This course provides an examination of child maltreatment from a variety of perspectives, including theoretical, cultural, historical, and legal. It offers definitions of the types of child abuse and neglect, and allows students to reflect on how culture and history play roles in the defining process. Students learn to identify signs and symptoms resulting from maltreatment, and take an in-depth look at how trauma affects all areas of child development. The roles of child protection workers, the complex child protection system, and the legal systems are explained. Students have the opportunity to critically review current research and debate emotionally charged ethical issues. This course challenges students to consider the dynamics that may lead people to harm children and connect the development of prevention strategies to these variables.

In this course, students will demonstrate an understanding of the major principles, theories, and research pertaining to the influence of cultural groups and subgroups on language learning, school achievement, and acculturation. Students will explore the role of cultural and social identities and demonstrate the ability to apply this knowledge in identifying environments that support both students? identities and academic needs. The role of the dominant culture and its impact on students will be explored.

This course examines the characteristics of both healthy and troubled families as they progress through each developmental stage. Change is a constant in each person's life; the family's response to change and the resulting stress is reviewed. A family's ability to manage extraordinary stressors, from both external and internal sources, is discussed. There is an emphasis on maladaptive patterns including family violence, runaways, and self-harming patterns. NOTE: Completion of SOSC 675 is recommended.

Conducted in Spanish. For students with no previous knowledge of Spanish. Development of listening comprehension, speaking, reading, and writing skills, as well as cultural awareness of the Hispanic world. No credit for students who have had two or more years of Spanish in secondary school; however, any such students whose studies of Spanish have been interrupted for 5 years or more should consult the coordinator of elementary Spanish. SPAN 401-402 taken together satisfy the foreign language requirement.