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Child Abuse: Working
with Abused & Neglected Children Instructor Name: Joan
S. Halverstadt Phone: 509-891-7219 Office Hours: 8
a.m. to 5 p.m. PST Monday - Friday Email: joanh@virtualeduc.com Address: Virtual
Education Software 16201 E Indiana Ave, Suite 1450 Spokane, WA 99216 Technical Support: support@virtualeduc.com Introduction
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 teaches you to recognize the
signs of physical abuse, emotional abuse, sexual abuse, physical neglect and
emotional neglect in students. 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 Title: Child
Abuse: Working with Abused
& Neglected Children Author: Joan S. Halverstadt, MS/ED Publisher: Virtual Education Software, Inc. ©2002 Instructor: Joan S. Halverstadt MS/ED __________________________________________________________________________________________________ Academic
Integrity Statement
The
structure and format of most distance-learning courses presume a high level
of personal and academic integrity in completion and submission of
coursework. Individuals enrolled in a CBI distance-learning course are
expected to adhere to the following standards of academic conduct.
Academic Work Academic
work submitted by the individual (such as papers, assignments, reports,
tests) shall be the student’s 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 one’s 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. Course
Objectives
Students will be able to: ·
Understand the educator’s role in protecting and supporting abused or
neglected students ·
Recognize the symptoms of child abuse and neglect ·
Know their state and school district’s 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 educator’s role in the intervention and prevention of
child abuse and neglect _________________________________________________________________________________________________ Course Description
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 student’s 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
educator’s 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 aged three-eighteen years as well
as those 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. Student
Expectations
As a student you will be
expected to: ·
Complete all information chapters covering child abuse, showing a
competent understanding of the material presented. ·
Complete all examinations, showing a competent understanding of the
material presented. ·
Complete a review of any chapter on which your examination score was
below 70%. ·
Retake any chapter examination, after completing an information
review, to increase that examination score to a minimum of 70% (maximum of three attempts). · Complete a course evaluation form at the end of the course. __________________________________________________________________________________________ Chapter Topics
Chapter One: Introduction, History and
Characteristics
This chapter will
introduce the participant to the course topic by a discussion of the working
definitions and the statistical magnitude of the problem of child abuse and
neglect. A short history of how child
maltreatment has evolved is included as well as a discussion of the
educator’s role in the reporting, treatment and prevention of child abuse and
neglect in society. This chapter will
also discuss the family factors involved in the incidence of child abuse and
neglect, including personal factors and environmental/societal factors.
Chapter
Two: Indications
and Types of Abuse
This chapter will present the physical and behavioral
signs and symptoms of physical and emotional child abuse. It will discuss the types of emotional
abuse, and define and present the physical and behavioral symptoms of sexual
abuse. It will also discuss the stages
of normal sexual development as well as how to handle disclosures of sexual
abuse.
Chapter Three: Neglect: Types, Causes and 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 child’s
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 student’s physical,
cognitive and social-emotional needs at school. The course ends with a discussion of the
educator’s role in the intervention, treatment, and prevention of child abuse
and neglect. _________________________________________________________________________________________________ ExaminationsAt
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. __________________________________________________________________________________________________ Instructor
Description
Joan
Halverstadt
has been a school counselor since 1994 working with at-risk preschool and
elementary aged students. Ms.
Halverstadt has over thirty 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 School Counseling Educational Staff
Associate Degree from City University, her Masters in Education Degree from
George Mason University, and her BA in Psychology and Elementary Education
from Whitman College. __________________________________________________________________________________________________ Contacting
the Instructor
You
may contact the instructor by emailing Joan at joanh@virtualeduc.com or
calling her at (509) 891-7219 Monday through Friday. Phone messages left
during business hours will be answered within 48 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. Technical Questions
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 support@virtualeduc.com 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 VESi’s 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. Bibliography
Center for Child Abuse Prevention Services. Characteristics of abusive families.
(handout) 949 Market St. #411, Tacoma, WA 98402. Dominguez, Renee S., Nelke, Connie F., & Perry, Bruce. Sexual abuse of children. Encyclopedia of crime & punishment. Great Barrington, MA. Berkshire Publishing
Group. Halverstadt, Joan. (2000). Strategies for teaching abused or
traumatized students. Seattle Pacific University course. Jensen, Tine K., Gulbransen, Wenke, Mossige, Svein, Reichelt, Sissel,
& Tjersland, Odd Arne. (2005, Dec.). Reporting possible sexual
abuse: A qualitative study on children’s perspectives and the context for
disclosure. Child Abuse and Neglect, 29(12), 1395-1413. Mann, David, Palker-Corell, Ann, Ludy-Dobson, Christine, and Perry,
Bruce. (2002). The physical abuse of children. Encyclopedia of crime &
punishment. Great Barrington, MA:
Berkshire Publishing Group. National
Clearinghouse on Child Abuse and Neglect Information. (2001). In focus: The
risk and prevention of maltreatment of children with disabilities. www.childwelfare.gov/pubs/prevenres/focus National
Clearinghouse on Child Abuse and Neglect Information. (2001). In focus:
Understanding the effects of maltreatment on early brain development. www.childwelfare.gov/pubs/focus/earlybrain/earlybraina.cfm National
Clearinghouse on Child Abuse and Neglect Information. (2006). National
child abuse and neglect data system, summary of key findings from calendar
year 2004. http://www.childwelfare.gov/pubs/factsheets/canstats.cfm National Center on Child Abuse and Neglect. (2005). The long term
consequences of child abuse and neglect. http://childwelfare.gov/pubs/factsheets/long_term_consequences.cfm National Center on
Child Abuse and Neglect (2003) The
User Manual Series: A Coordinated Response to Child Abuse and Neglect: the
Foundation of Practice. Wash.
D.C. U.S. Department of Health and
Human Services, Administration for Children and Families www.childwelfare.gov/pubs/usermanual.cfm National Center on
Child Abuse and Neglect. (2003). The role of educators in preventing and
responding to child abuse and neglect. http://childwelfare.gov/pubs/usermanuals/educator/educatora.cfm Perry, B.D. (2006).
Bonding and attachment in maltreated children: Consequences of neglect in
childhood. Child Trauma Academy: Parent and caregiver education series
vol. 1, number 4. www.childtrauma.org Perry, B.D. (2000). The neuroarcheology of childhood
maltreatment. The neurodevelopmental costs of adverse childhood events.
Child Trauma Academy. www.childtrauma.org/ctamaterials/Neuroarcheology.asp Washington
Department of Social and Health Services, Office of Quality Assurance and
Training. (2006). Child protective team handbook. Olympia,WA. Washington Department of Social and Health Services, Children, Youth,
& Family Services. (2006). Educator’s
guide to child protective services. Olympia, WA. Updated 1/22/10 JN |