CFD 575 Public Policy and Professional Ethics in Child and... Spring 2014 4-6:40 Room – EBA 408

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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)
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