DEPARTMENT OF HEALTH AND COMMUNITY SERVICES FALL 2008
HCSV 363-02 CHILD HEALTH
Instructor: Dr. Mary Rushka
OFFICE:
OFFICE HOURS: TR.
12 – 2 PM 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) Most of the course readings are available
on the weekly
2) Mountains beyond Mountains by
Tracy Kidder (available at Student Bookstore and in other retail
booksellers. This was
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.
*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
60-point Projects: There will be five short 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; some may be posted directly on the Discussion board,
others will be completed in class. All
directions for completing these assignments will be posted on the corresponding
five weekly modules.
Quizzes: Come prepared to take a
short quiz on most Tuesdays. 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:
There will be one Term Project per student. You may choose one of two subject areas in
order to complete this assignment. One
choice is to research and write a paper about a developing country’s health
status, inspired by the book, Mountains Beyond Mountains. The other choice is to describe in a written
paper and teach the class about a
specific child health problem (disease, disability, syndrome, etc.) Paper is due October 28. Presentations will be scheduled at a later
date. You will receive further
information and guidelines for these projects in class.
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
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. Term
Project 100
TOTAL 700
LIFE HAPPENS POINTS
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 28th
in CLASS. Presentation dates TBA.
Playground Observation paper due: Tuesday, December 2nd in class.
Dates of supplemental lectures and events related to
child health will be posted on your