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 I, as the theory course, precedes Child Welfare II which is a practice course. Both Child Welfare I and Child Welfare II should precede a field practicum in a child welfare setting.

Generalist Practice Principles

1. A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2. Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3. Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
4. Generalist practice involves assessment and interventions at the micro, mezzo, and macro levels.
5. Practice is based on the problem solving process and knowledge, skills, and values which 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.
7. Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
8. 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 I examines the theory and knowledge 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

1. Students will acquire the knowledge of policy initiatives in the field of child welfare.
2. Students will review the knowledge of normative child development and how disruptions occur from problems in society which inhibit optimal functioning of families and children.
3. Students will acquire the knowledge of the potential negative effects of child abuse, neglect, sexual abuse, emotional abuse, family violence, and ther traumatic events can have on human development.
4. Students will acquire the knowledge of the negative impact from the macro environment such as poverty and homelessness on human development.
5. Students will acquire the knowledge of the continuum of services across the child welfare system including the educational, legal, and social service system.

Skills

1. Students will acquire the ability to recognize the effects of maltreatment on childhood development.
2. Students will demonstrate the ability to identify the scope of services delivered to families and children by child welfare providers.
3. Students will demonstrate the ability to identify the problems in society that hinder optimal functioning of families and children.
4. Students will demonstrate the ability to identify various risk factors contributing to child maltreatment.
5. Students will demonstrate the ability to understand how policy impacts on social and economic justice issues in child welfare.

Values

1. Students will demonstrate the understanding of the effects of racism, discrimination, and poverty on families and children.
2. Students will develop awareness of their own values and biases that strengthen or hinder competent social work practice with children and families.
3. Students will examine attitudes and behaviors which 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.
4. Students will examine the particular application of the code of ethics to working with vulnerable populations such as children.

III. Learning Resources

A. Primary text: Crosson-Tower, C. (1998). Exploring Child Welfare: A Practice Perspective. Needham Heights, MA: Allyn and Bacon.
B. Several articles on reserve or in the library in the journal stacks. If the journal is in the library, you will be expected to retrieve it from the stacks.
C. Several video tapes
D. Guest speakers
E. Visits to programs

IV. Evaluation

A. There will be three exams throughout the semester each worth 100 points.
B. We will have several guest speakers during the semester. In order to assist you in becoming a self directed learner, prior to each speaker, you must submit questions for the speaker to address. The professor will let you know of speakers and dates. (this can be typed or handwritten) Worth 50 points
C. Each student will select one reading from a journal article in the syllabus and be responsible for leading a brief class discussion on the article. The discussion should include:

•  A brief summary of the article
• Implications for client populations
• Implications for child welfare workers
• Are their any policy implications Worth 50 points

Class Schedule

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

The section will examine how children historically were viewed as property, often being subjective to oppressive situations to the current mandate that children are a precious resource and society has an obligation to protect children. Reading: Chapter 1 text Aug. 29

II. Child Welfare Policy Issues

This section will examine the historical policy issues in child welfare and examine the shifting and conflicting philosophies of family preservation vs. new mandates for permanency planning. This section will examine the impact on policy from societal value assumptions and the impact policy has on the funding and delivery of services. This section will also examine diversity issues as an impact on policy. Particular child welfare policies that will be examined include:

• Child Abuse and Neglect reporting acts
• Adoption Assistance and Child Welfare Act (P.L. 96-272)
• Family Preservation and Support Services of the OBRA
• Personal Responsibility and Work Opportunity Act (TANF)
• Adoption and Safe Families Act
• Stewart B. McKinney Act
• Multiethnic Placement Act
• Indian Child Welfare Act
• The Individuals with Disabilities Education Act

On Reserve: McGowan, B.G.and Walsh, E.M. (2000) Policy
Challenges for Child Welfare in the New Century. Child Welfare, 79, 1 1-27
In Library: Brooks, D. et al. (1999). Adoption and Race: Implementing The Multiethnic Placement Act and the Inter ethnic Adoption Provisions. Social Work, 44, 2, 167-178.

http://www.abanet.org/media/oct95/icsw.html (web site from American Bar Association for Indian Child Welfare Act)
http://www.ed.gov/offices/OSERS/IDEA/overview.html
http://www.nga.org/Welfare/ASFA1997.htm

III. Review of Child Development
This section will review developmental theories from Erikson, Bowlby, Ainsworth and other developmentalists regarding normal childhood development and the needs of children to foster a sense of well-being and growth.

Readings: McMillen, J.C. (1992) Attachment Theory and Clinical Social Work.
Clinical Social Work Journal, 20, 2, 205-218.

IV. The Changing Family
This section examines the changes that have occurred in the structures, roles, and functions within families and how these may hinder or enhance child and family well-being. Issues include two parent, working families, single parent families, the absence of fathers, teen pregnancy, and children being raised by grandparents.

Reading: Chapter 2 and 11
Sept. 5

A. Child Abuse and Neglect
This subsection will address physical abuse, neglect, sexual abuse, emotional abuse, medical abuse (Munchausen Syndrome by proxy disorder), failure to thrive

Readings: Chapter 9 text
In library journal: Mercer, S.O. and Perdue, J.D. (1993) Munchausen's Syndrome by Proxy: Social Work's Role. Social Work, 38, 1, 74-81.
On reserve: Sorenson, T. and Snow, B. (1991). How Children Tell: The process of disclosure in child sexual abuse. Child Welfare, 70, 3-15.
Sept. 12

B. Effects of Poverty and Homelessness on children and youth

This section will discuss the developmental damage to children from living in poverty and being homeless, reviews some of societal responses through policy, and examines this as a social and economic justice issue.

Readings: Chapter 3 text pp. 102-110 of Chapter 4 in text.
Sept. 19

Reading: Chapter 4 pp 92-107 of text
In library: Azzi-Lessing, L. and Olsen, L.J. (1996). Substance Abuse Affected Families in the Child Welfare System: New Challenges, New Alliances. Social Work, 41, l, 15-23.
Sept. 19

Readings: pp 84-90 Chapter 4 in text
On reserve: Pagelow, M.D. (1990). Effects of Domestic Violence on Children and their Consequences for Custody and Visitation Agreements.
Mediation Ouarterly, 7, 4, 347-363
Sept. 26

A. Schools and The educational system

Readings: Chapter 6 of text.
Oct. 3

Readings: Chapter 5 text
Oct. 3

Readings: Chapter 10 of text
Oct. 17

1. Family preservation
        Readings: Chapter 8 of text
2. Teen prevention/Diversion programs: Teen Reach programs
3. Family enrichment programs: FAST programs
        Oct. 24

E. Counseling Services with Children and Families
        Readings: Chapter 7 text
        Oct. 24

EXAM 2 OCT. 31

F. Protective Services
This section examines the range of protective services when families are unable to safely care for children in the home setting.

1. Foster Care Services

Readings: Chapter 12 from text

In Library: Scannapieco, M. and Jackson, S. (1996). Kinship Care: The African American Response to Family Preservation. Social Work, 41, 2, 190-196.

Reading: Chapter 13 of text

Reading: Chapter 14 of text

Scannapieco, M et al. (1995). Independent Living Programs, do they make a difference? Child and Adolescent Social Work Journal, 12,5, 331-344.
Oct. 31, Nov. 7, Nov. 14

V1I. Secondary Trauma: how workers survive the system
This section will examine the particular issues of employment in the child welfare sector which leads to high burnout, low staff morale and what can be done to prevent this to engage a more stable system for children and families.

Readings: Savicki, V. and Cooley, E.J. (1994). Burnout in Child Protective
Workers: A longitudinal Study. Journal of Organizational Behavior, 15, 655-666.
Rycraft, J.R. (1994). The Party isn't over: The agency role in the retention of public child welfare caseworkers. Social Work, 39, 1, 75-80.
Nov. 21

VIII. Diversity Issues in Child Welfare
This section will examine particular diversity issues such as race, ethnicity, sexual orientation, and disability within the child welfare system.

Readings: In library: Gibson, C.M. (1993). Empowerment Theory and practice with adolescents of color in the child welfare system. Families in Society, 74, 387-396.
Mallon, G. (1992). Gay and no place to go: Assessing the needs of gay and lesbian adolescents in out-of-home-care settings. Child
Welfare, 71, 6, 547-556.
Pinderhughes, E. (1991). The delivery of child welfare services to African American Clients. American Journal of Orthopsychiatry, 61,4, 599-605.
Gray, S.S. and Nybell, L.M. (1990). Issues in African American Family Preservation. Child Welfare, 69, 6, 513-523.
Wenner, J.S. and Richardson, S. (1990). Adoption and children with developmental disabilities. Child Welfare, 69, 563-569.
Nov. 28

A. Ethical Considerations
This section will look at the NASW Code of Ethics as applied to working with minor clients.

B. Legal Implications
This section will examine legal implications of working within the child welfare system such as mandated reporting statutes, providing legal testimony, child welfare licensure and the role of the social worker in the legal system.

Reading: In library: Hutchinson, E.D. (1993). Mandatory Reporting Laws: Child protective case finding gone awry? Social Work,
38, 1, 56-65.
Alexander, R. and Alexander, C. (1995). Criminal Prosecution of child protection workers. Social Work, 40, 809-814.
Mason, M. (1992). Social workers as expert witnesses in child sexual abuse cases. Social Work, 37, 30-34.
Dec. 5