Section 01 TRACS # 1317
Wed 6:00 – 8:50 in Butte 103
Instructor: Linda Morrison Ory, MSN, FNP
OFFICE: Butte 606
OFFICE HOURS: Wed 5:00 – 6:00 and by appointment
PHONE: 898-4620 #1
E-mail: lory@csuchico.edu,
DESCRIPTION OF COURSE:
This course is part of the Upper Division Theme: The Child. For this course to count towards the theme, you must have already completed 45 semester units.
Child health is an examination of the status, needs, and trends in the health of America’s children, including selected racial/ethnic groups. This course will present an overview of physical growth and development from the prenatal period to early adolescence and include discussion of common health problems, causes, symptoms, treatment and prevention of childhood illnesses. The course will also address selected health issues such as diet, physical activity, stress, violence, drugs, sexuality, and environmental risks faced by today’s children. An overview of current and potential health services and prevention programs for children will be given.
COURSE READING MATERIALS:
ATTENTON: There is NO text for this course.
Child Health-related articles and websites are posted on the WebCT course pages. There are readings for each week linked to the site. Please complete all readings before the class.
THEME OBJECTIVES:
This course is part of the upper division theme, The Child. In order to receive theme credit, you must have completed at least 45 units of coursework. This course, Child Health, includes principles and current knowledge from the Natural Sciences and the Behavioral and Social Sciences. The theme objectives will be met by using at least five of the six unifying concepts (the six Es).
1. Epistemology: Students will explore alternative explanations of how children come to know or comprehend the nature of the physical universe and social world in which they live.
2. Evolution: Students will investigate whether or not childhood and notions of childhood have actually evolved, and, if they have, in what manner. They also will delve into one of the great controversies of the past three centuries: the contributions of heredity and environment to the development of thought, behavior, and personality. Finally, students will consider whether childhood is a true developmental stage in the ontogeny of an adult or merely a social construction of wealthy cultures.
3. Economics: Students will consider the distribution of both wealth and power in a society and its implications for children and the nature of the impact of economic factors upon children and their development (especially the extremes of poverty and bounty).
2. Ethnicity: Students will focus on questions such as the pros and cons of raising children to maintain their ethnic identities in pluralistic societies, and whether or not homogeneous societies are preferable to heterogeneous ones.
3. Experience: Students will explore the significance of early experience and the extent to which early experiences set a child on a more or less irrevocable path, and the influence of numerous socializing agents in society (e.g. parents, teachers, peers), and experience in general.
4. Epidemiology: Students will study the factors that determine the origin, frequency, and distribution of diseases in children. They will also learn ways to alter these factors to prevent or delay negative health outcomes.
COURSE OBJECTIVES:
The student will be able to:
1. List the types of research utilized in the study of the health of the child and distinguish the scientific
method from hearsay in interpreting material written about the health of children.
2. Discuss the status and trends in the health of America’s children with special attention to selected national studies.
3. Distinguish the differences in health status and need among ethnic and racial subgroups and explore the variables affecting health status and need, giving special attention to the effects of poverty.
4. Describe the stages that influence the physical development of the child from conception to early adolescence, including genetic and environmental influences.
5. Analyze the genetic and cultural influences upon the development of sexuality of the child from conception to adolescence, including issues such as homosexuality, sex education and child sexual abuse.
6. List and discuss the common diseases and disorders occurring from conception to early adolescence: description, cause, prevalence, risk factors, symptoms, treatment, prevention and measures.
7. Analyze the major factors influencing the health of the child (early experience, diet, physical activity, accidents, stress, violence, drug use and sexuality) and be able to list ways that parents, teachers, community workers and policy makers can enhance health promotion behaviors.
8. Analyze the risks the physical environment places upon the health of the child and be able to discuss several advocacy efforts to counteract their negative influence.
9. Address social influences and public policy regarding the quality and availability of health services for children, including past, current, and future directions with special attention to the impoverished.
10. Discuss the role of the parent, the school, the community and government programs and policies in enhancing the health of the child.
Attendance is mandatory. Attendance points will be given weekly, but may be recorded at a later date. You are required to read each group of readings for the day assigned. Please come to class prepared to ask questions, comment on what you’re reading and demonstrate motivation to learn through active participation. Specific course requirements include:
Examinations: There will be NO mid terms or finals. There Will Be nine quizzes that cover the required reading and class discussions. These will be multiple choice and true/false. Each quiz is worth 15 points, the last quiz (final) is worth 20 points; a total of 135 points, or 27% of your grade. ONLY ONE MAKE UP QUIZ WILL BE ALLOWED FOR FULL CREDIT---BY APPOINTMENT ONLY.
Playground Observation: You will arrange a visit to a local playground and observe the following: physical development of the children, layout and safety of the play equipment, physical activity and interaction among children and between children and adults, gender differences demonstrated during play. There should be at least 4 unrelated children in the playground at the time of observation. Write your perceptions and summary (including suggestions for positive change) in a 3 – 4 paged, typed paper. A worksheet is posted on the web site. This report should be 3 – 4 pages, is worth 100 points, or 20% of your grade. LATE WORK MAY BE ACCEPTED WITH A GRADE DEDUCTION See On-line for more information Due 11/8.
CHOOSE ONE OF THE TWO FOLLOWING PAPERS:
Child Health Paper: You will research a child health related topic or service using at least 3 professional journals and may use other suitable sources. There is a list of suggested topics, but you may choose an original topic—with prior approval. The content and requirements are on the web site. A written 4 paged paper, and a bibliography are expected. The paper is worth 100 points, or 20% of your grade. Due 9/27
OR
Long Term Effects Paper: Choose one of these five topics: Long term effects of : 1. Child abuse; 2. Parenting styles (discipline, divorce, same-sex marriages, adoption, single parents-never married, two parents never married); 3. Poverty; 4. Media; 5. Obesity. Write a 4 page paper describing the condition you chose and the long term effects on the physical, emotional and/or mental health of the child. You must use at least 3 professional journals in your bibliography. The paper is worth 100 points, or 20% of your grade. Due 9/27
Worksheets: Worksheets will be due as posted. There are two that are to be done as in-class assignments and will be handed out on the nights designated. A description of the 3 remaining worksheets is available on line. These must be ready for discussion on the dates posted. You are to get your information from the readings suggested on-line, but may use, if cited, other resources. The total point value for the worksheets is 100, or 20% of your grade.
PAPERS All work completed is to be typed, double-spaced , using APA format unless you have prior permission to use another style. Sentences should be complete. Good grammar is expected. Late papers will be docked 5 points per day, and not accepted after 5 days.
IN THE NEWS: Each student will be responsible for one news article to share with the class—a sign up sheet for dates will be utilized. In addition to the news article, each student is to attach a 1 – 2 paged summary of what this means to child health and how does this article fit with knowledge presented in class. 15 points
ACADEMIC HONESTY: Just a note. I support the University’s zero tolerance for plagiarism of any kind on papers. Consequences for not citing sources or using someone else’s work include; receiving zero credit on the paper, failing the class and being called before Student Judicial Affairs, and the possibility of dismissal from the University.
PROJECT % OF GRADE POINTS
1. Weekly Quiz 27.0 % 135
2. In the News 3% 15
3. Final 4% 20
4. Playground Observation 20.0 % 100
5. Child Health or Long Term Effects Paper 20.0 % 100
6. Worksheet 1 4 % 20
7. Worksheet 2 4 % 20
8. Worksheet 3 4% 20
9. Worksheet 4 4 % 20
10. Worksheet 5 4 % 20
11. Attendance 6 % 30
TOTAL 100% 500
|
A |
94 – 100 % |
470 – 500 |
A- |
90 – 93.9 % |
450 – 469 |
|
B+ |
87 – 89.9 |
435 – 449 |
B |
84 – 86.9 |
420 – 434 |
|
B- |
80 – 83.9 |
308 – 419 |
C+ |
77 – 79.9 |
385 - 307 |
|
C |
74 – 76.9 |
370 – 384 |
C- |
70 – 73.9 |
350 – 369 |
|
D+ |
67 – 69.9 |
335 – 349 |
D |
64 – 66.9 |
320 - 334 |
|
D- |
60 – 63.9 |
3 00 - 319 |
F |
Below 60 |
Below 300 |
Fall 2006 Schedule
|
Week |
Topic |
Readings |
Assignment due dates |
|
1 8/23 |
Introduction to Child Health, Reliable Research, Plagiarism Child health status |
Week 1 |
Epidemiology experiment |
|
2 8/30 |
Access to Health Care, Health insurance and poverty |
Week 2 |
Quiz 1 15 points |
|
3 9/6 |
Growth and development prenatal – age 12, birth defects, puberty, dev. delay |
Week 3 |
Worksheet 1 due 20 points
|
|
4 9/13 |
Social issues: family, discipline, culture, sexuality |
Week 4 |
Quiz 2 15 points |
|
5 9/20 |
TV families: critique of changing view of children and family structure |
Week 5
|
Worksheet 2 due 20 points (In Class Assignment) Quiz 3 15 points |
|
6 9/27 |
Nutrition and exercise; obesity, inactivity and fitness of US children |
Week 6 |
Child Health/Long Term Paper due 100 points |
|
7 10/4 |
Common childhood illnesses prevention, treatment (Iz’s and antibiotics) |
Week 7 |
Quiz 4 15 points Worksheet 3 due 20 points |
|
8 10/11 |
Chronic diseases: diabetes, cystic fibrosis, asthma, childhood cancer |
Week 8 |
Quiz 5 15 points |
|
9 10/18 |
Behavioral health; self esteem, bullying, autism, depression |
Week 9 |
Quiz 6 15 points |
|
10 10/25 |
In class movie—children with autism |
Week 10 |
Worksheet 4 due 20 points (In Class Assignment)
|
|
11 11/1 |
School health, sexuality education, health mandates, law and child health |
Week 11 |
Quiz 7 15 points |
|
12 11/8 |
Violence, drugs and child maltreatment |
Week 12 |
Quiz 8 Playground Paper Due 100 points |
|
13 11/15 |
Safety, unintentional injuries and pets |
Week 13 |
Quiz 9 15 points |
|
14 11/22 |
Thanksgiving week NO CLASS |
|
|
|
15 11/28 |
Environmental health |
Week 15 |
Worksheet 5 due 20 points
|
|
16 12/5 |
Children and the Media, children as consumers |
Week 16 |
Review for Final All “In the News” due |
|
17 12/12 |
FINALS WEEK |
|
Final Quiz 20 points |