DEPARTMENT OF HEALTH AND COMMUNITY SERVICES
HCSV 363-01 - CHILD HEALTH
Instructor: Dr. Mary Rushka
EMAIL: Please send all email to me through
OFFICE:
OFFICE HOURS: Tues. 10-12; Thurs. 11-12 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
COURSE READING MATERIALS:
All weekly required readings are contained within the
Mountains beyond Mountains by Tracy Kidder, ISBN# 0-8129-7301-1
(available at Student Bookstore and other retail outlets). We will be
reading this book about Dr. Paul Farmer's compassionate
health care for impoverished people in
,
CHILD 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).
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 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:
This section of Child Health will meet exclusively on
Discussion Board: Students are expected to participate by making relevant, thoughtful, constructive and respectful posts on the Discussion Board at least twice a week. For each module, I will post at least one discussion question. Students are encouraged to respond to this question, respond to other students' posts, and post questions or topics of their own. At least two posts need to be made for each week. For grading purposes, posts need to be made at least one day apart. However, students are encouraged to make more than two posts per module, and it is acceptable to make more than one post each day.
* Use complete sentences, correct grammar, and correct spelling.
* Be clear about whether you are using personal opinions or knowledge.
* You may be asked to use citations from the readings to document your postings.
* Discussion postings are due by 11:45 pm on the last day (Sunday) of each module. See the class schedule for module dates.
Quizzes
Examinations: There will be two non-cumulative examinations;
each will be accessible from the course Homepage (click on “Exam” icon). Exams will consist of multiple choice,
matching and true/false questions and will be completed entirely in
Written Assignments
In order to provide you with an opportunity to gain more complete knowledge in the areas of unintentional injury and media influence on children's health, the two following assignments are required.
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.
. * Make certain to obtain permission from school office if you choose to observe an elementary school while in session.
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 style guidelines.. BE SURE TO COMPLETE THE PLAYGROUND SAFETY CHECKLIST AVAILABLE HERE. SIMPLY INCORPORATE ITS RESULTS INTO YOUR PAPER. NO NEED TO SEND THE CHECKLIST VIA EMAIL ATTACHMENT - JUST THE PAPER.
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
This is an assignment that students will POST on the Week 11 Discussion Board. You will be given a choice of writing prompts regarding the media's influence on kids' health. Each student will receive a list of the writing prompts later in the semester. The resultant assignment is a short essay paper that you post for everyone to read.
A note on academic honesty; 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 are receiving zero credit on paper, failing the class and being called before Student Judicial Affairs, with the possibility of dismissal from the University.
CLASS POLICIES
MISSED EXAMS OR ASSIGNMENTS
EVALUATION AND GRADING:
COURSE POINTS POSSIBLE
1. Discussion Board Participation 300
2. Exam One 50
3. Exam Two 50
4. Playground Observation 100
5. Media Paper 100
6. Quizzes 100__________________
TOTAL 700
LIFE HAPPENS POINTS
ASSIGNMENT OF COURSE POINTS
A = 658 - 700 A- = 630 - 657
B+ = 588 - 629 B = 582 - 587
B- = 560 - 581 C+ = 525 - 559
C = 519 - 524 C- = 490 - 518
D+ = 469 - 489 D = 420 – 468