CFD 575 Public Policy and Professional Ethics in Child and Family Development Spring 2014 4-6:40 Room – EBA 408 Instructor: Thomas W. Roberts Office: 400C Email Address: troberts@mail.sdsu.edu Section 2 Office Hour: Wed 1-2:00 Or by appointment Phone: 619-594-2226 Schedule # 20545 COURSE DESCRIPTION: Public policy and professional ethics as applied to child and family development, programs, and research (course catalog). PREREQUISITES: CFD 375A, 375B, 375C; 2 units from CFD 378A, 378B, 378C, 378D, and CFD 536 or 537 or 590. COURSE SCOPE AND PURPOSE: The purpose of this course is to review ethical questions and dilemmas that are encountered by professionals who serve children and families. The aim is to provide guidelines on how to recognize these dilemmas and how to constructively approach them. Numerous case studies will illustrate issues in decision-making, risk management, approaches to avoid ethical problems, and appropriate responses when charged with ethical violations. The course will also examine the context of public social policies and their programs how they impact the well-being of children and families. Topics will include child abuse and family violence, childcare and early childhood education programs, the school system and child health care. Course objectives will be reached through the use of lecture, inclass and small-group discussions, out-of class assignments, and student presentations. LEARNING OBJECTIVES: 1. Incorporate political thought into identity as a child development professional 2. Evaluate the ethical merits of current public social policies 3. Differentiate the types of political roles involved in social policy development. 4. Assess and critique current public social policies. 5. Adapt the NAEYC ethical code to current public social policy. 6. Employ public-speaking to articulate and summarize a current social public policy. 7. Identify successful public social policy development advocacy techniques. 8. Formulate clear professional ethical reasoning. 9. Integrate legal thought into the child development profession. STUDENT LEARNING OBJECTIVES: Learning objective Assessment 1 NAEYC Code of Ethics section NAEYC Standard 5b 2 3 4 5 6 7 8 debate Child development and social policy section Child health and public policy section NAEYC Code of Ethics section debate Social Policy section NAEYC Code of Ethics 5d 5d 5c 5c 5a 5e 5a,b REQUIRED TEXTS: Zigler, E. F., & Hall, N.W. (1999). Child development and social policy. New York: McGraw-Hill. Optional: Feeney, S., & Freeman, N.K. (1999). Ethics and the early childhood educator: Using the NAEYC code. Washington, D.C.: NAEYC. Resource:: Bogenschneider, K. (2011). Family Policy matters: How policymaking affects families and what professionals can do (2nd ed.) New York: Routledge. ASSIGNED INTERNET READINGS: #1 Drug Policy http://www.whitehousedrugpolicy.gov/publications/drug_testing/ #2 Respecting and Responding to Diversity http://www.naeyc.org/about/positions/pdf/diversity.pdf #3 NAEYC Position Statements Developmentally Appropriate Practices http://www.naeyc.org/about/positions/pdf/PSDAP98.PDF Early Learning Standards http://www.naeyc.org/about/positions/pdf/elstandardsstand.pdf School Readiness http://www.naeyc.org/about/positions/pdf/readiness.pdf #4 Early Childhood Education http://www.ccsso.org/projects/EarlyChildhoodandFamilyEducation/ #5 Preventing Child Abuse and Neglect http://www.naeyc.org/about/positions/pdf/ChildAbuseStand.pdf #6 Domestic Violence, Child Abuse, and Youth Violence http://www.mincava.umn.edu/link/documents/fvp2f/fvpf2.shtml #7 Media Violence http://www.naeyc.org/about/positions/pdf/PSMEV198.PDF ASSIGNED ARTICLES: Marriage Rates and Poverty Parental Involvement and Children’s Wellbeing Why Fathers Matter Keeping Teenagers Safe CAPTA Successes and Failures in Preventing Child Abuse and Neglect Is Education on the Wrong Path? The Failure of American Public Education Media Violence, Aggression and Social Policy. COURSE REQUIREMENTS : 1. Exams – There will be three exams each covering roughly a third of the material. The third exam will be the final. Each exam is worth 50 points for a total of 150. The essays will be a combination of multiple choice, true/false, and critical thinking essay questions. 2. Debate – Each student will be a member of a debate team. There will be 6 child and family social policy topics for debate. Each topic will be debated by two teams, one taking an affirmative stance and one taking a negative stance. Each team will consist of 3-4 students depending on the number of students in the class. The assignment is worth 100 points = 50 points for the debate, 50 points for the debate document (paper). A debate is a contest in which two teams present their arguments to persuade a panel of judges to their way of thinking. The benefits of debating are: learning to use the library and to find the exact information in the shortest possible time. It teaches how to be thorough, accurate, analyze; and distinguish between the vital and the unimportant. It helps students learn how to form opinions that are based on evidence and sound reasoning, and to demand the same sort of proof for the statements of others. Students learn to present ideas in a clear and effective manner that wins others to their way of thinking. They learn to think under pressure and to make decisions quickly and accurately. Rubric for the debate: See below 3. Debate Paper: At the presentation date, each group must present a group paper of not more than 10 pages (body of paper) which is a review of all of the articles reviewed for the debate. Some article may not be helpful, but nevertheless, must be reviewed in the paper. The paper should adhere to APA style referencing and have a reference page with all references. There should be a minimum of 15 references. Do not reference my lectures. The paper is a review of all the literature that went into searching the topic. The paper, therefore, is not the same as the debate. The paper is worth 50 points. Rubric for grading the Debate Paper: a) Content: a thorough discussion of the literature used in the debate. Identify whether the source was used in the arguments or in the rebuttals and how essential the argument was to the main thesis of the debate (50%); b) Grammar and sentence construction: The paper should comply with general standards of writing excellence 25%; and c) APA referencing: the paper should be formatted in APA style and all referencing should be APA. Keep direct quotes to a minimum and following all guidelines of APA style referencing (25%). 4 Informed stance on a current Social Policy Issue – You are expected to visit the website for the current legislation in California and selected a current bill before the State Assembly or the Senate on a child or family issue. You will research the bill and current research information on the topic and compose a letter to the Assembly Representative or Senator in which you argue for or against the bill. The Assembly or Senate bill must be approved by me. Your reasons for taking an opinion must be sufficiently documented by published research (not web pages) and should be persuasive. The letter with corroborating evidence should be addressed and submitted in a stapled envelop that I will mail to your assembly person or senator. This assignment is worth 25 points. This assignment must be completed with the following criteria: 1) Must be addressed to the Assembly person or Senator in your district; 2) must be a professional letter in a business envelop; 3) the envelop must have sufficient postage and a return address; 4) the letter must contain documented research evidence supporting your position. Rubric for grading letter: 1) Content – rational argument with supporting evidence (50%) 2) Grammar – (25%) 3) Formatting – business formatted letter, postage etc. (25%) GUIDE FOR PREPARING FOR THE DEBATE 1. Read for background information about the subject. 2. Prepare a comprehensive reference list. 3. Collect as much material as you can find. 1. Read for background information about the subject. First you want to get a good general knowledge of the proposition (topic) you are to debate. You need to study the historical background of the topic and why this topic is a matter of current interest. The reading order should be from the general to the specific, from background to present-day facts and figures, from books to magazines to newspapers. Naturally, in studying a question one will use all of these sources more or less concurrently, but for real understanding of the broader aspects one needs background material early in his research. The Reference Department of your library would be a good place to start. There are several sources you can consult for general background material. Below are a few: Child and Family Development Journals Books Internet sources (less reliable) Newspapers 2. Prepare a comprehensive reference list. The second step in your study of topic will be that of preparing a general reference list of books, pamphlets, magazine articles, and other printed materials in which information may be found on a given subject. Excellent references on many subjects have already been compiled. To find books relevant to your topic you can do a keyword search at your. Consult with your representative or senator early in the process to obtain info on past and present legislation pertaining to the topic. 3. Read and study the material discovered. After you have secured all of the material available, you will then read and study carefully the books and articles you have found. Try to learn as much as you can about the subject and to get the points of view of as many different authorities as possible. Be on the lookout for new ideas and new suggestions for arguments, arguments on both sides of the topic. Look for specific items of evidence, which might be used as proof. Take careful notes as you read. Topics will be debated on specific dates. See the course calendar. The debate is worth 50 points. Each member of the team will receive the same grade unless judged by fellow team members to have not contributed appropriated to the debate. Each student will be allowed an outline of not more than 60 words, one sheet of blank paper, no other notes, or computers during the debate. The outline must be shown to the instructor before the debate begins. This format means that the debate is extemporaneous and cannot be read from prepared notes. Each member of the team speaks beginning with the first speaker, second speaker, etc, until the last speaker and then this sequence is repeated. No one is allowed to speak out of turn. Each student is required to attend each debate as a judge and complete the form found in Course Information on judging the debate. The form must be completed thoroughly to receive 5 points for each debate. The form requires that students specify why they were swayed to one side or the other. A winner and a loser with justification must be made on the form. Also, at least one question to each team must be included on the form. Worth 5X5 = 25 points Debate Format and Sequence of Speakers Affirmative team 1. Introduction – 2 minutes 3. Affirmative Argument – 5 minutes 5. Affirmative Argument – 5 minutes Negative Team 2. Introduction – 2 minutes 4. Negative Argument – 5 minutes 6. Negative Argument – 5 minutes 7. Affirmative Argument – 5 minutes 10. 1st Rebuttal – 3 minutes 12. 2nd Rebuttal – 3 minutes 14. 3rd Rebuttal – 3 minutes 8. Negative Argument – 5 minutes 9. 1st Rebuttal – 3 minutes 11. 2nd Rebuttal – 3 minutes 13. 3rd Rebuttal – 3 minutes Summary – 2 minutes Summary – 2 minutes Questions from Judges – 5 minutes Debate Topics #1 Zero tolerance policies in schools have gone too far. #2 Gender differences are rooted in the brain an should be acknowledged for public policy #3 California should not adopt preschool for all. #4 Girls ages 13-26 should be vaccinated with Gardasil to reduce the risk of cervical cancer. #5 Pornography is harmful to individuals and families life and should be more restricted. #6 Parenting education should include both parents in a two parent family. SEE COURSE INFORMATION FOR DETAILED RULES FOR DEBATES. GRADE DISTRIBUTION A= 280-above A-= 270-279 B+= 260-269 B= 250-259 B-= 240-249 C+= 230-239 C= 220-229 C-= 210-219 D+= 200-209 D= 190-199 D-= 180-189 F= below 180 COURSE POLICIES Please be on time for class and turn off electronic devises The Debate Document is due at the beginning of the class period on the day your team is debating. Exams must be taken when they are scheduled. Make-up exams will not be allowed except in the case of documented extraordinary circumstances. Plagiarism on the written assignment or cheating on an exam could result in a lower grade or other disciplinary actions. Class attendance is crucial. Some material will be presented in class from lecture that will not be in the textbooks. Extra credit will be given only for in-class activities or assignments made by instructor. No one will be allowed to leave the room and return after a test begins Taskstream: CFD Majors who are enrolled in this course will need to have a TaskStream electronic portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which contains your program portfolio. More information about purchasing a TaskStream subscription and enrolling into a TaskStream Program is available in the “CFD Portfolio” section of the Child and Family Development website: http://coe.sdsu.edu/cfd/portfolio/index.php Students who need accommodation of their disabilities should contact me privately, to discuss specific accommodations for which they have received authorization. If you need accommodation due to a disability, but have not registered with Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), please do so before making an appointment to see me. IMPORTANT DATES January 17 Last day to officially withdraw for spring semester 2014 and receive a full refund January 22 First day of classes February 4 Last day to drop classes (by 11:59 p.m.) February 4 Last day to add classes (by 6 p.m.) February 4 Last day for payment of fees for late registration February 4 Last day to officially withdraw from university without penalty fee for spring semester February 4 Last day for file for bachelor’s degree for May 2014 graduation March 21 no classes March 25 Last day to officially withdraw from all classes and get a prorated refund (withdrawal after February 4 requires special approval and penalty fee is assessed). January 20 Holiday – campus closed March 31-April 4 Spring break holiday – campus closed May 8 Last day of class before finals May 12 Final Exam 1:00-3:00 COURSE CALENDAR Jan 20 Holiday – no class Jan 22 Introduction Jan 27 Introduction to Core Principles of Ethics Defining Unethical Behaviors Feeney (pp. ix-46) Jan 29 NAEYC Code of Ethics Feeney (pp. 47-98) NAEYC Standards Internet Reading #3 Child Development and Social Policy Z & H (Chap 1-3) Internet Reading #2 Feb 3 Assigned Reading – Marriage Rates and Poverty Feb 5 Continued Feb 10 Parental Care and Family Life Public Policies Feb 12 Early Interventions and Family Support Public Policies Z & H (Chap 5) Z & H (Chap 4) Assigned Reading: Parental Involvement and Children’s Wellbeing Feb 17 Test 1 Feb 19 Parental Rights and Responsibilities Internet Reading #4 Childcare Public Policies Z & H (Chapter 6) Feb 24 Assigned Reading: The Effects of Daycare on Social-Emotional Development Feb 26 Maternity/Paternity and Family Leave Policies Internet Reading #5 Assigned Reading: Why Fathers Matter March 3 Assigned Reading: Keeping Teenagers Safe Child Health and Public Policy Z & H (Chap 7) March 5 continued March 10 Child Abuse Prevention Public Policy Z & H (Chap 8) Social Policies for Child Abuse Internet Reading #6 March 12 continued March 17 Assigned Reading; CAPTA Successes and Failures in Preventing Child Abuse and Neglect March 19 Continued March 24 Test 2 March 26 Demographics of US Children & Public Policy Z& H (Chap 9) March 31 Spring Break April 2 Spring Break April 7 School and Social Policy Z & H (Chap 10) Drug Policy Internet Reading #1 April 9 Assigned Reading: Is Education on the Wrong Path? April 14 Assigned Reading: The failure of American Public Education April 16 Assigned Reading: Media Violence and Social Policy Special Education Public Policies Z & H (Chap 11) Social Policies for Videogames Internet Reading #7 April 21 Debates #1 April 23 Debate #2 April 28 Debates #3 April 30 Debate #4 May 5 Debates #5 May 7 Debate #6 May 12 Final Exam 1:00-3:00 Debate Scoring Sheet [for student judges and instructor] Rubric Debate Topic:_________________________ Date:______ affirmative or negative Team Member Names: Criteria Rate: 1-10 Comments Opening statement was clear, well organized, factual, and relevant. First argument in support of its position was stated clearly, was relevant, and well informed. Rebuttal to opposing side's first argument was clear, relevant, well informed, and effective. Second argument in support of its position was stated clearly, was relevant, and well informed. Rebuttal to opposing side's second argument was clear, relevant, well informed, and effective. Third argument in support of its position was stated clearly, was relevant, and well informed. Rebuttal to opposing side's third argument was clear, relevant, well informed, and effective. Closing statement was stated clearly, was relevant, and effectively summarized the team's position. Answers to audience questions were clear, well-informed, and relevant. Overall preparedness, effectiveness, and professionalism in the debate. Question: Total Points Earned: ______________ X 1/2 = ______ (score for debate)