University of Texas at Arlington SWCL 6360 - Tuesdays

University of Texas at Arlington SOCW 6360.001 School of Social Work

CLINICAL ASSESSMENT OF CHILD MALTREATMENT

Professor: Kiva T. Wilks, MSSW, LCSW E-mail: [email protected] or [email protected] Office Hours: By Appointment Only Phone: (214) 335-7958 Course Number: 23527

Time and Place of Class Meetings: University of Texas at Arlington, Trimble Hall Room 003 from 6:00PM until 8:50PM on Monday evenings during the scheduled semester.

Council on Social Work Educational Policy, Section 4.5 Social Work Practice: Social work practice is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments, Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and asset; collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

UTA-School of Social Work: Definition of Evidence-Informed Practice:

Evidence-informed practice (EIP) is a guiding principal for the UTA-SSW. This approach is guided by the philosophy espoused by Gambrill (2006) and others who discuss evidence-based practice (EBP). Though many definitions of EIP/EBP saturate the literature, we offer two definitions that most closely define our understanding of the concept and serve to explicate our vision of EIP for the UTA-SSW:

The use of the best available scientific knowledge derived from randomized, controlled outcome studies, and meta-analyses of existing outcome studies, as one basis for guiding professional interventions and effective therapies, combined with professional ethical standards, clinical judgment, and practice wisdom (Barker, 2003, p. 149). 1 …..the integration of the best research evidence with our clinical expertise and our patient’s unique values and circumstances (Strauss, et al. (2005).

The UTA SSW vision statement states that the “School’s vision is to promote social and economic justice in a diverse environment.” Empowerment connects with the vision statement because, as Rees (1991) has pointed out, the very objective of empowerment is social justice. Empowerment is a seminal vehicle by which social justice can be realized. It could well be argued that true social justice cannot be realized without empowerment. Empowerment, anchored with a generalist base, directs social workers to address root causes at all levels and in all contexts, not simply “symptoms”. This is not a static process but an ongoing, dynamic process, a process leading to a greater degree of social justice and equality.

UTA-School of Social Work: Definition of Empowerment

Empowerment is defined by Barker (2003:142) as follows:

In social work practice, the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances.

Graduate Catalog Course Description: Examines knowledge/technique in child physical/emotional/sexual abuse, physical/emotional neglect, and exploitation interventions. Includes interviewing, identification, legal issues, assessment/evaluation, case management, intervention, follow-up. Prerequisite: SOCW 6325; SOCW 6326 or concurrent enrollment Course Description and Objectives

This course focuses on the evidenced-informed practice of child maltreatment focusing on dynamics, indicators, and consequences of child abuse and neglect. Evidenced- informed characteristics, strengths, and service needs of families and children experiencing child abuse and neglect are presented. It examines issues and builds practice skills related to child maltreatment, family preservation, substitute care, and permanency planning. The course considers family events within their ecological and empowerment context and works to build sensitivity to various family forms and cultural patterns. Course Objectives Knowledge Objectives

1. For the student to demonstrate knowledge of how children and adults

2 experiencing separation as a result of child abuse and neglect, family reunification and child placement can be helped to cope with these experiences.

2. For the student to be able to identify characteristics and dynamics of child maltreatment and corresponding treatment issues as they relate to the various services and interventions.

3. For the student to be able to demonstrate understanding of how family structure, race and ethnicity, gender, social class, physical challenge, gender and sexual orientation can affect families and children.

4. For the student to be able to demonstrate understanding of social work in authoritative settings and with non-voluntary clients.

5. For the student to be able to identify the range of services available in child welfare.

Attitudinal Objectives

1. For the student to be exposed to and aware of the value position that children should be maintained within their own families, if possible, or in the least restrictive (most family-like and community-based) setting possible.

2. For the student to demonstrate awareness of how family structure, race, ethnicity, gender, sexual orientation, and social class status impact decisions related to the protection and placement of children.

3. For the student to demonstrate awareness of personal his/herstory, values, and attitudes and how they can affect service provision.

4. For the student to appreciate the need for professional competence in the provision of child welfare services.

Educational Learning Objectives

This course and learning assignments relate to and advance the program educational learning objectives:

1. Demonstrate knowledge and skill in direct practice with an area of specialization: child and family services, mental health services, or health/aging services (in development).

3 2. Complete multidimensional, biopsychosocial assessments with client systems and groups in their area of specialization, taking into account client strengths, diversity and social justice.

3. Develop and apply appropriate, evidence-informed, empowerment-based intervention plans within their area of specialization.

4. Critically analyze theoretical models of micro practice to challenge societal oppression and discrimination, as well as for decision-making in practice

5. Demonstrate an understanding of race, gender, sexual orientation, ability, culture, and other client characteristics, in conducting culturally sensitive, competent, and ethical social work practice

6. Demonstrate the ability to evaluate practice activities by use of outcome and process techniques, using the results to modify practice.

This course relates to and advances the program objectives by including specialized family direct practice learning activities related to child maltreatment in which to compare and synthesize client strengths, diversity and social justice learning experiences in the classroom related to the profession, the social work professional value base, and discourse on the mechanisms of oppression and discrimination and apply appropriate, evidence-informed, empowerment-based assessments and interventions as these relate to child maltreatment. The course also includes several writing assignments to develop critical thinking with respect to child maltreatment and understanding and developing appropriate intervention plans, as well as, objective measures of knowledge gain.

Student Learning Outcomes:

1. For the student to acquire skills in working with families in which child maltreatment has occurred.

2. For the student to demonstrate the ability to utilize various systems and techniques to intervene with troubled families.

3. For the student to be able to assess information about families and children and to be able to design appropriate treatment plans that build on strengths.

4. For the student to demonstrate sensitivity in helping families and children with diverse backgrounds in terms of family structure, race and ethnicity, social class, physical challenge, and sexual orientation.

5. For the student to be able to assess the service needs of families and children 4 with diverse backgrounds in terms of family structure, race and ethnicity, social class, physical challenge, and sexual orientation.

6. For the student to be able to demonstrate ways in which the systemic traumatization of children and families may be reduced or mitigated.

Note: Course Syllabus Changes – The course instructor reserves the option to modify the course syllabus throughout the course offering by adding guest speakers, audio visual media, instructional technology, or supplemental materials and/or modify assignments or make substitutions so long as course objectives are met and the overall grading criteria are maintained.

The required text is available at the bookstore and the novel is available at any large bookstore.

 Scannapieco, M. & Connell-Carrick, K. (2005). Understanding Child Maltreatment; An Ecological and Developmental Perspective. New York: Oxford University Press.

 Miller-Perrin, C. L., & Perrin, R. D. (1999). Child Maltreatment: An Introduction. Sage: Thousand Oaks.

V. Course Outline/Topics and Readings.

COURSE OUTLINE

Unit I: INTRODUCTION OF PRACTICE WITH FAMILIES EXPERIENCING CHILD ABUSE AND NEGLECT & THEORETICAL FRAMEWORK

Week 1: January 25 Week 2: February 1

Chapter 1; Chapter 2 - Scannapieco & Connell-Carrick (2005) Chapter 1; Chapter 2 - Miller-Perrin & Perrin (2007)

Chapter 2: Pecora, P., Whittaker, J., Maluccio, A. (1992). Family-centered, child welfare services: Theory and Practice. The child welfare challenge: Policy, practice, and research. New York: Aldine De Gruyter.

Belsky, J. (1980). Child maltreatment: An ecological integration. American Psychologist,

5 35, 320-335.

DePanfilis, D., & Salus, M. (1992). A coordinated response to child abuse and neglect: A basic manual (pp. 1-15). [DHHS Publication No. (ACF) 92-30362.] Washington, D.C.: National Center on Child Abuse and Neglect. [User Manual].

DePanfilis, D., & Salus, M. (1992). Child Protective Services: A guide for caseworkers (pp. 1-8). [U.S. Government Printing Office No. 1992-625-670/60577]. Washington, D.C.: National Center on Child Abuse and Neglect. [User Manual].

Green, A. H. (1998). Factors contributing to the generational transmission of child maltreatment. Journal of the American Academy of Child & Adolescent Psychiatry, 37 (12), 1334-1336.

Hogan, P. T. & Siu, S.F. (1988). Minority children and the child welfare system: An historical perspective. Social Work, 33, 493-498.

Portwood, S. (1999). Coming to terms with a consensual definition of child maltreatment. Child Maltreatment, 4 (1), 56-68.

Unit II: ATTACHMENT, BONDING AND SEPARATION

Week 3: February 8

Ainsworth, M. (1989). Attachment beyond infancy, American Psychologist, 44, 4, 709- 716.

Arcus, D. (1999). Attachment, trauma, and healing: understanding and treating attachment disorder in children and families. Childhood Education, 75 (5), 316.

Beckwith, L., Cohen, S. E., & Hamilton, C. E. (1999). Maternal sensitivity during infancy and subsequent life events relate to attachment representation at early adulthood. Developmental Psychology, 35 (3), 693-700.

Bowlby, J. (1983). Attachment and loss: retrospect and prospect. Annual Progress in Child Psychiatry and Child Development, 52(4), 29-47.

Carlson, V., Cicchetti, D. Barnett, D., & Braunwald, K.G. (1989). Finding order in disorganization: Lessons from research on maltreated infants; attachments to their caregivers. In D. Cicchetti & V. Carlson (Eds). Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect (pp. 432-463). Cambridge: Cambridge University Press. (Pp.647-684)

6 Hegar, R.L. (1993). Assessing attachment, permanence, and kinship in choosing permanent homes. Child Welfare, 72, 367 - 378.

Mazor, A., Batiste-Harel, P., & Gampel, Y. Divorcing spouses' coping patterns, attachment bonding and forgiveness processes in the post-divorce experience. Journal of Divorce & Remarriage, 29 (3-4), 65-81.

McMillen, J.C. (1992). Attachment theory and clinical social work. Clinical Social Work Journal, 20, 2, 205-218.

Morton, N., & Browne, K. D. Theory and observation of attachment and its relation to child maltreatment: A review. Child Abuse & Neglect, 22 (11), 1093-1104.

Rosen, K. S., & Burke, P. B. (1999). Multiple attachment relationships within families: Mothers and fathers with two young children. Developmental Psychology, 35 (2), 436-444.

Slade, A., Belsky, J., Aber, J. L., and Phelps, J. L. (1999). Mothers' representations of their relationships with their toddlers: Links to adult attachment and observed mothering. Developmental Psychology, 35 (3), 611-619.

Ziegenhain, U., & Jacobsen, T. (1999)Assessing children's representational attachment models: Links to mother-child attachment quality in infancy and childhood. Journal of Genetic Psychology, 160 (1), 22-30

Unit III: INVOLUNTARY CLIENT: CHILD WELFARE IS UNIQUE

Week 4: February 15 Chapter 8 - Miller-Perrin & Perrin (2007)

Barber, J. G. (1995). Working with resistant drug abusers. Social Work, 40, 17-23. . O'Hare, T. (1996). Court-ordered versus voluntary clients: Problem differences and readiness for change. Social Work, 41 (4), 417-422.

Rooney, R. (1992). Strategies for Work with Involuntary Clients. New York: Columbia University Press. Chapters 2 & 12

Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: Effective facilitation techniques for motivating involuntary client groups. Social Work with Groups, 21 (4), 3-21.

Weakland, J. H. & Hordan, L. (1992). Working briefly with reluctant clients: child

7 protective services as an example. Journal of Family Therapy, 14, 231-254.

Unit IV: PRACTICE WITH FAMILIES AND CHILDREN EXPERIENCING PHYSICAL ABUSE

Week 5: February 22

Chapter 3 - Scannapieco & Connell-Carrick (2005) Chapter 3 – Miller-Perrin & Perrin (2007)

Besharov, D. J. (1984). Liability in child welfare. Public Welfare, 42, 28-33.

Boat, B. W. (1995). The relationship between violence to children and violence to animals. Journal of Interpersonal violence, 10, 2, 229-235.

Brown, J., Cohen, P., Johnson, J. G., & Salzinger, S. (1998). A longitudinal analysis of risk factors for child maltreatment: Findings of a 17-year prospective study of officially recorded and self-reported. Child Abuse & Neglect, 22 (11), 1065-1078

Cohen, N. (1992). Child Welfare: A multicultural focus. Boston: Allyn & Bacon. Chapter 7.

DePanfilis, D. & Scannapieco, M. (1994). Assessing Safety of Children at Risk of Maltreatment: A Review of Decision-Making Models. Child Welfare, 63, 229- 245.

Erickson, M.F., Egeland B. & Pianta, R. (1989). The effects of maltreatment on the development of young children. In D. Cicchetti & V. Carlson, Child maltreatment: Theory and research on the causes and consequences of child abuse and neglect. Cambridge: Cambridge University Press. (pp.647-684)

Fluke, J. D., Yuan, Y.-Y. T., & Edwards, M. (1999). Recurrence of maltreatment: An application off the national child abuse and neglect data system (NCANDS). Child Abuse & Neglect, 23 (7), 633-650.

Howing, P. T., Wodarski, J.S., Gaudin, J.M., & Kurtz, P. D. (1989). Effective interventions to ameliorate the incidence of child maltreatment: The empirical base. Social Work, 34, 330-338.

Lowenthal, B. (1999). Effects of maltreatment and ways to promote children's resiliency. Childhood Education, 75 (4), 204-209.

8 Oates, R.K. & Bross, D.C. (1995). What have we learned about treating child physical abuse? A literature review of the last decade. Child Abuse & Neglect, 19, 463- 473.

Scannapieco & DePanfilis. (1994). Keeping Maltreated Children at Home: When is it Safe? APSAC Advisor, 7, (3), 3-4, 22-23.

Schmitt, B. D. (1987). Seven deadly sins of childhood: Advising parents about difficult development phases. Child Abuse & Neglect, 11, 421-432.

Waterhouse, L. & Carnie, J. (1992). Assessing child protection risk. British Journal of Social Work, 22, 1, 47-60.

Urquiza, A. J., & Winn, C. (Undated). Treatment for abused and neglected children: Infancy to age 18. Washington, DC: National Center on Child Abuse and Neglect. [User Manual].

Wolfe, D. & Wekerle, C. (1993). Treatment strategies for child physical abuse and neglect: A critical progress report. Clinical Psychology Review, 13, 473-500.

Unit V: THE RELATIONSHIP BETWEEN SUBSTANCE ABUSE AND CHILD MALTREATMENT

Week 6: March 1 Week 7: March 8 Week 8: March 15 Spring Break

Chapter 5; 6 – Miller-Perrin & Perrin (2007)

Besharov, D. J. (1989). The children of crack: will we protect them? Public Welfare, 47 6 -11.

Besinger, B. A., Garland, A. F., Litrownik, A. J., & Landsverk, J. A. (1999). Caregiver substance abuse among maltreated children placed in out-of-home care. Child Welfare, 78 (2), 221-230.

CWLA North American Commission (1992). Children at the front: A different view of the war on alcohol and drugs. Child Welfare League of America.

Califano, J. A., Jr. (1999). The least among us: Children of substance abusing parents. America, 180 (14), 10-12.

Dore, M.M., Doris, J.M., & Wright, P. (1995). Identifying substance abuse in maltreating families: A child welfare challenge. Child Abuse & Neglect, 19, 531-544. 9 Famularo, R., Kinscherff, R., & Fenton, T. (1992). Parental substance abuse and the nature of child maltreatment. Child Abuse & Neglect, 16, 475-483

Johnson, J. L., & Leff, M. (1999). Children of substance abusers: Overview of research findings. Pediatrics, 103 (5 (Part 2)), 1085-1099.

Kelly, S. (1992). Parenting stress and child maltreatment in drug-exposed children. Child Abuse & Neglect, 16, 317-328.

Kropenske, V., & Howard, J. (1994). Protecting children in substance-abusing families. Washington, DC: National Center on Child Abuse and Neglect. [User Manual].

Thompson. L. (1990). Working with alcoholic families in a child welfare agency: The problem of under diagnosis. Child Welfare, 69, 464-470.

Zuskin, R., & DePanfilis, D. (1995). Working with CPS families with alcohol or other drug (AOD) problems. The APSAC Advisor, 8(1), 7-12.

Week 9 – Exam: March 22 Unit VI: PRACTICE WITH FAMILIES AND CHILDREN EXPERIENCING SEXUAL ABUSE

Week 9: March 22 Week 10: April 29 Week 11: April 05 Week 12: April 12

Berrick, J. D. & Barth, R. (1992). Child sexual abuse prevention: Research review and recommendations. Social Work Research & Abstracts, 28, 4, 6-15.

Boat, B. W. & Everson, M.D. (1988). Interviewing young children with anatomical dolls. Child Welfare, 67, 337-352.

Carter, B. (1993). Child sexual abuse: Impact on mothers. Affilia, 8, 1, 72-90.

Chaffin, M. (1992). Factors associated with treatment completion and progress among

10 intrafamilial sexual abusers. Child Abuse & Neglect, 16, 251-264.

Cohen, J. B., Deblinger, E., Maedel, A. B., & Stauffer, L. B. (1999). Examining sex- related thoughts and feelings of sexually abused and nonabused children. Journal of Interpersonal Violence, 14 (7), 701-712.

Cohen, N. (1992). Child Welfare: A multicultural focus. Boston: Allyn & Bacon. Chapter 7.

Finkelhor, D. (1986). Sourcebook on child sexual abuse. Beverly Hills: Sage Publications. pp. 60-88, 181-198.

Fowler, K. C. (1993). Child sexual abuse: Intervention and treatment issues. Washington, DC: National Center on Child Abuse and Neglect. [User Manual].

Friedrich, W. N. (1993). Sexual victimization and sexual behavior in children: A review of recent literature. Child Abuse & Neglect, 17, 59-66.

Groth, A. N. (1982). The incest offender. In S. Sgroi, Handbook of clinical intervention in child sexual abuse (pp. 215-239). Lexington, Massachusetts: Lexington Books.

Kelly, S.J. (1985). Drawings: Critical communication for sexually abused children. Pediatric Nursing, 11.

Kendall-Tackett, K. (1992). Professionals' standards of "normal" behavior with anatomical dolls and factors that influence these standards. Child Abuse & Neglect, 16, 727-733.

Kendall-Tackett, K., Williams, L. M., & Finkelhor, D.(1993). Impact of sexual abuse on children: a review and synthesis of recent empirical studies. Psychological Bulletin, 113, 1, 164-180.

Loredo, C. M. (1982). Sibling incest. In S. Sgroi Handbook of clinical intervention in child sexual abuse (pp. 177-189). Lexington, Massachusetts: Lexington Books.

McShane, C. (1993). Satanic Sexual Abuse: A paradigm. Affilia, 8, 2, 200-212.

Sgroi, S.M., Blick, L.C. & Porter, F. S. (1982). A conceptual framework for child sexual abuse. In S. Sgroi Handbook of clinical intervention in child sexual abuse (pp. 9- 37). Lexington, Massachusetts: Lexington Books.

Tedesco, J. & Schnell, S. (1987). Children's reactions to sex abuse investigation and litigation. Child Abuse & Neglect, 11, 276-292.

11 Weiss, E. L., Longhurst, J. G., & Mazure, C. M. (1999) Childhood sexual abuse as a risk factor for depression in women: Psychosocial and neurobiological correlates. American Journal of Psychiatry, 156 (6), 816-828.

Zuskin, R. E. (1992). Developing insight in incestuous fathers. Journal of Offender Rehabilitation, 18, 3/4, 205-216.

Unit VII: PRACTICE WITH FAMILIES AND CHILDREN EXPERIENCING CHILD NEGLECT

Week 13: April 19 Week 14: April 26 Service Project

Bishop, S. J., & Leadbeater, B. J. (1999). Maternal social support patterns and child maltreatment: Comparison of maltreating and nonmaltreating mothers. American Journal of Orthopsychiatry, 69 (2), 172-181.

Cohen, N. (1992). Child Welfare: A multicultural focus. Boston: Allyn & Bacon. Chapter 7& Ch. 9 pp. 212-238.

DePanfilis, D. (1996). Social Isolation of neglectful families: A review of social support assessment and intervention Models.

Gaudin, J. M. (1993). Child neglect: A guide for intervention. Washington, DC: National Center on Child Abuse and Neglect. [User Manual].

Hegar, R.L. & Yungman, J.J. (1989). Toward a causal typology of child neglect. Children and Youth Services Review, 11, 203-220.

Saunders, E.J. Nelson, K. & Landsman, M. (1993). Racial inequality and child neglect: Findings in a metropolitan area. Child Welfare, 72, 4, 341-354.

Thompson, M. S. & Wilkins, W. P. (1992). The impact of formal, informal and societal support networks on the psychological well-being of black adolescent mothers. Social Work, 37, 4, 322-328.

Unit VIII: PRACTICE WITH FAMILIES AND CHILDREN EXPERIENCING PSYCHOLOGICAL MALTREATMENT and DOMESTIC VIOLENCE

12 Week 15: May 3

American Professional Society on the Abuse of Children (1995). Psychosocial evaluation of suspected psychological maltreatment in children and adolescents. Chicago, IL: Author.

Brassard, M. R., Hart, S. N., & Hardy, D. B. (1993). The psychological maltreatment rating scales. Child Abuse and Neglect, 17, 715-729.

Browne, K. D., & Hamilton, C. E. (1999). Police recognition of the links between spouse abuse and child abuse. Child Maltreatment, 4 (2), 136-147.

Claussen, A. H., & Crittenden, P. M. (1991). Physical and psychological maltreatment: Relations among types of maltreatment. Child Abuse and Neglect, 15, 5-18.

Fortin, A., & Chamberland, C. (1995). Preventing the psychological maltreatment of children. Journal of Interpersonal Violence, 10, 275-295.

Jaffe, P. G., Wolfe, D. A., & Wilson, S. K. (1990). Children of battered women (Chapters 1 & 2 - pp. 14-54). Newbury Park: Sage Publications.

Kerig, P. K., & Fedorowicz, A. E. (1999). Assessing maltreatment of children of battered women: Methodological and ethical considerations. Child Maltreatment, 4 (2), 103-115.

McNeal, C., & Amato, P. R. (1998). Parents' marital violence: Long-term consequences for children. Journal of Family Issues, 19 (2), 123-127.

Stephens, D. L. (1999). Battered women's views of their children. Journal of Interpersonal Violence, 14 (7), 731-746.

Vissing, Y. M., Straus, M. A., Gelles, R. J., & Harrop, J. W. (1991). Verbal aggression by parents and psychosocial problems of children. Child Abuse and Neglect, 15, 223-238.

Week 16 May 10 FINAL EXAM

13 VI. Descriptions of major assignments and examinations with due dates: Student Learning Outcomes Number(s):

1. Two exams – (30 points each). (Learning Outcomes 1,2,3,4,5,6)

2. Oral Presentation or Practice Note: (20 Points). (Learning Outcomes 1,2,3,4,5,6,) (See pgs. 15 and 16 of syllabus for instructions)  To develop presentation skills and familiarize students with other case situations or practice information, students will make a fifteen-minute presentation on an actual case that involves some form of child maltreatment.  This can be a current episode of maltreatment (a child who recently experienced abuse) or a case where the effects are still realized (adult survivor of sexual abuse). The presentation will be followed by a five-minute question and answer session.

3. Service Project: (25 points). (Learning Outcomes 2,4,6) Paper Due Monday, April 12th

a. Select an agency which serves individuals from high-risk backgrounds and decide on a service project

b. Write a 3 page response paper detailing the agency, your experience, and what you learned.

4. Class Attendance and Participation: (5 points). (Learning Outcomes 1,2,3,4,5,6,) Students are expected to attend all classes and to participate in class exercises and discussion. Only students who attend classes AND participate will receive the full 5 points. Full participation will be graded on the student’s ability to integrate required and recommended readings in class discussions and exercises.

VII. Grading Policy:

The scale for grading is as follows: A = 100 - 90 points B = 89 - 80 points C = 79 - 70 points

It is the school policy that an Incomplete is only given when the student has submitted form requesting an Incomplete and the student’s reasons are found to be acceptable. If a situation begins to develop that may require you to request an Incomplete; you must speak to me as soon as possible. 14 NOTE: You should always make a copy of any written assignment that you hand in. Although it happens infrequently, written assignments are occasionally lost and to avoid any problems be sure to make a copy. On assignments are due on the date agreed. Each day a paper/assignment is less will cost one point.

NOTE: If you require an accommodation based on disability, I would like to meet with you in the privacy of my office the first week of the semester to be sure you are appropriately accommodated.

Important Dates:

February 8 Presentations Begin March 1 Exam March 15 Spring Break April 12 Community Service April 26 Exam

Requirements: Students are expected to participate actively in the teaching/learning process by asking questions, participating in discussions and actively voicing their views and opinions. Methods to be used include lectures, presentation, class exercises, videotaped role plays and live interview demonstrations, and exchange of ideas.

VIII. Attendance Policy: It is expected that you attend class and participate in class discussion. Each class missed is equivalent to 3 1/2 periods of instruction. Consequently, one missed class is a significant loss of instruction. Early and unexcused exits or absences from class will be counted as one full absence for the class period. Up to two absences will be unpenalized. However, each class session, or portion missed, past two will result in one letter grade drop per absence. Disruptions of the class learning environment and of other class participants will result in the disrupting student being requested to leave the class and to not return, with no further scores entered for the student for the remaining semester and a recorded final grade of failing the course.

15 1. Students are expected to be on time, attend all class sessions, and stay until the completion of the class. 2. Students are to complete reading assignments and be prepared to participate in class discussions and small group activities. 3. All written assignments are due at the beginning of class period of the date specified on the course outline. Assignments turned in after the due date and time will be marked down substantially. 4. Assignments are to be completed correctly at the time of submission. No papers or assignments may be resubmitted once a grade is given. 5. Any disruption of the classroom learning environment (through actions in or out of class) will result in the identified student(s) being required to leave the class, without possibility of being readmitted, and cancellation of class work scores for the disrupted class session(s), with a recorded failing semester grade. 6. All graduate students have ascribed to the NASW code of ethics at admission and are responsible for adhering to standards of professional conduct with colleagues/faculty and elsewhere in the graduate program. 7. Please turn off all electronic devices while in class, or the classroom, as a courtesy to both the course instructor and fellow students, as these devices are considered disruptive to the course delivery.

IX. Drop Policy:

If you chose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade.

X. Americans With Disabilities Act (ADA): If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.

XI. Academic Integrity: Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to

16 another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).

XII. Student Support Services Available The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. These programs include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.

XIII. Final Review Week: [Optional]. A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. The purpose of this week is to allow students sufficient time to prepare for final examinations. During this week, there shall be no scheduled activities such as required field trips or performances; and no instructor shall assign any themes, research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabi. During Final Review Week, an instructor shall not give any examinations constituting 10% or more of the final grade, except makeup tests and laboratory examinations. In addition, no instructor shall give any portion of the final examination during Final Review Week. Classes are held as scheduled during this week and lectures and presentations may be given

XIV. Librarian to Contact: The Social Sciences / Social Work Resource Librarian is John Dillard. His office is in the Social Work Electronic Library (SWEL) located in Building A: Suite 111 of the UTA Social Work Complex at 211 South Cooper Street, Arlington, Texas. He may also be contacted via E-mail: [email protected] or by Cell phone: (817) 675-8962, or through the SWEL phone: (817) 272-7518. His SWEL office hours are usually: 10:00 am to 6:00 pm, Monday through Thursday. The SWEL web page is linked to the School of Social Work Main Page and through the Central Library web page. The SWEL library contains a number of computer work stations and printing facilities, and resource guides for conducting research.

XV. E-Culture Policy: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

17 All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.

PRINTING POLICY: Assignments are to be turned-in for evaluation and grade in printed (paper format) as requested. Printing of digital or online course materials, other that paper handouts provided by the instructor, and a single print copy of the course syllabus, is the responsibility of the student. Digital or emailed assignments for grade will only be accepted with the prior explicit permission of the instructor. Printing allowances for students per course semester are permitted through the Library Pharos system. Faculty members are also limited in printing capacity and cannot cover the print costs for enrolled students.

XVI. Make-up Exam Policy: You will be allowed to take the course exam, if scheduled, on a different date only if you have a valid and verifiable excuse (excuses will be confirmed) for missing the exam and will have made previous arrangements with the professor. Pre-scheduled events (weddings, volunteer projects, vacation, employer based events, etc.) will likely not qualify as justification.

No excuse will be accepted for submitting a course project (s) or assignment late given that the dates designated for submitting those projects would have been publicized since the beginning of the course. If you anticipate an absence, you may send your project or assignment with a classmate or mail it on or prior to the due date.

XVII. Grade Grievance Policy: [Optional]. It is the obligation of the student, in attempting to resolve any student grievance regarding grades, first to make a serious effort to resolve the matter with the individual with whom the grievance originated. Individual course instructors retain primary responsibility for assigning grades. The instructor's judgment is final unless compelling evidence shows discrimination or preferential treatment or procedural irregularities. If students wish to appeal, their requests must be submitted in writing on an appeal form which is available in departmental or program offices. The normal academic channels are: department chair or program director, and academic Dean. However, before considering a grievance, the department chair or program director will refer the issue to a departmental or program committee of graduate faculty. If the committee cannot reach a decision acceptable to the parties involved, the matter will follow the remaining academic channels. If students are dissatisfied with the chair or director's decision, they may appeal the case to the academic Dean. 18 XVIII. Bibliography. A selected list of articles, books, book chapters, dissertations, videos, and other materials that might be of interest to students looking for information about social work practice issues may be found online: https://library.uta.edu/guidesBibls/gbSocialWorkPractice.jsp Much of the material listed here is either owned by or accessible via the UT Arlington Library and more than half of the items listed are available Full text online to UT Arlington students and faculty.

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Outline for Oral Case Presentation (10 points) To develop presentation skills and familiarize students with other case situations, students will make a fifteen-minute presentation on an actual case. The presentation will be followed by a five-minute question and answer session.

Oral Case Presentation

Students will need to bring an outline or summary of their case presentation for the class. Please make sufficient copies to distribute to class members.

This assignment should include information on the following:

1. Description of client, situation, and reason for referral to agency. Make sure you maintain client's confidentiality by disguising all references to them. 2. Identification of client's problems or needs as you understood them. Include a brief assessment, especially of client's strengths and challenges that are related to the presenting problem. 3. Description of your intervention plan. Was it part of a larger plan implemented by others? If so, what part did you play in it? 4. Evaluation of the intervention. How effective was it in achieving the desired goals? 5. What strengths and/or challenges did you have in handling this case? 6. What did you learn from this case?

19 Child Maltreatment Practice Notes (10 points) Students who are not currently in a field placement may select a child maltreatment practice topic for presentation. The practice topic must relate to one of the syllabus units. Students will make a fifteen-minute presentation on the practice topic. The presentation will be followed by a five-minute question and answer session.

Students will need to bring an outline and reference list on the practice topic for the class. Please make sufficient copies to distribute to class members.

Some suggested topics:

Munchausen Syndrome by Proxy

Adolescent Sex Offenders

Cultural Context of Abuse

Pornography and Sexual Abuse

Ritual Sexual Abuse

Effects of Parental Substance Abuse on their Children

Failure to Thrive

Disability and Child Abuse

Child Death as a result of Abuse and Neglect

Relationship between Animal Violence and Child Abuse

Corporal Punishment