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University of Minnesota, Twin Cities

School of Social Work


SW 3701 Child Abuse and Neglect Prevention
Spring 2010

Jane F. Gilgun, Ph.D., LICSW 267 Peters Hall


Phone: 612/624-3643 jgilgun@umn.edu
Fax: 612/624-3744 Office Hours:
toll free: 1 800 779 8636 Monday 12:30 to 1:30
jgilgun@umn.edu or by appointment

Course Syllabus

This is an interdisciplinary liberal arts course that provides a comprehensive


overview of child abuse and neglect and their prevention. The covers the meanings,
prevalence, scope, dynamics, contemporary responses, and prevention strategies for
child abuse and neglect within an ecological and risk/resilience framework. Throughout
the course, students will learn to identify the risks that threaten healthy individual,
family, and community development and factors that promote healthy development. The
overall goal of the course is to deepen students’ understandings of the core issues
related to child abuse and neglect and of effective strategies not only for prevention but
for the promotion of child and family well-being.
Course content is relevant to students in sociology, criminal justice, family social
science, social work, education, child psychology, early childhood education, nursing,
public health, public policy, and other related fields.

Objectives

By the end of this course, students will be able to

• Understand what child abuse and neglect means to child survivors;


• Understand cultural, social, economic, political, and familial factors that contribute to
the various types of child abuse and neglect that takes place within families;
• Understand how social and economic policy can contribute to prevention and to the
promotion of child and family well-being;
• Be positioned to contribute to child abuse and neglect prevention on the primary,
secondary, and tertiary levels;
o Develop an understanding of the range of intervention resources, including
educational materials and local direct services, available to children, families,
elders, and practitioners;
o Develop prevention/intervention strategies likely to decrease child
maltreatment and increase the well-being of children, families and
communities; and
• Be familiar with ethical issues and dilemmas related to intervention and prevention.

Course Expectations for Students

1. Students are to turn their phones and pagers off during the class. They are not to
surf the web with any electronic devices. Students may NOT use their computers during
class time.
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2. Students are expected to attend all class sessions, arrive on time, and to
participate in class activities and discussion. Therefore, class members are expected to
have read assigned materials, prepared to enter into reflective discussion, and willing to
participate actively in class exercises.
Students are expected to notify the instructor--in advance, whenever possible--
regarding absences, including unavoidable reasons to leave class early. Persistent
absence, lateness to class, and lateness in submitting papers will be considered in
assigning final grades.
Missing four or more classes will result in failure of the course except for
documented medical circumstances. For students who miss class for medical reasons,
the missed work will have to be made up.
Please keep in mind that coming to class late is disruptive to other students and
to the instructor and can detract from the quality of the class experience. Also, though
eating in class may be necessary for health reasons, please refrain from eating food
that crackles, crunches, and snaps or whose packaging crackles, crunches, and snaps
or otherwise makes noises that are distracting.
3. Students are expected to complete all assigned readings prior to the class for
which they has been assigned and are expected to be able to integrate that reading into
class discussions and activities.
4. Students are expected to make use of University libraries and resources for
assignments;
5 Students are expected to have access to the Internet and to use resources on
the World Wide Web as directed in this course;
6. Assignments are to be typed, written in non-sexist language, and follow the
format of the American Psychological Association Publication Manual (5th ed.). Papers
should be turned in with no errors in spelling, punctuation, or grammar. Papers will not
be accepted after the due date without an acceptable reason for a late paper.
7. Submission of an assignment that is not one's own will result automatically in a
failing grade for the course. This is in accordance with policies of the School of Social
Work and the University Student Conduct Code regarding plagiarism, a form of
scholarly dishonesty. Plagiarism involves attaching your name to the writings of others
without attribution to the actual author(s); these writings can be published or
unpublished materials. Plagiarism is a form of theft of intellectual property.
8. Students are expected to offer the instructor clear constructive feedback
regarding course content and teaching methods. Students are expected to complete
confidential evaluations of the course using the University's standardized form at the
end of the semester.
9. Students may not use an assignment completed in another course for the
present course. This includes papers, answer to test questions, or any other material
used for a grade in another class. If students do so, they will not be given credit for the
assignment;
10. Incompletes are given only in extraordinary circumstances. The School of Social
Work's policy on incompletes requires the student to develop a contract with the
instructor that will describe the work which remains to be completed and the date by
which the work must be submitted to the instructor. In addition to providing the instructor
with a copy of the complete contract on incompletes, the student must file a copy of the
contract with the director of the undergraduate program at the School of Social Work.
The policy states that incomplete course grades will be converted to an F grade if not
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completed within two semesters. Incompletes are strongly discouraged and will be
given by the instructor only in extraordinary circumstances.
11. When students use material from their professional or personal experiences,
please remember that as professionals, we have ethical responsibilities to maintain
confidentiality and to protect privacy. Your instructor will disguise the identities of clients
and expects students to abide by this ethical value.

Course Expectations for the Instructor

1. The instructor will use a variety of instructional methods including short lectures,
case studies to illustrate points of the lectures, electronic slides, large and small group
discussions and exercises, and individual activities to address varieties of learning
styles.
2. The instructor will provide a clear structure for the course and each class session
through the syllabus, statements of purpose of each class, guiding discussion, providing
appropriate linkages between topics, and summarizing main points throughout the
semester.
3. Student assignments will include clear expectations and, where possible,
opportunities for student selection of alternatives. Barring exceptional circumstances,
student assignments will be returned within one week of submission.
4. The instructor will be available on issues related to class assignments or content
during office hours, by phone, e-mail, or by appointment.
5. The instructor will work to facilitate an atmosphere in the classroom that is
conducive to learning, is non-threatening, and is respectful of a variety of learning
styles.
6. When students work together in groups, the instructor will be available for
consultation and to assist group members in completing their tasks.
7. The instructor will provide feedback to students that identify strengths and areas
for improvement in a constructive manner.

Plan of the Course

The course meets on Mondays from 1:55 to 4:25 during the spring semester.
There will be one 10-minute break half way through the class. Class sessions include
lectures, large and small group discussions, small group work, student presentations,
and videotapes. During these activities, students are strongly encouraged to apply
course learnings to their work with individuals, families, and other systems.

During class time, we will discuss sensitive topics about child abuse and neglect,
family violence, discrimination, and political and legal issues. In order to create a
constructive and supportive learning environment, your instructor expects all class
members to participate in class discussions, to listen well to others, respect varying
opinions, avoid degrading or disrespectful language, and to understand the multicultural
atmosphere of the learning environment. Please do not share sensitive personal
material in class unless you have discussed these issues many times before in public.
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Readings

There are two required texts and required readings available through on-line
resources and directly from the instructor. Additional readings may be assigned over the
course of the semester.

The texts are

Miller-Perrin, C.L. & Perrin R.D. (2007). Child maltreatment: An introduction. (2nd
ed.). Sage: Thousand Oaks, CA.

Kidd, Sue Monk (2002). The secret life of bees. New York: Penguin.

Course Requirements

Besides reading the weekly assignments and sharing your observations in class,
there will be an in-class midterm exam and one in-class final exam or a final in-class
presentation. The mid-term exam will be one-hour long and will consist of multiple
choice questions. The final exam will be up to two hours long and will consist of
multiple-choice and short answer questions.

In-class final presentation. Students may exempt themselves from the final
exam by doing a 30-minute in-class presentation during the last three classes. Up to
three students may work together on the final in-class presentation. There will be a total
of 12 final in-class presentations. A minimum of 12 and a maximum 36 students can do
final in-class presentations. If there are more students who want to do final in-class
presentations than there are time slots, then students who present final in-class
presentations will be chosen by lottery. The final in-class presentations must have some
content relevant to the topic for that day’s class. This final requirement can be an oral
presentation or a poster presentation that will be part of a poster session. In order to
have a poster session, there must be a minimum of ten posters for each poster session.
The instructor with discuss with students details on these in-class final presentations
over the course of the semester.

The following are examples of types of final in-class presentations that


students may do.

1. A video. This will be a four-or five-minute video that is of high quality, based
on course readings. Students will show the video in class and discuss how
the video contributes to understanding and preventing one or more types of
child abuse and neglect. Students have to be careful not to disclose
identifying information about clients or other vulnerable people who are
subjects of the videos.
2. A social marketing campaign. Students will present the marketing
messages and materials for a campaign design to contribute to the prevention
of one or more types of child abuse and neglect.
3. A prevention program. Students will present a program for the prevention of
child abuse and neglect that incorporates one or more of the following:
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neurobiology, executive function, attachment, trauma, and self-regulation


(NEATS). This project can involve one-on-one work with parents and children
such as public health nurse home visiting programs, children’s mental health
interventions, or a combination of individual and family work, either based in
the home or at an agency or both.
4. An intervention program. Most children who have been abused and
neglected receive little or no psychoeducation and few if any opportunities to
deal directly with their trauma. This presentation will involve a plan for an
intervention program based on the principles of children’s mental health, the
NEATS, and on risk and resilience research and theory. The program must
have a psychoeducation component.
5. A presentation based on a topic of students’ choice. Students are free to
propose other topics, but they must consult with the instructor, and the
presentation must be relevant to course content.

Besides the mid-term exam and the final exam or final presentation, students will
do one brief in-class presentation. The following describes the brief in-class
presentation.

Brief in-Class Presentations. 5 points. Students are required to participate in


formalized ways in the presentation and discussion of course readings. About one hour
of each class will be devoted to formalized in-class brief presentations. The tasks are
headliner, counterpointer, case illustrator, connector, and discoverer. Five students will
do the brief in-class presentation per week. Each student will do one brief in-class
presentation. If there are less than five students to do the brief in-class presentation,
students can chose which roles they would like to take, and the other roles will be
unfilled. These roles are

Headliner: To lead a discussion of at least two main points of an article or book


chapter to be read for the day’s class. The headliner can choose which reading.
The headliner will develop discussion questions, an in-class exercise, or a
combination. These discussions and exercises can be in small groups or with the
entire class.

Counterpointer: Present two points about what is not in an article or book


chapter of the student’s choice and what could be present for the article/chapter
to be more helpful to understanding and responding to child abuse and neglect.
Provide examples of what you would have liked to have seen in the reading. In
other words, an answer such as “A case study would have helped” is not
sufficient, but, for example, a description of a possible case study, how it could
be analyzed, and what readers would learn are sufficient.

Case illustrator: Provide a brief case example that would illustrate a key point or
points from an article/chapter of the student’s choice. This could be a case study
from a journal article, from students’ work—volunteer, paid, internship, service-
learning—or an instructive video or excerpt from a film. Youtube has some
educational videos.
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Connector: Show at least two ways that two articles/chapters in the readings for
the day are connected to each other. If you see no connection, provide evidence
of the lack of connection.

Discoverer. Present an article, a video, or a webinar that you find yourself and
that is relevant to the day’s topic. Present two to three main points from the
article and any material that supports or illustrates the main points.

Students will schedule the date of their brief in-class presentation through a sign-
up sheet.

Summary of Assignments and Exams

The following summarizes and provides details on class assignments and


exams.

1. Brief in-class presentation. 5 points. Must be done by class 10, April 5.

2. Mid-term exam. 35 points. Week 7, March 8. This is a multiple-choice one-hour


exam based upon course readings, class presentations, and class discussions. .

3. Final exam. 50 points. This is a multiple-choice and short answer exam that is
up to two hours in length based upon course readings, class presentations, and
class discussions. Students may choose to complete the final exam or do a 30-
minute, in-class final presentation.

a. Final exam. The final exam is scheduled on Thursday, May 13, from
10:30-12:30. It will be up to two hours long.

b. Final in-class presentations may be done during classes 12, 13, and 14
which take place on April 19, 26, and May 3. Students may work with up to
two other students or do a solo final in-class presentation. No more than
four final in-class presentations per class.

All final in-class presentations must focus on understanding and preventing


child abuse and neglect. The prevention strategies may be primary (or aimed
at a general population), secondary (or aimed at a population with known
risks), or tertiary (a population who has experienced the condition that the
intervention is meant to prevent).

Assignment Points Due Dates

Brief in-class presentation 5 classes 2 through 10, last day April 5


Midterm 35 cl 7, March 3
Final: one of two 50
Final exam Thurs, May 13, 10:30 am to 12:30 pm
Final project April 19, 26, or May 3
Class participation 10
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Besides, engaging actively in the activities discussed above, class participation


means students' active engagement in class discussion and activities in ways that
enhance class discussion. In their comments, students demonstrate their understanding
of the many ideas--and their applications--important to the effective and ethical practice
of social work with children and their families. Class participation is a strong indicator
that students do the assigned reading every week and are thinking about the
implications of the readings for practice. Respect for and openness to the points of view
of others are important dimensions of class participation.

Please do not interrupt others, speak without regard for others who might want to
speak, and monopolize class time. Your instructor will talk to students who demonstrate
these behaviors. Resistance to changing these behaviors will be reflected in the course
grade for class participation. Sometimes students are so enthusiastic about course
content that they monopolize class time. In these cases, your instructor will gently ask
them to save some of their comments for discussion with the instructor after class, over
the internet, or during office hours. Lateness to class and missing class also affects
quality of students' participation and are considered in the assignment of points for class
participation.

Grading

For this course, the grade of A denotes superior performance that is both
consistent and outstanding. A's are given when the point range is between 93 and 100.
A-'s are given when the point range is between 92 and 90. The grade of B denotes
good, steady adequate performance, with some of the plus values that make for an A.
B+'s are given when the point range is between 89 and 88. B's are given when the
points are between 87 and 83. B-'s are given when the points range from 82 to 80.

The B student shows understanding and ability to integrate learning and ends the
course with a comprehensive grasp of the material. The grade of C denotes a
performance that is barely acceptable and is probably adequate to complete the next
course in a sequence. C+'s are given when the point range is between 78 and 79. C's
are given when the points range between 77 and 73. C-'s, are for grades between 72
and 70. The grade of D denotes unacceptable work and some comprehension of course
material and no probability of being able to complete the next course in a sequence.
The grade of D is given when the point range is between 60 and 69. The grade of F
denotes failure--that is, unacceptable performance: an inability to understand the
material. F's are given when the total points are 50 or below. P denotes a grade of A to
C+.

If students are unclear or dissatisfied with grading, conversations about grading


standards and expectations are welcome.

Supportive Learning Environments

The development of a supportive learning environment is fundamental to this


course. Learning takes place in the free exchange of ideas. In such a course, listening
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to and appreciating the points of view of others, eliciting ideas from others, and
articulating your own points of view will foster a supportive learning environment. As
discussed in relation to class participation, some enthusiastic students may talk to the
point where others feel they are monopolizing class time. Please monitor yourself and
be open if others suggest you are monopolizing.

Please turn off cell phones, ipods, laptop computers, hand-held computers,
pagers, and any other electronic devices during class time.

CLASS SCHEDULE AND READINGS

From each reading, including the internet resources, pick out one main point or
one diagram from each reading and write one paragraph on your spontaneous
responses. We will use these responses as the basis of weekly class discussions.

Class 1, January 25

Topics
Introductions: why you are taking this course
Overview of the course
Some basic ideas related to the promotion of resilience in children who have
experienced child abuse and neglect
Social marketing as a tool of prevention and the promotion of child well-being

Class 2, February 1

Topics
History and definitions of child abuse and neglect
Children’s rights
Research and practice issues related to intervention and prevention
Ideas for prevention drawn from readings

Readings
Chapter 1, Miller-Perrin & Perrin: History and Definitions of Child Maltreatment
The United Nations Convention of the Rights of the Child. Simply put the entire title in a
search engine and the link to the Convention will appear. Type out one paragraph on
your spontaneous reaction to the Convention.
Cook, Thomas Daniel (2009). Editorial: Ratifying the Convention amidst the messy
cultural politics. Childhood, 16(4), 435-439. Available as an e-journal at
http://www.lib.umn.edu
Chapter 1 of the NEATS: A Child and Family Assessment, available at
http://www.lulu.com/content/3987178. Type out a definition of one of the elements of the
NEATS. No more than one-third of a page long.

Case Study
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Chapter 1: The Secret Life of Bees by Sue Monk Kidd.


Write one paragraph on how Lily resisted TJ’s emotional abuse and neglect or
chose another topic of interest to you and write one paragraph about it.

Class 3, February 8

Topics
Maltreatment and the early years of life
Introduction to neurobiology
Resistance to abuse of power
A sense of humor and the abuse of power
Readings
Chapter 2, Miller-Perrin & Perrin: The Study of Child Maltreatment: Theoretical and
Methodological Issues
Chapter 2 of the NEATS: A Child and Family Assessment, available at
http://www.lulu.com/content/3987178. Type out a definition of neurobiology. If
you already wrote out of definition of neurobiology last week, then chose an
aspect of neurobiology such as plasticity of the brain and write about that. No
more than one-third of a page long.

Case Study
Chapter 2: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on any of the following topics: 1) Lily’s sense of humor, 2)
Rosaleen’s resistance to abusive power, 3) how the authority figures in this chapter
violated the United Nations Convention on the Rights of the Child, or 4) a topic of your
choice.

Class 4, February 15

Topics
Child physical abuse
Introduction to executive function
Coping with adversities
Readings
Chapter 3, Miller-Perrin & Perrin: Child Physical Abuse
Chapter 3 of the NEATS: A Child and Family Assessment, available at
http://www.lulu.com/content/3987178. Type out a definition of executive function.
If you already wrote out of definition of executive function from an earlier
assignment, then chose an aspect of executive function that is of interest to you.
No more than one-third of a page long.

Case Study
Chapter 3: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on how Lily successfully coped with her father’s neglect.
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Class 5, February 22

Topics
Child sexual abuse
Attachment
Resilience

Readings
Chapter 4, Miller-Perrin & Perrin: Child Sexual Abuse
Chapter 4 of the NEATS: A Child and Family Assessment, available at
www.lulu.com/content/3983718. Type out a definition of attachment. No more
than one-third of a page long.
Gilgun, Jane F. (2006). Children and adolescents with problematic sexual behaviors:
Lessons from research on resilience. In Robert Longo & Dave Prescott (Eds.),
Current perspectives on working with sexually aggressive youth and youth with
sexual behavior problems (pp. 383-394). Holyoke, MA: Neari Press. Available
from instructor

Case Study
Chapter 4: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on your spontaneous reaction to this chapter, keeping in
mind that Lily has experienced an extreme form of child neglect. Also, write briefly about
any attachment issues depicted in this chapter.

Class 6, March 1

Topics
Child sexual abuse
Trauma
Resilience

Readings
Chapter 2 of Shame, Blame, & Child Sexual Abuse: From Harsh Realities to Hope, and
two other chapters of your choice. Book available from instructor.
Chapter 5 of The NEATS: A Child and Family Assessment, available at
http://www.lulu.com/content/3987178. Type out a definition of trauma. No more
than one-third of a page long.
Lieberman, Alicia F. (2004). Traumatic stress and quality of attachment: Reality and
internalization in disorders of infant mental health. Infant Mental Health Journal,
25(4), 336-351.

Case Study
Chapter 5: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on Lily’s new home as a safe haven.
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Class 7, March 8

Topics
Child Neglect
Self-regulation
Readings
Chapter 5, Miller-Perrin & Perrin: Child Neglect
Chapter 6 of The NEATS: A Child and Family Assessment, available at
http://www.lulu.com/content/3987178. Type out a self-regulation. No more than
one-third of a page long.
Perry, Bruce. (n.d.) Self-regulation: The second core strength. Early Childhood Today.
Available at
http://teacher.scholastic.com/professional/bruceperry/self_regulation.htm

Case Study
Chapter 6: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on how you think August’s story about Our Lady of Chains
affected Lily.
***Mid-Term Exam***

March 15, Spring Break

***No Class***

Class 8, Mar 22

Topics
Psychological maltreatment of children
Trust
Reading
Chapter 6: Miller-Perrin & Perrin: Child Psychological Maltreatment

Case Study
Chapter 7: The Secret Life of Bees by Sue Monk Kidd.
Write TWO paragraph on how you think August respected Lily’s sense of safety.
What does the interaction between Lily and August tell you about trust, attachment, and
self-disclosure?
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Class 9, March 29

Topics
Child Witnesses of Violence
Peer Violence
Bullying
Readings
Chapter 7: Miller-Perrin & Perrin: Additional Forms of Child Maltreatment
Hinshaw-Fusilier, Sarah, Neil W. Boris, & Charles H. Neanah (1999). Reactive
attachment disorder in maltreated twins. Infant Mental Health Journal, 20(1), 42-
59.
Overlien, Carolyn & Margareta Hyden (2009). Children’s actions when experiencing
domestic violence. Childhood. 16(4), 479-496.

Case Study
Chapter 8: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on Lily’s comparison of marriage and T. Ray’s ordering Lily
around. Does this comparison say anything about systemic oppression?

Class 10, April 5

Topics
Issues in child abuse & neglect
Ceiling effects
Early intervention
Readings
Chapter 8: Miller-Perrin & Perrin: Key Issues in Responding to Child Maltreatment
Clark, Roseanne, Audrey Tluczek, & Roger Brown (2008) A mother-infant therapy group
model for postpartum depression. Infant Mental Health Journal, 29(5), 514-536.
Teicher, Martin H. (2002). Scars that won’t heal: The neurobiology of child abuse:
Maltreatment at an early age can have enduring negative effects on a child’s
brain. Scientific American, 286(3), 68-76.

Case Study
Chapter 9: The Secret Life of Bees by Sue Monk Kidd. Write one paragraph on
how Lily’s dreams for the future are indicators of her resilience.
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Class 11, April 12

Topics
Issues in child abuse and neglect
Talking to children who have been sexually abused
Foster care as therapeutic
Readings
Chapter 9: Miller-Perrin & Miller: Controversial Issues in the Study of Child
Maltreatment
Chapter 25, Talking to Children Who Have Been Sexually Abused. Available at
scribd.com/professorjane.
Case Study
Chapter 10: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on the lies that Rosaleen and Lily told.

Class 12, April 19

Topics
The social services system
Coping with the work
Student final presentations

Readings
Chapter 10 in Miller-Perrin & Perrin: Advancing the Field of Child Maltreatment
Bride, Brian E. (2007). Prevalence of secondary traumatic stress among social workers.
Social Work, 52(1), 63-70.
Lederman, Cindy S, Joy D. Osofsky, & Lynne Katz (2007). When the bough breaks the
cradle will fall: Promoting the health and well-being of infants and toddlers in
juvenile court. Infant Mental Health Journal, 28(4), 440-448.

Case Study
Chapter 11: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on how preparations for Mary’s Day helped Lily develop a sense of
belonging.
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Class 13, April 26

Topics
Adults abused as children
Resilience
Prevention
Student final presentations

Readings
Chapter 11: Perrin-Miller & Perrin: What You Can Do to Help
Koren-Karie, Nina, David Oppenheim, & Rachel Getzler-Yosef (2004). Mothers who
were severely abused during childhood and their children talk about emotions:
Co-construction of narratives in light of maternal trauma. Infant Mental Health
Journal, 25(4), 300-317.

Case Study
Chapter 12: The Secret Life of Bees by Sue Monk Kidd.
Write one paragraph on the indicators of secure attachment between Lily and August.

Class 14, May 3

Topics
Infant mental health
Intervention and prevention
Student final presentations

Readings
Lieberman, Alicia F. (2007). Ghosts and angels: Intergenerational patterns in the
transmission and treatment of the traumatic sequelae of domestic violence. Infant
Mental Health Journal, 28(3), 422-439.
Find one article on child abuse and neglect prevention, summarize it, and share it in
class.

Case Study
Chapter 13: The Secret Life of Bees by Sue Monk Kidd.

***Final Exam Thursday, May 13, 10:30 am to 12:30 pm***

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