Credit: 1-Quarter Hours
Clock Hours: 10 Contact Hours

Course Description

Child abuse and neglect impact the lives of students and educators on a daily basis. The consequences of child abuse can be seen in classrooms throughout our nation. Low and diminished academic functioning, low self-esteem, anger bursts, poor peer relationships and social skills are just a few of the consequences of child abuse and neglect.

Educators are often on the front lines when it comes to recognizing and reporting suspected abuse and neglect. Consequently, it is important for educators to have a good understanding and working knowledge regarding the indicators of physical, sexual and emotional abuse and child neglect as well as the dynamics of childhood and familial violence and the dynamics of violence and chemical dependency. This workshop will provide participants with and understanding of these areas and the impact of these areas on the education of children.

Course Objectives

By the end of the course, you will be able to:

Demonstrate an understanding of the dynamics of family violence, child abuse and child neglect.

Demonstrate a working knowledge of the indicators of physical, sexual and emotional abuse as well as child neglect.

Demonstrate a working knowledge of the laws regarding child abuse and child neglect as they relate to an educators role in the identification and reporting of suspected abuse and child neglect.

Understand the importance of documentation in the suspicion of child abuse and child neglect.

Identify your personal attitudes regarding child abuse and child neglect.

Student Expectations

Attend all class sessions.

Actively participate in class discussions and activities.

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation of skills.

Target Audience

Educational staff from preschool through high school, including: teachers, classroom assistants, counselors, administrators, classified staff members, nurses, club and activity advisors of students of all ages; parents, community members, law enforcement officers and anyone else who works with children.

Methods of Instruction

During this course, the instructors methods of instruction will include lecture, large and small group activities, brainstorming, guest lecturers, video presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

60% In-class activities

15% Class participation

25% Written assignment completed outside of class

Texts and Required Learning Materials

Understanding Child Abuse and Neglect: Putting the Pieces Together, ISBN #0-9746917-0-4

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will find a complete bibliography in the appendix of the text, Putting the Pieces Together. Additional references will be attached to the syllabus as they are identified.

Assignment Options

Design a system. Keep a set of personal working notes to use in your work setting. Be sure that whatever system you design is quick and easy to use. For specific information that may be included in your personal notes, see the Personal Working Notes section in this text. To complete this assignment, write a paper explaining how you will use this system. If you design a specific form, be sure to include a copy with your paper. Explain who will have access to your personal notes and where they will be kept.

Review the child abuse reporting policy for your school district or work setting. Based on the RCW and other materials presented in class, how does the policy measure up? When was it written and/or revised? Who was involved in that process? Does the policy speak to RCW requirements and establish a system for making a report? Does it list those individuals who are legally responsible to make a report? Are there stated time guidelines for making a report? Does the policy address your recourse if you believe a report has not been handled properly? Is a written report mandated (is there a specific reporting form) and who receives a copy of the written report? Please include a copy of the policy and report form with your critique.

Attend meetings. Visit an Ala-non, Adult Childrens (ACOA), Alcoholics Anonymous (AA) or Narcotics Anonymous (NA) group. Did you identify yourself or choose not to speak? Were there issues of family violence, interpersonal dynamics or child abuse discussed? What impact did the chemical abuse have on the violence issues? What was your overall response to this experience?

Observe a law enforcement officer. Ride along with an officer or visit with him or her in their office. Find out what type of domestic violence and/or child abuse issues they deal with daily.

Talk with a CPS (Child Protective Services) worker. Find out what of type child abuse issues they deal with daily. How do they define transient pain and minor temporary marks (RCW 16.A). How do they decide: when to investigate; when parents cross the line from discipline to abuse; when children should be removed from a home, etc. What are the rewards of their job? What are the drawbacks?

Visit with a medical worker. Meet with an emergency room tech., ER doctor, ER nurse, EMT, ambulance crew, etc. Find out what types of child abuse and neglect they deal with and how often.

Read three (3) articles. Choose articles about any form of abuse, neglect, family violence, chemical dependency or other related area that is of interest to you. Summarize the articles, explaining why they are important or of special interest. How did the information contained in the articles support, reinforce, or contradict what you learned in class? What value did the articles have for you personally and/or professionally?

For two weeks, collect and review newspaper articles. Choose articles dealing with child abuse, child neglect, family violence, chemical dependency and other topics covered in class. Be sure to keep an eye out for sentencing and fines given to those convicted of crimes against children and other violent crimes. What did you discover in terms of the number of articles and their content? What is your reaction to what you discovered?

Read a book. Choose a book about any form of abuse, child neglect or family violence that is of interest to you. Summarize the book explaining why the points it made are important or of special interest. How did the information contained in the book support, reinforce or contradict what you learned in class? What value did the book have for you personally and/or professionally?

Watch a video or movie. Make it one about child abuse, child neglect, family violence, or chemical dependency. Write a reaction paper describing your feelings about the movie, the appropriate viewing audience (include ages, maturity levels), the content of the movie as it relates to issues discussed in class, why you felt the movie was accurate or inaccurate in its portrayal of the topic, and anything else your think is relevant or important.

Watch television programs that your students watch. Watch a variety of programs, for a total of 3 - 4 hours broken down any way you choose. Write about your reactions and findings regarding program content, the appropriate viewing ages, the appropriateness of children viewing the programs alone or with an adult and anything else you think is relevant.

Check out the sex offender registration registry. Look up information for your area. Many counties now have their sex offender registry on-line.

Design your own assignment. Create a bulletin board, write poetry, compose music, write lyrics, create art work, or a collage. The options are limited only by your imagination.