SOWK-200 Working with and For Youth

Please note that this syllabus is intended as an example only. It may not exactly match each session of the class offered.

Instructor: Linda McIntire, MSW

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General Course Description

This course is designed to orient students to the needs, problems, strengths, and services associated with child and adolescent clients. Specific topics covered will be at the discretion and interests of the students, and will be determined on the first day of class.

Prerequisites

There are no prerequisites for this course.

Resources

There is one book required for this course:

Child Welfare: Clinical Theory and Practice, 1999
Elaine S. LeVine and Alvin L. Sallee

Course Evaluation

Students have multiple opportunities for evaluation, and may choose from the first three options listed; in other words, they must successfully complete three of the five graded items. Each choice is equally weighted, comprising 30% of the final grade.

Three scheduled examinations (30% each)
The first examination is mandatory for all students. If you are choosing not to take the remaining two scheduled exams, you simply do not attend class that day. However, you must be present when going through the study guide prior to the exam, and are expected to participate.
Paper (30%)
Students may choose to complete a research paper in lieu of one of the exams, or perhaps to improve a grade earned on a previously taken exam. Any student choosing to submit a paper can use the pre-grade option. See attached handout for guidelines and criteria for the paper.
Class Presentation (30%)
Students may choose to complete a class presentation in lieu of one of the exams, or perhaps to replace a grade earned on a previously taken exam. All presentations must be planned and scheduled with the professor no later than September 14. See attached handout for guidelines and criteria for the paper.
Class Performance (10% of grade)
The final 10% of each student's grade will be based on attendance, participation, and efforts in the classroom. Points for the following comprise the class performance grade:
- Attendance: students lose points for missing class. Any field trip (other than optional invitations) missed will count as two class absences. (5 of 10 points)
- Participation in class discussions (3 points)
- Participating in class exercises activities, including those associated with another student's presentation (2 points)

Course Policies

Much of the learning in this course is acquired and/or further developed through the use of experiential exercises. Therefore, regular attendance at every class session is mandatory, and failure to do so will impact the student's overall performance as well as the class performance grade.
Papers and assignments are due on assigned dates. Late work will not be accepted without significant penalty, and no make-up exams will be given.
Pre-grading of the paper, with opportunities to revise in order to improve the grade, is available to all students. However, students may only take advantage of this prior to the pre-grade deadline. All pre-graded entries must be submitted with the final revision. Students are encouraged to utilize the University's Writing Lab if needed, as they are expected to be proficient writers.
All University policies regarding academic integrity and misconduct will be strictly followed. Any student who violates these policies will receive an F in the course and will be reported to the Provost per University policies.
Students are welcome to come by the instructor’s office with or without an appointment. Office hours at this time are as follows: Tuesdays, 11-12:30 and Thursdays 3-4 pm. Other hours will be determined and announced soon. When the need to meet is anticipated by the student, scheduling an appointment is suggested in order to minimize waiting and to prevent missing the instructor. Please be aware that the professor is generally not on campus on Mondays.
The instructor can also be reached on Email and Voice mail. Every effort will be made to return your message promptly.

Class Schedule

Content to be determined on first day of class; with students selecting topics of interest to them. The completed schedule will be promptly disseminated.

Week 1:
Introduction to Course
Development of Syllabus
Development Unit
Approval of Syllabus
Begin Development

Week 2:
Development
Read: Ch. 3, "Relevant Developmental Issues"
Development
Read: Ch. 9, "Child Assessment"

Week 3:
Development
Developmental Histories
Read: Ch. 1, Who are the Children in Need?
Ch. 13, "Special Needs Children"
Vulnerable Children: Special Populations
Children with Physical Disabilities
Children with Developmental Disabilities
Read: Gustavsson & Segal, "The Juvenilization of Poverty"

Week 4:
Children of Poverty
Read: Rose and Fatout, "Cultures, Communities, and Families"
Children of Color
Receive Study Guide 1

Week 5:
Conclusion of Vulnerable Child Unit
Review for Exam
Exam 1
Read: Ch. 2, "Children in Historical Perspective"
Popular Culture and Youth

Week 6:
The Evolution of "Childhood"
Demographic view of today's youth
Read: Ch. 5, "Behavioral and Cognitive Contributions to Child Theory"
Effects of Media on Children:

Violence
Disorders
The pursuit of Beauty
Chemical Use/Abuse
Sexuality

Read: Ch. 10, "Family Assessment and Case Management"
Family Unit

Week 7:
Overview of American Families, Then and Now
Family Assessment
What do Kids "Get" from their families?

Week 8:
Dealing with Death, Loss, Terminal Illness
Read: Ch. 14, "Children with New Families"
Sugarman, "Single-Parent Families"

Week 9:
Divorce: Myth and Fact
Effects of Divorce on Kids
Families in Transition
Receive Study Guide 2
Read: Ch. 7, "Family Therapy"

Week 10:
Family Intervention
Review for Exam 2
Exam 2
Read: Rose & Fatout, "Methods and Practices in School Systems"

Week 11:
The Educational System - what else kids learn
Serving Kids in the Schools
Read: Ch. 12, Physical Abuse, Sexual Abuse, and Neglect
Abuse and Neglect Unit

Week 12:
Types of Abuse and Neglect
Indicators of Abuse and Neglect
Demographic Overview
Runaway (or Throwaway?) Kids
Read: Berrick et al, "From Child Maltreatment to Placement"

Week 13:
The Child Welfare System: Reporting, Investigating, Disposition
Read: Berrick et al, "Foster Care, Reunification, and Adoption"
Berrick et al, "Group Care"
Hegar & Scannapieco, "Kinship Foster Care in Context"

Week 14
Placement of Abused Kids
Outcomes of Abuse
Pregrade Deadline for Optional Paper
Intervention with Abused or Neglected Kids
Read: Rose and Fatout, "The Process of Helping Children and Adolescents"

Week 15
Intervention with Abused or Neglected Kids
receive Study Guide 3
Paper Final Deadline
Open for Presentation or Creativity!
review for Final Exam

Week 16
Finals Week