||ECE465 - Crisis Trauma and Abuse
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Emphasis on definition, factors, theories, and characteristics associated with abuse and family violence. Topics include examination and analysis of crisis, trauma and disaster preparedness, community response, legal rights, prevention and intervention strategies.
|Course Learning Outcomes:
- Define and understand the factors that contribute to family violence. Define and analyze the cycle of abuse and the types of abuse and neglect. Analyze and integrate the theories of spousal abuse and effects upon children. Examine characteristics of the abuser and the abused in sexual, emotional and physical abuse cases. Develop an understanding of working with today's at-risk families. Research the historical background of a complex and controversial form of abuse known as ritualistic abuse. Examine the role of the professional and gain insight into the intervention process, which includes the legal and ethical procedures of protecting the rights of children and families. Recognize behavior associated with stress, crisis and possible trauma in an early childhood setting. Summarize theories and compare descriptions to violence exposure.
- View, preview and evaluate current trends in media exposure and study the effects of long-term media exposure. Examine the media culture and review the impact of media exposure on children.
- Study the characteristics and impact of sibling abuse. Define and examine the problematic concerns revolving around elder abuse. Research and evaluate the impact of death and separation for a child.
- Understand and discuss current laws, policies and procedures used by law enforcement agencies and the family court. Gain insight into the dynamics and legal process involved in gay and lesbian abuse. Describe the laws, motivation, prevention and systems involved with stalking.
- Analyze and understand the varied types of victimization of cultural issues, disabilities and terminal illness. Demonstrate an understanding of the caregiver role during a crisis, trauma and violent act.
- Research the historical perspective of compensation and restitution for the rights of victims.
- Compare international standards and policies revolving crisis, trauma and violence.
- Compile resources in the community and assess the programs available. Gain knowledge of how to handle a crisis and trauma or prepare for a disaster. Collect and compile resources for children and adults to help during a crisis, or traumatic event. Elaborate and develop resources for homelessness, poverty, and unemployment.
- Create curriculum and intervention strategies. Design a curriculum unit to help with a crisis. Prepare a curriculum unit for a natural disaster preparation plan. Create a crisis plan and develop a crisis team in an educational setting. Apply the knowledge to create curriculum activities for parents and children.
|Specified Program Learning Outcomes:
- Create environments that are healthy, respectful, supportive, and challenging for young children.
- Create positive relationships and appropriate interactions with young children.
- Demonstrate ethical, legal, and professional standards in developmentally age appropriate practice in early childhood education.
- Demonstrate ethical, legal, and professional standards in early childhood practice.
- Develop active learning environments that are healthy, respectful, supportive, and nurturing for all young children.
- Develop oral, written, and technological skills for communicating with families and very young children.
- Develop oral, written, and technological skills supporting children's growth and development through respectful, reciprocal engagements with individual learners, families, and the larger community.
- Identify essential concepts, inquiry tools, structure of content areas and resources for early childhood education.
- Identify essential concepts, tools, relevant content areas, and resources for developmentally age appropriate practice in early childhood education.
- Implement a curriculum that promotes development and learning outcomes for diverse young children.
- Implement a developmentally age appropriate standards-based curriculum that promotes development and learning outcomes for young children with special needs and implications of cultural and linguistic diversity.
- Use systematic observations, documentation, and other assessment strategies in partnership with families and professionals to positively influence children's development and learning.
- Use systematic observations, documentation, and other effective
assessment strategies in a responsible manner in partnership with families and other professionals to positively influence children's development and learning.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures