KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8715 Social Work
Department of Social Work and Human Services
Degree Title (if applicable) MSW
Proposed Effective Date Spring 2014
Check one or more of the following and complete the appropriate sections:
New Course Proposal
X Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X 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 8715
___
Course Title Children and Youth Mental Health
___
Class Hours
3 ____Laboratory Hours_0______Credit Hours 3________
Prerequisites Completion of all first year MSW courses
___
Description (or Current Degree Requirements) (from catalog):
This second year advanced practice course builds upon foundation courses taught
during Year 1 and enhances other advanced courses taught during Year 2. The
course provides students who select specializations in Children and Family
Services, Mental Health Services and students who have a sub-specialty in
Substance Abuse, with a comprehensive understanding of the latest knowledge
and theories on child development, assessment, and treatment interventions for
work with children, ages infancy to 16, and their families.
II.
III.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _SW 8715__________________________________
Course Title Clinical Practice with Children_________________
___________
Class Hours
_3___Laboratory Hours___0____CreditHours__3______
Prerequisites Completion of all first year MSW courses
Description (or Proposed Degree Requirements)
This second year advanced practice course builds upon foundation courses taught
during Year 1 of the MSW Program. The course will focus on working with
children, ages birth to 13 as individuals, in addition to working with the family as
a unit. The course will emphasize methods used by social workers to help
children that are appropriate to children’s developmental age and ability to
understand.
Justification
The course title has been changed from Children and Youth Mental Health to Clinical
Practice with Children to better reflect what the course will emphasize and focus on. The
course title also allows the MSW program to offer a different course titled Clinical
Practice with Adolescents beginning at age 14, which will allow for a progression in
content.
IV.
Additional Information (for New Courses only)
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
Social Work
SW8715
Clinical Practice with Children
3
Spring 2014
Regular
No
NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus:
KENNESAW STATE UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK AND HUMAN SERVICES
MASTER OF SOCIAL WORK PROGRAM
Spring Semester 2013
SW 8715: Clinical Practice with Children (3 credit hours)
Professor:
Dorcas D. Bowles
Meeting Time:
Semester Credits:
3 hrs.
Email Address:
dbowles3@kennesaw.edu
Phone Number:
678-787-2453
Office:
Room 3323, Prillaman Hall
Office Hours:
Course Description
This second year advanced practice course builds upon foundation courses taught during Year 1
of the MSW Program. The course will focus on working with children, ages birth to 13 as
individuals, in addition to working with the family as a unit. The course will emphasize methods
used by social workers to help children that are appropriate to children’s developmental age and
ability to understand. Helping children while they are young is viewed as preventative to avert
many years of future problems for individual children, their families and society.
Course Overview
The course will emphasize an ecological-developmental framework anchored in attachment and
developmental theory (ego psychology and object relations), and the interactions between
biological, psychological, social and environmental factors that impact children. Students will
be introduced to the principles of human brain development known as the neuro-developmental
perspective espoused by Bruce Perr in his work with maltreated and traumatized children and
other brain development experts. Students will be helped to understand not only the child’s
problematic behaviors and what happens when developmental milestones are not met or are
derailed, but also how to identify a child’s areas of strength; how to do a bio-psychosocialspiritual assessment of a child; how to contract, plan, intervene, and track a child’s progress in
treatment; how to work with a child one-on-one and within the context of the family; and how to
intervene effectively with children experiencing a range of problems: children in divorcing and
reconstituted families; children in families affected by illness and death; children in substanceabusing families; and children who are victims of physical and or sexual abuse and the impact
such abuse has on them over the course of their life. Case materials will be used throughout to
demonstrate the application of theory to practice. Students will be offered an opportunity to raise
questions, “role play”, and discuss cases they are seeing or have seen in their field practicum
internships or prior work experiences.
Required Textbook:
Webb, N.B. (2011). Social Work Practice with Children. 3rd Ed. New York: Guilford Press.
Perry, B., & Szalavitz, M. (2006). The Boy Who Was Raised As a Dog. New York: Basic Books
(available on amazon.com for under $11.00 or at the bookstore)
Read one of Dave Pelzer’s books.
Pelzer, D. (1995). A child called “It.” Deerfield Beach, FL, Health Communications.
Pelzer, D. (1997). The lost boy. Deerfield Beach, FL, Health Communications.
Pelzer, D. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penguin Putnam.
Handouts
Handouts and additional readings may be distributed throughout the term, placed on reserve at
the library, or posted on D2L. Students who are absent from a particular class are responsible for
obtaining the handouts and additional readings.
Course Objectives:
Upon completion of the course, the student will:
EP 2.1.1 – Professional Identity
1. Readily identify as a social work professional;
2. Demonstrate professional use of self in one’s work with children and families;
3. Develop, manage and maintain therapeutic relationships with children and families
within the person-in-environment and strengths perspective;
4. Demonstrate professional use of self in one’s work with children and families;
EP 2.1.2 - Ethics
1. Apply ethical decision-making skills to issues specific to children and their
families;
2. Recognize and manage one’s personal biases as they affect the therapeutic relationship in
ones work with children and families;
EP 2.1.3 – Critical Thinking
1. Engage in reflective practice;
2. Identify and articulate strengths and vulnerabilities that impact children and families;
3. Evaluate, select, and implement appropriate multidimensional assessment, diagnostic,
intervention, and practice evaluation tools in one’s work with children and families;
EP 2.1.4 – Diversity
1. Research and apply knowledge of diverse populations to enhance the well-being of
children and their families;
2. Work effectively with children and families from diverse populations ;
EP 2.1.5 – Human Rights and Social and Economic Justice
1.Use knowledge of the effects of oppression, discrimination, and historical trauma
to guide treatment planning and interventions in ones work with
children and their families.
EP 2.1.6 – Research Informed Practice and Practice Informed Research
1. Use research methodology to evaluate clinical practice effectiveness and/or
outcomes in ones work with children and families;
EP 2.1.7 – Human Behavior and the Social Environment
2. Synthesize and differentially apply theories of human behavior and the social
environment to guide clinical practice in ones work with children and families;
3. Use bio-psychosocial-spiritual theories and multiaxial diagnostic classification
systems in the formulation of comprehensive assessment of children
and their families;
EP 2.1.9 – Context that Shapes Practice
1. Work collaboratively with others to effect systemic change that is sustainable and
in the best interest of children and families;
EP 2.1.10a – Engagement
1. Develop a culturally responsive therapeutic relationship with children and their
families;
2. Attend to the interpersonal dynamics and contextual factors that both strengthen
and potentially threaten the therapeutic alliance with children and families.
EP 2.1.10b – Assessment
1. Use multidimensional bio-psychosocial-spiritual assessment tools in ones work
with children and their famileis; family
2. Assess coping strategies to reinforce and improve adaptation to life situations,
circumstances, and events that impact children and their families;
EP 2.1.10c – Intervention
1. Demonstrate the use of appropriate clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention strategies as
needed in ones work with children and their families; and
EP 2.1.10d - Evaluation
1. Use clinical evaluation of the process and or/outcomes to develop best practice
interventions for a range of bio-psychosocial spiritual conditions that impact children
and their families.
COURSE METHODS
The major class method will be lecture/discussion. Outside speakers, group exercises, and
videotapes 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. Quizzes
on the reading material will be given throughout the semester.
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 one
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.
Make-up Policy‐ Make‐up exams, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. The professor reserves the right to determine the format
of any make‐up exam.
Incomplete Policy‐ Only emergency situations that prohibit a student from completing the course
will warrant a grade of “I”. Therefore, it will not be given automatically.
A s s i g n m e n t s P o l i c y ‐ All assignments will need to be uploaded on D2L. Late
assignments (after class starts) will be penalized as follows: 1 day (‐10%), 2‐4 days (‐20%),
5‐7 days (‐30%), 7+ days not accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org or
owl.english.purdue.edu/owl/resource/560/01/). 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. 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 the
class D2L site. I will send all enrolled students occasional e‐mail updates or post announcements
on course‐related information (e.g., course Web site updates and additions, last minute class
cancellations, etc.) on D2L. I also strongly encourage students to use e‐mail as an immediate
way of communicating with me. I will return emails, typically within 24 hours from when
they were received.
Academic Integrity Statement
The high quality of education at Kennesaw State University is reflected in the credits and
degrees its students earn. All assignments that take place in and out of the classroom must be
your own work and original for this course. The protection of these high standards is crucial
since the validity and equity of the University's grades and degrees depend upon it. Any student
found to have violated any KSU academic honesty regulation after a hearing before a university
hearing panel or before the Vice President for Student Success and Enrollment Services (or
his/her designee) shall be suspended for at least one semester, unless the student persuades the
deciding body that the circumstances of his or her behavior substantially mitigate the gravity of
the violation. These regulations are designed to assist students in (1) developing appropriate
attitudes about, and (2) understanding and following the university’s standards relating to
academic honesty. The regulations protect students by helping them avoid committing
infractions that may compromise the completion of their KSU degrees or damage their
reputation.
Forms of Academic Dishonesty
 Plagiarism and Cheating: No student shall receive, attempt to receive, knowingly give
or attempt to give unauthorized assistance in the preparation of any work required to be
submitted for credit as part of a course (including examinations, laboratory reports,
essays, themes, term papers, etc.). 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 be duly acknowledged.

Unauthorized Access to Official University Materials: No student shall take or attempt
to take, steal or in any unauthorized manner otherwise procure, gain access to, alter or
destroy any material pertaining to the conduct of a class (including tests, examinations,
grade change forms, grade rolls, roll books, laboratory equipment, University grade
records in written or computerized form, etc.), library or other academic resource
material.

Misrepresentation, Fabrication, Falsification of University Records or Academic
Work: No student shall knowingly provide false information in completing University
forms or applications (including admissions forms, scholarship applications, time sheets,
use of false or counterfeit transcripts, etc.) or in any work submitted for credit as part of a
course.

Multiple Submissions: Submissions of substantial portions of either written or oral
academic work that has previously earned credit, when such submission is made without
instructor authorization.

Complicity in Academic Dishonesty: Intentionally or knowingly contributing to the
academic dishonesty of another.
These examples of academic dishonesty shall not be construed to be comprehensive, and
infractions will be dealt with on an individual basis according to university policies and
procedures. It is the obligation of each student to assist in the enforcement of academic
standards.
See: The KSU Student Code of Conduct:
htpp://www.kennesaw.edu/scai/code_of_conduct.shtml
When students plagiarize, they do not possess the knowledge or understanding that they
claim to have (and for which they plan to receive credit). Giving credit to other people’s
genius is the best reflection on the student, for it demonstrates your scholarship,
knowledge, and influences. Using outside sources to develop ideas about a topic shows
that the writer understands what experts in the field have written. You must, however,
give credit to the sources of your inspiration. If you use any texts or websites that have
inspired your answers, please cite them directly, preferable with parenthetical
documentation and an attached Works Cited Page.
Enforcement: This policy is strictly enforced. Please note, the instructor reserves the right to
randomly select any paper and/or assignment that are turned in for a grade for plagiarism review.
Plagiarism review consists of running your paper/assignment through various search engines and
databases at my disposal in order to check for “borrowed” or “bought” information. If you are
found in violation of academic dishonesty, then you will be subject to the enforcement policies
and procedures, as outlined by Kennesaw State University and the Department of Social Work
and Human Services, pertaining to academic dishonesty. Any student found guilty of cheating
or plagiarizing, in any form or to any degree, will automatically FAIL this course. All
infractions will be handled according to University Policy as outlined in the KSU Student Code
of Conduct and per the authority of the Office of Student Conduct and Academic Integrity.
Students may be subject to additional academic disciplinary action by the Department of Social
Work and Human Services & the Wellstar College of Health and Human Services. All records
pertaining to actionable grievances will be retained in the student’s academic file and on record.
Note: Any student(s) found to have copied another student’s work will be treated as
plagiarists and any student(s) involved will face the possibility of expulsion from this class.
Know that the faculty takes academic dishonesty very seriously. If you feel compelled or pushed
to commit an infraction or are unsure of an assignment, please seek immediate help from the
Department Chair or the instructor of record.
Accommodations for Students with Disabilities
In compliance with applicable disability law, qualified students with a disability may be entitled
to reasonable accommodations. Any student with a documented disability (hidden or visible)
needing academic adjustments, including classroom or test accommodations, is requested to
notify the professor of record within the first two weeks of the course. Verification from KSU
disAbled Student Support Services is required. All discussions and documentation will remain
confidential.
Ms. Carol Pope
disAbled Student Support Services
James V. Carmichael Student Center Addition – 2nd Floor, Suite 267
770 – 423 – 6443
8:00 AM – 7:00 PM (Monday – Thursday)
8:00 AM – 5:00 PM (Friday)
Other times by special arrangement
Medical Condition, including H1N1
If you have a medical condition that may affect your performance, attendance or grades in this
class and for which you wish to discuss accommodations of class-related activities, such as
testing, or schedules, will need proper verification from the KSU Health Clinic.
KSU Health Clinic
House 52 - Appointment Clinic
1000 Chastain Rd. House
Kennesaw, GA 30144
Tel - 770-423-6644
Open Monday-Thursday - well visit appointments only
Fridays - open for walk-in sick visits
Mental Health and Counseling
We are all subject to or experience life stresses. It is not the role of the professor to assist you
with these issues. However, the University offers services on campus that are not only available
to you, but are completely confidential. KSU Student Success Services – Counseling and
Psychological Services - are resources that are available to you. To use these services, please
contact them at:
Student Success Services
Main Office Location: Second Floor, Kennesaw Hall, Room 2401
Office Hours: Monday – Thursday: 8:00 AM – 7:00 PM
Friday: 8:00 AM – 5:00 PM
For Appointments Call: 770 – 423 – 6600
Weather Policy
Please check the home page of the Kennesaw State University (www.kennesaw.edu) for
announcements about weather related advisories that affect the campus and check GeorgiaVIEW
Vista for class content and assignments.
Food/Eating – Prillaman Hall
Our class location is Prillaman Hall. Please understand that this is a new facility and we are
trying to keep our space as nice as possible. Therefore, no food or eating is permitted in the
classroom. You may drink water in the classroom provided it is in an enclosed container/water
bottle. (No open containers or cups will be permitted). There are designated spaces in the
building where food/eating is allowed. Please respect this policy and thank you for your
understanding regarding this matter.
Internet & E-mail Policy
All students enrolled in this course are required to maintain a working email address during the
class. All notices pertaining to the class will be given out via E-mail. You will need a working
Internet connection to access D2L. D2L hosts supplemental and support information for this
course. There is a student tutorial available online.
For technology problems, including D2L, contact Student Technology Services at
http://its.kennesaw.edu/students.htm or
Email: studenthelpdesk@kennesaw.edu
Telephone: 770-499-3555
Walk-in Help at the Lab in BB475
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, non-judgment, and empowerment.
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.
Criteria for Student Evaluation
Total Points
Assignment 1
90
Assignment 2
90
Assignment 3
120
Attendance
80
Weekly Quizzes (14 quizzes
120
– you can drop the lowest 2)
(10 points each)
Total
500
Course grades will be assigned as follows:
92 – 100
A
458 – 500 points
80 - 91
B
398 – 457 points
70 - 79
C
348 – 397 points
60 - 69
D
300 – 347 points
68 and below
F
299 and below
Please Note: Any document(s) submitted in class for a grade that is determined to be plagiarized
will receive an automatic grade of zero for the assignment. In addition, any student found to be
cheating will also receive an automatic grade of zero for the assignment. The professor has the
right to fail the student for the course based on the severity of the offense.
Date
Topic
Assignment(s) for the following class
1/15
Expectations, Syllabus,
Readings:
Course Overview
Social Work Practice With Children
Chapter 1: The Challenge of Meeting
Children’s Needs
Chapter 2: Necessary Background for
Helping Children
Be prepared to answer discussion questions
1/22
1/29
Quiz 1
Basic developmental
milestones and children
Video: Babies and
Development
Children and
Professional Boundaries
Quiz 2
In class BPS Case Study
and Assessment
Readings:
Social Work Practice With Children
Chapter 3: Building Relationships
Chapter 4: The Biopsychosocial
Assessment
Be prepared to answer discussion questions
The Boy Who Was Raised As a Dog
Chapter 1: Tina’s World
Readings:
Social Work Practice With Children
Chapter 5: Contracting, Planning
Chapter 6: Working With The Family
Be prepared to answer discussion questions
2/5
Quiz 3
Video – Phoebe in
Wonderland
Tourette’s Syndrome
2/12
Student Lobby Day
2/19
Quiz 4
The Impact of Trauma
Developmental
Resilience
Assignment 1 is due 2/19
Readings:
The Boy Who Was Raised as a Dog
Chapter 6: The Boy Who Was Raised as a
Dog
Perry, B. (2009). Examining child
maltreatment through a neurodevelopmental
lens: Clinical applications of the
neurosequential model of therapeutics.
Journal of Loss and Trauma, 14, 240-255.
(This article is available through the KSU
library on Galileo)
Readings:
The Boy Who Was Raised as a Dog:
Chapter 2: For Your Own Good Chapter 4:
Skin Hunger
Assignment 1 is due next week
Readings:
Social Work Practice With Children
Chapter 7: Play Therapy
Be prepared to answer discussion questions
2/26
Quiz 5
Basics of Play Therapy
Video: Play Therapy
Assignment 2 is due 3/19
3/5
3/12
Spring Break
Quiz 6
3/19
Quiz 7
The Impact of Sexual
Abuse
Video: Miss America By
Day; Incest
No Classes
The Boy Who Was Raised as a Dog
Chapter 8: The Raven
The Boy Who Was Raised as a Dog:
Chapter 9: “Mom is Lying. Mom Is
Hurting Me. Please Call the Police.”
3/26
Quiz 8
Munchausen Syndrome
By Proxy
The Boy Who Was Raised as a Dog
Chapter 5: The Coldest Heart
Social Work Practice With Children
Chapter 12: Children in Families Affected
by Illness and Dying
Be prepared to answer discussion questions
4/2
Quiz 9
Grief and Loss
Social Work Practice With Children
Chapter 14: Child Victims and Witnesses
of Family and Community Violence
Be prepared to answer discussion questions
4/9
Quiz 10
Children and Violence
Social Work Practice With Children
Chapter 8: School Based Interventions
Be prepared to answer discussion questions
4/16
4/23
Quiz 11
School Social Work and
Mental Health
Quiz 12
TBD
The Boy Who Was Raised As a Dog
Chapter 11: The Kindness of Children
Social Work Practice With Children
Chapter 16: The Impact of a Changing
World on Practice With and For Children
Be prepared to answer discussion questions
4/30
Quiz 13
The Boy Who Was Raised As a Dog
Chapter 11: Healing Communities
TBD
Final Assignment is due 5/7
Final Exam Date
Quiz 14
5/7 - Class is from
3:30 – 5:30
End of course wrap-up
Assignments
Quizzes: A quiz will be given at the beginning of each class. They will be multiple-choice and
will cover the assigned reading. There are no make-up quizzes. If you miss class you will
receive a zero on the quiz.
Assignment 1: Analysis of the movie Phoebe in Wonderland. 5-8 pages not including a cover
sheet or reference page. Use APA format including font, margins, and page numbers. Due
February 19, 2013.
Write a 5 – 8 page paper on the movie answering the following questions:
1. Describe Phoebe. Give a full description including identifying features, personality,
behavior, etc.
2. Describe Phoebe’s family. Who are the family members? What are their strengths?
What difficulties need to be addressed?
3. What are the family dynamics?
4. What difficulties is Phoebe experiencing?
5. What are Phoebe’s strengths?
6. What were your initial assumptions about the mental health status of Phoebe?
7. Do you believe the depiction of Phoebe’s difficulties to be realistic? Why or why not?
8. What professionals are involved with Phoebe (mental health, academic, etc.)? Describe
their interactions with Phoebe. Were they helpful or harmful?
9. Describe as objectively as possible the presentation of Phoebe’s behavior.
10. What would be your intervention with Phoebe and her family?
11. Have you experienced or witnessed examples of labeling? Give examples and what were
the outcomes?
Assignment 2: “Skin Hunger” 5-8 pages not including a cover sheet or reference page. Use
APA format including font, margins, and page numbers. Due March 19, 2013
Write a 5 – 8 page paper using the chapter “Skin Hunger” to answer the following questions:
1. Describe what you learned from the case,” Skin Hunger: Case of Laura”, that you will
find helpful in your work as a social worker. If using examples from the chapter, make
sure you cite them appropriately.
2. Why do you consider what you learned from the case to be important? What did you
learn from the case that can be applied to experiences from your internships or from
volunteer work?
3. Why did Dr. P. have Virginia and her daughter, Laura, move in with Momma P.?
4. Describe some errors or poor judgment calls that were made by professionals working
with the mother, Virginia, and how these errors might have been avoided.
Assignment 3: Analyze one of Dave Pelzer’s Books. 8-10 pages not including a cover sheet or
reference page. Use APA format including font, margins, and page numbers. Due May 6, 2013.
Pelzer, D. (1995). A child called it. Deerfield Beach, FL, Health Communications.
1. Formulate and describe in detail your personal beliefs about the continuum of parental
rights to discipline children and physical abuse. Where is the specific point or line of
demarcation when discipline or parenting styles cross over to become abuse? How will
your personal beliefs affect your work as a social worker?
2. What specifically is “excessive” discipline? Does it involve withholding food, being
made to stand in a corner for a length of time, isolation from friends, etc.? It is not
enough to say that discipline becomes abuse if there are marks left on a child. Pelzer
describes several examples of harsh interactions between him and his mother. Which
ones do you believe are discipline and which ones are abusive? Why?
3. Incorporate your thoughts about verbal abuse and neglect. For example, is yelling at a
child or telling a child he is lazy a form verbal abuse? Is berating a child for not studying
hard enough or not practicing hard enough a form of discipline or is it abuse?
4. Do your beliefs hold true for all families regardless of culture, SES, age of parents, size
of family, mental health issues? Give examples.
5. Incorporate peer-reviewed journal articles, Pelzer’s book, news stories and personal
observations to support your opinions. Include literature that does not support your
argument. What is your analysis of the opposing side to your opinion?
Pelzer, D. (1997). The lost boy. Deerfield Beach, FL, Health Communications.
1. What, in your opinion, does it mean to a child to be a “foster child?” Using a
combination of Pelzer’s book, your opinions, and peer-reviewed literature, describe how
our society perceives and treats children who have been removed from their homes or
families of origin and placed with another family. Do these views conflict or are they
similar? Give examples.
2. What emotions might children experience when initially removed from their home?
What would you incorporate as a “best practice” for informing a child that he or she is
about to be removed from their home and placed into foster care? Give an example.
3. How does a childhood history of trauma, attachment, or neglect impact the resiliency of
children in foster care? Give examples from the literature or from class.
4. Pelzer’s book describes interactions with mental health professionals, including
appointments with a psychiatrist. Describe what happened during these interactions and
if therapeutic interventions with children have improved or remain the same since
Pelzer’s experiences. What other helping professionals are depicted in Pelzer’s book as
having interactions with him while he is a foster child? How can you help professionals
such as educators, law enforcement, and others assist children who are in foster care?
Pelzer, D. (2000). A man named Dave: A story of triumph and forgiveness. New York:
Plume/Penguin Putnam.
1. Using the book and peer-reviewed literature to cite examples name some of the
documented outcomes of experiencing foster care as a child.
2. Pelzer provides many examples of the long-term effects of his abusive relationship with
his mother including sensory flashbacks and problems with attachment and relationships.
Cite some of the examples.
3. Dave’s mother asked Dave if he loved his son. He replied that he loved him with every
fiber of his being. His mother said, “Just remember, at one time I did….I loved mine,
too.” Explain what you think she meant by that statement. Analyze the impact of that
statement on Dave’s role as a parent and his parenting skills.
4. What difficulties with parenting might occur with a person who experienced severe
childhood abuse? What does the literature say about intergenerational transmission of
abuse and the parenting skills of persons who were abused as children? What examples
are cited in the book?
Course Syllabus Review Statement and Signature Form
I have carefully read the syllabus for SW 8715 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 Academic Integrity and Academic Honesty Statements.
I also understand the forms of academic dishonesty.
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