Working with Abused & Neglected Children
Instructor Name:††††††††† Dr. Pamela Bernards, Ed.D.
Facilitator †Name:††††††† Joan S. Halverstadt, MS/ED
Phone: ††††††††††††††††††††††† 509-891-7219
Office Hours:† ††††††††††† 8 a.m. to 5 p.m. PST Monday - Friday
Email:† ††††††††††††††††††††††† firstname.lastname@example.org
Address:††††††††† ††††††††††† Virtual Education Software
††††††††††† ††††††††††††††††††††††† 16201 E Indiana Ave, Suite 1450
††††††††††† ††††††††††††††††††††††† Spokane, WA 99216
Welcome to Child Abuse: Working with Abused & Neglected Children, an interactive computer-based instruction course, designed to help you identify and effectively teach students affected by child abuse and/or neglect. This course discusses the identification of physical, emotional, and sexual† abuse; the impact of abuse on the behavior and learning abilities of students; the responsibilities of a teacher to report abuse or provide assistance to students who are the victims of abuse; and methods for teaching students about abuse of all types and its prevention. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child, and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.
This course meets the child abuse and neglect educational requirement in most states.† It is the responsibility of the student to verify the course content with your specific state professional licensing agency to ensure proper credit.
This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer.† Technical support information can be found in the Help section of your course.
Course Materials (Online)
Title:††††††††††††††† ††††††††††† Child Abuse: Working with Abused & Neglected Children
Instructor Name:††††††††† Dr. Pamela Bernards, Ed.D.
Facilitator† Name:††††††† Joan S. Halverstadt, MS/ED
Publisher: ††††††† ††††††††††† Virtual Education Software, inc. 2002, Revised 2010, Revised 2013
Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the studentís own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are oneís own work is unacceptable.
Aiding Honesty in Others
The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.
Violations of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.
Level of Application
This course is designed to be an informational course with application to educational settings. The intervention strategies are designed to be used for the remediation of abused or neglected students ranging in age from approximately three years to adolescence. Some alterations may be needed if working with specific populations such as gifted, ESL or special education.
As a result of this course, participants will demonstrate their ability to:
∑ Understand the educatorís role in protecting and supporting abused or neglected students
∑ Recognize the symptoms of child abuse and neglect
∑ Know their state and school districtís child abuse reporting procedures
∑ Understand the causes of abuse and neglect in families and society
∑ Understand the special learning needs these students bring to the classroom
∑ Gain techniques for supporting students and families affected by abuse or neglect
∑ Learn intervention techniques applicable to the classroom setting
∑ Gain a wider knowledge of available outside resources and support systems
∑ Understand the educatorís role in the intervention and prevention of child abuse and neglect
This course is designed to help classroom teachers, school counselors and other educational personnel gain strategies to reach and teach students who have been affected by child abuse or neglect.† Participants will learn the signs and symptoms for the three types of abuse (physical, emotional, and sexual) and the four types of neglect (physical, medical, emotional, and educational).† Participants will explore how abuse and neglect affect a studentís learning, cognitive brain development and social-emotional development.† The short- and long-term consequences of neglect as well as the social and family causes will be reviewed.† The educatorís role in the intervention and prevention of child abuse and neglect will be discussed.†
The course is divided into four chapters.† Each chapter discusses a particular topic of abuse or neglect.† The chapters are sequential and should be completed in the order they are presented.† At the completion of each chapter, there will be an examination covering the material. Students must complete the examination before proceeding to the next chapter.† In some of the examinations, questions will involve case studies to provide further practice in the application of knowledge.† This course is appropriate for educators seeking training in working with children ages 3-18 years, as well as professionals who work directly with families.
Although this course is a comprehensive presentation of the educational issues surrounding abuse and neglect, there is certainly a wealth of research and topics that are not covered in the scope of this course.† The instructor highly recommends that you augment your readings from this course with further research to gain a fuller understanding of the complexities of this subject.† However, the material presented in this course will give you a broader understanding of the topic of child abuse and neglect.† It will also give you information to apply directly to your work with students in the classroom and community.
As a student you will be expected to:
∑ Complete all four information sections showing a competent understanding of the material presented in each section.
∑ Complete all four section examinations, showing a competent understanding of the material presented.† You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully complete ALL writing assignments to pass this course.† *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
∑ Complete a review of any section on which your examination score was below 50%.
∑ Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
∑ Complete all course journal article and essay writing assignments with the minimum word count shown for each writing assignment.
∑ Complete a course evaluation form at the end of the course.
Chapter Three:† Neglect: Types, Causes & Interventions
This chapter will discuss the physical and behavioral symptoms of the four types of neglect (physical, medical, emotional, and educational).† The role patterns children of neglect often exhibit and the causes of neglect, including poverty, are presented.†
Chapter Four:† The Effects of Neglect
†In this chapter the long-term effects of child abuse and neglect on a childís social, emotional and personality development will be discussed.† Participants will read a research article on the effects of maltreatment on bonding and attachment.† The social and emotional traits of specific age groups of maltreated children will be discussed, as well as the effects of foster placement on the child and family.† Also included in the final chapter, the information learned in the previous three chapters is applied specifically to methods for reaching and teaching students who have been abused or neglected.† Barriers schools create for families are discussed as well as interventions for meeting the studentís physical, cognitive and social-emotional needs at school.† The course ends with a discussion of the educatorís role in the intervention, treatment, and prevention of child abuse and neglect.
At the end of each course chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times.† Your last score will save, not the highest score.† After your third attempt, each examination will lock and not allow further access.† The average from your exam scores will be printed on your certificate.† However, this is not your final grade since your required writing assignments have not been reviewed.† Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.
All assignments are reviewed and may impact your final grade.† Exceptionally or poorly written assignments, or violation of the Academic Integrity Policy (see course syllabus for policy), will affect your grade. Fifty percent of your grade is determined by your writing assignments, and your overall exam score determines the other fifty percent.† Refer to the Essay Grading Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course Syllabus Addendum which was sent as an attachment with your original course link, to determine if you have any writing assignments in addition to the Critical Thinking Questions (CTQ) and Journal Article Summations (JAS).† If you do, the Essay Grading Guidelines will also apply.
1)†††††††† Critical Thinking Questions
††††† There are four CTQs that you are required to complete. You †will need to write a minimum of 500 words ††††† (maximum 1,000) per essay. You †should explain how the information that you gained from the course will be ††††† applied and clearly convey a strong understanding of the course content as it relates to each CTQ. ††To view ††††† the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring ††††† up a screen where you may enter your essay.† Prior to course submission, you may go back at any point to edit ††††† your essay, but you must be certain to click SAVE once you are done with your edits.
††††††††††† You must click SAVE before you write another essay or move on to another part of the course.
2)†††††††† Journal Article Summations
††††† You are required to write, in your own words, a summary on a total of three peer-reviewed or scholarly journal ††††† articles (one article per summation), written by an author with a Ph.D. on topics related to this course (blogs, ††††† abstracts, news ††††††††††† articles or similar are not acceptable).† You may choose your topics by entering any of the Key †††† Words (click on the Key Words button) or any other words that pertain to the course, into a search engine of your ††††† choice (Bing, Google, Yahoo, etc.).† Choose a total of three relevant articles and write a thorough summary of †††††† the information presented in each article (you must write a minimum of 200 words with a 400 word maximum per JAS). Be sure to provide the URL or the journal name, volume, date, and any other critical information to †††††† allow †† the instructor to access and review that article.† Please note, the citation of your article will not count towards ††††††† meeting your minimum word count.
††††† To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A ††††† writing program will automatically launch where you can write your summary. When you are ready to stop, click ††††††††† SAVE.† Prior to course submission you may go back at any point to edit your summaries but you must be certain † to click SAVE once you are done with your edits. For more information on the features of this assignment, please ††††††††††† consult the HELP menu.
††††† You must click SAVE before you write another summary or move on to another part of the course.
Joan Halverstadt is a Special Services Director and School Psychologist in a school district.† She has fifteen yearsí experience as a school counselor, working with at-risk preschool and elementary aged students.† Ms. Halverstadt has forty years of experience working in early childhood education with children and families, including working with children affected by family issues, abuse, or trauma.† She also teaches graduate education counseling and special education courses for teachers and counselors. She received her National Certification and School Psychology Educational Specialist degree from Seattle University, her School Counseling Educational Staff Associate Degree from City University, her Masterís in Education Degree from George Mason University, and her BA in Psychology and Elementary Education from Whitman College. Please contact Professor Halverstadt if you have course content or examination questions.
has 30 years of combined experience in diverse PK-8 and high school settings as
a teacher and an administrator.† In
addition to these responsibilities, she was the founding director of a K-8
after school care program and founder of a pre-school program for infants to
4-year-olds.† When she was a principal,
her school was named a U.S. Department of Education Blue Ribbon School of
Excellence.† More recently, the school in
which she serves as curriculum coordinator was named a 2010
Please contact Professor Halverstadt if you have course content or examination questions.
You may contact the facilitator by emailing Professor Halverstadt at email@example.com or calling her 509-891-7219, Monday through Friday, 8:00 a.m. - 5:00 p.m. PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches or other issues that involve the operation of the course.
If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com †and also the Help section of your course.
If you need personal assistance then email firstname.lastname@example.org or call (509) 891-7219.† When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.†
Minimum Computer Requirements
Please refer to VESiís website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.
Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.
Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization's web home page.
American Academy of Child & Adolescent Psychiatry. (2012). Childhood trauma and its effects. Retrieved ††††††††††† from http://www.aacap.org/cs/root/publication_store/your_child_childhood_trauma_and_its_effects
Administration for Children and Families. 2011. Child maltreatment. US Dept. of Health and Human Services/National Data Archive on Child Abuse and Neglect, NDACAN, Cornell University. Retrieved from http://www.acf.hhs.gov/programs/cb/research-data-technology
Benedetti, G. (2012). Innovations in the field of child abuse and neglect: A review of the literature. Retrieved from http://www.chapinhall.org/sites/default/files/Child%20Abuse%20&%20Neglect%20Prevention_09_11_12.pdf
Center for Child Abuse Prevention Services.† Characteristics of abusive families. [Handout].† 949 Market St. #411, Tacoma, WA 98402
Child Help. (2011). National child abuse statistics. Retrieved from http://www.childhelp.org/pages/statistics
Child Trends Data Bank. (2013). Homeless children and youth. Retrieved from http://www.childtrendsdatabank.org/
Child Welfare Information Gateway. (2003). The role of educators in preventing and responding to child abuse and neglect: User manual series. Retrieved from https://www.childwelfare.gov/pubs/usermanuals/educator/
Child Welfare Information Gateway: Childrenís Bureau, US Dept. of Health and Human Services. (2006). Child neglect: A guide for prevention, assessment and intervention: User manual series.† Cornell University. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/neglect/
Child Welfare Information Gateway: Childrenís Bureau, US Dept. of Health and Human Services.† Strengthening families and communities: 2009 resource guide. Cornell University. Retrieved from https://www.childwelfare.gov/pubs/res_guide_2009/guide.pdf
Child Welfare Information Gateway. (2012). In focus: The risk and prevention of maltreatment of children with disabilities. Retrieved from www.childwelfare.gov/pubs/prevenres/focus
Child Welfare Information Gateway. (2012). Understanding the effects of maltreatment on early brain development. Retrieved from https://www.childwelfare.gov/pubs/issue_briefs/brain_development/brain_development.pdf
Crosson-Tower, C.† (2003). The role of educators in preventing and responding to child abuse and neglect. Retrieved from http://www.childwelfare.gov/pubs/usermanuals/educator/educator.pdf
Crosson-Tower, C. (2009). Understanding child abuse and neglect (8th ed.). Boston, MA: Pearson.
Dodge, K. A., & Coleman, D. L. (2009). Child maltreatment: A community approach. New York, NY: Guilford Press.
Dubowitz, H., & Boos, S. (2011). Basic child abuse curriculum for health professionals. Retrieved from†††† http://www.ispcan.org/
Dubowitz, H., & Boos, S. (2011). Multidisciplinary curriculum on child maltreatment. Retrieved from
Frost, N. (2005). Child welfare: Major themes in health and social welfare.† London, UK: Routledge.
Goldman, J., Salus, M. K., Wolcott, D., & Kennedy, K. Y. (2006). A coordinated response to child abuse and neglect: The foundation for practice user manual series. Office of Child Abuse and Neglect (Health and Human Services Dept.). Retrieved from http://www.childwelfare.gov/pubs/usermanuals/foundation/
Hibbard, R., Desch, L., & Committee on Child Abuse & Neglect and Council on Children with Disabilities. (2007). Maltreatment of children with disabilities. Pediatrics, 119(5), 1018-1025. Retrieved from
Jaudes, P., & Shapiro, L. (2005). Children with special needs. In J. Monteleone & A. E. Brodeur, Child maltreatment: A clinical guide and reference (3rd ed., chapter 25). St. Louis, MO: GW Medical.
Mann, D., Palker-Corell, A., Ludy-Dobson, C., & Perry, B. (2002). The physical abuse of children. In Encyclopedia of Crime & Punishment (Vol. 1). Thousand Oaks, CA: Sage.
McCoy, M., & Keen, S. (2009). Child abuse and neglect. New York, NY: Psychology Press.
Miller-Perrin, C. L., & Perrin, R. (2007). Child maltreatment: An introduction. Thousand Oaks, CA; Sage.
Myers, John E. B. (2006). Child protection in America. New York, NY: Oxford University Press.
National Association of School Psychologists. (2012). Identifying seriously traumatized children. Retrieved from www.nasponline.org/resources/crisis_safety/psycht_general.aspx
National Child Trauma Stress Network. (n.d.). Early childhood trauma.† http://www.nctsnet.org/trauma-types/early-childhood-trauma
Perry, B. D. (2008). Maltreated children: Experiences, brain development, and the next generation. New York, NY: W. W. Norton.
Perry, B. D. (2009). Child Trauma Academy: Parent and caregiver education series Vol. 1, Number 4: Bonding and attachment in maltreated children: Consequences of neglect in childhood.† Retrieved from
Perry, Bruce D. (2009, Dec.). †The neurodevelopmental impact of violence in childhood. In D. Schetky & E. Benedek (Eds.), Textbook of child and adolescent forensic psychiatry (pp. 221-238). Washington, DC: American Psychiatric Press.
Reardon, K. K., & Noblett, C. (2009). Childhood denied: Ending the nightmare of child abuse and neglect. Los Angeles, CA: Sage.
Scannapieco, M., & Connell-Carrick, K. (2005). Understanding child maltreatment: An ecological and developmental perspective. New York, NY: Oxford University Press.
Washington Department of Social and Health Services, Office of Quality Assurance and Training. (2012).† Child protective team handbook. Olympia, WA: Author.†
Washington Department of Social and Health Services, Childrenís Administration. (2012). Protecting the abused and neglected child: A guide for mandated reporters in recognizing and reporting child abuse and neglect. Olympia, WA. Retrieved from http://www.dshs.wa.gov/pdf/Publications/22-163.pdf
Washington Department of Social and Health Services, Children, Youth, & Family Services. (2012).†† Educatorís guide to Child Protective Services. Olympia, WA: Author.