MSWK 222 CHILD WELFARE Spring 2004
Professor Sue Scher G-129 201-684-7572 sscher@ramapo.edu
Classes and Readings Assignments Links Supplemental Readings
COURSE DESCRIPTION
This course will examine the child welfare system and its historical development. Students will gain an understanding of the basic child welfare policies, programs and practices related to child and family functioning. A survey of supplemental, supportive and substitute services is provided. Students will also understand of the different roles of the child welfare social worker. The issues of poverty, oppression, race and ethnicity, and their impact on children and families will also be explored.
1- To explore attitudes and values that has influenced the care of children in our society with particular attention to issues of age, race, ethnic background, and gender.
2- To understand the history, development and structure of the child welfare system and the role that social workers have played in this development.
3- To be aware of the value, ethical, legal, moral and political issues that face today’s child welfare social worker.
4- To learn to learn the political and bio-psycho-social factors that contributes to child abuse/neglect. To understand theories of treatment of child abuse/neglect.
5- To learn the specific laws and reporting mechanisms and how these are applied differently to specific population groups based on age, race, ethnic background and gender of the caregiver and the child.
6- To learn how to identify suspicious child abuse/neglect situations and to understand legal responsibilities of social workers and other health/mental health professional.
7- To examine the major child welfare service programs of supportive, substitute and supplemental services.
8- To examine the diversity of practice roles of the child welfare social worker within both public and private agencies, including intake, assessment, case management, and treatment aspects of the job.
9- To learn about the permanency planning, family preservations and family reunification movement within the child welfare field.
EXPECTED EDUCATIONAL OUTCOMES – the student will be able to
1- Demonstrate an understanding of the values associated with the care of children and how these are influenced by specific population groups by age, race, ethnic background and gender.
2- Demonstrate knowledge of the origin and nature of child welfare services in the USA and the role played by professional social workers.
3- Discuss the structure of the child welfare system.
4- Demonstrate knowledge of the moral, legal, ethical and political issues facing the child welfare social worker.
5- Identify major bio-psycho-social theories of causation of child abuse/neglect.
6- Identify major theories of treatment of child abuse/neglect.
7- Cite the specific laws and reporting mechanisms and how these are applied differently to specific population groups.
8- Describe identifying characteristics of a child suspected of being abused or neglected.
9- Describe the major support, substitute and supplemental child welfare programs and services
10- Demonstrate an understanding of the practice roles of the child welfare social worker.
11- Describe the history, services, critiques and techniques of permanency planning, family preservation, and family reunification.
12- Describe the impacts of culture, race, gender, class, and sexual orientation on child welfare history, policy, services and practice.
POLICIES
According to the Ramapo College Catalog, "Plagiarism occurs when a person represents someone else's word, ideas, phrases, sentences or data as one's own work. When a student submits work that includes such material, the source of that information must be acknowledged through complete, accurate and specific footnote references, and verbatim statements must be acknowledged through quotation marks"
SPECIAL ACCOMMODATIONS
Any student needing course adaptations or special accommodation because of a documented disability should see me after class to discuss your particular situation. Please register with the office of Specialized Services
COURSE ASSIGNMENTS, EXAMS AND GRADING
All material discussed in class is not covered in the reading assignments. Therefore, class attendance is essential. More than four class absences will yield an automatic drop in the final grade. Additionally, students are expected to come to class prepared to discuss assigned material, ask questions and actively participate in class discussions. Papers not turned in on time will receive a reduction in grade.
TERM PAPER
Students are expected to utilize the APA (American Psychological Association) style of annotation (http://www.lib.duke.edu/libguide/works_cited.htm ). The APA manual is on reserve at the library. Papers must be double spaced with a 1 inch margin on each side, no greater than a 12 pt font, referenced, and include a bibliography of recent publications