SW 5032
Syllabus Fall 2007

  The course provides an overview of the federal, state, and tribal laws, policies, and court processes regulating child welfare practice.  This course will lead practitioners from initial intake through the court process; it will highlight practice and policy issues from a cultural and structural perspective. Course content will include legal and policy analysis, issues of forensic interviewing and testifying, court procedures, and the role of the social worker in legal proceedings. Child Welfare and the Law is required for  Child Welfare Scholars, and addresses many of the critical issues facing the child welfare field today: concurrent permanency planning; child neglect; physical, sexual, and emotional maltreatment; domestic violence; the rights of American Indian children and families under the Indian Child Welfare Act and the Minnesota Indian Families Preservation Act; the role of the social worker in the courts.

Course Objectives:

  1.         Describe the public policy and legal framework for child welfare practice and the impacts upon children and families of color.

  2.         Identify the legal basis and social welfare policies for child protection intake, assessment/investigation, protective intervention, and the interface with community professionals.

  3.         Describe the Juvenile Court process, as well as the other court proceedings related to child welfare practice.

  4.         Identify and define the roles that others play in the legal and court process and how to effectively interact with them.

  5.         Describe legal procedures and practices including: evidence gathering, building a petition, writing court reports, and testifying.

  6.         Explain the relationship of the Indian Child Welfare Act of 1978 and the Minnesota State/Tribal Agreement of 1998 to public and tribal child welfare.

  7.         Explain a forensic interview protocol and conduct a developmentally appropriate, child friendly, interview using a role play format.

  1.         Classroom Assignments include:

·        Participation

Classroom Participation - attendance and participation, small group activities/assignments/discussion - throughout course (10pts)

2 CW Field Trips to St. Louis County CHIPs court, , Fond du Lac Human Services or Mille Lacs Tribal court.  Complete a 2-3 paragraph personal reflection regarding the field trip and send to instructor. (see schedule) (10 points each = 20 pts)

·        In class written reflection of video taped child interview. (20 points).

·        3 Assigned Essays (3-5 pages) on related course topic as assigned in class. (20 points each = 60 pts).

·        Child interview role play (interview and child) either audio or video taped. (45points) **

2.      All students will be required to present a short (10 minute) classroom presentation which overviews a topic of their interest regarding child welfare and the law.   Students must discuss topic areas with their instructor prior to developing the presentation. Students may work with one other student on the same topic.

a.       In addition, each student will develop an annotated bibliography of which includes at least 10 sources (5 peer reviewed academic journals) used in the development of the presentation. Citations will be done in APA style followed by a brief description of the resource and its content. (Students presenting together should have at least 5 unique sources). Copies should be made and distributed to each student in the course. (45 points)

  Attendance and Grading

Given the course format, attendance is mandatory.  However, unforeseen circumstance may preclude a student’s attendance in class.  Students are encouraged to discuss attendance issues with the instructors.  Students who miss class time/periods may be assigned additional course work as appropriate.

Students may elect an incomplete for the course.   They must do so in accordance with the Social Work Department’s policy as described in the student’s handbook/manual.

The relative weight and points for assignments are as follows:

  There is a total of 200 points available to be earned in this course. Final grades will be based upon the percentage of points earned.

Grades will be assigned as follows:

90% - 100% = A; 80% - 90% = B; 70% - 80% = C; 60% - 70% = D; >60% = F.

Disability Statement:

  Individuals who have a disability, either permanent or temporary, which might affect their ability to perform in this class, are encouraged to inform the instructor at the start of semester.  Adaptation of method, materials, or testing may be made as required to provide for equitable participation.

 Department Guidelines
Ground Rules for Class Discussion:

  This course may include a variety of topics that raise controversy, conflict, or pose ethical dilemmas.  We propose the following ground rules for how we discuss these topics.  They are taken from: Cannon, Lynn Webber. (1990). Fostering Positive Class, Race, and Gender Dynamics in the Classroom. Women's Studies Quarterly, (1& 2), 130-132.

  1.         We can assume that discrimination exists (sexism, racism, classism, etc.).  The key to understanding discrimination is to be aware we have misinformation about our own groups and those of others.  This is true of both dominant and subordinate groups.

  2.         We cannot be blamed for misinformation, but should remain vigilant about learning the truth.  This is not to say anyone corners the market on what is true.  Disagreement should not be coupled with punishment.

  3.         Assume people are doing the best they can.  We can share information about our own groups, but we should not demean or devalue the experiences of others.

  4.          We will respect each other as human beings.  We will confront the mythsand stereotypes about or own groups and those of others while we strive for knowledge.

University Guidelines    
 Academic Dishonesty
Academic dishonesty tarnishes UMD's reputation and discredits the
accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge canonly be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, thiscourse will adhere to UMD's Student Academic Integrity Policy, whichcan be found at www.d.umn.edu/assl/conduct/integrity. This policy
sanctions students engaging in academic dishonesty with penalties up toand including expulsion from the university for repeat offenders."

University's Student Conduct Code
The instructor will enforce and students are expected to follow the
University's Student Conduct Code
(http://www.d.umn.edu/assl/conduct/code). Appropriate classroomconduct promotes an environment of academic achievement and integrity.

Disruptive classroom behavior that substantially or repeatedly
interrupts either the instructor's ability to teach, or student
learning, is prohibited. Disruptive behavior includes inappropriate useof technology in the classroom. Examples include ringing cell phones,text-messaging, watching videos, playing computer games, doing email,or surfing the Internet on your computer instead of note-taking or
other instructor-sanctioned activities.

Syllabus Revisions

The course syllabus/class schedule may undergo minor revisions as we progress through the semester.  Students will be notified in due time.  Please check your e-mail on a regular basis; course material and handouts will be available; you will need to download materials for use in class.

  See the links on the sidebar for a schedule for topics, reading assignments and bibliography.

  **Possible Portfolio Learning Product for the following learning objective. Please let instructor know if you are interested in using this assignment for your ePortfolio by June 15, 2006.

7.. Critically analyze and apply knowledge of bio-psycho-social variables that affect individual development and behavior, and use theoretical frameworks to understand the interactions among individuals and between individuals and social systems (i.e., families, groups, organizations, communities, societies, culture and global systems). (M5.7.8)

Updated 8/27/07