KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name SW 8812 / Social Work Department Social Work and Human Services Degree Title (if applicable) Master of Social Work Proposed Effective Date August, 2012 Check one or more of the following and complete the appropriate sections: New Course Proposal Course Title Change Course Number Change Course Credit Change XX Course Prerequisite Change XX Course Description Change Sections to be Completed II, III, IV, V, VII I, II, III I, II, III I, II, III I, II, III I, II, III Notes: If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed. A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program. Minor changes to a course can use the simplified E-Z Course Change Form. Submitted by: Faculty Member Approved _____ Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date College Curriculum Committee Date College Dean Date GPCC Chair Date Dean, Graduate College Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President Date KENNESAW STATE UNIVERSITY GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE I. Current Information (Fill in for changes) Page Number in Current Catalog ___ Course Prefix and Number SW 8812 ___ Course Title Clinical Practice with Abused and Neglected Children and Their Families: Child Protective Services Class Hours 3 ____Laboratory Hours_____0__Credit Hours__3______ Prerequisites Admission to the MSW Program ___ Description (or Current Degree Requirements) This course begins with a review of key bio-psycho-social theories that guide assessment and intervention. Focus will be given to both the sequalae and the impact of child abuse and neglect. The course will also provide content on best practices in prevention and family preservation. II. Proposed Information (Fill in for changes and new courses) Course Prefix and Number ___________________________________ Course Title _________________ ___________ Class Hours ____Laboratory Hours_______CreditHours________ Prerequisites All MSW Foundation Level Courses Description (or Proposed Degree Requirements) Drawing on the bio-psychosocial perspective for understanding the multiplicity of causes of child maltreatment, this course focuses on the special intervention needs of victims of physical and sexual abuse and neglect and of those who commit such acts. Attention is given to evaluation and use of research in prevention and intervention programs and services. III. Justification Course Updated to be in compliance with accreditation standards. IV. Additional Information (for New Courses only) Instructor: Text: Prerequisites: Objectives: Instructional Method Method of Evaluation - V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) TOTAL Funding Required Beyond Normal Departmental Growth VI. COURSE MASTER FORM This form will be completed by the requesting department and will be sent to the Office of the Registrar once the course has been approved by the Office of the President. The form is required for all new courses. DISCIPLINE COURSE NUMBER COURSE TITLE FOR LABEL (Note: Limit 30 spaces) CLASS-LAB-CREDIT HOURS Approval, Effective Term Grades Allowed (Regular or S/U) If course used to satisfy CPC, what areas? Learning Support Programs courses which are required as prerequisites APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ Current Syllabus MASTER OF SOCIAL WORK PROGRAM SW 8812: Clinical Practice with Abused and Neglected Children and Their Families: Child Protective Services INSTRUCTOR Takeisha Wilson, LMSW MEETING TIME/PLACE TBA SEMESTER CREDITS 3 Credit Hours TELEPHONE 770-499-3669 EMAIL TBA OFFICE Prillaman Hall, Rm 3313 OFFICE HOURS By Appointment PREQUISITES SW 7702 COURSE DESCRIPTION This course begins with a review of key bio-psycho-social theories that guide assessment and intervention. Focus will be given to both the sequalae and the impact of child abuse and neglect. The course will also provide content on best practices in prevention and family preservation. COURSE OVERVIEW This course begins with a review of the history and development of The Child Protective Services System in the United States. Focus will be given to possible causality and prevention of child abuse and neglect along with best practice interventions and family preservation methods. Content on ethical and cultural issues associated with defining and intervening with abusing and neglecting families will be offered. This course will address the legal aspects of child protection and their implications for social policy and social work practice. It will also provide content on key bio-psycho-social theories that guide assessment and intervention. Special attention will be given to both the prevalence and impact of child abuse and neglect. REQUIRED TEXT Myers, John E. B. (Editor)(2011). The APSAC HANDBOOK on Child Maltreatment (3rd Edition). SAGE Publications, Inc. RECOMMENDED TEXT: American Psychological Association (2010). Publications manual of the American Psychological Association, 6th ED., Washington, DC: American Psychological Association. COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM This course is required for the Children and Family Services specialization track. It will also be offered as an elective that supports the Substance Abuse subspecialty. The abuse and neglect of children and their families continues to be one of society’s most insidious ills. Given the magnitude of problems in child maltreatment, especially child abuse and neglect, the American society has prioritized this phenomenon for continued and heightened analysis and resolution. Social work is one of the major practice disciplines that provides multi-dimensional intervention in child abuse and neglect in different areas and through different fields of practice. As in other disciplines, social work is lacking in practitioners who are skilled in child abuse identification, treatment, prevention and research and, therefore, has not risen to prominence to address this problem. This course will help to rectify this situation by focusing upon content learned in previous foundation and practice courses, and providing concentrated and advanced knowledge and skills necessary for professional social workers to address the issue of abused and neglected children and their families. COURSE OBJECTIVES Upon completion of this course, students will be expected to: Knowledge Objectives: Understand the research related to interpreting the prevalence, and incidence of maltreatment of children and how they might relate to intervention decisions. Understand various approaches to the treatment of abused and neglected children. Understand family and socio-cultural risk factors related to various types of abuse of children. Understand the phenomenon of violence and neglect, the multiplicity of causes, and differentiate theories of violence in relation to child abuse and neglect. Understand laws governing the provision of Child Protective Services and the reporting of the suspected abuse of children. Understand children’s reactions to abuse and neglect and the impact maltreatment may have on their development. Understand the nature of the perpetrators who abuse children. Values Objectives: Apply clinical knowledge and practice skills differentially relative to areas of diversity. Adhere to NASW Standards regarding clinical practice. Skills Objectives: Identify indicators of child abuse and neglect while taking into account legal definitions and cultural differences in childcare customs. Develop skills in investigation, assessment, and case management of child maltreatment cases. Select effective maltreatment interventions designed to prevent or reduce developmental problems. Critically assess current child welfare policy and practice issues associated with the provision of child protective services. Demonstrate skills in investigation and problem identification related to risk factors of abuse and neglect of children. Develop skills in different levels of micro, mezzo, and macro preventive interventions COURSE METHODS The major class method will be lecture/discussion. Outside speakers, group exercises, and videos may be used to supplement class materials. Students will be expected to have read materials before each class meeting and be prepared to discuss reading assignments. Students will not be able to participate in experiential exercises and class discussions unless they are present in class. Therefore, class attendance and participation is imperative. COURSE EXPECTATIONS 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. After the second absence, you will lose 1 point of your attendance/participation grade for each additional day missed (up to 10 points maximum). Students do not need to notify the professor regarding the reason for their absence(s). Be aware that tardiness will also affect your final grade. Please turn off all cell phones and pagers during class. Incomplete Policy - A grade of Incomplete or “I” will not be given unless the student contacts the instructor and makes special arrangements for making up the required work. Only emergency situations that prohibit a student from completing the course will warrant a grade of “I”. Therefore, it will not be given automatically. Make-Up Policy - Make-up exams, as a rule, will not be permitted. Only in extraordinary circumstances may make-up exams be considered. If a make-up exam is warranted, the format is up to the Professor’s discretion and may be an essay exam. Assignments Policy- All assignments are due and must be handed to the professor at the beginning of class on the day indicated on the syllabus. All papers must be typewritten and completed per APA 6th edition guidelines (see www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number requirements do not include the cover page, reference pages or appendices. Use proper grammar and spelling. Staple your work. No “dog-ears” and no sliding back binders please. Appearance, accuracy and presentation are considered in your grade computation. Please proofread and have someone competent read your written assignments before turning them in. Keep copies of all of your submitted and graded assignments, as you are ultimately responsible for your grades. For all assignments: References counted as ‘required’ include ONLY peer-reviewed journal articles or book chapters published from a scholarly press (such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask if you are not sure]). Other references may be utilized; however, they do not count as a required reference. COMMUNICATION WITH STUDENTS All communications will be sent ONLY to your KSU e-mail address and you should check it at least weekly. I will send all enrolled students occasional e-mail updates on course-related information (e.g., course Web site updates and additions, last minute class cancellations, etc.). If you have not activated your KSU e-mail, you should do so as soon as possible. Information on activating and using your KSU e-mail can be found at http://students.kennesaw.edu. ACADEMIC INTEGRITY STATEMENT http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud _code_cond CRITERIA FOR STUDENT EVALUATION The following formula will be used to compute the semester grade: ATTENDANCE/PARTICIPATION 5 WRITTEN ASSIGNMENT 20 PRESENTATION 15 MIDTERM EXAM 30 FINAL EXAM 30 Course grades will be assigned on the basis of the following: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = Below 60 COURSE REQUIREMENTS Students are expected to have completed the assigned readings and other assignments before class. In addition, students are expected to raise questions from the reading or class discussion, listen to the ideas and questions of fellow students respectfully and respond thoughtfully. Allow others space to talk, discuss and respond to material. Please do not confuse quantity of comments with quality of comments. Occasional short quizzes or one- minute papers may assess your preparedness. There will be short assignments over the course of the semester that will be considered in this area. Please turn off all cell phones, pagers, and laptops during class. If you have an emergency, you may request an exception to the policy from the professor before class begins. Individual Research Paper – There will be one written assignments for this course. Students will choose a topic and develop a comprehensive review of the literature integrating the following: 1. Describe a category of child maltreatment, define it and provide relevant demographic information including incidence and/or prevalence data both nationally and in Georgia. 2. Discuss the importance of the problem, including the short and long-term consequences. 3. Address relevant social-economic, historical, social and cultural factors related to vulnerable populations. 4. Identify any related controversies or theoretical differences identified in the literature. 5. Identify and describe types of research-based programs focused on preventing this type of abuse. It should be 10-15 double-spaced typed pages and an APA writing style will be required. There must be at least 3 peer reviewed journal articles included. Presentations – In addition to the written paper, students will be asked to present a 15-20 minute overview of the paper in class. It is expected that this be a polished professional presentation addressing the topic researched and their findings. Students should be prepared to provide appropriate handouts as a part of this presentation. Extra Credit-Students will be given the option to present a chapter in the required text for an additional two (2) points to be added to their final grade. Each student may present one (1) chapter. The presentation must be at least 30 minutes and should cover the entire chapter. Handouts must be provided that are relevant to the chapter presentation. Students must sign-up to present a chapter by the date outlined on the Course Outline. COURSE OUTLINE WEEK TOPIC 1 8/23 2 8/30 3 9/6 ASSIGNMENTS Introduction to Course Syllabus Review A Short History of Child Protection in America Myers, Ch 1 Prevention of Abuse & Neglect Daro, Ch 2 Child Protection System DePanfilis, Ch 3 PROGRAM OBJECTIVES 1.1, 1.3, 3.3, Video: “Life as a Case Manager” 1.1, 1.3 Myers, Ch 4 Juvenile Court Guest Speaker Last Day to Sign-up for Extra Credit 4 9/13 Foster Care & Adoption Criminal Prosecution of Child Maltreatment Myers, Ch 5 Myers, Ch 6 1.1, 1.3 WEEK TOPIC ASSIGNMENTS PROGRAM OBJECTIVES 5 Erickson & Egeland, Ch 7 1.1, 1.2 Child Neglect 9/20 Psychological Maltreatment 6 9/27 Neglect of Children’s Health Care Hart et al, Ch 8 Select Paper Topic and Presentation Date Dubowitz, Ch 9 Graham-Bermann & Howell, Ch 10 Midterm Review Child Maltreatment in the Context of Intimate Partner Violence 7 MIDTERM EXAM MIDTERM EXAM Video Video Discussion 10/4 8 10/11 1.1, 1.2, 1.4, WEEK TOPIC ASSIGNMENTS PROGRAM OBJECTIVES Medical Evaluations of 10/18 Physical Abuse Reece, Ch 11 2.6, 2.8, 3.7, 3.8, 5.6 9 Runyon & Urquiza, Ch Child Physical 12 Abuse: Interventions for Parents Who Engage in Coercive Parenting Practices & Their Children Child Sexual Abuse: Definitions, 10/25 Prevalence, & Consequences 10 Berliner, Ch 13 1.5, 2.6, 2.8, 3.7, 3.8, 5.6 Lyon & Ahern, Ch 14 Presentations Disclosure of Child Sexual Abuse: Implications for Interviewing 11 11/1 Legal Issues in Child Abuse & Neglect Practice Myers, Ch 21 Myers, Ch 22 Guest Speaker Proving Child Maltreatment in Court 1.5, 1.10, 1.11, 2.7, 2.8, 3.5, 3.6, 5.6 WEEK TOPIC 12 11/8 Medical Issues in Child Sexual Abuse Mental Health Treatment for the Effects of Child Sexual Abuse Treatment of Adolescent & 11/15 Adult Sex Offenders 13 ASSIGNMENTS PROGRAM OBJECTIVES Finkel, Ch. 15 Pollio et al, Ch 16 Presentations Kirsch et al, Ch 17 1.6, 1.8, 1.9, 4.5 Preventing Sexual Letourneau & Abuse: Community Levenson, Ch 18 Protection Policies Presentations & Practice Child Abuse & Neglect 11/22 Investigation 14 Interviewing Children Pence, Ch 19 1.5 Saywitz et al, Ch 20 Papers Due Presentations 15 11/29 Course Wrap Up Final Exam Review 1.10, 1.11, 2.8, 3.5, 3.6, 5.6 WEEK TOPIC ASSIGNMENTS 16 FINAL EXAM FINAL EXAM 12/6 6:30PM-8:30PM 6:30PM-8:30PM PROGRAM OBJECTIVES BIBLIOGRAPHY Ahlquist, A. (1993). Interviewing children reliably and credibly. Child Maltreatment and Domestic Violence, The Cognitive Graphic Interview (pp. 46-48). St. Paul, MN: University of Minnesota. Anderson, G.R. (1997). Achieving permanency planning for all children in the child welfare system. Journal of Multicultural Social Work, 5 (1 / 2), 1-8. Anderson, G.R., Shen, A., & Leashore, B.R. (1998). The challenge of permanency planning in a multicultural society. Adolescence, 33 (132), pp. 957. Barth, R.P., Courtney, M., Berrick, J.D., Albert, V., & Butler, I. (1996). Child abuse to permanency planning. International Social Work, 39 (3), 348-349. Bending, R.L. (1997). Training child welfare workers to meet the requirements of the Indian Child Welfare Act. Journal of Multicultural Social Work, 5 (3 / 4), 151-164. Bush, I.R., & Sainz, A. (1997). Preventing substance abuse from undermining permanency planning: Competencies at the intersection of culture, chemical dependency, and child welfare. Journal of Multicultural Social Work, 5 (1 / 2), 79-97. Can courts and welfare agencies save the family? An examination of permanency planning, family preservation, and the reasonable efforts requirement. (1996). Suffolk University Law Review, 30 (1), pp. 81. Draimin, B.H. Gamble, I., Shire, A., & Hudis, J. (1998). Improving permanency planning in families with HIV disease. Child Welfare, 77 (2), 180-194. Everson, M., & Boat, B. (1994). Putting the anatomical doll controversy in perspective: An examination of the major uses and criticisms of the dolls in child sexual abuse evaluations. Child Abuse and Neglect, 18 (2), 113-129. Froum, A.G., & Kendall-Tackett, K.A. (1998). Law enforcement officers' approaches to evaluations of child sexual abuse. Child Abuse and Neglect, 22 (9), 939-948. George, L.J. (1997). Why the need for the Indian Child Welfare Act. Journal of Multicultural Social Work, 5 (3 / 4), 165-175. Gill, M. (1997). Protecting the abused child: It is time to reevaluate judicial preference for preserving parental custody rights over the rights of the child to be free from physical abuse and sexual exploitation. Journal of Juvenile Law, 18, pp. 67. Griffiths, D.L., & Unger, D.G. (1994). Views about planning for the future among parents and siblings of adults with mental retardation. Family Relations, 43 (2), 221-227. Hollingsworth, L.D. (1998). Promoting same-race adoption for children of color. Social Work, 43 (2), 104-116. Hoult, J. (1998). Silencing the victim: The politics of discrediting child abuse survivors. Ethics & Behavior, 8 (2), pp. 125. Mordock, J.B. (1998). Preparing for managed care in residential treatment. Residential Treatment for Children and Youth, 15 (3), 55-68. Pinderhughes, E. (1997). Developing diversity competence in child welfare and permanency planning. Journal of Multicultural Social Work, 5 (1 / 2), 19-38. Rettig, M.A. (1998). Guidelines for beginning and maintaining a toy lending library. Early Childhood Education Journal, 25 (4), 229-232. RindFleisch, N., Bean, G., & Denby, R. (1998). Why foster parents continue and cease to foster. Journal of Sociology and Social Welfare, 25 (1), 5-24. Schene, P.A. (1998). Past, present, future roles of child protective services. The Future of Children, 8 (1), 23-38. Stevenson, O. (1998). It was more difficult than we thought: A reflection on 50 years of child welfare practice. Child and Family Social Work, 3 (3), 153-161. Townsend, B.A. (1998). Defending the "indefensible": A primer to defending allegations of child abuse. The Air Force Law Review, 45, pp. 261. Revised Syllabus MASTER OF SOCIAL WORK PROGRAM SW 8812: Clinical Practice with Abused and Neglected Children and Their Families: Child Protective Services INSTRUCTOR Takeisha Wilson, LMSW MEETING TIME/PLACE TBA SEMESTER CREDITS 3 Credit Hours TELEPHONE 770-499-3669 EMAIL TBA OFFICE Prillaman Hall, Rm 3313 OFFICE HOURS By Appointment PREQUISITES SW 7702 COURSE DESCRIPTION Drawing on the bio-psychosocial perspective for understanding the multiplicity of causes of child maltreatment, this course focuses on the special intervention needs of victims of physical and sexual abuse and neglect and of those who commit such acts. Attention is given to evaluation and use of research in prevention and intervention programs and services. COURSE OVERVIEW This course begins with a review of the history and development of The Child Protective Services System in the United States. Focus will be given to possible causality and prevention of child abuse and neglect along with best practice interventions and family preservation methods. Content on ethical and cultural issues associated with defining and intervening with abusing and neglecting families will be offered. This course will address the legal aspects of child protection and their implications for social policy and social work practice. It will also provide content on key bio-psycho-social theories that guide assessment and intervention. Special attention will be given to both the prevalence and impact of child abuse and neglect. REQUIRED TEXT Myers, John E. B. (Editor)(2011). The APSAC HANDBOOK on Child Maltreatment (3rd Edition). SAGE Publications, Inc. RECOMMENDED TEXT: American Psychological Association (2010). Publications manual of the American Psychological Association, 6th ED., Washington, DC: American Psychological Association. COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM This course is required for the Children and Family Services specialization track. It will also be offered as an elective that supports the Substance Abuse subspecialty. The abuse and neglect of children and their families continues to be one of society’s most insidious ills. Given the magnitude of problems in child maltreatment, especially child abuse and neglect, the American society has prioritized this phenomenon for continued and heightened analysis and resolution. Social work is one of the major practice disciplines that provides multi-dimensional intervention in child abuse and neglect in different areas and through different fields of practice. As in other disciplines, social work is lacking in practitioners who are skilled in child abuse identification, treatment, prevention and research and, therefore, has not risen to prominence to address this problem. This course will help to rectify this situation by focusing upon content learned in previous foundation and practice courses, and providing concentrated and advanced knowledge and skills necessary for professional social workers to address the issue of abused and neglected children and their families. COURSE OBJECTIVES Upon completion of this course, students will be expected to: Knowledge Objectives: Understand the research related to interpreting the prevalence, and incidence of maltreatment of children and how they might relate to intervention decisions. Understand various approaches to the treatment of abused and neglected children. Understand family and socio-cultural risk factors related to various types of abuse of children. Understand the phenomenon of violence and neglect, the multiplicity of causes, and differentiate theories of violence in relation to child abuse and neglect. Understand laws governing the provision of Child Protective Services and the reporting of the suspected abuse of children. Understand children’s reactions to abuse and neglect and the impact maltreatment may have on their development. Understand the nature of the perpetrators who abuse children. Values Objectives: Apply clinical knowledge and practice skills differentially relative to areas of diversity. Adhere to NASW Standards regarding clinical practice. Skills Objectives: Identify indicators of child abuse and neglect while taking into account legal definitions and cultural differences in childcare customs. Develop skills in investigation, assessment, and case management of child maltreatment cases. Select effective maltreatment interventions designed to prevent or reduce developmental problems. Critically assess current child welfare policy and practice issues associated with the provision of child protective services. Demonstrate skills in investigation and problem identification related to risk factors of abuse and neglect of children. Develop skills in different levels of micro, mezzo, and macro preventive interventions COURSE METHODS The major class method will be lecture/discussion. Outside speakers, group exercises, and videos may be used to supplement class materials. Students will be expected to have read materials before each class meeting and be prepared to discuss reading assignments. Students will not be able to participate in experiential exercises and class discussions unless they are present in class. Therefore, class attendance and participation is imperative. COURSE EXPECTATIONS 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. After the second absence, you will lose 1 point of your attendance/participation grade for each additional day missed (up to 10 points maximum). Students do not need to notify the professor regarding the reason for their absence(s). Be aware that tardiness will also affect your final grade. Please turn off all cell phones and pagers during class. Incomplete Policy - A grade of Incomplete or “I” will not be given unless the student contacts the instructor and makes special arrangements for making up the required work. Only emergency situations that prohibit a student from completing the course will warrant a grade of “I”. Therefore, it will not be given automatically. Make-Up Policy - Make-up exams, as a rule, will not be permitted. Only in extraordinary circumstances may make-up exams be considered. If a make-up exam is warranted, the format is up to the Professor’s discretion and may be an essay exam. Assignments Policy- All assignments are due and must be handed to the professor at the beginning of class on the day indicated on the syllabus. All papers must be typewritten and completed per APA 6th edition guidelines (see www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number requirements do not include the cover page, reference pages or appendices. Use proper grammar and spelling. Staple your work. No “dog-ears” and no sliding back binders please. Appearance, accuracy and presentation are considered in your grade computation. Please proofread and have someone competent read your written assignments before turning them in. Keep copies of all of your submitted and graded assignments, as you are ultimately responsible for your grades. For all assignments: References counted as ‘required’ include ONLY peer-reviewed journal articles or book chapters published from a scholarly press (such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask if you are not sure]). Other references may be utilized; however, they do not count as a required reference. COMMUNICATION WITH STUDENTS All communications will be sent ONLY to your KSU e-mail address and you should check it at least weekly. I will send all enrolled students occasional e-mail updates on course-related information (e.g., course Web site updates and additions, last minute class cancellations, etc.). If you have not activated your KSU e-mail, you should do so as soon as possible. Information on activating and using your KSU e-mail can be found at http://students.kennesaw.edu. ACADEMIC INTEGRITY STATEMENT http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud _code_cond CRITERIA FOR STUDENT EVALUATION The following formula will be used to compute the semester grade: ATTENDANCE/PARTICIPATION 5 WRITTEN ASSIGNMENT 20 PRESENTATION 15 MIDTERM EXAM 30 FINAL EXAM 30 Course grades will be assigned on the basis of the following: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = Below 60 COURSE REQUIREMENTS Students are expected to have completed the assigned readings and other assignments before class. In addition, students are expected to raise questions from the reading or class discussion, listen to the ideas and questions of fellow students respectfully and respond thoughtfully. Allow others space to talk, discuss and respond to material. Please do not confuse quantity of comments with quality of comments. Occasional short quizzes or one- minute papers may assess your preparedness. There will be short assignments over the course of the semester that will be considered in this area. Please turn off all cell phones, pagers, and laptops during class. If you have an emergency, you may request an exception to the policy from the professor before class begins. Individual Research Paper – There will be one written assignments for this course. Students will choose a topic and develop a comprehensive review of the literature integrating the following: 6. Describe a category of child maltreatment, define it and provide relevant demographic information including incidence and/or prevalence data both nationally and in Georgia. 7. Discuss the importance of the problem, including the short and long-term consequences. 8. Address relevant social-economic, historical, social and cultural factors related to vulnerable populations. 9. Identify any related controversies or theoretical differences identified in the literature. 10. Identify and describe types of research-based programs focused on preventing this type of abuse. It should be 10-15 double-spaced typed pages and an APA writing style will be required. There must be at least 3 peer reviewed journal articles included. Presentations – In addition to the written paper, students will be asked to present a 15-20 minute overview of the paper in class. It is expected that this be a polished professional presentation addressing the topic researched and their findings. Students should be prepared to provide appropriate handouts as a part of this presentation. Extra Credit-Students will be given the option to present a chapter in the required text for an additional two (2) points to be added to their final grade. Each student may present one (1) chapter. The presentation must be at least 30 minutes and should cover the entire chapter. Handouts must be provided that are relevant to the chapter presentation. Students must sign-up to present a chapter by the date outlined on the Course Outline. COURSE OUTLINE WEEK TOPIC 1 8/23 2 8/30 3 9/6 ASSIGNMENTS Introduction to Course Syllabus Review A Short History of Child Protection in America Myers, Ch 1 Prevention of Abuse & Neglect Daro, Ch 2 Child Protection System DePanfilis, Ch 3 PROGRAM OBJECTIVES 1.1, 1.3, 3.3, Video: “Life as a Case Manager” 1.1, 1.3 Myers, Ch 4 Juvenile Court Guest Speaker Last Day to Sign-up for Extra Credit 4 9/13 Foster Care & Adoption Criminal Prosecution of Child Maltreatment Myers, Ch 5 Myers, Ch 6 1.1, 1.3 WEEK TOPIC ASSIGNMENTS PROGRAM OBJECTIVES 5 Erickson & Egeland, Ch 7 1.1, 1.2 Child Neglect 9/20 Psychological Maltreatment 6 9/27 Neglect of Children’s Health Care Hart et al, Ch 8 Select Paper Topic and Presentation Date Dubowitz, Ch 9 Graham-Bermann & Howell, Ch 10 Midterm Review Child Maltreatment in the Context of Intimate Partner Violence 7 MIDTERM EXAM MIDTERM EXAM Video Video Discussion 10/4 8 10/11 1.1, 1.2, 1.4, WEEK TOPIC ASSIGNMENTS PROGRAM OBJECTIVES Medical Evaluations of 10/18 Physical Abuse Reece, Ch 11 2.6, 2.8, 3.7, 3.8, 5.6 9 Runyon & Urquiza, Ch Child Physical 12 Abuse: Interventions for Parents Who Engage in Coercive Parenting Practices & Their Children Child Sexual Abuse: Definitions, 10/25 Prevalence, & Consequences 10 Berliner, Ch 13 1.5, 2.6, 2.8, 3.7, 3.8, 5.6 Lyon & Ahern, Ch 14 Presentations Disclosure of Child Sexual Abuse: Implications for Interviewing 11 11/1 Legal Issues in Child Abuse & Neglect Practice Myers, Ch 21 Myers, Ch 22 Guest Speaker Proving Child Maltreatment in Court 1.5, 1.10, 1.11, 2.7, 2.8, 3.5, 3.6, 5.6 WEEK TOPIC 12 11/8 Medical Issues in Child Sexual Abuse Mental Health Treatment for the Effects of Child Sexual Abuse Treatment of Adolescent & 11/15 Adult Sex Offenders 13 ASSIGNMENTS PROGRAM OBJECTIVES Finkel, Ch. 15 Pollio et al, Ch 16 Presentations Kirsch et al, Ch 17 1.6, 1.8, 1.9, 4.5 Preventing Sexual Letourneau & Abuse: Community Levenson, Ch 18 Protection Policies Presentations & Practice Child Abuse & Neglect 11/22 Investigation 14 Interviewing Children Pence, Ch 19 1.5 Saywitz et al, Ch 20 Papers Due Presentations 15 11/29 Course Wrap Up Final Exam Review 1.10, 1.11, 2.8, 3.5, 3.6, 5.6 WEEK TOPIC ASSIGNMENTS 16 FINAL EXAM FINAL EXAM 12/6 6:30PM-8:30PM 6:30PM-8:30PM PROGRAM OBJECTIVES BIBLIOGRAPHY Ahlquist, A. (1993). Interviewing children reliably and credibly. Child Maltreatment and Domestic Violence, The Cognitive Graphic Interview (pp. 46-48). St. Paul, MN: University of Minnesota. Anderson, G.R. (1997). Achieving permanency planning for all children in the child welfare system. Journal of Multicultural Social Work, 5 (1 / 2), 1-8. Anderson, G.R., Shen, A., & Leashore, B.R. (1998). The challenge of permanency planning in a multicultural society. Adolescence, 33 (132), pp. 957. Barth, R.P., Courtney, M., Berrick, J.D., Albert, V., & Butler, I. (1996). Child abuse to permanency planning. International Social Work, 39 (3), 348-349. Bending, R.L. (1997). Training child welfare workers to meet the requirements of the Indian Child Welfare Act. Journal of Multicultural Social Work, 5 (3 / 4), 151-164. Bush, I.R., & Sainz, A. (1997). Preventing substance abuse from undermining permanency planning: Competencies at the intersection of culture, chemical dependency, and child welfare. Journal of Multicultural Social Work, 5 (1 / 2), 79-97. Can courts and welfare agencies save the family? An examination of permanency planning, family preservation, and the reasonable efforts requirement. (1996). Suffolk University Law Review, 30 (1), pp. 81. Draimin, B.H. Gamble, I., Shire, A., & Hudis, J. (1998). Improving permanency planning in families with HIV disease. Child Welfare, 77 (2), 180-194. Everson, M., & Boat, B. (1994). Putting the anatomical doll controversy in perspective: An examination of the major uses and criticisms of the dolls in child sexual abuse evaluations. Child Abuse and Neglect, 18 (2), 113-129. Froum, A.G., & Kendall-Tackett, K.A. (1998). Law enforcement officers' approaches to evaluations of child sexual abuse. Child Abuse and Neglect, 22 (9), 939-948. George, L.J. (1997). Why the need for the Indian Child Welfare Act. Journal of Multicultural Social Work, 5 (3 / 4), 165-175. Gill, M. (1997). 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