IN THIS CHAPTER THE READER will learn why curriculum is significant for students planning to work in the child welfare system. Syllabi for five courses are presented. These courses should be required in schools of social work that are training students to work in child welfare organizations/agencies. Information for field instruction, including the importance of home visits and respect for family cultural practices, will be explored.
According to the Council on Social Work Education (CSWE 2011a), which is the accrediting organization for social work education in the United States, there are 472 accredited undergraduate (BASW) social work programs and 213 graduate (MSW) social work programs. These programs are accredited based on CSWE’s Educational Policy and Accreditation Standards (Council on Social Work Education 2001). CSWE requires that all accredited schools of social work demonstrate a commitment to diversity (e.g., age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation) in all facets of their programs. All accredited schools of social work tend to have one or more courses in their curriculum that focus on diversity content; therefore, a syllabus for a diversity course is not included in this chapter. However, diversity content, including content about institutional racism, must be an integral part of the social work curriculum. According to the National Association of Social Workers (2007):
In education institutions, effectiveness in addressing institutional racism will involve making a commitment to the incorporation of content related to institutional racism curriculum and all forms of education. The goal is to graduate social workers who are on the road toward competency in addressing institutional racism throughout their careers. It also means examining ways in which the current curriculum promotes and supports values, beliefs, and practices that foster institutional racism and then engaging in change process as indicated. Leadership is needed from deans and directors, chairs of educational committees, as well as from admissions and field work departments and field work supervisors. (18)
The profession of social work is not as ethnically diverse as the population in the United States. Findings from a 2006 study by the Center for Health Workforce Studies and the National Association of Social Workers Center for Workforce Studies (2006) revealed that 85 percent of the licensed social workers in the study were non-Hispanic white, 6.8 percent were African American, 0.5 percent were American Indian, 1.4 percent were Asian American, and 4.3 percent were Hispanic. According to a report by Shrestha and Heisler (2011), the following are percentages of the total U.S. population by race: White 74.46 percent; Black or African American 12.36 percent; Asian 4.38 percent; American Indian and Alaska Native 0.80 percent; and Native Hawaiian and Other Pacific Islander 0.15 percent. The findings from a 2011 Council on Social Work Education survey revealed percentages regarding racial/ethnic identification of the following graduates by program: Baccalaureate (White 52.4 percent; African American/Other Black 19.2 percent; Asian American/Other Asian 1.9 percent; American Indian/Native American 1.1 percent and Pacific Islander 0.4 percent); Masters (White 55.3 percent; African American/Other Black 15.5 percent; Asian American/Other Asian 3.2 percent; American Indian/Native American 0.8 percent; and Pacific Islander 0.3 percent); Doctoral (White 60.7 percent; African American/Other Black 12.1 percent; Asian American/Other Asian 11.5 percent; American Indian/Native American and Pacific Islander are excluded because their number in this category was less than five). The Council on Social Work Education survey (2011b) also identified the percentage of full-time faculty by race/ethnicity (White 66.6 percent; African American/Other Black 15.5 percent; Asian American/Other Asian 2.5 percent; American Indian/Native American 0.6 percent; and Pacific Islander 0.3 percent). These figures are troubling and speak to the urgent need to increase the number of students and faculty of color in schools of social work across the country. Many of these graduates will work with the disproportionate number of children of color and their families in the child welfare system.
Although diversity content, including content about institutional racism, is very important for social work students, there is additional content that should be included in the curriculum for students who are planning to work in the child welfare system. The following are syllabi for five courses that should be required in schools of social work for any student who plans to work in the child welfare system.
The first syllabus is for a Child Development course (Harris 2013a) developed for students in the MSW Program at the University of Washington Tacoma. Regardless of a child’s racial, ethnic, or cultural background she or he will have physical, cognitive, social, and emotional stages of development. Child welfare workers need to have a strong knowledge base in all of these stages of development prior to actually working with children and adolescents in the child welfare system. If social work students do not learn what constitutes a “normal” process of growth and development for children and adolescents, they will be unable to determine if a child or adolescent is experiencing some type of developmental problem and/or delay.
The second syllabus is for a Family Theories course (Harris 2013c) developed for students in the MSW Program at the University of Washington Tacoma. Students must have knowledge of family theory in order to work with children and families in the child welfare system. Families in society, including the families involved in the child welfare system, are diverse; they are also always changing. Child welfare workers need a theoretical base in order to engage in the best child welfare practice with the children and families of color who are continuously entering the child welfare system. Theory is the driving force behind social work practice. The third course syllabus is for Children of Incarcerated Parents (Harris 2013b); this course is taught in the Social Work and Criminal Justice Programs at the University of Washington Tacoma. Thousands of children across the country have a birth parent or parents who are incarcerated in jail or prison. Many of these children are involved in the child welfare system because they are in some type of out-of-home placement. Social work students who plan to work in child welfare need knowledge regarding the problems and issues experienced by these children and their parents, including the difficulty of parent–child visits when birth parents still have their parental rights. These visits are important for children and parents to maintain their attachment relationship.
The fourth syllabus is for Disproportionality Across Systems (Harris 2013d); this course is taught in the Social Work and Criminal Justice Programs at the University of Washington Tacoma. Many children and families are involved with multiple systems in our society (criminal justice, education, health, juvenile justice, and mental health) in addition to the child welfare system. Children of color and their families are disproportionately represented in these systems and also experience disparities in these systems. Course content covers all of the aforementioned systems, including disparities and other issues encountered by children and families involved in these systems. The final syllabus is for an Assessment of Mental Disorders (Harris 2009) course. This graduate course is taught in the MSW Program at the University of Washington Tacoma. This course content is very important because many children who enter the child welfare system have a history of prior traumatic experiences that have resulted in mental health problems. Some children will require a thorough mental health assessment, as well as culturally appropriate mental health treatment. In many private child welfare agencies across the country mental health assessments, as well as treatment, are provided within the agency rather than via referral to an outside agency.
UNIVERSITY OF WASHINGTON SCHOOL OF SOCIAL WORK
UNIVERSITY OF WASHINGTON TACOMA, SOCIAL WORK PROGRAM
Child Development
COURSE DESCRIPTION
The early years of a child’s life are crucial for his or her growth and development. Many factors impact the child’s development during these early years; however, the family has the most significant impact. This course will examine major theories of child development and research findings to give students a look at the trajectory of child development. Theories are essential elements in human development, and those theories that demonstrate reliability via research serve as a guide to our observations and give a solid foundation for useful procedures required to maximize the development of children. Diverse environmental and/or other experiences will be explored that provide an understanding of why some children are more resilient than others. The role of heredity in child development will be explored. The child’s growth and development will be traced through the following periods: prenatal, birth, infancy and toddlerhood (the first two years), early childhood (two to six years), middle childhood (six to eleven years), and adolescence. There will be a focus on understanding the whole child’s development (physical, cognitive, emotional, and social).
TABLE OF COUNCIL ON SOCIAL WORK EDUCATION COMPETENCIES AND PRACTICE BEHAVIORS TARGETED IN THIS COURSE
Competency #3: Apply critical thinking to inform and communicate professional judgment.
3a. use critical thinking to distinguish, evaluate, and integrate multiple sources of knowledge, including research-based knowledge, practice wisdom, and client/constituent experience.
Competency #4: Engage diversity and difference in practice.
4b. develop and demonstrate sufficient critical self awareness to understand the influence of personal biases and values in working with diverse clients.
4c. recognize and dialogue with others about the role of difference and the multiple intersections of oppression and privilege in shaping a person’s identity and life experiences.
Competency #7: Apply knowledge of human behavior and the social environment.
7a. apply theories and conceptual framework relevant to understanding people and environments across systems levels.
7b. critique and apply human behavior and social environment theories and conceptual frameworks to assessment, intervention, and evaluation at multiple systems levels.
Competency #10: Engage, assess, intervene, and evaluate individuals, families, groups, organizations, and communities.
10b. engage with families and groups in the context of diverse and multidisciplinary settings.
10h. assess client/constituent strengths, stressors, and limitations.
10i. identify and select appropriate and culturally responsive strategies.
INTERVENTION
10k. implement prevention interventions that enhance client/constituent capacities.
COURSE OBJECTIVES
(Related CSWE Competencies Delineated in Parentheses)
After completing this course, students will be able to:
1. Understand the evolution of child development from historical and contemporary viewpoints via the use of varied theories and concepts. (3a, 7a, 7b)
2. Describe and critically analyze the major child development theories. (7a, 7b)
3. Demonstrate the ability to recognize, describe, and compare developmental milestones for infants, children, and adolescents across the life span.
4. Understand the relationship between heredity and environment in child development. (7a)
5. Describe and compare the physical, cognitive, emotional, and social development of infants, toddlers, and children in early childhood, middle childhood, and adolescence. (10h)
6. Describe and discuss the strengths and weaknesses of research methodologies utilized in the study of child development.
7. Understand the necessity for utilizing an empowerment lens when developing practices and/or courses of action for the developing child. (10i, 10k)
8. Understand the role of family in child development. (10b)
9. Demonstrate an understanding of child development from a cultural context that is affected by race, sex, sexual orientation, and social class. (4b, 4c)
10. Understand and discuss ethical and value dimensions of child development.
COURSE REQUIREMENTS
1. Learning in this course relies heavily upon active involvement. Student and instructor responsibilities include being present and participating fully in the learning experience to gain the greatest benefit from the course.
2. As part of professional responsibility, the expectation is that all assignments will be completed by the deadline. The Publication Manual of the American Psychological Association (6th ed.) guidelines will be used for all assignments. If for any reason you will not be able to submit an assignment, you must discuss this reason with the professor prior to the due date.
3. The “Standards for Essential Abilities and Attributes for Admission and Continuance in the MSW Program” in your Program Manual mandate commitment to professional social work education, values, and ethics. Attendance and class participation are indications of professional commitment and are an expectation in all classes. Failure to participate in at least 70 percent of class sessions for any given course will result in a faculty review of the student’s appropriateness for continuation in the program. Class participation is demonstrated through your involvement in class discussions and experiential activities. Students are expected to complete required readings prior to class and should be well prepared to participate in discussion and experiential learning assignments. Failure to regularly attend class and demonstrate through discussions that one has comprehended the readings will be considered in assigning the final grade. Class participation will be evaluated by relevance of questions and comments; evidence of reading required materials; ability to work cooperatively with peers; and quality and not quantity of questions and comments. Recognizing that we come from different backgrounds with different worldviews, students are encouraged to dialogue with others in a meaningful way that respects the opinions of others and provides opportunities to learn from one another. Your presence and engagement throughout the term—verbally and bodily—will allow us to establish an intellectually and emotionally vital and safe climate for learning (15 percent of your grade). Students are responsible for any material missed due to absences.
4. Students are expected to both learn and demonstrate knowledge of child development theories. This requires a search of the literature in a defined area in order to develop specialized knowledge concerning the physical, cognitive, social, and emotional development of child from conception to adolescence. In addition, students will demonstrate their level of applied knowledge of child development on one mid-term examination, a child observation assignment/paper, and a critical reflection/research paper.
All written assignments must adhere to the format of the Publication Manual of the American Psychological Association (6th ed.). Do not exceed page limits in the assignment, as they provide ample opportunity for discussion. Assignments must be double-spaced and typed (12 pt. font). Include an alphabetized reference page to indicate sources you read to prepare each assignment. Check your paper for syntax, grammar, punctuation, spelling, etc., prior to submission. Poor form will lower your grade. Plagiarism or any other kind of scholarly misconduct will be reported and may result in disciplinary action, including failing the class. If accepted, late assignments will be assessed point penalties at the rate of 5 points for each day late. Please make advance arrangements with the professor for any due date that you miss or need to change.
Course Requirements for the Quarter
1. Mid-Term Examination
One short examination based on readings, lectures, and discussions will be given in the course. This examination is 20 percent of your final grade in this course.
2. Observation of a Child Assignment/Paper
This assignment requires that you observe a child or adolescent between the ages of birth and eighteen in his or her natural environment. There will be variation in the observations based on the child’s age and developmental level. You must get permission from the child’s parents or any other individual who is identified as the child’s caregiver. Please inform parents or caregivers that this observation is a required class assignment. Assign a pseudonym to the child for use in taking notes and writing your paper (4 to 5 pages). You must assure the child, parents, and caregivers that confidentiality will be maintained; no child, adolescent, parent, or caregiver will be identified by name or use of any type of identifiable information in your paper. It is important for you to monitor your internal feelings during this assignment; your feelings must be discussed in your paper. A detailed discussion of this assignment has been posted on Canvas for your perusal. This assignment is 25 percent of your final grade.
3. Reflection/Research Paper
Select a facet of child development that you would like to explore in depth. Write a 15- to 20-page paper about this area of child development that is of interest to you. You must discuss a theory that is most applicable to your selected area. This paper should address the physical, cognitive, emotional, and social development of the child. A discussion of the heredity and environmental factors that impact the child or adolescent is an integral component of this paper. You must demonstrate an understanding of culture and its relevance to child development. Your paper must include a thorough review of the literature. Discuss any issues of diversity that impact child development—i.e., race, sex, sexual orientation, social class, etc. Also, include those actions and/or strategies that can be utilized to nurture and support children and adolescents to maximize their growth and development. A detailed discussion of this assignment has been posted on Canvas for your perusal. An alphabetized list of references must be included in your paper. This assignment is 40 percent of your total grade.
SUMMARY OF COURSE REQUIREMENTS
| Mid-Term Examination |
20% |
| Observation of Child Assignment/Paper |
25% |
| Reflection/Research Paper |
40% |
| Participation |
15% |
| Total |
100% |
Robinson, L. (2007). Cross-cultural child development for social workers. New York, NY: Palgrave Macmillan.
Santrock, J. W. (2012). Life-span development (14th ed.). New York, NY: McGraw-Hill.
All other required reading has been placed on Canvas.
Week One:
Introduction to the Course
Review of Syllabus and Course Requirements
REQUIRED READING
Robinson, L. (2007). Introduction. In Cross-cultural child development for social workers (pp. 1–18). New York, NY: Palgrave Macmillan.
Week Two:
Theories of Child Development
REQUIRED READING
Berk, L. (2001). History, theory, and research strategies. In Development through the lifespan (2nd ed., pp. 3–43). Needham Heights, MA: Allyn & Bacon.
Robinson, L. (2007). Cognitive development: Cross-cultural perspectives. In Cross-cultural child development for social workers (pp. 82–106). New York, NY: Palgrave Macmillan.
Week Three:
Beginning Life
REQUIRED READING
Santrock, J. W. (2012). Biological beginnings. In Life-span development (14th ed., pp. 78–109). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Prenatal development and birth. In Life-span development (14th ed., pp. 110–143). New York, NY: McGraw-Hill.
Week Four:
The Family and Child Development
REQUIRED READING
Gullotta, T. P. (2008). How theory influences treatment and prevention practice with the family. In T. P. Gullotta & G. M. Blau (Eds.), Family influences on childhood behavior and development (pp. 1–20). New York, NY: Routledge, Taylor & Francis Group.
Osher, T. W., Osher, D., & Blau, G. M. (2008). Families matter. In T. P. Gullotta & G. M. Blau (Eds.), Family Influences on childhood development (pp. 39–61). New York, NY: Routledge, Taylor & Francis Group.
Williams-Washington, K. N., Melon, J., & Blau, G. M. (2008). Childhood growth and development within a family context. In T. P. Gullotta & G. M. Blau (Eds.), Family influences on childhood behavior and development (pp. 21–38). New York, NY: Routledge, Taylor & Francis Group.
Week Five:
Infant Development
REQUIRED READING
Santrock, J. W. (2012). Cognitive development in infancy. In Life-span development (14th ed., pp. 180–203). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Physical development in infancy. In Life-span development (14th ed., pp. 145–179). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Socioemotional development in infancy. In Life-span development (14th ed., pp. 204–229). New York, NY: McGraw-Hill.
Week Six:
Early Childhood Development
Mid-Term Examination
REQUIRED READING
Robinson, L. (2007). Attachment theory: Cross-cultural perspectives. In Cross-cultural child development for social workers (pp. 19–35). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Physical and cognitive development in early childhood. In Life-span development (14th ed., pp. 230–265). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Socioemotional development in early childhood. In Life-span development (14th ed., pp. 266–297). New York, NY: McGraw-Hill.
Week Seven:
Middle and Late Childhood Development
DUE: Child Observation Paper
Goode, T. D., & Jones, W. A. (2008). Cultural influences on child development: The middle years. In T. P. Gullotta & G. M. Blau (Eds.), Family influences on childhood behavior and development (pp. 63–95). New York, NY: Routledge, Taylor & Francis Group.
Robinson, L. (2007). Racial/ethnic identity development. In Cross-cultural child development for social workers (pp. 36–81). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Physical and cognitive development in middle and late childhood. In Life-span development (14th ed., pp. 298–333). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Socioemotional development in middle and late childhood. In Life-span development (14th ed., pp. 334–365). New York, NY: McGraw-Hill.
Week Eight:
Adolescent Development
REQUIRED READING
Santrock, J. W. (2012). Physical and cognitive development in adolescence. In Life-span development (14th ed., pp. 366–401). New York, NY: McGraw-Hill.
Santrock, J. W. (2012). Socioemotional development in adolescence. In Life-span development (14th ed., pp. 402–435). New York, NY: McGraw-Hill.
Week Nine:
Child Development and Poverty
DUE: Reflection/Research Paper
REQUIRED READING
Lipina, S. J., & Colombo, J. A. (2009). Conceptualization and measurement of poverty. In Poverty and brain development during childhood (pp. 11–29). Washington, DC: American Psychological Association.
Lipina, S. J., & Colombo, J. A. (2009). Effects of poverty on development I: Health, educational, and psychometric perspectives (pp. 51–74). Washington, DC: American Psychological Association.
Lipina, S. J., & Colombo, J. A. (2009). Effects of poverty on development II: Cognitive neuroscience perspectives (pp. 75–91). Washington, DC: American Psychological Association.
Lipina, S. J., & Colombo, J. A. (2009). Experimental models: Effects of physical and social privation on brain development. In Poverty and brain development during childhood (pp. 31–49). Washington, DC: American Psychological Association.
Lipina, S. J., & Colombo, J. A. (2009). Overview. In Poverty and brain development during childhood (pp. 3–10). Washington, DC: American Psychological Association.
Week Ten:
Communication and Socialization
Course Evaluation
REQUIRED READING
Robinson, L. (2007). Communication: Cross-cultural perspectives. In Cross-cultural child development (pp. 107–137). New York, NY: Palgrave Macmillan.
Robinson, L. (2007). Socialization: Cultural-racial influences. In Cross-cultural child development (pp. 138–167). New York, NY: Palgrave Macmillan.
UNIVERSITY OF WASHINGTON SCHOOL OF SOCIAL WORK
UNIVERSITY OF WASHINGTON TACOMA, SOCIAL WORK PROGRAM
Family Theories
COURSE DESCRIPTION
This course focuses on students’ developing a knowledge base in family theories and the underpinnings for these theories. Family theories are frameworks that can be utilized to understand families. There will be an emphasis in this course on development of skills for critical analysis of family theories and their applicability to the varied types of families that make up society today. There is no one model of family life today; there is a wide range of diverse configurations. The course will focus on varied factors that impact families today, including race, class, gender, sexual orientation, age, culture, and ethnicity. Family theories will be examined on the basis of time perspectives—i.e., static, episodic, biographical, and epochal. Family differences as well as similarities will be explored. Families will be viewed in their historical context. A look at families over time reveals that many families as well as family members have been dominated and oppressed by dominant members and/or groups in society. We will look at family theories and their applicability to social work practice with several diverse populations.
TABLE OF COUNCIL ON SOCIAL WORK EDUCATION COMPETENCIES AND PRACTICE BEHAVIORS TARGETED IN THIS COURSE
Competency #3: Apply critical thinking to inform and communicate professional judgments.
3a. use critical thinking to distinguish, evaluate, and integrate multiple sources of knowledge including research-based knowledge practice wisdom, and client/constituent experience.
Competency #4: Engage diversity and difference in practice.
4b. develop and demonstrate sufficient critical self-awareness to understand the influence of personal biases and values in working with diverse groups.
4c. recognize and dialogue with others about the role of difference and the multiple intersections of oppression and privilege in shaping a person’s identity and life experiences.
Competency #7: Apply knowledge of human behavior and the social environment.
7a. apply theories and conceptual frameworks relevant to understanding people and environments across systems levels.
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
ENGAGEMENT
10b. engage with families and groups in the context of diverse and multidisciplinary settings.
ASSESSMENT
10i. identify and select appropriate and culturally responsive strategies.
10l. help and empower clients/constituents to resolve problems.
COURSE OBJECTIVES
(Related CSWE Competencies Delineated in Parentheses)
After completing this course, students will be able to:
1. Critically analyze a wide range of family theories.
2. Conceptualize the dynamics of relationships between family members.
3. Trace the development of individuals across the life span within the context of their families.
4. Demonstrate an understanding of vulnerable families that have been oppressed by dominant members and/or groups in society. (4b, 4c)
5. Demonstrate the role of research in the formulation of family theories. (3a)
6. Demonstrate an understanding of families based on time perspectives—i.e., static, episodic, biographical, and epochal.
7. Demonstrate an understanding of families as dynamic systems that are impacted by social and environmental factors. (7a)
8. Demonstrate an understanding of the diverse family types/forms.
9. Identify the roles and functions of families.
10. Demonstrate skills in utilizing family theories in social work practice with diverse families across multiple systems. (10b, 10i, 10l)
COURSE REQUIREMENTS
1. Learning in this course relies heavily upon active involvement. Student and instructor responsibilities include being present and participating fully in the learning experience to gain the greatest benefit from the course.
2. As part of professional responsibility, the expectation is that all assignments will be completed by the deadline. The Publication Manual of the American Psychological Association (6th ed.) guidelines will be used in all assignments. If for any reason you will not be able to submit an assignment, you must discuss this reason with the professor prior to the due date.
3. The “Standards for Essential Abilities and Attributes for Admission and Continuance in the MSW Program” in your Program Manual mandate commitment to professional social work education, values, and ethics. Attendance and class participation are indications of professional commitment and are an expectation in all classes. Failure to participate in at least 70 percent of class sessions for any given course will result in a faculty review of the student’s appropriateness for continuation in the program. Class participation is demonstrated through your involvement in class discussions and experiential activities. Students are expected to complete required readings prior to class and should be well prepared to participate in discussion and experiential learning assignments. Failure to regularly attend class and demonstrate through discussions that one has comprehended the readings will be considered in assigning the final grade. Class participation will be evaluated by relevance of questions and comments; evidence of reading required materials; ability to work cooperatively with peers; and quality and not quantity of questions and comments. Recognizing that we come from different backgrounds with different worldviews, students are encouraged to dialogue with others in a meaningful way that respects the opinions of others and provides opportunities to learn from one another. Your presence and engagement throughout the term—verbally and bodily—will allow us to establish an intellectually and emotionally vital and safe climate for learning (10 percent of your grade). Students are responsible for any material missed due to absences.
4. Students are expected to both learn and demonstrate the knowledge of family theories and skills needed for family assessment, engagement, and intervention. This requires a search of the literature in a defined theoretical area. In addition, students will demonstrate their level of applied knowledge of family theories and skills on one mid-term examination and in a critical analysis paper.
ASSIGNMENTS AND GRADING
Course Assignments for the Quarter
Your course grade will reflect your score based on the number of points you accumulate from the assignments, examination, and participation in the class.
1. Mid-Term Examination
One short examination based on readings, lectures, and discussions will be given in the course. It will be worth 20 percent of your final grade. Make-up exams will not be given unless there are unusual extenuating circumstances.
The purpose of this assignment is for you to explore a family theory in detail. Your paper must include a thorough review of the literature. You should use the literature to provide the historical context for the theory that is explored in your paper and to discuss what is known and what is not known about the theory. Your review should be selective and include the most relevant literature. You must also apply the theory that is explored in your paper to a family with a focus on the dynamics inherent in the family’s relationships. A detailed structure for this assignment is on Canvas. This assignment is worth 30 percent of your total grade.
3. Family Development Paper
The purpose of this assignment is for you to examine yourself and reflect on how the values, beliefs, rules, rituals, and customs/traditions of your own family have shaped your behavior and thinking in the adult phase of your life span. In this paper you should do a comprehensive assessment of your family system and culture, including a description of your family of origin. You must select and discuss a theory that is most applicable in order for one to understand the development of your family system. A detailed structure for this assignment is on Canvas. This assignment is worth 40 percent of your total grade.
SUMMARY OF COURSE REQUIREMENTS
| Mid-Term Examination |
20% |
| Family Theory Paper |
30% |
| Family Development Paper |
40% |
| Participation |
10% |
| Total |
100% |
REQUIRED TEXTBOOKS
Bregman, O. C., & White, C. M. (Eds.). (2011). Bringing systems thinking to life: Expanding the horizons for Bowen Family Systems Theory. New York, NY: Routledge, Taylor & Francis Group.
White, J. M. (2005). Advancing family theories. Thousand Oaks, CA: Sage.
All other required readings have been placed on Canvas.
Introduction to the Course
Review of Syllabus and Course Requirements
Overview of Family Theories
Week Two:
Understanding Theory
REQUIRED READING
White, J. M. (2005). Family theory and social science. In Advancing family theories (pp. 13–29). Thousand Oaks, CA: Sage.
White, J. M. (2005). Introduction. In Advancing family theories (pp. 1–12). Thousand Oaks, CA: Sage.
White, J. M. (2005). Science and its critics. In Advancing family theories (pp. 30–50). Thousand Oaks, CA: Sage.
Week Three:
Theory and Theoretical Method
Goldenberg, H., & Goldenberg, I. (2008). Strategic models. In Family therapy: An overview (7th ed., pp. 212–228). Belmont, CA: Thomson Brooks/Cole.
Goldenberg, H., & Goldenberg, I. (2008). The structural model. In Family therapy: An overview (7th ed., pp. 236–261). Belmont, CA: Thomson Brooks/Cole.
Turner, F. J. (2011). Theory and social work treatment. In Social work treatment: Interlocking theoretical approaches (5th ed., pp. 3–14). New York, NY: Oxford University Press.
White, J. M. (2005). Functions and types of theory. In Advancing family theories (pp. 70–93). Thousand Oaks, CA: Sage.
White, J. M. (2005). Theory, models, and metaphors. In Advancing family theories (pp. 51–69). Thousand Oaks, CA: Sage.
Week Four:
Families and Family Theories
REQUIRED READING
Goldenberg, H., & Goldenberg, I. (2008). Adopting a family relationship framework. In Family therapy: An overview (7th ed., pp. 1–24). Belmont, CA: Thomson Brooks/Cole.
Goldenberg, H., & Goldenberg, I. (2008). A comparative view of family theories and therapies. In Family therapy: An overview (7th ed., pp. 428–444). Belmont, CA: Thomson Brooks/Cole.
Goldenberg, H., & Goldenberg, I. (2008). Family development: Continuity and change. In Family therapy: An overview (7th ed., pp. 25–53). Belmont, CA: Thomson Brooks/Cole.
Week Five:
Mid-Term Examination
Week Six:
Family Phenomenon
REQUIRED READING
McGoldrick, M., & Carter, B. (2003). The family life cycle. In F. Walsh (Ed.), Normal family processes (3rd ed., pp. 375–399). New York, NY: Guilford Press.
McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Developing a genogram to track family patterns. In Genograms: Assessment and intervention (2nd ed., pp. 13–61). New York, NY: Norton.
Walsh, F. (2003). Changing families in a changing world: Reconstructing family normality. In Normal family processes (3rd ed., pp. 3–26). New York, NY: Guilford Press.
White, J. M. (2005). Rational choice and the family. In Advancing family theories (pp. 95–114). Thousand Oaks, CA: Sage.
White, J. M. (2005). Transition theory. In Advancing family theories (pp. 115–144). Thousand Oaks, CA: Sage.
Week Seven:
Theoretical Considerations and Bowen Theory
Bourne, G. M. (2011). Various points people miss: A training session by Dr. Murray Bowen at the Minnesota Institute of Family Dynamics. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family Systems Theory (pp. 31–59). New York, NY: Routledge, Taylor & Francis Group.
Comella, P. A. (2011). Observing emotional function in human relationship systems: Lessons from Murray Bowen’s writings. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family System Theory (pp. 1–30). New York, NY: Routledge, Taylor & Francis Group.
Papero, D. V. (2011). Responsibility for self. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family System Theory (pp. 67–73). New York, NY: Routledge, Taylor & Francis Group.
Week Eight:
DUE: Family Theory Paper
Self and Bowen Theory
REQUIRED READING
Howard, L. (2011). Clarifying principles for investing in self. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family Systems Theory (pp. 137–158). New York, NY: Routledge, Taylor & Francis Group.
White, C. M. (2011). Learners without teachers: The simultaneous learning about self-functioning and Bowen Theory by supervisor, staff interns, and clients in an outpatient program. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family Systems Theory (pp. 117–136). New York, NY: Routledge, Taylor & Francis Group.
Wilgus, A. J. (2011). Incorporating Bowen Theory into an undergraduate social work curriculum: An exercise in the responsible use of self. In O. C. Bregman & C. M. White (Eds.), Bringing systems thinking to life: Expanding the horizons for Bowen Family Systems Theory (pp. 159–171). New York, NY: Routledge, Taylor & Francis Group.
Exploring Diversity in Families
REQUIRED READING
Boyd-Franklin, N. (2003). Race, class and poverty. In F. Walsh (Ed.), Normal family processes (3rd ed., pp. 260–279). New York, NY: Guilford Press.
Falicov, C. (2008). The cultural meaning of family triangles. In M. McGoldrick (Ed.), Re-visioning family therapy (pp. 37–49). New York, NY: Guilford Press.
Hardy, K., & Laszloffy, T. (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapy, 21(3), 227–237.
Lee, M. Y. (2003). A solution-focused approach to cross-cultural clinical social work practice utilizing cultural strengths. Families in Society: The Journal of Contemporary Social Services, 84(3), 385–439.
Pinderhughes, E. (2008). Black genealogy revisited: Restoring an African American family. In M. McGoldrick (Ed.), Re-visioning family therapy (2nd ed., pp. 114–134). New York, NY: Guilford Press.
Zinn, M. B., & Eitzen, D. S. (1999). The historical making of family diversity. In Diversity in families (5th ed., pp. 59–89). New York, NY: Longman.
Week Ten:
Reflections on Family Theories
Course Evaluation
DUE: Family Development Paper
UNIVERSITY OF WASHINGTON TACOMA, CRIMINAL JUSTICE PROGRAM
UNIVERSITY OF WASHINGTON TACOMA, SOCIAL WORK PROGRAM
Children of Incarcerated Parents
COURSE DESCRIPTION
This course is intended to introduce students to the complexity of issues that touch the lives of millions of children whose parents have been arrested and incarcerated. It will provide an in-depth exploration of a variety of theoretical perspectives that are relevant to this topic and can be utilized to provide guidelines for future research, intervention, and policy. Students will gain detailed knowledge regarding the trauma experienced by children because of sudden separation from their sole caregiver and vulnerability to feelings of fear, anxiety, anger, sadness, depression, and guilt. The course will explore issues of abandonment and loss, weakened attachment caused by separation, and the possibility of inadequate ongoing care resulting from movement from caregiver to caregiver. The impact of parental arrest and incarceration on key developmental tasks will be examined. The course will provide an overview of how imprisonment alters family dynamics and affects parents, children, and youth involved with the foster care system. Students will learn about programs that are designed for children to maintain regular contact with parents. Finally, students will learn the challenges and problems encountered when the parent and child are reunited after the incarceration ends.
TABLE OF COUNCIL ON SOCIAL WORK EDUCATION COMPETENCIES AND PRACTICE BEHAVIORS TARGETED IN THIS COURSE
Competency #1: Identify as a professional social worker and conduct oneself accordingly.
1a. advocate for just social structures (institutions & systems).
1b. advocate for equitable client/constituent access to social work services, in the context of diverse and multidisciplinary settings.
Competency #3: Apply critical thinking to inform and communicate professional judgments.
3a. use critical thinking to distinguish, evaluate, and integrate multiple sources of knowledge, including research-based knowledge, practice wisdom, and client/constituent experience.
3d. critically analyze models of intervention, especially in relation to their cultural relevance and applicability and their promotion of social justice.
Competency #4: Engage diversity and difference in practice.
4a. recognize and articulate the ways in which social and cultural structures—including history, institutions, and values—oppress some identity groups while enhancing the privilege and power of dominant groups.
Competency #7: Apply knowledge of human behavior and the social environment.
7a. apply theories and conceptual frameworks relevant to understanding people and environments across systems levels.
7b. critique and apply human behavior and social environment theories and conceptual frameworks to assessment, intervention, and evaluation at multiple systems levels.
Competency #8: Engage in policy practice to advance social and economic well-being and to deliver effective social work services.
8c. collaborate with colleagues, clients/constituents, and others to advocate for social and economic justice to affect policy change.
Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
ASSESSMENT
10i. identify and select appropriate and culturally responsive intervention strategies.
EVALUATION
10o. critically analyze, monitor, and evaluate interventions.
COURSE OBJECTIVES
By the end of the quarter, the student will be able to:
1. Identify the consequences of imprisonment for individual prisoners; their families, especially their children; and the communities to which these prisoners return.
2. Understand the psychological impact of parental incarceration on children and parents.
3. Understand the significance of personal visits, as well as regular contact in the form of telephone calls and letters for children and parents during incarceration.
4. Think critically about current justice policies related to children and incarcerated parents and ways in which these policies could be improved. (1a, 1b, 2c)
5. Identify the short-term and long-term effects of parental incarceration on children.
6. Understand the importance of focusing on the family unit when parents are incarcerated.
7. Understand and apply relevant theoretical perspectives to this topic, including developmental theory, ecological theory, risk and resilience theories, life-span theory, and cumulative risk models in cross-level analyses of the individual child and parent, the parent–child dyad, the family network, the community, the institution, and the culture. (3a, 7a, 7b)
8. Understand the disparate impact of parental incarceration on children and families of color.
9. Identify and analyze relevant programs and services that have been empirically validated for children whose parents are incarcerated. (3d, 10i, 10o)
10. Understand the significance of race, class, and gender in the many facets of the criminal justice system for parents who are incarcerated and how these factors are used to oppress parents, especially mothers. (1a, 1b, 4a)
COURSE REQUIREMENTS AND ASSESSMENT METHODS
1. Participation (20 percent). In this course, attendance is critical because the class interaction stimulates ideas. I expect you to attend every class meeting, including a field trip. I also expect you to be prepared and participate in discussion. I have scheduled a tour of a women’s prison for the class. I expect you to do your best to attend. It is part of the learning experience. Each student is responsible for all academic work missed during absences. Class participation will be evaluated by the relevance of questions and comments; evidence of reading required materials; ability to interact and work cooperatively with peers; and the quality not quantity of questions and comments. If you can’t ask questions or answer them, then you aren’t prepared or aren’t paying attention. All required readings must be read. Recognizing that we come from different backgrounds with different worldviews, students are encouraged to dialogue with others in a meaningful way that respects the opinions of others and provides opportunities to learn from one another. As an institution of higher education, the University of Washington Tacoma has an obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. Your presence and engagement throughout the term—both verbally and bodily—will allow us to establish an intellectually and emotionally vital and safe climate for learning.
2. As part of professional responsibility, the expectation is that all assignments will be completed by the deadline. The Publication Manual of the American Psychological Association (6th ed.) guidelines should be used in all assignments. If for any reason you are unable to submit an assignment on time, you must discuss this with the professor prior to the due date.
3. Mid-Term (30 percent). The mid-term examination will specifically focus on the understanding of theoretical perspectives and the short-term and long-term effects on children of incarcerated parents.
4. Three Quizzes (30 percent). The three quizzes will focus on material covered in class lectures and assigned reading.
5. Reflection Paper (20 percent): Write a 2-page paper, and reflect on your internal and external reactions to the Mission Creek Corrections Center for Women field trip. Your paper must include citations and a list of references (minimum of four references) from the required reading and/or other sources.
ASSIGNMENTS AND GRADING
All written assignments must adhere to the format of the Publication Manual of the American Psychological Association (6th ed.). Do not exceed the page limits specified in the assignments, as they provide ample opportunity for discussions. All assignments must include citations in the text of the paper. All assignments must be typed (12 pt. font); include your name, date, assignment name, and title. Include an alphabetized reference page(s) to indicate sources you read to prepare each written assignment. Check your paper for proper syntax, grammar, punctuation, spelling, etc., prior to submission. Poor form will lower your grade. Spell check. Plagiarism or any other kind of scholarly misconduct will be reported and may result in disciplinary action, including failing the class. Assignments are to be submitted at the beginning of class on the due date.
SUMMARY OF COURSE ASSIGNMENTS
Your course grade will reflect your score based on the number of points you accumulate from the mid-term examination, three quizzes, written assignment, and participation in the class.
| Three Quizzes |
30% |
| Mid-Term Examination |
30% |
| Reflection Paper |
20% |
| Participation |
20% |
| Total |
100% |
Reflection Paper (20 percent)
Write a 2-page paper, and reflect on your internal and external reactions to the Mission Creek Corrections Center for Women field trip. This written “reflection” is a personal response to the experience of visiting a women’s prison. Show the learning that has taken place because of your experience. This paper is an emotional journey of several paragraphs that connect your impressions, observations, emotions, or ideals that take the reader to a conclusion that is designed to compel more in-depth thinking about what it means to women to be incarcerated, especially if they are mothers.
Your paper must include citations and at least four scholarly references. Such scholarly references can be relevant articles from professional journals or reports; books or book chapters on children of incarcerated parents, their families, communities, and issues; etc. Your references may include, but must not be limited to, the course readings. You must include an alphabetized list of references. You must adhere to the guidelines in the Publication Manual of the American Psychological Association (6th ed.) when writing your paper.
Mid-Term Examination (30 percent)
The mid-term examination is designed to evaluate your understanding and comprehension of assigned reading, content presented and discussed during class lectures, and content discussed by guest speakers. This examination will consist of thirty multiple-choice questions.
Quizzes (30 percent)
You will be given three quizzes during this quarter. The maximum number of points for each quiz is 10 points. These multiple-choice quizzes are designed to evaluate your understanding and mastery of course content.
Participation (20 percent)
You are expected to attend class and actively engage in class discussions. The following guide will be utilized to evaluate your interaction in class:
A+—A- (20%) Present for all sessions; prepared with readings and initiates thoughtful questions and insightful observations.
B+—B- (15%) Present for all sessions; prepared with readings and responds when called on with thoughtful questions and insightful observations.
C+—C- (10%) Present … quiet … probably engaged, but I can’t tell.
REQUIRED TEXTBOOK
Harris, Y. R., Graham, J. A., & Carpenter, G. J. O. (2010). Children of incarcerated parents: Theoretical, developmental, and clinical issues. New York, NY: Springer.
CLASS SCHEDULE/READING ASSIGNMENTS
Session One:
Introduction to the Course
Scope of the Problem
Complete Information for Security Clearance for Class Field Trip to Mission Creek Corrections Center for Women
REQUIRED READING
Graham, J. A., Harris, Y. R., & Carpenter, G. J. O. (2010). The changing landscape in the American prison population: Implications for children of incarcerated parents. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 3–19). New York, NY: Springer.
Session Two:
Attachment Theory
Developmental Theory
Ecological Theory
REQUIRED READING
Christian, S. (2009). Children of incarcerated parents (pp. 1–18). Washington, DC: National Conference of Legislatures.
Holmes, T. R., Belmonte, K., Wentworth, M., & Tillman, K. (2010). Parents “in the system”: An ecological systems approach to the development of children with incarcerated parents. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 21–43). New York, NY: Springer.
Session Three:
Reunification Issues/Problems
REQUIRED READING
Harris, Y. R., Harris, V., Graham, J. A., & Carpenter, G. J. O. (2012). The challenges of family reunification. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 255–275). New York, NY: Springer.
Phillips, S. D., & Erkanli, A. (2008). Differences in patterns of parental arrest and the parent, family, and child problems protective service workers encounter in working with families. Children and Youth Services Review, 30(2), 157–172.
Poelhmann, J., Dallaire, D., Loper, A. B., & Shear, L. D. (2010). Children’s contact with their incarcerated parents: Research findings and recommendations. The American Psychologist, 65(5), 575–598.
Session Four:
Incarcerated Parents, Their Families and Communities
Quiz #1
REQUIRED READING
Chung, H. L., & McFadden, D. (2010). The effects of incarceration on neighborhoods and communities. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 105–126). New York, NY: Springer.
Foster, H. (2010). Living arrangements of children of incarcerated parents: The roles of stability, embeddedness, gender, and race/ethnicity. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 127–157). New York, NY: Springer.
Session Five:
The Impact of Incarceration and Reentry on Parents
REQUIRED READING
Beyer, M., Blumenthal-Guigui, R., & Krupat, T. (2010). Strengthening parent–child relationships: Visit coaching with children and their incarcerated parents. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 187–214). New York, NY: Springer.
Toth, K., & Kazura, K. (2010). Building partnerships to strengthen families: Intervention programs and recommendations. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 161–186). New York, NY: Springer.
Children’s Rights and Other Issues
REQUIRED READING
The Annie E. Casey Foundation. (2011). When a parent is incarcerated: A primer for social workers. Baltimore, MD: Author.
Boudin, C. (2011). Children of incarcerated parents: The child’s constitutional right to the family relationship. The Journal of Criminal Law and Criminology, 101(1), 77–118.
The Sentencing Project. (2009). Incarcerated children and their parents: Trends 1991–2007. Washington, DC: Author.
Session Seven:
Guest Speaker: Wanda McCrae, Superintendent, Mission Creek Corrections Center for Women, Belfair, WA
Session Eight:
The Child Welfare System and Incarcerated Parents
REQUIRED READING
Beckerman, A. (2010). Child welfare legislation and policies: Foster children with a parent in prison. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 217–235). New York, NY: Springer.
Hayward, R. A., & DePanfilis, D. (2007). Foster children with an incarcerated parent: Predictors of reunification. Children and Youth Services Review, 29(10), 1320–1334.
Phillips, S. D. (2010). Service planning and intervention development for children of incarcerated parents. In Y. R. Harris, J. A. Graham, & G. J. O. Carpenter (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 237–253). New York, NY: Springer.
Session Nine:
Children of Incarcerated Fathers
Video: A Sentence of Their Own
Bushfield, S. (2004). Fathers in prison: Impact of parenting education. The Journal of Correctional Education, 55(2), 104–116.
Mazza, C. (2002). And then the world fell apart: The children of incarcerated fathers. Families in Society: The Journal of Contemporary Social Sciences, 83(5/6), 521–529.
Swisher, R. R., & Waller, M. R. (2008). Confining fatherhood: Incarceration and paternal involvement among nonresident white, African American, and Latino fathers. Journal of Family Issues, 29(8), 1067–1088.
Session Ten:
Guest Speakers: Libby Compton and Kiara St. John, Girl Scouts Beyond Bars, Seattle, WA
Session Eleven:
Mid-Term Examination
Session Twelve:
Guest Speaker: Carrie Kendig, MSW,
Child and Family Welfare Program Manager, DSHS Children’s Administration, Olympia, WA
Session Thirteen:
Mentors and Children of Incarcerated Parents
Video: Girl Scouts Beyond Bars
Quiz #2
REQUIRED READING
Davies, E., Brazzell, D., La Vigne, N. G., & Shollenberger, T. (2008). Understanding the experiences and needs of children of incarcerated parents: Views from mentors. Washington, DC: Urban Institute Justice Policy Center.
Grant, D. (2006). Resilience of girls with incarcerated mothers: The impact of Girl Scouts. The Prevention Researcher, 13(2), 11–14.
Adolescent Children of Incarcerated Parents
REQUIRED READING
Adalist-Estrin, A. (2006). Providing support to adolescent children with incarcerated parents. The Prevention Researcher, 13(2), 7–10.
Eddy, J. M., & Reid, J. B. (2003). The adolescent children of incarcerated parents: A developmental perspective. In J. Travis & M. Waul (Eds.), Prisoners once removed: The impact of incarceration and reentry on children, families, and communities (pp. 233–258). Washington, DC: Urban Institute.
Murray, J., & Farrington, D. P. (2005). Parental imprisonment: Effects on boys’ antisocial behaviour and delinquency through the life course. Journal of Child Psychology and Psychiatry, 46, 1269–1278.
Newby, G. (2006). After incarceration: Adolescent–parent reunification. The Prevention Researcher, 13(2), 18–20.
Session Fifteen:
Reentry Challenges for Incarcerated Women
REQUIRED READING
Berman, J. (n.d.). Women offender transition and reentry: Gender responsive approaches to transitioning women offenders from prison to the community. Washington, DC: National Institute of Corrections.
National Institute of Justice. (2005, July). Reentry programs for women inmates. NIJ Journal, 252, 1–8.
Session Sixteen:
Parental Challenges
Quiz #3
REQUIRED READING
Berstein, N. (2005). Grandparents. In All alone in the world: Children of the incarcerated (pp. 109–142). New York, NY: New Press.
Berstein, N. (2005). Visiting. In All alone in the world: Children of the incarcerated (pp. 71–107). New York, NY: New Press.
Field Trip: Mission Creek Corrections Center for Women, Belfair, WA
Session Eighteen:
Long-Term Impact of Parental Incarceration on Children
REQUIRED READING
Berstein, N. (2005). Legacy. In All alone in the world: Children of the incarcerated (pp. 211–255). New York, NY: New Press.
Carpenter, G. J. O., Graham, J. A., & Harris, Y. R. (2010). Research and intervention issues for moving forward with development in children of incarcerated parents. In J. R. Harris, J. A. Graham, & G. J. O. Carpenter, (Eds.), Children of incarcerated parents: Theoretical, developmental, and clinical issues (pp. 277–286). New York, NY: Springer.
Session Nineteen:
DUE: Reflection Paper
Guest Speaker: Sierra Raynor, Boys and Girls Club, Tacoma, WA
Session Twenty:
Course Evaluation
Reflections on Children of Incarcerated Parents
UNIVERSITY OF WASHINGTON SCHOOL OF SOCIAL WORK
UNIVERSITY OF WASHINGTON TACOMA, SOCIAL WORK PROGRAM
UNIVERSITY OF WASHINGTON TACOMA, CRIMINAL JUSTICE PROGRAM
Disproportionality Across Systems
COURSE DESCRIPTION
Disproportionality occurs when the percentage of a group of people in any system is higher than the percentage of that group in the general population. It refers to the overrepresentation of a given population group, often defined by racial and ethnic backgrounds. This course will examine disproportionate representation of people of color, including children and adolescents, in the following systems: child welfare, criminal justice, economic, education, health, juvenile justice, and mental health. These systems are not altogether separate or unrelated. Rather, they form a network of practices, traditions, policies, and discourses that mutually inform one another and together produce symptomatic, racially disparate outcomes. A special focus of this course will be on how each of these systems interacts with the criminal justice system, where disproportionality is a particularly serious social problem.
This interactive course examines the language of disproportionality, the continuous problem of structural racism in all of the aforementioned systems, and the impact of racial disparity on people of color involved in the various systems. Racial disparity occurs when the rate of disproportionality of one racial group (e.g., African American) exceeds that of a comparison group (e.g., white American). The language of racial disparity will be examined in this course in order to come to some common understanding of what the term means; key measures of disparity and common issues faced in measuring disparity will also be explored. There is an explicit emphasis on racial disparity in the child welfare, criminal justice, economic, education, health, juvenile justice, and mental health systems and on how these systems engage with the wider policies, practices, and institutions that impact the lives of people of color. The course will explore implications for research, policy, and practice, including an increased emphasis on building capacity to challenge public policies and system practices that reproduce racial disparity. Promising practices to address and/or eradicate disproportionality will be explored.
COURSE OBJECTIVES
The objectives of this course are aimed at preparing students to:
1. Understand the meaning of disproportionality across systems and why children, youth, adults, and families of color are involved with multiple systems.
2. Provide a literal definition of the term disparity.
3. Distinguish between the terms disproportionality and disparity.
4. Critically analyze the trends in the specific rates of racial and ethnic disproportionality in the criminal justice system.
5. Define, assess, and understand the health status of populations, determinants of health and illness, factors contributing to health disparities, and factors influencing the use of health services.
6. Think critically about current policies in the education, child welfare, criminal justice, juvenile justice, mental health, health, and economic systems that result in service disparities for people of color and ways in which these policies could be improved.
7. Think critically about and articulate the extent and ramification of disproportionality in varied systems for people of color.
8. Articulate the disparate impact for people of color once they become involved with the child welfare, mental health, health, criminal justice, juvenile justice, education, and economic systems.
9. Identify and analyze relevant research regarding disproportionality and disparities in varied systems and the limitations of research.
10. Analyze the significance of race, class, and gender in the many facets of the criminal justice, juvenile justice, child welfare, mental health, economic, health, and education systems and how these factors are used to oppress people of color who are involved with the aforementioned systems.
COURSE METHODOLOGY
The class format will include a mixture of lecture and dialogue, guest speakers, short presentations, and videos. Real-world examples illustrate concepts, and carefully planned and thought-out exercises help build knowledge. Emphasis is focused on active participation, experiential learning, critical thinking, and reflection on course content.
COURSE REQUIREMENTS
1. Participation in class is essential. It is the professional responsibility of the social work or criminal justice student to participate in class in order to gain the greatest benefit from the course. Class participation is demonstrated through your involvement in class discussion and experiential exercises. It will be evaluated by the following: (a) relevance of questions and comments—i.e., the quality of your questions and comments and not the quantity of your questions and comments; (b) evidence of reading the required materials; and (c) evidence of ability to apply course materials to human services/social work and criminal justice practice situations. Attendance and participation are indications of professional commitment and an expectation in all classes.
2. Learning in this course relies heavily upon active involvement. Student and instructor responsibilities include being present and participating fully in the learning experience to gain the greatest benefit from the course. You are expected to thoughtfully engage in discussions and to share your understandings of and questions about the readings. Participation in the course is worth 20 percent of your grade.
3. As part of professional responsibility, the expectation is that all assignments will be completed by the deadline. The Publication Manual of the American Psychological Association (6th ed.) guidelines will be used in all assignments. If for any reason you will not be able to submit an assignment, you must discuss this with the instructor prior to the due date.
ASSIGNMENTS AND GRADING
All written assignments must adhere to the format of the Publication Manual of the American Psychological Association (6th ed.). Do not exceed page limits specified in the assignments, as they provide ample opportunity for discussion. All assignments must be double-spaced and typed (12 pt. font). Include an alphabetized reference page to indicate sources you read to prepare each assignment. Check your paper for syntax, grammar, punctuation, spelling, etc., prior to submission. Poor form will lower your grade. Plagiarism or any other kind of scholarly misconduct will be reported and may result in disciplinary action, including failing the class.
SUMMARY OF COURSE REQUIREMENTS
Your course grade will reflect your score based on the number of points you accumulate from the assignments, mid-term examination, and participation in class. The mid-term examination is designed to evaluate your understanding, comprehension, and mastery of course content via assigned reading, videos, presentations, lectures, and discussions. The course grade is calculated as follows:
| Brief Discussion Essays |
30% |
| Mid-Term Examination |
20% |
| Critical Literature Review |
30% |
| Participation |
20% |
| Total |
100% |
Assignment #1—Brief Discussion Essays (30 percent)
Each student will be responsible for preparing three discussion essays for three specific articles from the assigned readings, which you will distribute to the class for review. Based on this document, you should be prepared to lead three discussions on the articles.
Discussion essays include a summary and discussion points. Your summary should be a 2-page abstract of the article that touches on the main argument, key concepts and theories, and data and key findings (if applicable). Discussion points should take the form of critique or reaction (e.g., strengths and limitation of the article, what it adds to our understanding, next steps). You should post your essay to the weekly discussion board on Canvas by Monday at 6:00 p.m. if your discussion is for a Tuesday class and by Wednesday at 6:00 p.m. if your discussion is for a Thursday class. Please remember to proofread. Late posts will be penalized. And remember, just because you are posting to a discussion board does not mean you can be casual or cavalier in your work. Your essays must be professional.
In order to be prepared for class discussion, students should read through all the posts prior to Tuesday or Thursday class.
Assignment #2—Critical Literature Review (30 percent)
Each student is responsible for preparing a critical literature review (6–8 pages) of a topic relevant to some area of disproportionality. You will need to be highly selective in identifying and citing references—usually choosing those that are the most important and/or most current. You should establish two main goals for your literature review. First, attempt to provide a comprehensive and up-to-date review of your selected topic regarding disproportionality. Second, try to demonstrate that you have a thorough command of the area you are reviewing. You should clearly identify the topic of the review and indicate its delimitations. (For example, is it limited to a certain period of time? Does it deal only with certain aspects of the problem?) Your review should be cohesive and guide the reader through the literature from subtopic to subtopic. You must interpret and critique each article that you review and not merely summarize articles. Finally, state whether each article that you review makes an important contribution to knowledge based on your synthesis of the literature. A typical search of the literature in the social and behavioral sciences will yield primarily original reports of empirical research because these types of documents dominate academic journals. Theoretical articles that relate directly to your topic should be included in your literature review. It is important to identify the landmark studies and theorists on your topic (i.e., those of historical importance in developing an understanding of a topic or problem). Near the beginning of the review, state explicitly what will and will not be covered. Your literature review should be written in the form of an essay that has a particular point of view in looking at the reviewed research and theoretical articles. Use subheadings, especially in long reviews. Aim for a clear and cohesive essay; avoid annotations. Use transitions to help trace your argument. Write a conclusion for the end of the review. Check the flow of your argument for coherence. An alphabetized list of references is required.
REQUIRED READINGS
Readings for this course are accessible via the UWT and/or UW library system. Three of the required readings from books in PDF are posted on my Canvas site. The professor will disseminate copies of the 2008 Washington State Racial Disproportionality Report during the first class session.
Session One:
Introduction to the Course
Scope of the Problem
Selecting and Searching Databases
Guest Speaker: Erica Coe, UWT Library
Session Two:
Culturalized and Immigrant Groups
REQUIRED READING
Anderson, E. (1994, May). The code of the streets. Atlantic Monthly, 81–94.
Esposito, A., & Favela, A. (2003). Reflective voices: Valuing immigrant students and teaching with ideological clarity. Urban Review, 35(1), 73–91.
Grinde, D. A. (2004). Taking the Indian out of the Indian: U.S. policies of ethnocide through education. Wicazo Sa Review, 19(2), 25–32.
Ogbu, J. (1998). Voluntary and involuntary minorities: A cultural-ecological theory of school performance with some implications for education. Anthropology and Education Quarterly, 29, 155–188.
Race, Class, and Dropout Groups
REQUIRED READING
Patton, J. M. (1998). The disrepresentation of African Americans in special education. Journal of Special Education, 32(1), 25–31.
Skiba, R. J. (2001). When is disproportionality discrimination? The overrepresentation of black students in school suspension. In W. Ayers, B. Dohrn, & R. Ayers (Eds.), Zero tolerance in our schools (pp. 176–187). New York, NY: New Press.
Stanton-Salazar, R. D., & Sanford, M. D. (2004). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education, 68(2), 116–135.
Turnbull, R. H. (2005). Individuals with Disabilities Education Act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 26(6), 320–326.
Session Four:
Poverty in America
REQUIRED READING
Cancian, M., Meyer, D. R., & Reed, D. (2010). Promising antipoverty strategies for families. Poverty and Public Policy, 2(3), Article 8.
Cellini, S. R., Signe, M. M., & Radcliffe, C. (2008). The dynamics of poverty in the United States: A review of data, methods, and findings. The Journal of Policy Analysis and Management, 27(3), 577–605.
Hunt, M. O. (2004). Race/ethnicity and beliefs about wealth and poverty. Social Science Quarterly, 85(3), 828–853.
Poverty, Race, and Policy Making
REQUIRED READING
Clampet-Lundquist, S., & Massey, D. S. (2008). Neighborhood effects on economic self-sufficiency: A reconsideration of the moving opportunity experiment. American Journal of Sociology, 114(1), 107–143.
Jens, L., Liebman, J. B., Kling, J. R., Duncan, G. J., Katz, L. F., Kessler, R. C., & Sanbonmatsu, L. (2008). What can we learn about neighborhood effects from the moving to opportunity experiment? American Journal of Sociology, 114(1), 144–188.
Sampson, R. J. (2008). Moving to inequality: Neighborhood effects and experiments meet social structure. American Journal of Sociology, 114(1), 189–231.
Sawhill, I., Thomas, A., & Monea, E. (2010). An ounce of prevention: Policy prescriptions to reduce the prevalence of fragile families. Future of Children, 20(2), 133–155.
Session Six:
Racial Disproportionality in the Child Welfare System
Guest Speaker: Deborah Purce, JD, Executive Staff Director, DSHS Children’s Administration, Olympia, WA
REQUIRED READING
Washington State Racial Disproportionality Advisory Committee. (2008). Racial disproportionality in Washington State. Olympia, WA: Author.
Session Seven:
UWT Library—Conduct Research for Assignment #2, Critical Literature Review
Session Eight:
Guest Speaker: Judge Frank Cuthbertson, Pierce County Superior Court, Tacoma, WA
Racial Disproportionality in the Child Welfare System (Continued)
REQUIRED READING
Bowser, B. P., & Jones, T. (2004). Understanding the over-representation of African Americans in the child welfare system. San Francisco, CA: Urban Institute.
Cahn, K., & Harris, M. S. (2005). Where have all the children gone? A review of the literature on factors contributing to disproportionality: Five key decision points. Protecting Children, 20(1), 4–14.
Harris, M. S., & Courtney, M. E. (2003). The interaction of race, ethnicity, and family structure with respect to the timing of family reunification. Children and Youth Services Review, 25(5/6), 409–429.
Harris, M. S., & Hackett, W. (2008). Decision points in child welfare: An action research model to address disproportionality. Children and Youth Services Review, 30(2), 199–215.
Johnson, E. P., Clark, S., Donald, M., Pedersen, R., & Pichott, C. (2007). Racial disparity in Minnesota child protection system. Child Welfare, 86, 7–17.
Libby, A. M., Orton, H. D., Barth, R. B., & Burns, B. J. (2007). Family service needs: Alcohol, drug, and mental health service needs for parents and children involved with child welfare. In R. Haskins, M. Webb, & F. Wulczyn (Eds.), Child protection: Using research to improve policy and practice (pp. 107–119). Washington, DC: Brookings.
Session Ten:
Mid-Term Examination
Session Eleven:
Race: Metrics and Disparities
REQUIRED READING
Blackwell, A. G., Kwoh, S., & Pastor, M. (2010). Color lines. In Uncommon common ground: Race and America’s future (pp. 55–102). New York, NY: Norton.
Katz, M. B. (2008). Why don’t American cities burn very often? Journal of Urban History, 34(2), 185.
Passel, J. S., & D’Vera, C. (2010). U.S. population projections: 2008–2050. Washington, DC: Pew Research Center.
Passel, J., & Taylor, P. (2009). Who’s Hispanic? Washington, DC: Pew Hispanic Center.
Session Twelve:
Race/Ethnicity, Crime, and Justice
REQUIRED READING
Cernkovich, S. A., Giordano, P. C., & Rudolph, J. L. (2000). Race, crime, and the American dream. Journal of Research in Crime and Delinquency, 37, 131–170.
Peterson, R. D., & Krivo, L. J. (2005). Macrostructural analysis of race, ethnicity, and violent crime: Recent lessons and new directions for research. Annual Review of Sociology, 31, 331–356.
Stewart, E. A., & Simons, R. L. (2010). Race, code of the street, and violent delinquency: A multilevel investigation of neighborhood street culture and individual norms of violence. Criminology, 48, 569–605.
Wright, B. R. E., & Younts, C. W. (2009). Reconsidering the relationship between race and crime: Positive and negative predictors of crime among African American youth. Journal of Research in Crime and Delinquency, 46, 327–352.
Session Thirteen:
Race/Ethnicity in the Justice System
REQUIRED READING
Eitle, D., & Monahan, S. (2009). Revisiting the racial threat thesis: The role of police organizational characteristics in predicting race-specific drug arrest rates. Justice Quarterly, 26, 528–561.
Feld, B. (2003). The politics of race and juvenile justice: The “due process revolution” and the conservative reaction. Justice Quarterly, 20, 765–800.
Harris, C. T., Steffensmier, D., Ulmer, J. T., & Painter-Davis, N. (2009). Are blacks and Hispanics disproportionately incarcerated relative to their arrests? Racial and ethnic disproportionality between arrest and incarceration. Race and Social Problems, 1, 187–199.
Romero, M. (2003). Racial profiling and immigration law enforcement: Rounding up of usual suspects in the Latino community. Critical Sociology, 32, 447–473.
Race/Ethnicity and Crime
REQUIRED READING
Freng, A., & Esbensen, F. A. (2007). Race and gang affiliation: An examination of multiple marginality. Justice Quarterly, 24, 600–628.
McNulty, T. L., & Belfair, P. E. (2003). Explaining racial and ethnic differences in serious adolescent violent behavior. Criminology, 41, 709–749.
Phillips, J. A. (2002). White, black, and Latino homicide rates: Why the difference? Social Problems, 49, 349–373.
Shihadeh, E. S., & Barranco, R. E. (2010). Latino employment and black violence: The unintended consequences of U.S. immigration policy. Social Forces, 88, 1393–1420.
Session Fifteen:
Race/Ethnicity in the Criminal Justice System
REQUIRED READING
Bontrager, S., Bales, W., & Chirocos, T. (2005). Race, ethnicity, threat, and the labeling of convicted felons. Criminology, 43, 589–622.
Harris, D. A. (2006). U.S. experiences with racial and ethnic profiling. Criminology, 14, 213–239.
Schlesinger, T. (2005). Racial and ethnic disparity in pretrial criminal processing. Justice Quarterly, 22, 170–193.
Ulmer, J. T., Kurlychek, M., & Kramer, J. H. (2007). Prosecutorial discretion and the imposition of mandatory minimum sentences. Journal of Research in Crime and Delinquency, 44, 427–458.
Session Sixteen:
Health Disparities
REQUIRED READING
Gakidou, E. E., Murray, C. J., & Frenk, J. (2000). Defining and measuring health inequality: An approach based on the distribution of health expectancy. Bulletin of the World Health Organization, 78, 42–54.
Krieger, N., Chen, J. T., Waterman, P. D., Rehkopf, D. H., & Subramanian, S. V. (2005). Painting a truer picture of U.W. socioeconomic and racial/ethnic health inequalities: The public health disparities geocoding project. American Journal of Public Health, 95(2), 312–323.
U.S. Department of Health and Human Services. (2010). Disparities-Healthy people 2020: Improving the health of Americans. Washington, DC: Author.
Wagstaff, A. (2002). Inequality aversion, health inequalities and health achievement. Journal of Health Economics, 21(4), 627–641.
Session Seventeen:
Mental Health Disparities
REQUIRED READING
Atdijan, S., & Vega, W. A. (2005). Disparities in mental health treatment in U.S. racial and ethnic minority groups: Implications for psychiatrists. Psychiatric Services, 56(2), 1600–1602.
Miranda, J., McGuire, T. G., Williams, D. R., & Wang, P. (2008). Mental health in the context of health disparities. American Journal of Psychiatry, 165, 1102–1108.
Miranda, J., McGuire, T., Williams, D., & Wang, P. (n.d.). Reducing mental health disparities: General vs. behavioral health policy. Chicago, IL: MacArthur Foundation on Mental Health Policy Research.
National Alliance on Mental Illness. (n.d.). Eliminating disparities in mental health: An overview. Arlington, VA: Author.
Session Eighteen:
Health Disparities (Continued)
Guest Speaker: Ben Danielson, MD, Director, Odessa Brown Clinic, Seattle, WA
Session Nineteen:
Mental Health Disparities (Continued)
Guest Speaker: Mary O’Brien, Clinical Services Manager, Yakima Valley Farm Workers Clinic—Behavioral Health Services, Yakima, WA
Session Twenty:
DUE: Critical Literature Review
Course Evaluation
Reflections on Disproportionality
UNIVERSITY OF WASHINGTON SEATTLE SCHOOL OF SOCIAL WORK
UNIVERSITY OF WASHINGTON TACOMA, MASTER OF SOCIAL WORK PROGRAM
Assessment of Mental Disorders
COURSE DESCRIPTION
This foundation-level course will provide students with a pragmatic set of skills needed to successfully assess mental disorders and to establish the medical necessity for treatment that is required under managed mental health care. The course will inform students of the manifestations of psychopathologies, with emphasis on Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision; DSM-IV-TR) diagnostic classifications. Cultural definitions of mental health and mental illness will be addressed in the context of the ways in which cultural belief systems affect the delivery of mental health services. A historical overview will trace the ways in which social expectations have influenced perceptions of mental well-being and development of treatment standards. Conflicts between some cultural belief systems and dominant American mental health paradigms will be explored, and assessment will be approached from person-in-environment and psychiatric rehabilitation perspectives. The course will draw upon readings, instructor and participant experiences, case examples, and group discussion to provide an effective introduction to the DMS-IV-TR and its use in various mental health settings.
COURSE OBJECTIVES
Given regular class attendance and participation and completion of required readings and assignments, the student will be able to:
1. Explain the diagnostic classification system provided by the DSM-IV-TR and understand its relevance to generalist social work practice. This includes the history of the DSM-IV-TR and its application within the social work profession.
2. Identify the major categories and subcategories of psychopathology primarily oriented to child populations in order to conduct the most efficacious assessments to guide the most appropriate intervention.
3. Identify the essential features and diagnostic criteria for multiaxial diagnosis to facilitate the application of person-in-environment perspective.
4. Demonstrate the ability to apply evidence-based interventions for empowerment of underserved and disempowered clients.
5. Discuss values and ethical controversies associated with the medical paradigm employed with the DSM-IV-TR.
6. Identify the strengths and weaknesses of the DSM-IV-TR as applied to diverse populations and gain an understanding of cultural competence in assessment.
7. Apply principles of social and economic justice to mental health services provided within the current sociopolitical climate.
8. Demonstrate the importance of advocacy in mental health work in order to empower clients and their families.
9. Describe the relationship between policy and the social construction of mental illness.
10. Apply newly developed skills in assessment and demonstrate an understanding of the professional language necessary for team involvement with other mental health care professions in order to maximize the effectiveness of interventions with families facing mental illness complications.
INCOMPLETES
Students are expected to complete all course work by the last day of class. Those who are unable to do so because of illness or circumstances beyond their control must negotiate an incomplete with the instructor. Please see a more detailed explanation of the guidelines under which an incomplete may be given and the resulting restrictions in the Program Manual under the “Grading System.”
COURSE REQUIREMENTS
1. Participation in class is essential. It is the professional responsibility of the social work student to participate in class in order to gain the greatest benefit from the class. The ability to think critically is essential, and students are expected to demonstrate such ability. Class participation is demonstrated by analyzing, synthesizing, and evaluating concepts, information, and ideas presented, as well as by contributing to class presentations, discussions, and exercises. It will be evaluated by the following: (1) relevance of questions and comments—i.e., the quality of your questions and comments and not the quantity of your questions and comments; (2) evidence of reading the required materials; and (3) evidence of ability to apply course materials to social work practice with children.
2. Learning in this course relies heavily upon active involvement. Student and instructor responsibilities include being present and participating in the learning experience to gain the greatest benefit from the course. Participation in the course is worth 10 percent of the final grade.
3. The “Standards for Essential Abilities and Attributes for Admission and Continuance in the MSW Program” in your Program Manual mandate commitment to professional social work education, values, and ethics. Attendance and class participation are indications of professional commitment and an expectation in all classes. Program policy states that failure to participate in at least 70 percent of class sessions for any given course will result in a faculty review of the student’s appropriateness for continuation in the program.
4. As part of professional responsibility, the expectation is that all written assignments will be completed by the deadline. The Publication Manual of the American Psychological Association (6th ed.) guidelines will be used for all assignments. If for any reason you will not be able to submit an assignment, you must discuss this with the instructor prior to the due date.
ASSIGNMENTS AND GRADING
All written assignments must adhere to the format of the Publication Manual of the American Psychological Association (6th ed.). Do not exceed the page limits specified in the assignments, as they provide ample opportunity for discussion. All assignments should be double-spaced and typed (12 pt. font). Include an alphabetized reference page to indicate sources you read to prepare each assignment. Check your paper for syntax, grammar, punctuation, spelling, etc., prior to submission. Poor form will lower your grade.
SUMMARY OF COURSE REQUIREMENTS
| Mid-Term Examination |
20% |
| Diagnostic Formulations |
30% |
| Assessment Assignment |
40% |
| Participation |
10% |
| Total |
100% |
Assignment A: Diagnostic Formulations
Students will be expected to practice diagnostic formulations throughout the course. These will be done within the class. Case studies will be presented, and students will be given an opportunity to make assessments and diagnoses. In addition to making an assessment, students will be asked to justify and explain their diagnostic conclusions. Assessments and diagnoses for two case studies will be completed in class; these assessments will be graded. Students can earn a maximum of 15 points for each assessment/diagnosis.
The purpose of this assignment is to allow students the opportunity to think critically about a case study and present their conclusions utilizing the language of the DSM-IV-TR. Each diagnostic formulation must address the following:
1. What are the presenting symptoms in the case study?
2. What clinical impressions have you formed based on the case study?
3. What other clinical syndromes and/or personality disorders did you consider in your decision making—i.e., differential diagnosis?
4. What cultural factors/issues may be significant that impact both the client’s perception of his or her symptoms and your impression of the client’s symptoms—i.e., cultural formulation?
5. What are your final diagnostic impressions on all five axes? Note: Include both code numbers and narrative labels on Axis I and Axis II. The diagnostic formulations are worth 30 percent of the final grade.
Assignment B: Assessment
A family comes to see you and your treatment team with their child who is having some kind of problem. The child can be a preschooler, an elementary school–age child, or an adolescent. An introduction and conclusion must be included with this assignment. The assignment must be typed (12 pt. font, double-spaced). The maximum length for this assignment is 8 pages. The rubric for grading this assignment will be posted on Canvas. Demonstrate your knowledge of assessment by creating a scenario that encompasses the following:
• Develop a story about the family that sets the context and underscores the relevant issues.
• Describe the nature of your “team” and who will add what to the assessment (e.g., medical, social work, school).
• Explain how you would distinguish between “normal” and “problem” behavior using developmental theory.
• Indicate where you would use an ecological model to guide your assessment and why.
• Identify three issues that may result from multiple professions working together.
• Do a multiaxial assessment using the five axes in the DSM-IV-TR multiaxial classification (include both code numbers and narrative labels on Axis I and Axis II).
• State your tentative hypothesis about the problem and how you arrived at that conclusion.
• Include an alphabetized list of references to support your assessment.
This assignment is worth 40 percent of the final grade.
American Psychological Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.
Greenspan, S. I., & Greenspan, N. T. (2003). The clinical interview of the child (3rd ed.). Washington, DC: American Psychiatric Publishing.
COURSE OUTLINE
Session I:
Introduction and Course Overview
Introduction to DSM-IV-TR
American Psychological Association. (2000a). Introduction. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 1–12). Washington, DC: Author.
Session II:
Utilizing the DSM-IV-TR
Basics and Application
Documentation and the Multiaxial Diagnostic Assessment
REQUIRED READING
American Psychological Association. (2000b). Additional codes. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 743–757). Washington, DC: Author.
American Psychological Association. (2000c). DSM-IV-TR classification. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 13–26). Washington, DC: Author.
American Psychological Association. (2000d). Glossary of technical terms. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 819–828). Washington, DC: Author.
American Psychological Association. (2000e). Multiaxial assessment. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 27–37). Washington, DC: Author.
American Psychological Association. (2000f). Other conditions that may be a focus of clinical attention. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 731–735). Washington, DC: Author.
Session III:
Lines of Development for Children
Observation of Children
REQUIRED READING
Greenspan, S. I., & Greenspan, N. T. (2003a). Chronological age- and phase-appropriate illustrations for each observational category. In The clinical interview of the child (3rd ed., pp. 75–98). Washington, DC: American Psychiatric Publishing.
Greenspan, S. I., & Greenspan, N. T. (2003b). Conceptual foundations: An overview. In The clinical interview of the child (3rd ed., pp. 1–33). Washington, DC: American Psychiatric Publishing.
Greenspan, S. I., & Greenspan, N. T. (2003c). Framework for systematic observation of the child. In The clinical interview of the child (3rd ed., pp. 35–74). Washington, DC: American Psychiatric Publishing.
Session IV:
Initial Assessment—Children and Adolescents
Handout: Initial Assessment Form: Children and Adolescents
REQUIRED READING
American Psychological Association. (2000g). Disorders usually first diagnosed in infancy, childhood, or adolescence. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 39–84). Washington, DC: Author.
Greenspan, S. I., & Greenspan, N. T. (2003d). Clinical illustrations of interviews with children. In The clinical interview of the child (3rd ed., pp. 99–165). Washington, DC: American Psychiatric Publishing.
Greenspan, S. I., & Greenspan, N. T. (2003e). Conducting the interview. In The clinical interview of the child (3rd ed., pp. 167–186). Washington, DC: American Psychiatric Publishing.
Session V:
Mid-Term Examination
Session VI:
Using a Developmental Approach for Diagnostic Formulations
Experiential: Diagnostic Formulation for Selected Case Studies
Handout: Personal History Form: Children and Adolescents
DUE: Diagnostic Formulation #1
REQUIRED READING
Greenspan, S. I., & Greenspan, N. T. (2003f). Constructing a formulation based on a developmental approach. In The clinical interview of the child (3rd ed., pp. 187–233). Washington, DC: American Psychiatric Publishing.
Greenspan, S. I., & Greenspan, N. T. (2003g). A developmental biopsychosocial model for assessment and treatment. In The clinical interview of the child (3rd ed., pp. 257–286). Washington, DC: American Psychiatric Publishing.
Greenspan, S. I., & Greenspan, N. T. (2003h). Interviewing the parents: Selected comments. In The clinical interview of the child (3rd ed., pp. 235–255). Washington, DC: American Psychiatric Publishing.
Session VII:
Feeding and Eating Disorders of Infancy or Childhood
Eating and Substance Abuse Disorders of Adolescence
American Psychological Association. (2000h). Eating disorders. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 583–595). Washington, DC: Author.
American Psychological Association. (2000i). Feeding disorders of infancy or early childhood. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 107–108). Washington, DC: Author.
American Psychological Association. (2000j). Substance-related disorders. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 191–295). Washington, DC: Author.
Session VIII:
Anxiety and Personality Disorders
Experiential: Diagnostic Formulation for Selected Case Studies
DUE: Assessment Assignment
REQUIRED READING
American Academy of Child and Adolescent Psychiatry. (2007). Practice parameter for the assessment and treatment of children and adolescents with bipolar disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 46(1), 107–125.
American Psychological Association. (2000k). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 429–484). Washington, DC: Author.
American Psychological Association. (2000l). Personality disorders. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 686–729). Washington, DC: Author.
Session IX:
Relational Problems
Problems Related to Abuse and Neglect
Video: Play Therapy for Severe Psychological Trauma
DUE: Diagnostic Formulation #2
American Psychological Association. (2000m). Outline for cultural formulation and glossary of culture-bound syndromes. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 897–903). Washington, DC: Author.
American Psychological Association. (2000n). Problems related to abuse and neglect. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 738–739). Washington, DC: Author.
American Psychological Association. (2000o). Relational problems. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 736–737). Washington, DC: Author.
Yasui, M., & Dishion, T. J. (2007). The ethnic context of child and adolescent problem behavior: Implications for child and family interventions. Clinical Child and Family Psychology, 10(2), 137–179.
Session X:
Other Disorders of Infancy, Childhood, or Adolescence
REQUIRED READING
American Psychological Association. (2000p). Other disorders of infancy, childhood or adolescence. In Diagnostic and statistical manual of mental disorders (4th ed., text revision, pp. 121–134). Washington, DC: Author.
Davies, D. (2004). Attachment as a context of development. In Child development: A practitioner’s guide (2nd ed., pp. 7–38). New York, NY: Guilford Press.
The author hopes that the five syllabi presented in this chapter will be valuable contractual resources that faculty will utilize to increase communication effectiveness and facilitate the learning process for students. Finally, social work students should be required to do a self-assessment of their level of cultural competency at the beginning of any diversity courses and again at the end of the courses. Lum’s (1999, illus. 3.6) Social Work Cultural Competencies Self-Assessment instrument can be used by students to measure their level of cultural competency.
An integral part of social work education for students is their social work practicum. Any student planning to work in the child welfare system needs to have a field experience that entails home visits. Home visits have always been significant to the social work profession. The social worker is able to see and observe the children and families in their own environment when he or she makes a home visit. According to Ebeling and Hill (1983), an individual’s home reflects one’s distinct personality:
Within the walls of a home, people experience the intimate moments of their lives. They sleep, wake up, bathe, eat, drink, make love, raise children. They fight, scream, and rejoice; they cry, laugh, and sing. They may experience the warmth of positive object relationships, the anguish of negative ones, or isolation and loneliness. Their outer space reflects their inner space. The way the homes are decorated and furnished can reveal either the chosen life-style of the occupants or their economic position. It can also indicate depression, despair, and disorganization. (64)
Social work students need to know that it is important to respect cultural differences as well as family cultural practices when making home visits. Home is the sanctuary for children and families. In particular, it is a place where children and families of color can seek refuge from the ongoing oppression, discrimination, racism, and bias that they repeatedly experience in their interaction with individuals, organizations, and social service systems in the outside world, including the child welfare system. Students need to learn that culture should not be a barrier to good child welfare practice. However, social work students need a sound knowledge base as well as skills in intercultural communication, tripartite cultural assessments, and cultural interventions that they can use in their work with children and families of color in the child welfare system. Making a visit to the homes of children and families of color in the child welfare system can be a significant part of establishing the client–worker relationship when the worker is culturally sensitive and demonstrates this sensitivity via appropriate interactions in the family’s home.
Students also need to learn to be cognizant of their own cultural background and life experiences in order to provide ethically and culturally relevant services to the disproportionate number of children and families of color in the child welfare system today. Students have to learn new patterns of behaviors and develop the ability to effectively apply them when their practicum experience entails making home visits that will at some point in time include visiting the homes of children of color and their families. For these home visits to be successful the students must be able to demonstrate cultural sensitivity, as well as some level of cultural competence, in their interactions with children and families of color.
REFERENCES
Center for Health Workforce Studies & National Association of Social Workers Center for Workforce Studies. (2006). Licensed social workers in the United States, 2004: Demographics. Rensselaer, NY: Center for Health Workforce Studies, School of Public Health, University of Albany; Washington, DC: National Association of Social Workers Center for Workforce Studies.
Council on Social Work Education. (2011b). 2011 statistics on social work education in the United States. Alexandria, VA: Author.
Ebeling, N., & Hill, D. (1983). Child abuse and neglect. Boston, MA: John Wright, PSG.
Harris, M. S. (2009). Assessment of mental disorders: Children. Tacoma: University of Washington Tacoma, Social Work Program.
Harris, M. S. (2013a). Child development. Tacoma: University of Washington Tacoma, Social Work Program.
Harris, M. S. (2013b). Children of incarcerated parents syllabus. Tacoma: University of Washington Tacoma, Social Work Program & Criminal Justice Program.
Harris, M. S. (2013c). Family theories. Tacoma: University of Washington Tacoma, Social Work Program.
Harris, M. S. (2013d). Disproportionality across systems syllabus. Tacoma: University of Washington Tacoma, Social Work Program & Criminal Justice Program.
Lum, D. (1999). Culturally competent practice: A framework for growth and action. Pacific Grove, CA: Brooks/Cole.
National Association of Social Workers. (2007). Institutional racism and the social work profession: A call to action. Washington, DC: Author.
Shrestha, L. B., & Heisler, E. J. (2011). The changing demographic profile of the United States. CRS report for Congress. Washington, DC: Congressional Research Services.
