DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
HCSV 363-02 CHILD HEALTH
Instructor: Dr. Mary Rushka
OFFICE:
OFFICE HOURS: TR.
1 – 3 or by appointment
PHONE: 898-4620
HCSV DEPT. OFFICE
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
REQUIRED COURSE READING MATERIALS:
1) Many of the course readings are
available on the weekly WebCT lesson page.
2) Mountains beyond Mountains by
Tracy Kidder (available at Student Bookstore and in other retail
booksellers. This is
2) Supplemental readings are available at
Mr. Kopy,
THEME
OBJECTIVES:
This course, Child Health, includes principles and current knowledge from the Natural Sciences and Behavioral and Social Sciences. The theme objectives will be met by using at least five of the six unifying concepts (the six Es).
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
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).
4. 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.
5. 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.
6. 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
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.
COURSE REQUIREMENTS AND GRADING
This
section of Child Health will meet both in the classroom AND on WebCT
VISTA. WebCT is an online environment
that will supplement our course through the use of discussion, dedicated email,
course calendar and live chat rooms. Each student must log on at least
weekly and complete all online activities/assignments in order to successfully
fulfill the course requirements.
You may find this course on your Chico State Portal page.
*Availability of course materials online is
NOT COMPREHENSIVE and will NOT SUBSTITUTE FOR ATTENDANCE IN CLASS. Roll will be taken each class meeting and
students who accumulate 3 or more absences will have their course grade reduced
by one grade.
You are required to read
each group of course packet readings for the day assigned (see course reading
list), as well as the information presented on WebCT.
WebCT Projects: There will be five online projects (worth 60
points each) designed to help you perform directed research in selected child
health issues. These projects will not
be as lengthy as course papers and you will post them directly on the
Discussion board. All directions for
completing these assignments will be posted on the five weekly modules
indicated on Course Schedule. Some of
these assignments require you to read the submissions of your classmates and,
when indicated, respond to their work directly on the Discussion board. Use reflective thought and documentation
(evidence that you have read the week’s information) about each topic before
engaging in discussion.
*
Use complete sentences, correct grammar, and correct spelling.
* Be clear about whether you
are using your personal opinion or knowledge in each posting.
*
You may be asked to further develop your discussion points in class.
Quizzes: Come prepared to take a
short quiz on most Thursdays. Quizzes
will cover the previous week’s material.
No make-ups.
Examinations: There will be one final examination
consisting of essay, multiple choice and true/false questions. You will need a
#882 Scantron and a #2 pencil.
Term Project:
Playground Observation: Visit a local playground and observe the following:
1) physical
development of the children;
2) layout and
safety of the play equipment;
3) physical
activity and interaction among children AND between children and adults;
4) gender
differences demonstrated during play.
5) Conclude
your paper by making some suggestions for improvement of this play
environment.
Write your perceptions and summary (including
suggestions for positive change) in a 2-page, double-spaced typed paper, using
12-pt font, written according to APA or MLA style guidelines. BE SURE TO COMPLETE AND ATTACH THE PLAYGROUND
SAFETY CHECKLIST FOUND IN YOUR WEBCT READING MATERIALS.
Papers will be scored as follows:
All
of the above (5) observations described adequately: 25 points
Meaningful
use and incorporation of safety checklist: 25
points
Overall
quality of paper’s content: 25
points
Presentation
(grammar, punctuation, spelling) quality
25 points
TOTAL 100 points
EVALUATION/GRADES
PROJECT POINTS
POSSIBLE
1. Five
WebCT-based projects 300
2. Quizzes 100
3. Final
exam 100
4. Playground
Observation 100
5. MBM
Term Project 100
TOTAL 700
Assignment of Course Grades
A = 658 - 700 A- = 630 - 657
B+ = 588 - 629 B = 582
- 587
B- = 560 -
581 C+ = 525 - 559
C = 519 - 524 C- =
490 - 518
Term Project (paper only) due Tuesday, October 16th
in CLASS. Presentation dates TBA.
Playground Observation paper due: Tuesday, November 13 in class.
Weekly readings are accessible through links on the
WebCT lesson page for that week AND in Course
Dates of supplemental lectures and events related to
child health will be posted on your WebCT calendar. I encourage everyone to let us know of any
related events of interest, also. You
may earn up to 20 points extra credit for attendance at these events when you
submit a one-page typed summary of your impressions.
TERM PROJECT:
(2 parts: paper and
presentation)
DUE DATE:
Tuesday,
October 16 (paper)
As scheduled for
individual presentations
OBJECTIVE: After
reading the book, Mountains beyond Mountains, demonstrate your in-depth knowledge
of the health of children in a developing country of your choice by collecting
and analyzing available data relevant to its health and economic status. This analysis should describe the health
& economic problems that children face in your selected country, how the
living situation might impact a child’s particular developmental stage, and
long and short term health effects.
Demonstrate your ability to use professional journals and global health
statistics to obtain information about child health in a developing country.
TASK: Choose
from a list of “developing nations” and write a 4-page descriptive paper,
12 point font, double spaced, AND prepare a 5-10 minute lecture/discussion
to present to the class. For your presentation, you may use any number of
tools: Power Point, overheads, posters, or a class quiz to present your
information. Expect to be able to answer questions from the class. Bonus: Extra credit points will by awarded if
your presentation is selected to appear at the semester-end Book in Common
“Open-Air Market.”**
CONTENT:
Use the guidelines below for
the content of your paper. Include a reference list of at least 5 resources
from scholarly journals or professional web sites. The paper must be typed in 12 point font,
using the APA or MLA style of writing. A
copy of the presentation tools used is to be turned in at the time or your
presentation. Your presentation should also include your reference list.
Presenters are expected to be able to answer questions from the class about
material presented.
SUGGESTED INFORMATION TO INCLUDE IN YOUR PAPER:
Brief history of
political system (include brief discussion of colonial history, if applicable).
Brief description of
geographic characteristics – location, topography, climate.
Annual per capita
income.
Sources of income
(How do most people make their living?)
Does current
political system affect the health care of citizens?
Current health care
system (if any) or sources of health
care – e.g., are there hospitals, health care centers, medical schools? How do people pay for care?
Volunteer agencies
working to improve health?
Adult literacy rate
Life expectancy at
birth
Maternal mortality
rate
Leading causes of
death (general population)
HIV/AIDS infection
rate
What are the most common
health problems (if different from causes of death) – e.g. , parasite infections, nutritional
deficiencies.
What do people eat
and how do they obtain food?
What are the
important nutritional health issues?
HEALTH INFORMATION
SPECIFIC TO CHILDREN
Infant mortality
Leading causes of
death (children)
Breastfeeding rate
Malnutrition rate
Childhood
immunization rates
SUMMARY PARAGRAPH
Answer the question:
How does the health of children in your selected country compare to that of
children in one of the settings/countries where Dr. Paul Farmer and Partners in
Health provide health care?
**Projects complementing the
Book in Common will be displayed at the Open-Air Market, an information fair
designed in celebration of
When:
Wednesday, December 5 – Thursday, December 6
Where: Selvester’s Café (next to Tully’s)
GRADING:
The combination of paper (90 points) and presentation (10
points) is worth 100 points. Your grade
will not be influenced by any unease with the actual presentation, but only by
the content.
Paper:
Description
of selected country (thoroughness with respect to criteria above) 15 points
Thoroughness of health information 15 points
Short and long term effects on a child 10
points
Effect on a specific developmental stage of childhood 10
points
References
(at least 5 professional sources) 20 points
General writing skill 20
points
Presentation:
Each of the following worth 2 points: Thoroughness, Factual Accuracy,
Creativity, Preparedness, Appearance of Visual Aids.