Course Goals:
1. To teach educators and human service professionals how to identify children and families at risk for failure and how and where to obtain help.
2. To inform professionals about family and community contexts, conditions, and processes affecting the development and behavior of children.
3. To teach professionals how to engage families in promoting child and family health, welfare and education.
4. To facilitate the sharing of knowledge, frames of reference, skills, and resources among professional groups working with children and their families.
5. To improve the skills of communication and collaboration among education/human service providers and between providers and families.
6. To explore the causes, conditions and consequences of current social problems affecting children and families from a multidisciplinary perspectives; among these problems, academic failure, special needs, unemployment, violence, domestic abuse, substance abuse, and risk-taking behavior, and chronic illness.
Course Objectives:
Students will:
1. Complete an assessment of community needs using a variety of techniques and tools.
2. Complete a reflective journal in response to course readings.
3. Participate in experiential activities designed to provide practice in the communication, collaboration and consultation, including case studies and simulations.
4. List resources available in their profession, in related professions, and in their communities of use to clients in need.
5. Demonstrate through written assignments and class presentations an understanding of the complex causes and conditions underlying children’s problematic behavior and academic performance.
6. Complete a fundable proposal for an interprofessional collaborative program to respond to the particular needs of children and their families in their community.
Testing and Grading:
Reflective Journal in response to required and elective (thematic issue) readings 25%
School or Community Needs Assessment 15%
Genogram/Ecomap with Presentation 10%
Program Proposal* 50%
*Program Proposal will include:
problem analysis for aggregate population
literature review
listing of appropriate resources
program design
intervention strategies, including
strategies for engaging families
strategies for interprofessional collaboration
anticipated barriers
potential funding sources
program evaluation methodology
Additional requirements:
Attendance at all class meetings
Participation in class activities
Preparation of readings for class discussions
Topics Agenda:
I. Knowing Ourselves
Understanding our personal and professional goals
Roles, boundaries, standards, and ethical codes
Understanding our beliefs
Intergroup stereotyping
Communication patterns and styles
Looking at our own families: using genograms and ecomaps
II & Sharing Our Work
III. Defining “profession”
Defining “success,” “failure,” “at risk”
Knowledge bases
Range of activities, resources and responsibilities
Training and licensure
Professional discourses
Professional hierarchies
Reporting and confidentiality
Unity and diversity: common goals, complementary work
Finding support
Revisiting genograms and ecomaps from interprofessional perspectives
IV. Raising Common Concerns
Sharing research and practice
Resiliency and “best practice”
Public health issues
Violence
Substance abuse
Domestic abuse
School refusal
Special education
Chronic illness and handicaps
Cultural and linguistic complexities
V. Universals and Differences Among Families
Who is “family”?
Family structures
Cultural influences
Parenting styles and discipline
Patterns of interaction
Community orientations
Linguistic and cognitive differences
VI. Family Stresses
Bereavement and loss
Serious illness
Court involvement and prison
Homelessness
Immigration and refugee trauma
Migrancy
Non-traditional families
Unemployment
School failure
VII Family-Centered Practice
& VIII Facilitating partnerships
Engaging families
Understanding group dynamics
Using change theory
Sharing decision-making
Empowering families
Information and referral
Case studies
IX Responsive Strategies
& X Genograms and ecomaps
Identifying risk behavior
Assessing strengths and weaknesses
Setting priorities
Short- and long-term planning
Home visits
Joining with families
Parent conferencing
Conflict resolution education
Anger management
Cooperative discipline
Interdisciplinary groups: Child Support Teams
Education for behavior management
Educating families to offer academic help
Case Studies
XI. Improving Communication Skills
Identifying/defining problems
Problem-solving models
Questioning, interviewing, critical listening
Respecting privacy, preserving confidentiality
Interprofessional communication
Avoiding blame
XII. Existing Models
Family Support Coalitions
School Councils
School-based health clinics
Full-service and extended-service schools
Parent liaison and advocacy programs
XIII Planning and Evaluation
& XIV Conducting needs assessments
Program planning
Building collaborative concepts into programming
Identifying indicators of success
Formative and summative evaluation
Quantitative and qualitative measures
Demonstration projects and pilot programs
Identifying potential funding sources
Replication
XV. Staying the Course
Regional, state and professional networks
Managing stress
Opportunities for advocacy
Professional development
Bibliography: (Required readings are starred*)
Agosto, R. (1999). Community schools in New York City: The Board of Education and the Children’s Aid Society. Bulletin: The Journal of the National Association of School Principals. 83 (611): 57-63.
Albert, L. (1994). Cooperative discipline. Circle Pines, MN: American Guidance Service.
*Allen-Meares, P. (1995). Family and cultural contributions to emotional/behavioral problems (chapter 5). In author, ed., Social work with children and adolescents. White Plains, NY: Longman.
Astor, R.A., Behre, W.J., Fravil, K..A., & Wallace, J.M. (1997). Perceptions of school violence as a problem and reports of violent events: A National survey of social workers. Social Work. 42 (1): 55-67.
*Ayers, W. (1996). Democracy and urban schooling for justice and care. Journal for a Just and Caring Education. 2(1): 85-92.
American Medical Association (1990). Healthy Youth 2000: National Health Promotion and Disease Prevention Objectives for Adolescents. Chicago, IL: Author.
*Annie E. Casey Foundation (1997). Kids count data book: State profiles of child well-being. Baltimore, MD: Author.
Behrman, R.E., ed. (1994). Children and divorce (themed issue). The Future of Children. 4(1), 1-255.
Behrman, R.E., ed. (1993). Home visiting (themed issue). The Future of Children 3(3): 1-214.
Ben-Amos, B. (1992). Depression and conduct in children and adolescents: A Review of the literature. Bulletin of the Menninger Clinic. 56 (2): 188-208.
*Bishop, K.K., Taylor, M.S., & Arango, P. (eds.) (1997). Partnerships at work: Lessons learned from programs and practices of families, professionals and communities. Burlington, VT: University of Vermont Department of Social Work, Partnerships for Change.
Bishop, KK., Woll, J., & Arango, P. (no date). Family/Professional collaboration for children with special health needs and their families. Burlington, VT: University of Vermont Department of Social Work, Family Professional Collaborative Project.
Braatz, J. & Putnam, R.D. (1998). Families, communities, and education in America: Exploring the evidence. In G.G. Wehlage & J.A. White (eds.) Rebuilding the village: Social capital and education in America. London: Falmer Press.
Brabeck, M.M. et al. (1997). Changing the culture of the university to engage in outreach scholarship. In R.M. Lerner & L.A.K. Simon (eds). University-community collaborations for the twenty-first century: Outreach scholarship for youth and families. NY: Garland Publishing.
Bremer, N.D. et al. (19990). Assessment of school health nursing services in the U.S. Journal of Health Education. 30 (5): 50-57.
*Brooks, R.G. (1994). Children at risk: Fostering resilience and hope. American Journal of Orthopsychiatry. 64 (4): 545-553.
*Calfee, C., Wittwer, F., & Meredith, M. (1998). Building a fu1l-service school. San Francisco: Jossey Bass.
Children’s Voice (1997). Culturally Competent Practice. Washington, DC: Child Welfare League of America. Press.
Colbert, R.D. (1996). The Counselor’s role in advancing school and family partnerships. School Counselor. 44 (2): 100-105.
*Comer, J.P. (1988). Educating poor minority children. Scientific American, 259(5): 42-48.
*Community/Full-Service Schools (themed issue) (1999). Bulletin: Journal of the National Association of Secondary School Principals. 83 (611).
*Corrigan, D., & Bishop, K.K. (1997). Creating family-centered integrated service systems and interprofessional education programs to implement them. Social Work in Education 19(3): 149 –163.
Corrigan, D. (1996). Teacher education and interprofessional collaboration: Creation of family-centered, community-based integrated service systems. In L. Kaplan & R.A. Edelfelt, eds. Teachers for the new millennium. Thousand Oaks, CA: Corwin Press.
Crowson, R.L. & Boyd, W.L. (1993). Coordinated services for children: Designing arks for storms and seas unknown. American Journal of Education. 101: 140-179.
DeChillo, N., Koren, P.F., & Mezera, M. (199 ). Families and professionals in partnership. In B.A. Stroul, ed.. Children’s Mental Health. Baltimore, MD: Brookes Publishing Co.
*DeChillo, N., Koren, P.E., Schultze,K.H. (1994). From paternalism to partnership: Family and professsional collaboration in children’s mental health. American Journal of Orthopsychatry. 64 (4): 564-576.
DeKanter, A., Ginsburg, A.L., Pederson, J., Peterson, T.K, & Rich, D. (1997). A Compact for learning: An Action handbook for family-school-community partnerships. Washington, DC: U.S. Department of Education Partnership for Family Involvement in Education.
*Dryfoos, J.G. (1994). Full-service schools. San Francisco: Jossey Bass.
Elders, J. (1994). Principles to link by. Integrating education, health and human services for children, youth and families: Systems that are community-based and school-linked. Washington, DC: U.S. Department of Health and Human Services.
*Faraone, S.V. & Biederman (1998). Depression: A Family affair. The Lancet. 351 (9097): 158)
Friesen, B.J. & Wahlers, D. (1993). Respect and real help: Family support and children’s mental health. Journal of Emotional and Behavioral Problems. 2 (4): 12-15.
Ge, X., Conger, R.D., Lorenz, F.O., & Simons, R.L. (1994). Parents’ stressful life events and adolescent depressed mood. Journal of Health and Social Behavior. 35 (March): 28-44.
*Giannetti, C.C. & Sagarese, M.M. (1998). Turning parents from critics to allies. Educational Leadership. (May): 40-42.
Hallowell, E.M. & Ratey,J.J. (1992). Driven to distraction: Recognizing and coping with Attention Deficit Disorder from childhood to adulthood. NY: Simon & Schuster.
*Harvard Family Research Project (1995). Raising our future: Families, schools and communities joining together. Cambridge, MA: author.
Holding ground: The Rebirth of Dudley Street (video) (1997). New Day Films.
Johnson, K. et al. (1998). Preventing and reducing alcohol and other drug use among high-risk youths by increasing family resilience. Social Work. 43 (4): 297-308.
Jones, G.C. & Kilpatrick, A.C. (199;6). Wellness theory: A Discussion and application to clients with disabilities. Families in Society: The Journal of Contemporary Human Services. 77 (May): 259-267.
Jenni, C.B. (1997). School phobia: How home-school collaboration can tame this frightful dragon. School Counselor. 44 (3): 206-218.
Kagan, S.L. (1991). United we stand: Collaboration for childcare and early education services. NY: Teachers College Press.
*Kagan, S.L. & Neville, P.R. (1993/4). Family support and school-linked services: Variations on a theme. Family Resource Coalition Report No. 3 & 4. Chicago, IL: Family Resource Coalition of America.
Knitzer, J. & Aber, J.L. (1995). Young children in poverty: Facing facts. American Journal of Orthopsychiatry, 65 (2), April: 174-175.
Laird, J. (1993). Lesbian and gay families. In Walsh, op.cit.
Leviton, A., Mueller, M., & Kauffman, C. (1992). The Family-centered consultation model: Practical applications for profesionals. Infants and Young Children. 4 (3): 1-8.
Lewis, R. & Morris, J. (1998). Communities for children. Eduational Leadership. (May): 34-36.
*Lawson, H.A. (1999). Two mental models for schools and their implications for principals’ roles, responsibilities and preparation. Bulletin: The Journal of the National Association of School Principals. 83 (611): 8-27.
Lawson, H.A. (1996). Expanding the Goodlad agenda: Interprofessional education and community collaboration in the service of vulnerable children, youth and families. Holistic Education Review. 9(1): 20-34.
Lawson, H., & Briar-Lawson, K. (1997). Connecting the dots: Progress toward the integration of school reform, school-linked services, parent involvement and community schools. Oxford, OH: The Danforth Foundation and the Institute for Educational Renewal.
McGoldrick, M., & Gerson, R. (1985). Genograms in family assessment. NY: W.W.Norton.
Madsen, W.C. (1999). Collaborative therapy with multi-stressed families: From old problems to new futures. NY: Guilford Press.
Maeroff, G.I. (1998). Altered destinies: Making life better for schoolchildren in need. Phi Delta Kappan. 79(6): 425-432.
*Moles, O.C. (1996). Reaching all families: Creating family-friendly schools. Washington, D.C.: U.S. Department of Education.
National Assocation of School Nurses (1995). Issue brief: Integrated service delivery. Author.
National Community Education Association, U.S. Department of Education, Policy Studies Associates, Inc., & The American Bar Association (1998). Keeping schools open as community learning centers: Extending learning in a safe, drug-free environment before and after school. Washington, DC: U.S. Dept. of Education Partnership for Family Involvement in Education.
National Resource Center for Family Support Programs (1992). Creating new schools: Planning and implementation guide for school-based comprehensive collaborative services programs. Chicago, IL: Family Resource Coalition of America.
Nilzon, K.R. & Palmerus, K. (1997). The influence of familial factors on anxiety and depression in childhood and early adolescence. Adolescence. 32 (128): 935-944.
Powell, J. (1996). A schema for family-centered practice. Families in society: the Journnal of Contemporary Human Services. 446-448.
Quint, S. (1995). Schooling homeless children. NY: Teachers College Press.
*Rodriguez, B.M. & Garcia, J.B. (1997). Extending the dialogue on diversity issues in family support. Chicago, IL: Family Resource Coalition of America.
Roth, J., Myers-Jennings, C., & Stowell, D.W. (1997). How integration of services facilitates family literacy. Journal For a Just and Caring Education. 3(4) (October): 418-432.
Rutter, J. (1987). Psychsocial resilience and protective mechanisms. American Journal of Orthopsychiatry. 57: 316-331.
*Samuels, B., Ahsan, N., & Garcia, J. (1998). Know your community: A Step-by-step guide to community needs and resources assessment. Chicago, IL: Family Resource Coalition of America.
Sanders, JM.G. (1997). Building effective school-family-community partnerships in a large urban school district: Report No. 13. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, OERI.
Schools Partnership Training Institute Curriculum. San Francisco, CA: Jewish Family and Children's Services.
Service Bridges: Higher Education Curricula for Integrated Service Providers. Monmouth, OR: Western Oregon University Teaching Research Division Newsletter.
Small, J.L., Kano, L., Warren, C.W., Collins, J.L., & Kolbe, L.F. (1999). Progress in attaining the national health promotion and disease prevention objectives for schools. Journal of Health Education. 30 (5): 58-64.
*Soriano, M. & Hong, G.K. (1997). School-based family services: Administrative leadership for a caring model of effective education. Journal for a Just and Caring Education. 3(2): 180-191.
Swanson, N. & Leonard, B.J. (1994). Identifying potential dropouts through school health records. Journal of School Nursing. 10 (2): 22-26, 46.
*Toseland, R.W., & Rivas, R.F. (1995). Understanding group dynamics (Chapter 3). In An Introduction to group work practice, 2nd edition. Boston: Allyn & Bacon.
Tracz, S.M. (1998). University training: Working toward a culture of interprofessional collaboration. Service Bridges (Western Oregon University) 3(2): 4-5.
Tyack, D. (1992). Health and social services in public schools: Historical perspectives. The Future of Children. 20(1): 19-31.
U.S. Department of Education (1997). Family involvement in children’s education: Successful local approaches. Washington, DC: Author.
*U.S. Department of Education (1994). Strong families, strong schools: Building community partnerships for learning. Washington, DC: Author.
Rolland, J.S. (1993). Mastering family challenges in serious illness and disabilities. In Walsh, op.cit.
Walsh, F. (ed). (1998). Normal family processes. NY: Guilford Press.
Walsh, M.E., Brabeck, M.M., & Howard, K.A. (in press). Interprofessional collaboration in children’s services: Toward a theoretical framework. Children’s Services: Social Policy, Research, and Practice.
Wolin, S & Wolin, S. (1993). The resilient self: How survivors of troubled families rise above adversity. NY: Villard.
Zimmer-Gembeck, M.J., Alexander, T., & Nystrom, R.J. (1997). Adolescents report their need for and use of health care services. Journal of Adolescent Health. 21: 388-399.
Zinn, M.B. & Eitzen, D.S., eds. (1993). Diversity in families. NY: Harper Collins.
|
