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Course Syllabus
• takes a case study approach that provides students with opportunities to apply
theories of human development to typical issues confronting children, families,
and social workers in agencies that serve children and their families.
• takes ecological, systems perspectives and therefore assumes that human
development takes place in various contexts (ecologies), such as nuclear and
extended families, neighborhoods, peer groups, schools, social service agencies,
and the like, that mutually influence each other. Furthermore, these various
ecologies are infused with multiple influences such as ethnicity, immigration and
refugee status, socio-economic status, assumptions about gender, social
policies, and widely-held and sometimes conflicting ideologies of power,
privilege, and prestige;
• assumes that the various ecologies in which individual families and family
members live their lives are remarkably diverse, while at the same time, some
common themes may be present across each unique family unit;
• takes competency -based perspectives that seeks to identify resources within the
various ecologies in which families and children live their lives and to mobilize
these resources to empower clients to cope with, adapt to, and overcome
adversities; and
• focuses on how families and children interpret the various events and
relationships that they experience within the various environments in which they
live their lives.
A major issue in social work in general and work with children and families in
particular is social location, an issue many contemporary theories of human
development overlook. Persons within particular categories of social location, such as
age, gender, social class, ethnicity, race, ability, marital status, and sexual orientation,
may have some characteristics in common, but each individual also is unique. In
applying theories, students will be guided to assess for common and unique qualities of
individuals within the various groups in which they hold membership. In short, human
diversity is a major theme of this course.
Course Objectives
This course has five educational objectives. By the end of the course students
will have developed skills and capacities
1. to apply course content to case studies for which they will be expected to assess and
to do case planning;
2. to identify and understand behaviors associated with healthy development and with
challenges to healthy development, within the contexts of cultural, ethnic, and social
class influences, throughout the life course;
3. to become familiar with issues that children and families in social work caseloads
typically confront and theories and research that shed light on these issues;
4. to evaluate their own practice with children and families in terms of principles of
human behavior in the social environment, in keeping with social work values and goals,
including respect for client diversities and self-directed goals; and
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1. Students are expected to attend all class sessions and to participate in class
activities and discussion. Definitions of class participation appear later in this syllabus.
Students are expected to notify the instructor--in advance, whenever possible--
regarding absences, including unavoidable reasons to leave class early. Persistent
absence, lateness to class, and lateness in submitting papers will be considered in
assigning final grades.
Please keep in mind that coming to class late is disruptive to other students and
to the instructor and can detract from the quality of the class experience. Also, though
eating in class may be necessary for health reasons, please refrain from eating food
that crackles, crunches, and snaps or whose packaging crackles, crunches, and snaps
or otherwise makes noises that are distracting. It is not acceptable to eat breakfast in
class.
Missing four or more classes will result in failure of the course except for
documented medical circumstances. For students who miss class for medical reasons,
the missed work will have to be made up.
2. Students are expected to complete all assigned readings prior to the class for
which they has been assigned and are expected to be able to integrate that reading into
class discussions and activities.
3. Students are expected to make use of University libraries and resources for
assignments for research purposes;
4 Students will be expected to have access to the Internet and to use resources on
the World Wide Web as directed in this course;
5. All assignments are to be typed, written in non-sexist language, and follow the
format of the American Psychological Association Publication Manual (6th ed.). Papers
should be turned in with no errors in spelling, punctuation, or grammar. Papers will not
be accepted after the due date without an acceptable reason for a late paper.
6. Submission of an assignment that is not one's own will result automatically in a
failing grade for the course. This is in accordance with policies of the School of Social
Work and the University Student Conduct Code regarding plagiarism, a form of
scholarly dishonesty. Plagiarism involves attaching your name to the writings of others
without attribution to the actual author(s); these writings can be published or
unpublished materials. Plagiarism is a form of theft of intellectual property. The
instructor will run each paper through a computer program that detects plagiarism. I will
provide students with instructions about how they might run their own papers through
this program if they wish.
7. Students are expected to offer the instructor clear constructive feedback
regarding course content and teaching methods. Students are expected to complete
confidential evaluations of the course using the University's standardized form at the
end of the semester.
8. Students may not use an assignment completed in another course for the
present course. This includes papers, answer to a test question, or any other material
used for a grade in another class. If students do so, they will not be given credit for the
assignment; and
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When students use material from their practice, please remember that as
professionals, we have ethical responsibilities to maintain client confidentiality. Your
instructor will disguise the identities of clients and expects students to abide by this
ethical value.
1. The instructor will use a variety of instructional methods including short lectures,
case studies to illustrate points of the lectures, the use of electronic slides, large and
small group discussions and exercises, and individual activities to address varieties of
learning styles.
2. The instructor will provide a clear structure for the course and each class session
through the syllabus, statements of purpose of each class, guiding discussion, providing
appropriate linkages between topics, and summarizing main points throughout the
semester.
3. Student assignments will include clear expectations and, where possible,
opportunities for student selection of alternatives. Barring exceptional circumstances,
student assignments will be returned within one week of submission.
4. The instructor will be available on issues related to class assignments or content
during office hours, by phone, e-mail, or by appointment.
5. The instructor will work to facilitate an atmosphere in the classroom that is
conducive to learning, is non-threatening, and is respectful of a variety of learning
styles.
6. When students work together in groups, the instructor will be available for
consultation and to assist groups in completing their tasks.
7. The instructor will provide feedback to students that identifies strengths and
areas for improvement in a constructive manner.
The course meets three hours per week on Saturday during the fall semester.
There will be one 15-minute break half-way through the class. Class sessions include
lectures, large and small group discussions, small group work, and student
presentations. During these activities, students are strongly encouraged to apply
course learnings to their work with individuals, families, and other systems.
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Readings
There are two required texts as well as required and background (not required
but recommended) readings available through on-line University resources and directly
from the instructor. Additional readings and other tasks may be assigned over the
course of the semester.
All of the journal articles are available through University libraries through e-
journals.
Cairns, Kate (2002). Attachment, trauma, and resilience: Therapeutic caring for
children. London, UK: British Association for Adoption and Fostering.
Mash, Eric J., & David A. Wolfe (2007). Abnormal child psychology (4th ed.).
Belmont, CA: Wadsworth (Thomson Learning)
The texts are on sale at the St. Paul campus bookstore. I list background
readings, but they are not required for the course. They provide interested students
with more in-depth information about topics of interest.
You must do the readings every week in order to understand class lectures,
discussions, and other activities. Class activities are based on the assumption that
students have done the readings. Please come to class prepared to discuss the
readings. Written notes of points of interest to you as well as ideas and examples on
which you would like further discussion will foster an exciting learning environment.
Berk, Laura E. (2008). Child development (8th ed.). Boston: Allyn and Bacon.
Corcoran, Jacqueline (2000). Evidence-based social work practice with families:
A lifespan approach. New York: Springer.
Davies, Douglas (2004). Child Development: A practitioner’s guide (2nd ed.). New
York: Guilford. (free excerpt on transactional perspectives and attachment on Guilford
website at http://www.guilford.com/excerpts/davies.pdf)
Haight, Wendy L., & Edward H. Taylor (2006). Human behavior for social work
practice: A developmental-ecological framework. Chicago: Lyceum.
Course Requirements
Besides reading the weekly assignments and sharing your observations in class
discussions, you are expected to complete an interview, a class activity, and an in-class
presentation, a case study using an assessment that will be introduced in class, and a
course project, discussed below. The following is a description of the assignments.
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1. An interview with a social worker whose clients are children and their families. 10
points. Oral report due September 25, class 3. Be prepared to share two to three
learnings from the interview. Written report due October 2, class 4. These professionals
could work in such settings as public child welfare, schools, children’s mental health, or
community mental health.
Your general task is to ask the interviewee to discuss a case involving a child or
children that stands out for him or her. Then explore the risks experienced and
resources available to this child(ren) and family. Ask the professional to discuss issues
related to children’s neurobiology and trauma histories. Finally, inquire about the
outcome of the case. The person you interview may have some general observations
on how to use resources to help clients deal with their risks. Please inquire about them.
Be sure to ask follow-up questions that provide specific examples. Note in
particular whether your interviewee shows an appreciation of competency-based
practice. No more than five pages.
Case illustrator: Provide a brief case example that would illustrate a key point or
points from an article of the student’s choice.
Connector: Show at least two ways that two articles in the readings for the day
are connected to each other. If you see no connection, provide evidence of the
lack of connection.
Up to four students may work together on these final projects, but the depth and
breadth of these projects must reflect the work of four students. Please consult with
instructor if you would like clarification on this point.
• The literature review is for students who want to do in-depth reading on a topic
relevant to the course, such as on neuroscience and child development, and
write a paper about the topic. A minimum of eight course readings and a
minimum of six journal articles from other sources are required.
center, a pre-school, or even birthday parties for children from birth to 12 years of
age. The observation must be at least 20 minutes long. It will consist of a review
of the literature relevant to the behaviors observed, a description of the target
child’s actions and interactions with others, an application of the NEATS to the
observations, and a discussion. You must use a minimum of seven course
readings and a minimum of four journal articles from other sources.
The papers are to be 14-16 pages long. For the articles from other sources, students
may use two selected writings published on the internet. These writings must be from
recognized organizations or authors. If students would like to use more than two
internet publications, they must consult with the instructor. Articles published in
scholarly, refereered e-journals do not count as internet publications.
If students choose to work with others on the final project, additional readings are
required, commensurate with the number of persons involved. Students may use other
readings to supplement but not substitute for course readings.
Students may work with up to three other students on final projects. The more students
involved, the more comprehensive the paper must be. A written and signed accounting
of the contribution of each collaborator is required if students choose this option. I will
return the paper unread if this statement is not with the paper
5. Class Participation. 10 points. This will be a highly interactive class, with students
involved not only in small group discussions, but also in doing brief presentations on
cases and on presenting pithy summaries and activities related to the readings. Class
participation is defined in the first two items of “course expectations for students,” above
and in a few paragraphs later in this syllabus. Students may perform additional tasks
throughout the semester as the instructor and students see opportunities arise.
The criteria for evaluating these assignments are generally those of any
graduate-level course. Papers will be graded on organization, ability to write clearly,
ideas supported by evidence, and demonstrations of abilities to synthesize, critique, and
apply course learnings. Organization generally means the work has a logical flow from
one main point to the next and that each paragraph begins with a topic sentence
followed by elaboration of the point the topic sentence makes. APA style requires the
use of headings, and headings help demonstrate the logical flow — or organization —
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Please do not interrupt others, speak without regard for others who might want to
speak, and monopolize class time. Your instructor will talk to students who demonstrate
these behaviors. Resistance to changing these behaviors will be reflected in the course
grade for class participation. Sometimes students are so enthusiastic about course
content that they monopolize class time. In these cases, your instructor will gently ask
them to save some of their comments for discussion with the instructor after class, over
the internet, or during office hours. Lateness to class and missing class also affects
quality of students' participation and are considered in the assignment of points for class
participation.
For this course, the grade of A denotes superior performance that is both
consistent and outstanding. A's are given when the point range is between 93 and 100.
A-'s are given when the point range is between 92 and 90. The grade of B denotes
good, steady adequate performance, with some of the plus values that make for an A.
B+'s are given when the point range is between 89 and 88. B's are given when the
points are between 87 and 83. B-'s are given when the points range from 82 to 80.
The B student shows understanding and ability to integrate learning and ends the
course with a comprehensive grasp of the material. The grade of C denotes a
performance that is barely acceptable and is probably adequate to complete the next
course in a sequence. C+'s are given when the point range is between 78 and 79. C's
are given when the points range between 77 and 73. C-'s, are for grades between 72
and 70. The grade of D denotes unacceptable work and some comprehension of
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course material and no probability of being able to complete the next course in a
sequence. The grade of D is given when the point range is between 60 and 69. The
grade of F denotes failure--that is, unacceptable performance: an inability to understand
the material. F's are given when the total points are 50 or below. P denotes a grade of
A to C+.
At times, the professor may ask students for a copy of their papers to use as a
sample paper for students in future classes. If asked, students have the right to refuse
without fear of reprisals, and your instructor will ask students to sign a form indicating
that they have freely given the instructor’s permission to use their paper as a sample
paper.
Please turn off all cell phones and pagers during class time. Do not surf the web
or check e-mail during class. If I see you doing any of this, I will ask you to stop
immediately.
We all have been exposed to sexist, racist, homophobic, classist, and ableist
ideas and practices. We cannot be blamed for misinformation we have absorbed, but
we will be held responsible for being open to alternative points of view. In addition, we
will be held accountable for repeating misinformation once we have learned otherwise.
We each have obligations to combat the myths and stereotypes about our own groups
and other groups so that we can turn walls into bridges and thus promote the common
welfare. As we will discuss in class, these values are deeply embedded in the NASW
Code of Ethics.
Please do not use scented personal care products when in Peters Hall. Several
persons who are part of the School of Social Work community become extremely ill, and
sometimes their reactions could be life-threatening, when exposed to a wide variety of
scents. I will ask persons who wear scented products in classrooms or other enclosed
areas to leave if there are persons with chemical sensitivities in that area. Persons with
environmental illnesses greatly appreciate your efforts.
of Minnesota’s Office of Disability Services. This office determines eligibility and makes
recommendations for reasonable accommodations. This office can be reached at
612/624-8281.
Cicchetti, Dante & Nicki . Crick (2009). Precursors and diverse pathways to
personality disorder in children and adolescents. Development and Psychopathology,
21, 683-685.
Readings
Gilgun, Jane F. (2010). Introduction and chapter on neurobiology. The NEATS:
A Child & Family Assessment. Morrissville, N.C.: Lulu. Available from instructor.
Van der Kolk, Bessel A. (2006). Clinical implications of neuroscience: Research in
PTSD. Annals of the New York Academy of Sciences, 1071, 277–293.
Zeanah, Charles H. (2009). The importance of early experience: Clinical,
research, and policy perspectives. Journal of Loss and Trauma, 14, 266-279.
Website Review
Review the Bruce Perry, Ph.D., website at www.childtrauma.org and click on the
link CTA’s Neurosequential Model of Therapeutics
Assignment
Interview with a social worker about a pivotal case—oral report due next class
Guidelines for the interview are located earlier in this syllabus.
Readings
Cairns, Part I: Making love, pp. 3-34; Part II: About feelings, pp. 37-43
Davies, Douglas (2004). Child Development: A practitioner’s guide (2nd ed.). New
York: Guilford. Chapter 1: Attachment as a context of development, pp. 7-38; available
on Guilford website at http://www.guilford.com/excerpts/davies.pdf or on the Amazon
website
Gilgun, Jane F. (2010). Attachment. The NEATS: A Child & Family Assessment.
Morrissville, N.C.: Lulu.
Readings
Gilgun, Jane F. (2010). Trauma. The NEATS: A Child & Family Assessment.
Morrissville, N.C.: Lulu.
Hinshaw-Fusilier, Sarah, Neil W. Boris, & Charles H. Neanah (1999). Reactive
attachment disorder in maltreated twins. Infant Mental Health Journal, 20(1), 42-59.
Lieberman, Alicia F. (2004). Traumatic stress and quality of attachment: Reality
and internalization in disorders of infant mental health. Infant Mental Health Journal,
25(4), 336-351.
Schechter, Daniel set al (2006). Traumatized mothers can change their minds
about their toddlers: Understanding how a novel use of videofeedback supports positive
change of maternal attributions. Infant Mental Health Journal, 27(5), 429–447
Van der Kolk, Bessel A. (2005). Developmental Trauma Disorder: A new, rational
diagnosis for children with complex trauma histories. Psychiatric Annals 35(5), 390-398.
Zilberstein, Karen & Eileen A. Messer (2007). Building a secure base: Treatment
of a child with disorganized attachment. Clinical Social Work Journal, 38, 85-97. THE
ENTIRE ISSUE OF THIS JOURNAL IS DEVOTED TO CLINICAL WORK WITH
ATTACHMENT THEORY.
Background Reading
Koren-Karie, Nina, David Oppenheim, & Rachel Getzler-Yosef (2004). Mothers
who were severely abused during childhood and their children talk about emotions: Co-
construction of narratives in light of maternal trauma. Infant Mental Health Journal,
25(4), 300-317.
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Readings
Anderson, Peter (2002). Assessment and development of executive function (EF)
during childhood. Child Neuropsychology, 8(2), 71-82.
Cairns: Attachment: formative experience, pp. 45-97 and Part III: Trauma:
transformative experience, pp. 98-142.
Gilgun, Jane F. (2010). The NEATS: A Child & Family Assessment. Morrissville,
NC: Lulu. Read chapters on self-regulation and executive function. Notice how EF
connects to the other four components of the NEATS.
Case Study
Gilgun, Jane F. (2010). A case study of Ian, 11, & his family. The NEATS: A
Child & Family Assessment. Morrissville, N.C.: Lulu.
Background Readings
Macfie, Jenny & Scott A. Swan (2009). Representations of the caregiver–child
relationship and of the self, and emotion regulation in the narratives of young children
whose mothers have borderline personality disorder. Development and
Psychopathology, 21, 993–1011.
Shonkoff, Jack P., & Deborah A. Phillips (Eds.). (2000). Acquiring self-
regulation. From neurons to neighborhoods: The science of early childhood
development (pp. 93-123). Washington, D.C.: National Academy Press.
Readings
Mash and Wolfe, chapter 5, Attention-Deficit/Hyperactivity Disorders (ADHD)
Case Study
Gilgun, Jane F. (2010). A NEATS analysis of childhood ADHD. The NEATS: A
Child & Family Assessment. Morrissville, N.C.: Lulu.
Background Readings
Taylor, Andy & Brynna Kroll (2004). Working with parental substance misuse:
Dilemmas for practice. British Journal of Social Work, 34, 1115-1132.
Thapar, Anita et al (2003). Maternal smoking during pregnancy and attention
deficit hyperactivity disorder symptoms in offspring. American Journal of Psychiatry,
160(11), 1985-1989.
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Readings
Calkins, Susan D., Alysia A. Blandon, Amanda P. Williford, & Susan P. Keane
(2007). Biological, behavioral, and relational levels of resilience in the context of risk for
early childhood behavior problems. Development and Psychopathology, 19, 675–700
Mash and Wolfe, chapter 7, Anxiety Disorders
Winter, Karen. (2010). The perspectives of young children in care about their
circumstances and implications for social work practice. Child and Family Social Work,
15, 186-195.
Background Reading
Mash and Wolfe, chapter 11, Communication and Learning Disorders
Readings
Clark, Roseann, Audrey Tluczek, & Roger Brown (2008). A mother-infant therapy
group model for postpartum depression. Infant Mental Health Journal, 29(5), 514–536.
Mash and Wolfe, chapter 8, Mood Disorders
Shaw, Daniel S., Arin Connell, Thomas J. Dishion, Melvin N. Wilson, & Frances
Gardner (2009). Improvements in maternal depression as a mediator of intervention
effects on early childhood problem behavior. Development and Psychopathology, 21,
417–439
Case Study
Gilgun, Jane F. (2010). A case study of Pete, 10, & his family. The NEATS: A
Child & Family Assessment. Morrissville, N.C.: Lulu.
Readings
Cunningham, Jera Nelson, Wendy Kliewer, & Pamelaw Garner (2009). Emotion
socialization, child emotion understanding and regulation, and adjustment in urban
African American families: Differential associations across child gender. Development
and Psychopathology, 21, 261–283
Mash and Wolfe, chapter 6, Conduct Problems
Case Study
Gilgun, Jane F. (2009). Children with serious conduct issues. Scribd.com.
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http://www.scribd.com/doc/22518509/Children-with-Serious-Conduct-Issues-A-NEATS-
Assessment/
Readings
Arendt, Robert E. et al (2004). Child prenatally exposed to cocaine:
Developmental outcomes and environmental risks at seven years of age. Journal of
Developmental and Behavioral Pediatrics, 25(2), 83-90.
Hohman, Melinda, Rhonda Oliver, & Wendy Wright (2004). Methamphetamine
abuse and manufacture: The child welfare response. Social Work, 49(3), 373-381.
Mash and Wolf, chapter 9, Mental Retardation
National Institute of Drug Abuse website’s fact sheets.
http://www.drugabuse.gov/infofacts/cocaine.html/
Sokol, Robert J., Virginia Delaney-Black, & Beth Nordstrom (2003). Fetal
Alcohol Spectrum Disorder. JAMA, 290(22), 2996-2999.
Application
Gilgun, Jane F. (2009). A guide to case planning in services to children & their
families. Scribd.com. http://www.scribd.com/doc/23791050/A-Guide-to-Case-Planning-
in-Services-to-Children-and-Their-Families/
Background Readings
Case Study
Coffey, Kenneth M., & S. John Obringer (2004). A case study on autism: School
accommodations and inclusive settings. Education, 124 (4), 632-640.
Applications
Gilgun, Jane F. (2009). A NEATS analysis of autism spectrum disorders.
Scribd.com. http://www.scribd.com/doc/22990351/A-NEATS-Analysis-of-Autism-
Spectrum-Disorders/
Readings
Dawson, Geraldine (2008). Early behavioral intervention, brain plasticity, and
autism spectrum disorder. Development and psychopathology, 20, 775-803.
Lieberman, Alicia F. (2007). Ghosts and angels: Intergenerational patterns in the
transmission and treatment of the traumatic sequelae of domestic violence. Infant
Mental Health Journal, 28(4), 422-439.
Readings
Lederman, Cindy S, Joy D. Osofsky, & Lynne Katz (2007). When the bough
breaks the cradle will fall: Promoting the health and well-being of infants and toddlers in
juvenile court. Infant Mental Health Journal, 28(4), 440-448.
Summers,Susan Janko, Kristin Funk, Liz Twombly, Misti Waddell, & Jane
Squires (2007). The explication of a mentor model, videotaping, and reflective
consultation in support of infant mental health. Infant Mental Health Journal, 28(2) 216-
236.
Background Readings
Weatherston, Deborah J., Melissa Kaplan-Estrin, & Sheryl Goldberg (2007).
Strengthening and recognizing knowledge, skills, and reflective practice: The Michigan
Association for Infant Mental Health competency guidelines and endorsement process.
Infant Mental Health Journal, 30(6), 648-663.
Review
Review the NEATS for today’s class.