Child Abuse:
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: joanh@virtualeduc.com
Address: Virtual
Education Software
23403 E Mission Avenue, Suite 220F
Liberty Lake,
WA 99019
Technical Support: support@virtualeduc.com
Introduction
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, Revised 2016,
Revised 2019
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 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.
Expected Learning Outcomes
As a result of this course, participants will demonstrate
their ability to:
- Understand
the educator’s role in protecting and supporting abused or neglected
students
- Recognize
the symptoms of child abuse and neglect
- Recognize
the symptoms of depression and suicidal tendencies in youth, symptoms of
child sexual trafficking, and symptoms of substance abuse in relation to
child abuse
- 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 of the three types of abuse (physical, emotional, and sexual) and the four types of neglect (physical, medical, emotional, and educational). Additionally, participants will learn about the symptoms of childhood depression and suicidal tendencies, child sexual trafficking, and substance abuse and about how these issues are tied to child abuse and neglect. 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 abuse and neglect will be reviewed, as will the social and family causes of abuse and neglect. 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 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.
Student Expectations
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 Topics
Chapter One: Introduction, History & 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. A discussion of how Adverse Childhood Experiences (ACES) affect both children and parents is included.
Chapter Two: Indications & 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 & 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. Youth with a history of abuse or neglect are highly susceptible to developing problems in the areas of substance abuse, juvenile delinquency, depression, or becoming a victim of child trafficking. 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.
Examinations
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.
Writing Assignments
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.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
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.
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
JAS), written by an author with a Ph.D., Ed.D. or similar, on the topic
outlined within each JAS section in the “Required Essays” portion of the course
(blogs, abstracts, news articles or similar are not acceptable). Your article
choice must relate specifically to the discussion topic listed in each
individual JAS. You will choose a total of three relevant articles (one article
per JAS) 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 facilitator to access and review each article.
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.
Facilitator Description
Joan Halverstadt
is a retired Special Services Director and School Psychologist/School Counselor.
She has fifteen years’ experience as a school counselor, working with at-risk
preschool and elementary aged students. Ms. Halverstadt has forty
five 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 Master’s 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.
Instructor Description
Pamela Bernards 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 Blue Ribbon School. Areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention (remediation and gifted/talented). She received a doctorate in Leadership and Professional Practice from Trevecca Nazarene University. Please contact Professor Halverstadt if you have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by emailing Professor Halverstadt at joanh@virtualeduc.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.
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. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this
syllabus.
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