HUSR 430 syllabus / 1
HUSR 430
Child Abuse and the Human Services
Instructor : Dr. Gary Germo
Office:EC458
Phone: 657 278-7704
Email:
Office hours: T/Th. 2:00 pm-4:00 pm
Prerequisite: HUSR 201 or equivalent
Course Description: Introduction to the types and symptoms of abuse, assessment techniques, legal and ethical issues, family dynamics pertaining to children, adolescents and adults abused as children. Special topics include utilizing community resources, out-of-home care, intervention and prevention.
Required Textbook:
- Miller-Perrin, C.L. & Perrin, R.D. (3rded). Child Maltreatment, an Introduction.
*Additional readings:Throughout the semester I may post interesting media stories or other related readings related to the course. These readings will be posted to Titanium and arerequired readings. You are responsible for knowing the content of the articles.
CSHSE ACCREDITATION:
This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.
COURSE OBJECTIVES: The objectives of this course, along with the CSHSE Standards, include:
- Define the various types of abuse and describe their symptoms
CSHSE Standard 14.a. Obtaining information through interviewing, active listening,
consultation with others, library or other research, and the observation of clients
andsystems.
CSHSE Standard 14.b.Recording, organizing, and assessing the relevance, adequacy,
accuracy, and validity of information provided by others.
CSHSE Standard 14.c.Compiling, synthesizing, and categorizing information.
CSHSE Standard 14.f. Using technology for word processing, sending email, and
locatingand evaluating information.
CSHSE Standard 14.i. Utilizing research and other information for community education
and public relations.
This objective and these standards are fulfilled throughstudent participation in lectures, readings, as well as through the midterm examination and the final examination.
- Understand macro-system influences (e.g., culture) and microsystem influences (e.g., family) that contribute to child abuse and neglect in families
CSHSE Standard 12.c. Changing family structures and roles.
CSHSE Standard 14.d. Disseminating routine and critical information to clients,
colleagues, or other members of the related system .
CSHSE Standard 14.d. (2)Provided in a timely manner.
CSHSE Standard 17.b. Dealing effectively with conflict.
CSHSE Standard 19.d. The worth and uniqueness of individuals including culture,
ethnicity, race, class, gender, religion, ability, sexual orientation, and other
expressions of diversity.
- Understand macro-system factors (e.g., economics) that contribute to the prevention of child abuse and neglect
CSHSE Standard 11.1.e.The difference between systems of governance and economics.
CSHSE Standard 11.1.f. Exposure to a spectrum of political ideologies.
CSHSE Standard 11.1.g. Skills to analyze and interpret historical data for application in
advocacy and social change.
CSHSE Standard 13.d. Economic and social class systems including causes of
poverty.
CSHSE Standard 13. e. Political and ideological aspects of human services.
CSHSE Standard 13.f. International and global influences on human services delivery.
CSHSE Standard 20.a, Conscious use of self.
CSHSE Standard 20.b. Clarification of personal and professional values.
This objective and these standards are fulfilled throughstudent participation in lectures, readings, as well as through the midterm examination and the final examination.
- Describe risk and resiliency factors associated with the well-being of individuals who have experienced abuse and/or neglect.
CSHSE Standard 12.a. Theories of human development.
CSHSE Standard 12.e.An understanding of the capacities, limitations, and resiliency of
human systems.
CSHSE Standard 12.f. Emphasis on context and the role of diversity.
CSHSE Standard 19.e.Belief that individuals, service systems, and society can change.
This objective and these standards are fulfilled throughstudent participation in lectures, readings, as well as through the midterm examination and the final examination.
- Understand the role of communities in prevention of child abuse and neglect and the treatment for individuals/families who experience abuse and neglect.
CSHSE Standard 12.b. (3)Group facilitation skills.
CSHSE Standard 13.a. The range and characteristics of human services delivery
systems and organizations.
CSHSE Standard 13.b. The range of populations served and needs addressed by
human services professionals.
CSHSE Standard 13.g. Skills to effect and influence social policy.
CSHSE Standard 14.g. Performing an elementary community-based needs assessment.
CSHSE Standard 14.i. Utilizing research and other information for community education
and public relations.
CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.
CSHSE Standard 15.b.Development of goals, design, and implementation of a plan of
Action.
CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the
client or client group.
CSHSE Standard 15.d. Program design.
CSHSE Standard 16.a. Theory and knowledge bases of prevention, intervention, and
maintenance strategies to achieve maximum autonomy and functioning.
CSHSE Standard 16.b. Skills to facilitate appropriate direct services and
interventions related to specific client or client group goals.
CSHSE Standard 16.c. (6) Use of consultation.
CSHSE Standard 18.a. Managing organizations through leadership and strategic
Planning.
CSHSE Standard 18.b. Supervision and human resource management.
CSHSE Standard 18.c. Planning and evaluating programs, services, and operations.
CSHSE Standard 18.i. Constituency building and other advocacy techniques.
CSHSE Standard 19.a.The least intrusive intervention in the least restrictive environment.
CSHSE Standard 19.f. Interdisciplinary team approaches to problem solving .
CSHSE Standard 19.g.Appropriate professional boundaries.
CSHSE Standard 20.d.Strategies for self-care.
This objective and these standards are fulfilled throughstudent participation in lectures, readings, as well as through the midterm examination and the final examination.
6. Understand legal and ethical issues pertaining to child abuse and neglect.
CSHSE Standard 11.1.c. Historical and current legislation affecting services delivery.
CSHSE Standard 11.1.e.The difference between systems of governance and economics.
CSHSE Standard 12.h.Process to analyze, interpret, and effect policies and laws .
CSHSE Standard 14.e. Applying maintenance of client confidentiality and
appropriatelyusing client data.
CSHSE Standard 18.f. Legal and regulatory issues and risk management.
CSHSE Standard 19.c.Confidentiality of information.
CSHSE Standard 20.e. Reflection of professional self.
This objective and these standards are fulfilled throughstudent participation in lectures, readings, as well as through the midterm examination and the final examination.
STUDENT RESPONSIBILITIES
This is a college-level class at California State University, Fullerton; thus, I expect you to take responsibility for your own learning, including keeping up with assignments, learning the materials presented during discussion, complete all assigned readings, checking the course website for announcements, and seeking help when you have questions about the material.
Please make sure your CSUF email account is working so that you will receive any notes sent to the class as a whole or that I send to you as an individual.
You are also responsible to hand in your class assignments on time and to be present at the time of all quizzes and exams. There will be no rescheduling of exam time/date unless there is an emergency that can be verified. If there is an emergency, it is advisable to email me as soon as possible about it.
Learning Strategies
The course may utilize the following: Lectures, classroom discussions, films, small group activities and presentations, outside learning experiences, research and writing. “Smart Classroom” technology will be utilized as needed.
Titanium
I use Titanium to provide students with pertinent course information. Titanium may be accessed through your student portal found at the following link: Please check the announcements weekly to be sure you are up to date on any changes or updates to course information and assignments. Please make sure the email address associated with your profile in Titanium is an email address you regularly check.
Academic Accommodations
Please inform the instructor during the first week of classes about any disability or special needs that you may have that require specific arrangements related to class participation, carrying out class assignments, or completing papers or examinations. According to the California State University Policy, students with disabilities must document their disabilities with the Office of Disabilities Support Center(657-278-3117).
Academic Integrity
Academic honesty and integrity are the expectations of the instructors here at CSUF. Refer to University policy in the course catalogue.Academic dishonesty will be handled in accordance with the procedures established by the University, which is stated in the CSUF catalog. See the CSUF Judicial Affairs website for additional information and to read, “Student guide to avoiding plagiarism”: ( )
Class Conduct
Classroom expectations have been established to promote a sense of community and to ensure an environment of cooperation and respect, allowing for a community of scholars and learners to develop. Students are expected to be considerate and respectful, be on time or early to class, avoid distracting others while in class, and to use common sense (e.g., turn off cell phones, do not text, search internet, etc.). One of the most reliable ways to annoy any college instructor is to send texts or emails during class or surf the web when you are pretending to take notes. Cell phones must either remain off or on silent during class sessions. Just as students are expected to refrain from taking calls during class, students are also expected to refrain from texting during class. Should you receive an urgent call or text that needs an immediate reply, please step into the hall to do so and then rejoin class, with as little disruption as possible. Failure to adhere to this policy may result in the taking away of your cell phone for the duration of the class and a reduction of 5 participation points per occurrence.
Note taking: To do well in the class, you will need to take notes on material that is presented during lecture. I provide Power Point slides for you as a means of guiding your learning. However, the slides do not take place of the lecture so you will need to attend class to get all the necessary information. As laptops are not available for use in class, you should print the PowerPoint slides out before class and use them to guide your note taking.
Behavior that persistently or grossly interferes with classroom activities, including disruption to student learning or to instructor performance, is considered disruptive and may, as a result, be subject to disciplinary action. This can include being asked to leave class, failing an assignment and/or class, and/or being reported to the Associate Dean of Students, Judicial Affairs.
Attendance and Tardiness: Regular class attendance and active participation are expected. Failure to attend and actively participate in class will impact your grade severely. If you have three (3) absences, your final grade will be lowered by one letter grade. If you have four (4) absences, your final grade will be lowered by two letter grades. If you have five (5) absences, you will receive a failing grade for the course. All absences must be approved by the instructor in advance. In the event of an emergency, documented absences will be accepted and make-up work permitted. Faculty members do not initiate course withdrawals.
When you attend class, be sure to come on time, prepared to learn and with the necessary materials. Failure to be on time to class will result in the lowering of your participation points for the class. Leaving class early can be disruptive to the learning environment thus I encourage students to minimize the need to do so. If you must leave the class early, please notify me prior to the start of class.
Late Assignments: The instructor will not accept emailed or faxed assignments, unless prior arrangements have been made. For this course, no late assignments will be accepted. The only exception is a family crisis or medically documented incidence. Students must therefore turn in assignments at the beginning of class (i.e., first 10 minutes of class session) or will forfeit the opportunity to turn in assigned work.
Grade Disputes: Occasionally, students may believe that they deserve a higher grade on an assignment than they actually received or may believe that there is more than one right answer to an exam question. If you believe that you deserve more points than you have earned on a particular assignment or exam, you must state your argument in writing and pass in a hard copy of this argument (emailed arguments will not be accepted). Please be thorough in your argument, referring to page numbers in your text or supplemental readings from the course where appropriate. You must turn in these arguments within ONE WEEK of receiving the grade/score in question. After one week, you grade/score is permanent.
This is also the case for participation points and in-class assignments. Be sure you check gradebook on a weekly basis to ensure that your scores are correct. If you believe you were in class or completed an exercise during class but did not receive credit, you must advise the professor within one week of the posted score, otherwise it will be permanent.
University Withdrawal Policy
The Department of Human Services drop policy corresponds to the university drop policy.
Grading Policy: Assignments will be evaluated and assigned a grade to provide you with feedback on the quality of your efforts. The Plus/Minus grading policy will be utilized for this course. Please see the Spring Class Schedule for a definition of grades and their corresponding grade points. Point values for each assignment are listed below.
Assignments% of final grade
Classroom participation 5%
3Integration papers 15%
On-line quizzes 10%
Exam 120%
Exam 220%
Exam 3 20%
Final Group presentation 10%
Total100%
Grading Scale:
A94-100%
A-90-93%
B+87-89%
B83-86%
B-80-82%
C+77-79%
C73-76%
C-70-72%
D60-69%
Fbelow 60%
Class Assignments
Class participation. Students are expected to attend classes and be actively engaged in class discussions and activities. Engagement includes having completed all assigned readings prior to class, be able to integrate material from the readings into class discussions, and draw connections between topics. Further, students will show respect for and sensitivity to other students; topics raised by students in class will remain confidential.
Participation Activity Assignment: Bio and Photo Assignment
The goal of this assignment is to help us learn each other’s names and continue to get to know each other. Instructions are posted in Titanium. See schedule below for the assignment due date.
Participation Activity Assignment: In the News
For this assignment the class will be divided into small groups of 4 or 5 students. On designated class periods, a member from the group will locate a newspaper article addressing that the assigned topic (see schedule below). The group will then work together in class to make two connections from the article to relevant course material that was covered in the text/lecture. Your group will turn in the article with a sheet that includes the relevant connections to course material (including definition of terms when applicable and the corresponding page numbers) at the end of class to receive credit. Each group will share their article with the class and what they learned from the story. It is a good idea for each group to have more than one member bring an article or at least to have the designated person email the article to other group members prior to class as a failure to bring an article will result in a zero for participation that day. To receive credit, the article must be related to the assigned topic stated on the schedule below (please see the schedule below for the dates of this activity and the designated topics).
Additional in-class activities may include: mini-debates, self-assessment, indexing your questions, among others. The goals of these activities are to engage the class in the course material and to apply this information to the real world. There will be no make-up opportunities for missed in-class activities. I will however drop students’ lowest score from the total participation credit points (i.e., one participation credit assignment only).
Integration Papers.There are a total of three integration papers due this semester. Papers are based on assigned feature-length videosshown in class and guest speaker presentations. Students will write an integration paper and upload it to Titanium by the respective date indicated below. Paper requirements include: minimum of 750 words (max 900 words), 12” font, 1” margins. To receive full credit, students must:
Drawthreeconnections between the topic (video or guest speaker presentation) and the assigned reading that coincides with the topic presented. Be sure you identify and bold three concepts from the book (include the page number) and detail how each concept was addressed in the video/presentation.Describe the concepts in your own words and provide sufficient details to demonstrate your knowledge and understanding of the material. Do not use direct quotes from the book. Each connection is worth 3 points; use of direct quotes or specific examples cited in the book will result in a score of zero per occurrence.
Give one example of how the information may be used in the human services field (one point).
Each paper is worth 10 points. If you miss the assigned speaker or film, you may write an integration paper based on another non-assigned speaker or film ONLY with the instructor’s approval. This option is availability only once to each student.
On-line quizzes
On-line quizzes will cover assigned chapter readings. The quiz format includes multiple-choice, fill in the blank and/or short answers. This is an open-book quiz; deadlines for the quizzes are clearly noted below. Please ensure that you allow yourself enough time to complete the quiz before the deadline. You will have two attempts to take the quiz. Please note that if you have technical difficulty with the quizzes, you must notify IT for assistance immediately. There are no make-up opportunities if you fail to meet the deadline; however, I will drop the lowest score from your final grade.