University of California, Santa Cruz • Spring 2015
PSYC 118b: Children in Extreme Circumstances
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“There can be no keener revelation of a society’s soul than the way in which it treats its children.”
- Nelson Mandela
Population growth, resource depletion, economic destabilization, epidemic, urbanization and other
sociocultural forces have created growing numbers (roughly 500 million) of children who are living in extreme
poverty and risk. These children live in the midst of the world's epidemic areas, slums, areas of food insecurity,
and war zones. These children are a primary concern of the UN and international organizations, who refer to them
as "children in extremely difficult circumstances" (CEDC), "children in extreme circumstances" (CEC), "children in
dire circumstances" (CDC), "children in adversity," and "orphans and vulnerable children" (OVC). These terms
refer to children who are chronically and repeatedly exposed to multiple threats to their survival and well-being,
with limited or no protection. They may also include children removed from the care of their families, regardless of
their physical safety. The children live in high risk and dangerous contexts. CEC include many street children,
orphans, runaways, children with mentally ill parents, children in institutions, children living in extreme poverty,
enslaved and indentured children, abandoned children, exploited children, displaced children, children whose
parents have HIV/AIDS and other life-threatening illnesses. Children in complex disasters are also CEC (e.g.,
children affected by the recent typhoon in the Philippines, children affected by the 2010 earthquake in Haiti). Waraffected children are CEC (these children’s issues are addressed in another course in this series: PSYC 118a
Children and War). CEC can be found all over the world, but they are concentrated in the slums and poverty
zones of Latin America, India, southeast Asia, and especially sub-Saharan Africa.
CEC are the subject of much new interdisciplinary research, policy and program development. This course
explores CEC in their environments, cultures, and risk contexts. The course examines the survival strategies,
developmental capacity, vulnerability and resilience of CEC. The course also explores methods for improving child
survival, protection and well-being via examination of psychosocial needs, health measures, quality care,
community-based protection, education, and economic strengthening. In section, students will select an at-risk
population of CEC to examine in depth. Students will then plan, propose and develop action plans that
communicate the plight of these children and suggest effective assistance. This quarter we have the opportunity
to do projects involving community education, informational web site development, action proposals, and more!
Class times and locations: !
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Lecture: Tuesdays and Thursdays, 10:00 - 11:45AM in Kresge #321.
Sections: 1A: Wednesdays 8AM in College 8 Acad 252!
1B: Wednesdays 930AM in College 8 Acad 252
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1C: Thursdays 6PM in Cowell 131!
1D: Fridays 2PM in Porter Acad 148
Instructor:!
David A. "Tony" Hoffman !
Office: room 352, Soc Sci Bldg. 2 !
email: thoffma@ucsc.edu !
phone: 831 247 5558!
Office hours: 2PM Tuesdays & Thursdays (and by appointment)
Course assistants:
Andy Dayton!
email: adayton@ucsc.edu!
Office: rm 103, SocSciBldg. 2! Office hr:!Mondays at noon
Angela Nguyen ! email: anguye38@ucsc.edu ! Office: rm 203, SocSciBldg. 2! Office hr: Tuesdays 1PM!
Objectives:
It is hoped that each student will (1) complete all assignments, (2) gain an introductory understanding of the
contexts of extreme child adversity, (3) understand the basics of psychosocial intervention with CEC, (4) gain an
awareness of current events and dilemmas creating or maintaining child adversity, and (5) be an active and
supportive member of a team that produces a quality project.
Readings, films, and resources:
Readings, lecture outlines, and resources are available on Tony's instructional web site http://
www.tonyhoffmanucsc.net/ (username is "student" and the password is "extreme"). Most of the films for the
course are available in the McHenry Library media center (they are listed in the Film Series assignment); some of
the films are available online. We will be having film nights, too, in which you can invite your friends.
The class FB page (ExtremeChildren2015) is to be used as a forum for discussion, questions, advice, and
announcements.
Children in Extreme Circumstances, page 1 of 4
Assignments, evaluations and grades:
Students are to write three film reviews (25 points each) (see assignment on last page), complete 5 to ten inclass short quizzes (10 points each), complete two or three “are you doing the reading?” take-home quizzes (25
points each), attend sections (five points each section), and participate fully in the team projects (100 points).
Evaluations and grades will be based on each student's performance on the film reviews, quizzes,
assignments, projects and attendance mentioned above. Quizzes cannot be taken late without proof of dire
circumstances. Attendance is expected in class and sections. Helpful and productive class and group participation
may be a factor in grading and evaluations. Opportunities for extra credit assignments will be offered from time to
time at Tony’s discretion.
All grading is criterion-based, which means that students are evaluated on objective criteria rather than on a
curve; this means there is no need for competition and all students have the opportunity to get an A). A tentative
grading breakdown: A+ = superior work on all assignments, consistent class attendance, consistent section
attendance, plus one extra credit film review. A>95%, A->92%, B+>90%, B>85%, B->82%, C+>80%, C>75%.
Scores at 74% of the possible points or below will be graded according to Tony's discretion.
Veterans:
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You are welcome and honored here. If you need any assistance, please talk to Tony or the teaching
assistants.
Disability accommodations:
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If you qualify for classroom accommodations because of a disability, please submit your Accommodation
Authorization Letter from the Disability Resource Center (DRC) to Tony during his office hours or by appointment,
preferably within the first week of the quarter. Contact DRC by phone at 831-459-2089, or by email at
drc@ucsc.edu for more information.
This class is located in an academic honor zone:
This class is a community of learners. You are asked to honor, respect, and facilitate the learning of all
students. You should come to class prepared with the assigned readings completed. Please help class routines
and procedures run smoothly. It is expected that you will engage in activities that help others learn. This includes
using constructive discussion and inquiry, sharing learning materials, assisting in research, cooperating and
collaborating with others.
You are expected to do nothing to harm the educational experience of other students in the class. This
expectation applies to appropriate behavior during class: arriving on time for class, avoiding unnecessary
disruptions, etc. You should facilitate everyone’s learning, help other students voice their knowledge, help in the
expression of ideas, and avoid the use of irrelevant or tangential questions. Do not come to class to sleep (you
will be awakened and asked to leave). Do not come to class to text, email, nor to listen to your iPod or MP3
player. If you will be taking notes using your laptop, please only use the laptop for class notes and activities; we
will periodically check the content of your screens.
Collaborative and group learning is encouraged in this course. However, all work submitted in this course must
be your own and produced exclusively for this course. Tony assumes all students are familiar with UCSC's policy
on academic honesty and integrity (available at: http://www.ucsc.edu/academics/academic_integrity/
undergraduate_students/). This is a policy the class will strictly adhere to. Cheating on exams will result in failure
and dismissal from the class. As in all UCSC classes, plagiarism is prohibited. The ideas and writings of others
are shared contributions to our knowledge; the use of others' work (ideas, quotations, paraphrases) must be
properly cited and documented. If you have any questions about academic honesty issues as they pertain to this
course, you should consult with Tony or a TA before completing any course requirements.
Save and back up your work in this class! As with all UCSC courses, you are responsible for archiving your
papers, exams, and other materials in this course. It is expected that you will copy or back up all work. If material
is misplaced, you must be able to reproduce it if requested. Disk crashes and/or lost materials do not excuse you
from producing required work.
This course is dedicated to Malala Yousafzai and her struggle
to get 61 million children access to education.
“One child, one teacher, one book, and one pen can change the world.”
Children in Extreme Circumstances, page 2 of 4
Tentative Course Schedule
Week one (March 30 - April 3): Why every child counts • Resilience • Child protection (CP) • what homeless
children can teach us
Reading: ResilienceInChildrenHandout, TermsHandout, Teamwork handout, RingsOfResponsibility handout,
Invisible Child: Dasani’s Homeless Life (pt 1), WhereTheHeartIs (pp. 7-12)
Week two (April 6 - 10): Child Survival • HIV and African families • Orphaned and vulnerable children
Reading: WHOchildgrowthStds, SOWC08 (chapter 1 only), SOWC09 (chapter 1 only), AGARchapter1,
FosterGCoordinatingOVCResponses
Week three (April 13 - 17): Violence toward children • Child poverty • Malnutrition
Reading: Children’sExposureToViolence, Child Poverty Report UNICEF (Chapter 4 only),
CommunityBasedManagementSAM, ChildMalnutritionUNICEF, HungerStats, 2011WorldHunger&PovertyFacts
COMMIT: 1-2 page description of project topic due in section • enter topics on class spreadsheet
RESEARCH: Bibliography of initial research materials for team project due Friday April 17 (post on eCommons)
First film review (or film attendance) done by Friday April 17 (post on eCommons)
Week four (April 20 - 24): Children's rights • Humanitarian Response • The MDGs
MeltonCRC2005, SOWC2010CRC ExecSum, WhatIsHumanitarian?, USAActionPlan (pp.1-4), ChildWellbeingWhatWorks (executive summary only)
Take-home quiz 1 due Tuesday April 21
ORGANIZE: organizational chart of project work responsibilities and tasks due in section
PLAN: 1-2 page description of project plan due in section (includes organizational chart)
Week five (April 27 - May Day): Villages, urbanization & slums • Disasters • Disability • Education for all
Reading: DisabledChildrenSerbia, SOWC2013ChildrenW/DisabilitiesSum, MisguidedKindness, UNICEF SOWC
Urban (Chapter 1 only)
PRESENT: Project presentations begin
Second film review (or film attendance) done by May Day
Week six (May 4 - 8): Institutions and orphanages • Foster care • Juvenile Incarceration
Reading: FamiliesNotOrphanages, Analysis&RecsFosterCare, ImpactInstitutionalization, NoPlaceForKids,
PRESENT: Project presentations continue
Take-home quiz 2 due Tuesday May 5
Week seven (May 11 - 15): Child marriage • Child-headed households • Street children • Working children •
The worst forms of child labor
Reading: WhenTheMotherIsAChild, ChHdedHshldsIndia (executive summary only), ChHdedHsholdsZimbabwe,
ChCaringForParentsHIV, Kombarakaran, KhartoumStrtChdailylives, BrazilLifeTrajectories,
APlaceForWorkInChildren'sLives, DomesticEmps,
PRESENT: Project presentations continue
PROPOSE and CREATE: Proposal rough drafts due in section
Third film review (or film attendance) done by Friday May 15
Week eight (May 18 - 22): Children of the garbage dumps • Slavery • Why youth join gangs
Reading: Children for sale, EthiopiaChprost, fssexexploitation, ThailandChProst, CSEChandout,
21stCentSlavesKristof, LaoChildreninThailand, PreventingGangMembership
PRESENT: Project presentations continue
PROPOSE and CREATE: Project web page mock-ups due in section
Week nine (May 25 - 29): Exploited & trafficked children • Child migration • Child prostitution & CSEC
Reading: IndependentChMigration, UNHCRchildrenOnTheRun(executive summary only)
PRESENT: Project presentations continue
Take-home quiz 3 due Tuesday May 26
Week ten (June 2 - 5): Economic Strengthening • Change the World
Sections: finalize team projects
Reading: RichterSocialCashTransfersOVC, smallhandsofhope, UnconditionalCashTransfers-Slate,
CashTransfersLitReview(executive summary only)
PROPOSE and CREATE: Friday: Final projects posted and shared with class
extra credit 15-point film review can be turned in at any time until Friday June 5
Children in Extreme Circumstances, page 3 of 4
The PSYC 118b Spring 2015 Film series
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We have a great set of films for PSYC 118b this spring. Almost all the films are on reserve in the media
center in the McHenry Library. Some can be rented from NetFlix and/or watched online on PBS or HBO.
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Essays for PSYC118b Films: Essays are to be submitted on eCommons (please follow the instructions
for file submission on the eCommons prompts). The primary purpose of these 500 - 800 word film essays is to
confirm that you thoughtfully watched the documentary films, and that you know how to critically evaluate some
research associated with the film. You are to summarize the films (describing the beginning, middle, and end) and
critically analyze them. Grading is 20 points for a correct summary (described below) that clearly indicates you
watched the movie (give us some important details), and five more points for a thoughtful analysis of ways to
improve the situations depicted. Due dates are on the syllabus. A 15 point extra credit essay can also be turned
in. Here are the essay assignments:
Aging Out: Summarize the film, including a statement of its conclusion. Describe three of the different characters'
adaptations to young adult life, and suggest appropriate ways to improve or prevent any difficulties they
encounter.
Born into Brothels: Summarize the film, including a statement of its beginning, middle, and its conclusion. How
might photography be used to improve the status of children living in slums? There is an exciting, hopeful "feel"
to some of the children in this film … please identify it and describe.
Child Brides (PBS): Summarize the film, including the situation of two of the young women interviewed. Why are
so many of these brides accepting of their situation? Are they opposed to teenage marriage? What solutions do
they want?
Children of Haiti: Describe the film and summarize the lives and problems of two of the youth in the film.
Suggest likely outcomes for their adult lives.
Children Underground: Summarize the film, describe the lives of two of the children portrayed, and summarize
the conclusion to the film. Suggest the most plausible interventions and preventions to this chronic problem in
the region.
Girlhood: Summarize the film, including a statement of its beginning, progress and content, and its conclusion.
How can teenagers transition from having committed homicide? Suggest appropriate assistance that could
return them to some sense of normalcy.
Girl Rising: (available for purchase at http://girlrising.com/see-the-film/) This new film is a part of the growing
movement promoting girls’ education in areas where they are either denied education, or where life
circumstances make it difficult to attend school. Summarize the film and describe at least four of the girls’
struggles to go to school. What are likely benefits of schooling for girls in these situations? Suggest ways to
promote safe and appropriate schooling for girls in extreme poverty zones.
Juvies: Summarize this film and the dilemmas faced by two of the incarcerated youth. Suggest the main
problems presented in this film, and alternatives to incarceration that can keep communities safe.
Orphans of Nkandla: Summarize the film, and summarize the personal experience of two of the children in this
documentary. In one of the richest nations in sub-Saharan Africa, what explains this situation (from what you
can glean from the film)? Suggest low-cost progress/solutions.
Recycled Life: Summarize the film, including a statement of its beginning, progress and content, and its
conclusion. What elements of Camino Seguro seem beneficial? What might be an enhancement on the
program's activities?
Slumdog Children of Mumbai: Summarize the film, and tell the story of Deepa, Salaam, and the Hassan/
Hussein twins. Mumbai is one of the richest cities in the world. What creates this situation there? Suggest lowcost progress/solutions.
Slum Survivors: (available at http://www.irinnews.org/film). Summarize the situation in Kibera, the lifestyle of a
woman and a man there, and the stories of the girls going to the secondary school depicted in the film. Suggest
more low-cost progress/solutions.
Zimbabwe’s forgotten children: Summarize the film. Why did this film need to be shot undercover? Describe the
plight of Grace, Esther and Obert. Suggest the most important community-based interventions these children
need.
Children in Extreme Circumstances, page 4 of 4