Bradley University Social Work Program

SW 356 Topics in Social Work

Child Welfare I

Fall, 2002

 

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, Bradley 223

Office Hours: MWF 10:00-12:00, TTH 9:00-10:15, and by appointment

 

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 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.

  1. Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
  2. 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 an 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 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.
  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 texts:

 

Downs, S. W., Moore, E., McFadden, E. & Costin, L. (1999). Child Welfare and Family Services: Policies and Practice (6th 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 their assigned population in the library.

 

 

IV. Evaluation

 

Assignments

 

1.  Dictionary assignment: Using dictionaries other than the typical Collegiate Dictionary, look up several definitions for "Child" and "Welfare", then develop a definition of what the course should be about. Be creative. Submit a one to two paragraph definition of "Child Welfare"
Worth 10 points
Due Aug. 30

2.  Mini exams: There will be five mini-exams throughout the semester. These are worth 20 points each for a total of 100 points. They will be on:
Sept. 13
Oct. 17
Oct. 30
Nov. 13
Nov. 27

3.  Multi-cultural assignment: In the first week of class, students will be assigned to a group. Each group will be assigned a racial or ethnic population. The group will research the way this group defines children and its child rearing values. As we discuss various issues, the group will be responsible to bring its population's perspective to the discussion. The group will write a paper presenting a critique of current child welfare theory and practice from the perspective of its population. The paper is worth 90 points.
Paper due: Dec. 7

4.  A final worth 100 points will be given on Monday, Dec. 17, 2001, 2:30-4:30.

 

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

 

Aug. 28:

Introduction to class, grading, syllabus, etc.

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

 

Aug. 30:

History of child welfare and juvenile courts

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

 

Dictionary Assigment due today

 

Sept. 2 - 6

Social Constructionism and defining the child.

Readings: Downs, et. al. Chapter 11

Feld, Chapters 1&2.

 

 

Sept.  9 - 13

Social construction of the family.

Readings: Downs, et. al. Ch. 2

          Feld. Ch. 5

FIRST MINI-EXAM: SEPT.13

 

Sept.  16 - 20

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.   23 - 27

Effects of abuse and neglect on child development.

Readings:     Downs et. al. Ch. 7

    

Sept.     30 – Oct. 4

Social neglect of children.

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

         

Oct.      7 - 11

Social and policy issues in child protection.

Readings: Downs, et. al. Ch. 6

          Feld, Intro., ch. 4

 

FALL RECESS, NO CLASS OCT. 14

 

Oct.   16 - 18

The juvenile court.

Readings: Feld, Ch. 3

SECOND MINI-EXAM: OCT. 17

 

Oct.  21 - 25

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.  28 - Nov. 1

Programs to support families.

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

THIRD MINI-EXAM: OCT. 30

 

Nov.  4 - 8

Programs to support families.

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

    

Nov.  11 - 15

Placing children

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

FOURTH MINI-EXAM: NOV.  13

 

Nov.  19 -23

Delinquency as a child protection problem.

Readings: Feld, Chaps. 6&7

THANKSGIVING RECESS, NO CLASS NOV. 20 & 22

 

Nov. 25 - 29

Reforming the system.

Readings: Feld, Ch. 8

FIFTH MINI-EXAM: NOV. 27

 

Dec. 2 - 6

Looking at the whole system of child care and protection.

MULTI-CULTURAL PAPER DUE: DEC. 6

 

Dec. 9

Review of course and course evaluation.

 

FINAL: Monday, Dec. 14, 2001, 9:00-11:00.

 

 

 

CLASSROOM RULES

 

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

2.  Acknowledge that oppression derives in part from misinformation.

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

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

5.  Assume people are always doing their best.

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.  Accept others’ experiences as valid.

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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