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, Suite 220F
Liberty Lake, WA 99019
Technical
Support: support@virtualeduc.com
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. The 2022 course has additional sections on Childhood Depression
and Suicide, on Child Trafficking, and on Substance Abuse to meet the
requirements of Washington State’s RCW 28A.410.030 and WAC 181.79A.030. 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, Revised 2016, Revised 2019, Revised 2022
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:
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). Additionally, participants
will learn the symptoms of childhood depression and suicidal tendencies, child
sexual trafficking, and substance abuse, as well as 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, 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. 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%, 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 a course evaluation form at the end of the course.
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
Abuse & 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.
At
the end of each 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. Your final
grade for the course will be determined by calculating an average score of all
exams. This score will be printed on
your final certificate. 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.
Facilitator Description
Joan Halverstadt is a retired Special Services Director and School Psychologist/School Counselor. She has 15 years’ experience as a school counselor, working
with at-risk preschool and elementary aged students. Ms. Halverstadt has 50 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
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 at 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 10 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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