EDU5325 Child Abuse and Neglect: Intervention, Protection and Prevention
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Further Education and Training|
|Version produced :||30 December 2013|
Examiner: Patrick O'Brien
Moderator: Barry Fields
All professionals working with children and adolescents need to have a comprehensive knowledge and clear understanding of child abuse and child protection issues, problems and current models of practice in order to be able to: 1. Recognise symptoms of various forms of child abuse (psychological/emotional, physical, sexual abuse and neglect); 2. Contribute to intervention procedures (mandatory reporting and cooperation with the intervening team of specialist agencies/authorities); 3. Apply protection measures and prevention programmes (actively promote, participate and/or apply recommended protective and preventative programmes suitable to educational settings). This course is designed to assist professionals in becoming more confident in their understanding of child abuse. In addition, it will provide them with practical skills in dealing with highly sensitive and complex issues of child and youth victimisation.
The overall aim of this course is to introduce teachers (including special education teachers) and school counsellors to the field of child (and youth) abuse and associated protection issues. This course adopts a psychosocial developmental approach and provides an advanced study of child abuse phenomenon. The course examines various settings of child abuse - such as family, peer group, institution and a wider social context. Within these ecological environments students study the causes, symptoms and consequences of four main forms of child abuse: emotional, physical, sexual and neglect. The course also offers a brief practical component whereby students explore various ways of dealing with this social problem - prevention, intervention and therapy, with the emphasis on applications within the educational or school context. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the EXT or WEB offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:
- demonstrate an understanding of the spectrum of child abuse and neglect (Assignment 1)
- critically analyse the effects of abuse and neglect on child development (Assignment 1)
- demonstrate how knowledge and understanding of child abuse and neglect (local, national and global perspectives) can inform the counselling process (Assignment 1)
- review and evaluate the efficacy and limitations of child protection in relation to Indigenous Australian children and children from ethnic minorities (Assignment 2)
- identify, describe and evaluate various intervention methods and systems for the treatment, protection and prevention of child abuse and neglect (Assignment 2)
- demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing (Assignments 1 & 2).
|1.||Child Development, Attachment and Emotions - emotional regulation; attachment and emotional development; social problem solving||10.00|
|2.||Child Maltreatment - understanding child abuse; contextual influences; precipitants; social constructs of maltreatment and abuse; social cognition processes; defence processes; omission; commission; combination neglect and abuse||10.00|
|3.||Cultural Considerations - historical perspectives; culture within culture; Australian indigenous children; cultural competence; transcultural considerations||20.00|
|4.||Prevention - education; environmental influences; parent and family influences;||20.00|
|5.||Protection - identification and assessment; Australian legislation; child safety practice; systemic protective practice; protective behaviours awareness||20.00|
|6.||Intervention - processes and procedures; creating change; recovery processes for children; clinical interventions||20.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDU5325)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Doyle, C 2006, Working with abused children, 3rd edn, Palgrave MacMillan, New York.
Howe, D 2005, Child abuse and neglect: attachment, development and intervention, Palgrave MacMillian, Basingstoke, Hampshire.
Tilbury, C, Osmond, J, Wilson, S & Clark, J 2007, Good practice in child protection, Pearson Eduction, Frenchs Forest, NSW.
Barber, J., Dudding, P., & Flynn, R 2006, Promoting resilience in child welfare, University of Ottawa Press, Ottawa.
Daniel, B., Wassell, S., & Gulligan, R 1999, Child development for child care and protection workers, Jessica Kingsley, London.
Fontes, L. A 2005, Child abuse and culture, working with diverse families, Guliford Press, New York, NY.
Karp, C. L., & Butley, T. L 1996, Treatment strategies for abused children, from victim to survivor, Sage Publications, Thousand Oakes, CA.
Moloney, M 2005, Through young black eyes: a guide for indigenous community leaders to respond to family violence and child abuse, Secretariat National Aboriginal and Islander Child, Northcote, Vic.
(research writing Michele Moloney, Kenny Bedford and Julian Pocock.)
Siegel, D. J., & Hartzell, M 2004, Parenting from the inside out, how a deeper self-understanding can help you raise children who thrive, J. P. Tarcher/Penguin, NY.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||25 Apr 2012|
|ASSIGNMENT 2||60||60||06 Jun 2012|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to participate appropriately in all activities including discussion fora scheduled for them, and to study all materials provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.)
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the available weighted marks for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and Internet access to UConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.