CFD578 Lab Schiele Spring 2016
Department of Child and Family Development (CFD)
Conflict Resolution Across the Lifespan (CFD578 Lab, Sections 1, 2, and 3)
Spring 2016
Instructor Contact Information
Instructor:
Office:
Office Hours:
Email:
Ms. Shannon Schiele
EBA 404A
by appointment
[email protected]
Course Description
This is the laboratory component of the 578 course in which students complete a 12-week internship. The internship
consists of 36 hours of work for community agencies that provide services and resources (e.g., parenting, school-based,
and community prevention) for children and families. The internship requirements vary in terms of scheduling but the lab
portion requires roughly 3 hours/week onsite for 12 weeks.
Lab Course Materials and Readings:
Most course materials (e.g., lab class handouts, timesheets, lecture outlines, assignments and readings) will be available
on blackboard: (Blackboard: http://courses.sdsu.edu/?bbatt=Y)
Required Reading: Please read before class to enrich the learning experience (see blackboard):
Conflict Styles, Multiple Intelligence, Blooms Taxonomy and Common Core
1. CPP, Inc. (2001). Thomas-Kilmann Conflict Mode Instrument Profile and Interpretive Report. Retrieved from:
https://www.cpp.com/pdfs/smp248248.pdf
2. Smith, Mark K. (2002, 2008) ‘Howard Gardner and multiple intelligences’, the encyclopedia of informal
education,http://www.infed.org/mobi/howard-gardner-multiple-intelligences-and-education.
3. UNC Charolette. (2015). Bloom’s Taxonomy of Educational Objectives. Retrieved from:
http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/blooms-educationalobjectives
4. Common Core State Standards Initiative. (2015). Learn About the Common Core in 3 Minutes. Retrieved from:
http://www.corestandards.org/video/
Trauma Exposure, Restorative Practice, and Bronfenbrenner:
5. Gorski, A. (Aug 27, 2011). First Impressions: Exposure to Violence and a Child’s Developing Brain. (Video
File). Retrieved from: https://www.youtube.com/watch?v=eEEVKDW5NDc
6. Kidde, J., & Alfred, R. (2011). Restorative justice: A working guide for our schools. Alameda Country Health
Care Services Agency: San Leandro, CA.
*Read pages 1-19
7. Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the development of
children, 2, 37-43.
8. Felitti, V. J., & Anda, R. F. (1997). The adverse childhood experiences (ACE) study. Centers for Disease Control
and Prevention.
Early Childhood: Circle of Education, Incredible Years, Second Step and Bibliotherapy:
9. Ritblatt, S. (2013). The Circle of Educaiton. (website) http://circleofeducation.com/
10. Webster-Stratton, C. (1990). The Incredible Years. Website retrieved from: http://incredibleyears.com/
11. Committee for Children. (2015). Second Step Curriculum (website). Retrieved from:
http://www.cfchildren.org/second-step/early-learning
12. American Library Association (1996-2015). Bibliotherapy. Retrieved from: http://www.ala.org/tools/bibliotherapy
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CFD578 Lab Schiele Spring 2016
Additional Recommended Resources:
Child Welfare Information Gateway, Children's Bureau/ACYF, & United States of America. (2009). Understanding the
Effects of Maltreatment on Brain Development.
Felitti, V. J. (2002). The relation between adverse childhood experiences and adult health: turning gold into lead. Perm
J, 6(1), 44-7.
Geist, K., & Geist, E. A. (2012). Bridging music neuroscience evidence to music therapy best practice in the early
childhood classroom: Implications for using rhythm to increase attention and learning. Music Therapy
Perspectives, 30(2), 141-144.
Ko, S. J., Ford, J. D., Kassam-Adams, N., Berkowitz, S. J., Wilson, C., Wong, M., & ... Layne, C. M. (2008). Creating
trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice. Professional
Psychology: Research and Practice, 39(4), 396-404. doi:10.1037/0735-7028.39.4.396
Milkova, S. (2015). Strategies for Effective Lesson Planning. Retrieved January 12, 2016, from
http://www.crlt.umich.edu/gsis/p2_5
The International Justice Project. (2002). The impact and implications of trauma and abuse. Retrieved from:
http://www.internationaljusticeproject.org/pdfs/trauma.pdf
Course Assignment and Grades
Assignment
Quantity
1
Point
Value
10
Total Point
Value/200
10
Introduction
Letter
Curriculum Topic
and Research
Paper
Curriculum
Projects
Project
Presentation
TAD’s
1
40
40
2
20 points
each
20
40
5 points
each
35 points (top 7
TAD’s)
1
8 assigned
(lowest TAD
score will be
dropped)
Reflective
Writing
Assignment
Time Sheet
In Class
Participation
Total Lab Points
20
(7 TAD’s x 5
points each)
2
10 points
each
20
1
7
0
5 points
each class
0
35
200 points total
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CFD578 Lab Schiele Spring 2016
Description of the Assignments:
1. Student Introduction Letter (10 points): Students will prepare a one-page introduction letter to be submitted on
blackboard and emailed to internship supervisors (see blackboard for instructions and example letter).
2. Curriculum Topic/Research Paper (40 points): The purpose of the curriculum topic/research paper is to provide
evidence-based research and findings that support the development and implementation of the curriculum projects. The
paper needs to include the topic, the importance of the topic, the problem that the topic addresses, and the need for the
development of prevention/intervention services. The paper must synthesize and evaluate the research findings related to
the chosen topic. Additionally, in your paper, you must use the Ecological Theory of Human development to address and
target the different socio-ecological influences (e.g., individual, family, school-based, community-based) that impact your
topic. Paper must be typed, 12 fonts, and double-spaced, 3-4 pages, APA format, and include at least 10 references with at
least 6 original sources.
3. Two Curriculum Projects (Educational Materials) with one-page description (20 points each; 40 points total)
After reviewing research and theories as described in your paper, you will develop curriculum that is based on the
research findings and that addresses your topic. Curriculum might involve creative ways to teach social problem-solving,
anger management, affective education, and empathy. Curriculum may target youth at different ages, parents-teens,
teachers-supervisors, couples, and other groups/individuals involved in conflicts. One project should target individual
factors related to conflict resolution (skill building, attitudinal change), and one project should focus on Microsystems
factors (family, peer, classroom, school), or exosystem factors (e.g., churches, extended family, gangs, law enforcement,
juvenile probation), or macrosystem influences (e.g., policies, cultural values, media). You will submit your two projects
in a user-friendly and detailed format, accompanied by an one-page detailed description of each curriculum project. The
purpose of the one page description is to describe the curriculum projects in detail. The description needs to include the
importance of the curriculum projects, and the problem that the curriculum projects addresses. The description must
demonstrate that the curriculum is evidence based practicum by linking the curriculum projects to theory and research. Be
sure to make it evident how your curriculum projects targets the different socio-ecological influences (e.g.,
Bronfenbrenner’s Model)
4. Curriculum Topic and Project presentation (20 points): Student will prepare a PowerPoint Presentation highlighting
their curriculum topic research and findings and two curriculum project educational materials.
5. Laboratory/Internship Work:
a) Training Action Documentation Assignments (TADs): 8 online reports on internships x 5 points each (with
lowest grade being dropped) = 35 points possible
Note * There are 8 TAD assignments only 7 will be represented in your final grade (the lowest TAD grade will be
thrown out).
b) Reflective Writing Assignments (2 x 10 points each = 20 points total): one-page reflections on lab lecture topic
presented in class with Extra Credit opportunities.
c) Time Sheet: Mandatory (You must complete 36 hours and get your time sheet signed by a supervisor, and
submitted to blackboard by the deadline outlined on the lab course calendar).
6. In class participation (7 classes x 5 points each) = 35 points total
7. Extra Credit Opportunity: Up to 10 points extra credit will be offered throughout the semester.
Grading Criteria
Grading is based on the following criteria (200 points total):
100%-93%=A
92%-90%=A89%-87%=B+
86%-83%=B
82%-80%=B79%-77%%=C+
76%-73%=C
72%-70%=C69%-67%=D+
66%-63%=D
62%-60%=DLess than 60%=F
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CFD578 Lab Schiele Spring 2016
Course Policies
1. No late work is accepted. All assignments must be turned in by the date outlined in the syllabus, as
well as, posted on blackboard. ALL WORK MUST BE SUBMITTED ON BLACKBOARD! (Except
the introduction letter, please turn in a hard copy of the intro letter.)
2. Read assigned readings posted on blackboard BEFORE coming to class!!
3. Students are required to check the CFD 578 Lab Blackboard site weekly for course announcements.
4. Waivers of release of liability and the “Guidelines and limitations” forms must be signed and returned.
Internships cannot take place without these two forms. You will be dropped from this class if you fail
to turn in all required internship paperwork!
5. Must complete 36 hours of internship work in order to pass the class!
Academic Honor
The work you submit must be written by you alone. Any copying (electronic or otherwise) of another person's
work, in whole or in part, is a violation of the Honor Code. If you have any questions as to whether some action
would be acceptable under the Academic Honor Code, please speak to me.
Student Work Samples
Your work may be selected by the instructor to keep on file. The work that is selected with be used solely for
the purposes of evaluation from higher education accreditation institutions (e.g., NAEYC, NCATE).
Student Disability Services
Students who need accommodation of their disabilities should contact me privately, to discuss specific
accommodations for which they have received authorization. If you need accommodation due to a disability,
but have not registered with Student Disability Services at 619-594-6473 (Calpulli Center, Suite 3101), please
do so before making an appointment to see me.
Student Computer Help (http://www-rohan.sdsu.edu/~students/stylesheet.cgi?main.htm)
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