of them as one’s
own work.” When we write, we draw upon others’ ideas and words, but we must acknowledge the
writer or author of the ideas borrowed. When direct quotations are used, they should be indicated, and
when the ideas, theories, data, figures, graphs, programs, electronic based information or illustrations of
someone other than the student are incorporated into a paper or used in a project, they should also be
duly acknowledged.
There are reasons why plagiarism is wrong. A few of those reasons are as follows:
1.
When you plagiarize you cheat yourself because you are not writing ideas in your own words.
2.
Plagiarism is dishonest and misleading because it misrepresents the work of another as your
own.
3.
It is wrong to use others’ work without giving the person(s) credit.
4.
Plagiarism violates the KSU Code of Academic Conduct.
5.
Plagiarism lessens the reputation of KSU and lessens the value of your KSU degree.
When there is evidence of plagiarism by a student in this course on a given paper, the student will be
given a grade of “0” for the paper. A 2nd instance of plagiarism will result in the student receiving the
grade of “F” and termination from further attendance in the class. In addition, I will report all plagiarism
cases to the University’s judiciary council and/or other appropriate committees which may result in a
student’s being suspended or terminated from the University.
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Course Outline
Weeks 1, 2, 3
1.
Understanding Child Development in the Context of Maltreatment and Abuse
a. attachment and bonding
b. emotional, physical, cognitive and psychosexual development
c. Impact of traumatic experiences on a child’s development
d. Impact of multiple losses on a child’s development
e. Impact of abuse and maltreatment on the development of the brain
(neurodevelopment)
Weeks 4, 5, 6
2.
Long –term Effects of Maltreatment, Abuse, Trauma
a. Depression
b. attachment disorders and relationship issues
c. personality disorders
d. eating disorders
e. alcohol and drug addiction
f. replication and repetition of behaviors (one reworks or repeats)
Assignment 1: Due Week 5: Undergraduate students will work with students and teachers
to identify a problem area related to abuse, violence, or trauma that can lead to the
development of an advocacy strategy that can be helpful to all students in the school
setting.
Weeks 7, 8
3.
Working with families in which children have been maltreated and abused
a. engaging and developing relationships with families
b. family assessment in maltreatment and abuse of children to include:
i. domestic violence
ii. alcohol and drug abuse
iii. strengths based interviewing techniques
iv. working with resistant and hard to reach families
v. appreciating and valuing diversity through cultural competence and sensitivity
Weeks 9, 10
4.
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Mental Health Interventions/Services
a. assessment and diagnostic issues
b. treatment models
c. anger management
d. role of various assessment tools and scales
Assignment 2: Due Week 9: Undergraduate students will complete a literature review consisting of a
minimum of 15 articles and/or books related to project.
Weeks 11, 12
5.
Supportive Culturally Sensitive Services for Survivors of Maltreatment and Abuse
a. development of problem solving skills
b. useful self- help groups
c. individual, family and group counseling
Weeks 13, 14
6.
Interdisciplinary Family Prevention Programs
a. In-home parenting programs
b. at-risk family intervention programs
c. abandoned baby laws
d. services for disabled children
e. child advocacy and anti-violence organizations’
Assignment 3: Due Week 14: Final Project with all Parts. Undergraduate students will develop a plan of
action that will address the problem. The plan of action should include the rationale for selecting the
particular plan and opportunities and barriers. The undergraduate students will conceptualize in writing
the steps used up to this point to include the actual plan.
Weeks 15, 16.
7.
Role of Advocacy
a. societal commitment to children and families via legislation and national, state and local
programs
b. promotion of anti-violence in schools and communities
c. children’s justice initiative
d. prevention strategies for families, schools, communities
Final Course Project detailing all assignments
Undergraduate students will complete a community assessment advocacy project in a school setting.
The students will work with teachers and students to identify an issue related to abuse, violence, or
trauma that can lead to the development of an advocacy strategy that can be helpful to all students in
the school setting. The Advocacy Project is designed to: (1) involve students in an actual project where
they experience “hands on use of advocacy skills”, and (2) help students value and appreciate the role
advocacy can play in their work with maltreated and abused children and their families.
Assignment 1: Due Week 5: Undergraduate students will work with students and teachers to identify a
problem area related to abuse, violence, or trauma that can lead to the development of an advocacy
strategy that can be helpful to all students in the school setting.
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Assignment 2: Due Week 9: Undergraduate students will complete a literature review consisting of a
minimum of 15 articles and/or books related to project.
3. Assignment 3: Final Project: Due Week 14: Undergraduate students will develop a plan of action that
will address the problem. The plan of action should include the rationale for selecting the particular
plan and opportunities and barriers. The undergraduate students will conceptualize in writing the steps
used up to this point to include the actual plan which will include assignments 1, 2, and 3.
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Bibliography
Achenbach, T. M. (1991). Manual for the Child Behavior Check List/4-18 and 1991 Profile. Burlington, VT:
University of Vermont Department of Psychiatry.
Aldridge, J., Lamb, M., Sternberg, K., Orbach, Y., Esplin, P., and Bolwes, I. (2004). Using human figure
drawings to elicit information from alleged sexual abuse victims. Journal of Consulting and
Clinical Psychology, 72 (2). Pp 304-316.
American Academy of Child and Adolescent Psychiatry (1990). Guidelines for the evaluation of child and
Adolescent sexual abuse. (Available from AACAP, 3615 Wisconsin Avenue N.W., Washington,
D. C.20016.
American Psychological Association (1994). Guidelines for child custody evaluations in divorce
Proceedings. American Psychologist, 49 (7)m pp. 677 -680.
Baladerian, N. (1991). Sexual abuse of people with developmental disabilities. Sexuality and Disability,
9(4), pp. 323-335.
Barth, R. P. (2004). Child welfare and race: Models of disproportionality. In D. M. Derezotes, J. Poertner,
and M. F. Testa (Eds.) Race matters in child welfare, (pp. 25 – 46). Washington, D. C.: Child Welfare League of America.
Bauer, P. J., & Wewerka, S. (1995). One-to-two year-olds’ recall of events. The more expressed, the
more impressed. Journal of Experimental Child Psychology, 59, 475-496.
Beck, A. T. (1996). Beck Depression Inventory – II. San Antonia, TX: Psychological Corporation.
Berliner, L. (1991). Clinical work with sexually abused children. In C. Hollin & K, Howells (Eds.). Clinical
Approaches to sex offenders and their victims (pp. 209-228). New York: John Wiles & Sons.
Campbell, T. (1992). False allegations of sexual abuse and their apparent credibility. American Journal
Of Forensic Psychology, 10 (4). Pp. 21-35.
Carlson, R. (1995). A critical analysis of the use of anatomically detailed dolls in the assessment of
Child sexual abuse. DissertationAbstracts International, 55 (12-B), 5561. (UMI No. 19970101).
Ceci, S. J., & Bruck, M. (1993). The suggestibility of the child witness: A historical review and synthesis.
Psychological Bulletin, 113, 403-439.
Davies, D., Cole, J., Albertelli, G., McCulloch, L., Allen, K., & Kekevian, I. (1996). A model for conducting
forensic interviews with child victims of abuse. Child Maltreatment, (1)2, 189-199.
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Devoe, E., and Faller, K. C. (1999). Characteristics of disclosuere of children who may have been
Sexually abused. Child Maltreatment, 4(3), 217 – 227.
Devoe, E., & Faller, K. C. (2002). Questioning strategies in interviews with children who may have been
Sexually abused. Child Welfare, 81(1), 5-32.
Faller, K. C. (2005). Anatomical dolls: Their use in assessment of children who may have been sexually
abused. Journal of Child Sexual Abuse, 14(3), 1-21.
Herman, J. (2000). Father-daughter incest, with a new afterword. Cambridge, MA: Harvard University
Press.
Hewitt, S. (1991). Therapeutic management of preschool cases of alleged but unsubstantiated sexual
Abuse. Child Welfare, 70(1), 59-67.
Lie, G.Y., & Inman, A. (1991). The use of anatomical dolls as assessment and evidentiary tools.
Social Work, 36(5), 396-398.
Paine, M. L., & Hansen, D. (2002), Factors influencing children to self-disclose sexual abuse. Clinical
Psychology Review, 22, 271-295.
Saywitz, K., Goodman, G., and Lyon, T. (2002). Interviewing children in and out of court. In J. Myers, L.
Berliner, J. Briere, C. Hendrix, C. Jenny, & T. Reed (Eds.) The APASC handbook on child malTreatment. (2nd ed., pp. 349-877). Thousand Oaks, CA: Sage Publications.
Waterman, A. H., Blades, M., & Spencer, C. (2001). Interviewing children and adults: The effect of
question format on the tendency to speculate. Applied Cognitive Psychology, 15, 521-531.
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Course Syllabus Review Statement and Signature Form
I have carefully read the syllabus for this course and have had the opportunity to ask the instructor any
questions that I may have about it. I understand its contents, including the course requirements and
grading policy and the Plagiarism and Cheating Statement.
Print Name
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