Child abuse and neglect

elective

psychology, cognitive science

a) acquiring knowledge of the phenomenon of child abuse and neglect, its psychosocial determinants and consequences,

b) developing skills of alaysis interventions aimed at preventing the phenomenon,

c) to sensitize participants to ethical difficulties related to interventions in the area of child abuse and neglect.

Materials sent via USOSmail

Lecture with multimedia presentation

Problem lecture

Discussion

Work with text

Case analysis method

3

In recent years, there has been a significant interest in the phenomenon of child abuse and neglect, including domestic and institutional abuse. This interest can be associated, among others with broad coverage of child abuse in the media and social campaigns aimed at counteracting this form of social pathology. On the one hand, it is reflected in the growing public awareness of this topic, as well as in publications and scientific research.

The basis of the lecture is the assumption that students have some knowledge about the phenomenon of child abuse and neglect, and this knowledge may have the character of common beliefs and stereotypes. Hence, the proposed content is intended primarily to verify and objectify knowledge about child abuse and neglect - a topic emotionally processed, and often perceived through the prism of ideology and stereotypes.

Browne K. D. (2007). Zapobieganie krzywdzeniu i zaniedbywaniu dzieci: podejście oparte na ocenie poziomu ryzyka. Dziecko Krzywdzone. Teoria, badania, praktyka, 19.

Brzezińska, A. (2014). Społeczna psychologia rozwoju. Warszawa: Wydawnictwo Naukowe SCHOLAR. (rozdział. 6 - W jakich kontekstach rozwija sie człowiek).

Czub, M. (2015). Zrozumieć dziecko wykorzystywane seksualnie. Gdańsk: GWP. (str. 17-32)

Glaser, D. (2011). Jak sobie radzić z problemem krzywdzenia i zaniedbywania emocjonalnego – dalszy rozwój ram konceptualnych (FRAMEA). Dziecko Krzywdzone, 10, 4, 18-36.

Crosson-Tower, C. (2014). Understanding Child Abuse and Neglect (9th Edition). Pearson.

Krawczak-Chmielecka, A. (2017). O rozwoju praw dziecka w Polsce i na świecie. Dziecko Krzywdzone, 16, 2, 11-23

McCoy, M., Keen, S.M. (2013). Child Abuse and Neglect: Second Edition. Psychology PR.

Pyżalski, J. (2012). Agresja elektroniczna i cyberbullying jako nowe ryzykowne zachowania młodzieży / Jacek Pyżalski. Kraków: Oficyna Wydawnicza "Impuls".

Krawczak-Chmielecka, A. (2017). O rozwoju praw dziecka w Polsce i na świecie. Dziecko Krzywdzone, 16, 2, 11-23. Dostępny na http://dzieckokrzywdzone.fdds.pl/index.php/DK/article/view/629

Zielona-Jenek, M. (2015). Dziecko krzywdzone w szkole. Strategie diagnostyczne i interwencyjne. Maszynopis niepublikowany. Poznań: Instytut Psychologii UAM.

Zielona-Jenek, M. (2020). Dziecko w postępowaniu sądowym. W: I. Grzegorzewska, L. Cierpiałkowska, A. R. Borkowska (red.), Psychologia kliniczna dzieci i młodzieży (s. 470-476). Warszawa: WN PWN.

After completing the module and confirming the achievement of learning effects, a student:

a) adequately describes psychosocial determinants and consequences of child abuse and neglect with the use of selected theoretical approaches

b) interprets cases of child abuse and neglect with the use of apropriate terms and their definition criteria

c) is able to analyze the goals and effects of various interventions in the area of child abuse and neglect.

d) reflects on the ethical issues of intervention in the area of child abuse and nelgect.

Criteria for the exam assessment: each of three equivalent questions is subject to a separate assessment, in accordance with the criteria described below. A positive assessment of the work is possible when at least two answers to questions have obtained a positive assessment.

very good (5.0): excellent knowledge and ability to apply it in practice to solve a problem

good plus (4.5): very good knowledge and the ability to apply it in practice to solve a problem

good (4,0): good knowledge and good ability to apply it in practice to solve a problem

Sufficient plus (3.5): satisfactory knowledge and the ability to apply it in practice to solve a problem with significant shortcomings

sufficient (3.0): knowledge and ability to apply it in practice to solve a problem with numerous errors

insufficient (2.0): unsatisfactory knowledge and lack of ability to solve the problem