Bradley University Social Work Program

Bradley University Social Work Program

SW 310 Child Welfare

Fall, 2004

Instructor: Wayne C. Evens, MSW, Ph.D.,

124 BR

phone: 677-2392

e-mail: evens@bradley.edu

Class: Monday, Wednesday, Friday 1:00-1:50, Baker 255

Office Hours: W 11:00-12:00 & 2:00-3:00, TH 3:00-4:00, and by appointment

Electronic Office Hours (on BlackBoard) W TH 3:00-4:00

Accommodation: Any student with a disability or special need who requires accommodation should inform the instructor at the beginning of this course.

Non-Discrimination Statement: Students will be expected to display respect for fellow students' and clients' unique characteristics including race, color, gender, age, socioeconomic status, religion, creed, ethnic or national origin, veteran status, disability, sexual orientation, and political orientation.

All assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if they discuss this with the instructor in advance and with the proper documentation. Students will be allowed to make up any work; however, the student has the responsibility to arrange this with the instructor in advance of the absence.

Relationship to other courses in the Curriculum: Child Welfare covers the theory and practice of child welfare. It should precede a field practicum in a child welfare setting.

Generalist Practice Principles

A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
Generalist practice involves assessment and interventions at the micro, mezzo, and macro levels.
Practice is based on the problem solving process and knowledge, skills, and values that are applicable across settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is inherent in generalist practice and results in both practice and policy responses.
Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

I. Course Description

Child Welfare examines the theory, knowledge and practice associated with practice in the field of child welfare. This course covers the areas of policy, normative child development, disruptions in child development, and the continuum of services for children in society.

IL Course Objectives

Knowledge

Students will acquire the knowledge of:

policy initiatives in the field of child welfare;
the person-in-environment model as it applies to working with children and families;
normative child development and how disruptions occur from problems in society, which inhibit optimal functioning of families and children;
the potential negative effects of child abuse, neglect, sexual abuse, emotional abuse, family violence, and the traumatic events can have on human development;
the negative impact from the macro environment such as poverty and homelessness on human development;
continuum of services across the child welfare system including the educational, legal, and social service system;
the difference between public and private child welfare services;
the permanency planning process;
Services available to children in the juvenile justice and mental health services;
the case management process;
the assessment of abuse, neglect and other risks;
the treatment planning process;
service delivery processes;
the need for policy and budget advocacy in child welfare;
the needs of special groups of children;
the methods of providing for the safety the social worker involved in child welfare practice.

Skills

Students will acquire skills in:

the ability to recognize the effects of maltreatment on childhood development;
the ability to identify the scope of services delivered to families and children by child welfare providers;
the ability to identify the problems in society that hinder optimal functioning of families and children;
the ability to identify various risk factors contributing to child maltreatment;
the ability to understand how policy impacts on social and economic justice issues in child welfare;
the ability to assess child welfare problems including neglect, abuse, and other risks;
using the strengths approach;
writing child welfare treatment plans and working with families to achieve goals;
documenting child welfare interventions;
engaging child welfare clients and families;
case management in the child welfare setting;
working with a multi-disciplinary team;
working with the wrap around process;
working within permanency planning;
evaluating child welfare programming;
working with diverse children and families.

Values

Students will demonstrate:

an understanding of the effects of racism, discrimination, and poverty on families and children;
an awareness of their own values and biases that strengthen or hinder competent social work practice with children and families;
the ability to examine attitudes and behaviors that are barriers to respectful and helpful responses to clients who are from historically and currently oppressed groups such as persons of color, women, children, people of minority sexual orientation, and persons with disabilities;
the ability to examine the particular application of the code of ethics to working with vulnerable populations such as children;
commitment to family centered practice;
commitment to assuring the safety of the child as the first priority;
a belief in the right of every child to a permanent family;
respect for all persons involved in the child welfare system regardless of racial or ethnic background, sexual orientation, national origin, disability status, gender, veteran status, socioeconomic status, or political orientation;
a belief that clients should be empowered to work on their own needs and goals;
commitment to working toward policies and practices that reflect social work values and ethics;
commitment to understanding how the reality construction of the social worker can influence practice with children and families.

III. Learning Resources

A. Primary texts:

Downs, S. W., Moore, E., McFadden, E. & Costin, L. (1999). Child Welfare and Family Services: Policies and Practice (6^th ed.). New York: Allyn & Bacon.

Feld, B. C. (1999). Bad kids: Race and the transformation of the juvenile court. New York: Oxford.

B. Materials will be posted to Blackboard during the course.

C. Students will find articles relevant to the cases used in the library.

IV. Evaluation

Assignments

1. Case assignment (100 points): Three cases will be posted under “course documents”. Each student will select one case and will develop a case file with all appropriate paper work. Students will be expected to read all three cases and be prepared to discuss them in class.

2. Case note assignment (50 points): Students will write case notes following the SOAP system, which is posted on the website under course documents. They will treat the professor and the texts as a client system and write the case notes based upon what they learn from this client system. Each student will write five case notes over the semester and each note is worth 10 points.

3. Library assignment (50 points): Each student will find at least five articles in relevant professional literature that relate to their case and write a literature review that supports some part of their intervention with the case.

4. A final worth 100 points will on BlackBoard on Dec. 9 and must be completed by 2:00 PM on Dec. 10.

A word of warning: my exams require that you know the material and be able to think about it and apply it to life situations.

Please use your Bradley ID number, not your name on all assignments. This allows blind grading. If you are uncomfortable with this please seem me so we can decide on an identifier for you.

NO GRADES WILL BE GIVEN OUT BY TELEPHONE OR EMAIL. GRADES WILL BE POSTED TO THE COURSE BLACKBOARD WEBSITE.

Distribution of points:

270-300 = A

240-269 = B

210-239 = C

180-209 = D

Class Schedule

Mondays and Wednesdays will be devoted to theory and practice techniques, Fridays will be devoted to the cases and role plays related to practice.

Aug. 25:

Introduction to class, grading, syllabus, etc.

The History of Child Welfare Services: The Shift from chattel to the doctrine of parens patriae.

Aug. 27:

History of child welfare and juvenile courts

Readings: Downs, et. al. Chapters 1&2.

Aug. 30 – Sep.3

Social Constructionism and defining the child.

Readings: Downs, et. al. Chapter 11

Feld, Chapters 1&2.

Sept. 6 - 10

Social construction of the family.

Readings: Downs, et. al. Ch. 2

Feld. Ch. 5

FIRST case note due SEPT.10

Sept. 13 – 17

Class will not meet on Sept. 13, I will be chairing the NASW conference

Review of child development. We will discuss growth processes.

Readings: Posting on Blackboard on Growth

Go to: www.americanbaby.com read some of the postings under the development tab.

Sept. 20 - 24

Effects of abuse and neglect on child development.

Readings: Downs et. al. Ch. 7

Sept. 27 – Oct. 1

Social neglect of children.

Readings: Downs, et. al. Chaps. 3 & 4

Oct. 4 - 8

Social and policy issues in child protection.

Readings: Downs, et. al. Ch. 6

Feld, Intro., ch. 4

FALL RECESS, NO CLASS OCT. 11

Oct. 13 - 15

The juvenile court.

Readings: Feld, Ch. 3

SECOND case note: OCT. 15

Oct. 18 - 22

The development of child protection laws.

Readings: DCFS Mandatory Reporters Manual, this will be distributed in class.

A legal history will be posted to the Blackboard site.

Oct. 25 - 29

Programs to support families.

Readings: Downs, et. al. Chaps. 4&5

THIRD case note: OCT. 29

Nov. 1 - 5

Programs to support families.

Readings: Downs, et. al. Chaps. 8&9

Nov. 8 - 12

Placing children

Readings: Downs, et. al. Chaps. 10&12

FOURTH case note: NOV. 12

Nov. 15 - 19

Delinquency as a child protection problem.

Readings: Feld, Chaps. 6&7

THANKSGIVING RECESS, NO CLASS NOV. 24 & 26

Nov. 22

Reforming the system.

Readings: Feld, Ch. 8

FIFTH case note: NOV. 22

Nov. 29 – Dec. 3

Looking at the whole system of child care and protection.

Dec. 6

Review of course and course evaluation.

FINAL: Posted Dec. 9 and must be completed by 2:00 PM on Dec. 10

CLASSROOM RULES

1. 1. Acknowledge that oppression exists. People experience life differently because of race, class, gender, age, sexual orientation and disabilities.

2. 2. Acknowledge that oppression derives in part from misinformation.

3. 3. Do not blame yourself or others for having misinformation.

4. 4. Do not blame the victims and survivors of oppressive social conditions.

5. 5. Assume people are always doing their best.

6. 6. Actively seek and share information about culture and its effects with the goals of understanding other cultures and eliminating false information about cultures.

7. 7. Accept others’ experiences as valid.

8. 8. Create a safe and confidential environment where discussion of cultural issues can be conducted. Allow others to teach you about their experiences.

(Adapted from: Cannon, L. W. (1990). Fostering positive race, class, and gender dynamics in the classroom. Women’s Studies Quarterly, 18, 126-134.

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