NewYork University
Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
TCHL-UE.1999 & TCHL-GE.2999
Spring 2015
TCHL-GE.2999.1.001/2 and TCHL.UE.1999.1.001/2 Spring 2015 Drug and Alcohol
Education/Child Abuse Identification/School Violence Prevention/D.A.S.A. : The Social
Responsibilities of Educators
Course Instructors: Joseph P. McDonald, Clifford Cohen, Eric Komoroff and Rosa Pietanza
Course Coordinator: Professor Rosa Pietanza (e-mail: [email protected])
Course Description:
An introduction to the role and responsibilities of teachers, school administrators, speech
pathologists and pupil personnel staff in the coordinated school health program. Includes
strategies to prepare prospective educators for addressing mandated health subjects (e.g.,
recognition and prevention of substance abuse, HIV/AIDS, child abduction; child abuse
recognition; safety education, and violence prevention, including fire and arson prevention).
Meets NYS Education Department certification requirements for instruction in school violence
prevention (2 hours) and identification and reporting of child abuse (2 hours). And fulfills the
harassment, bullying, and discrimination prevention and intervention training required for
certification/licensure under the Dignity for All Students Act (The Dignity Act). Three of the
required six instructional hours will be delivered through face to face instruction.
Access to a school /field site is required and can be arranged upon request.
This course covers all the state mandated health education requirements as follows:
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Means for identifying and reporting suspected child abuse and maltreatment, which shall
include at least two clock hours of coursework or training regarding the identification and
reporting of suspected child abuse or maltreatment, in accordance with the requirements of
section 3004 of the Education Law;
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Means for instructing students for the purpose of preventing child abduction, in accordance
with Education Law section 803-a; preventing alcohol, tobacco and other drug abuse, in
accordance with Education Law section 804; providing safety education, in accordance with
Education Law 806;and providing instruction in fire and arson prevention, in accordance with
Education Law section 808; and
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Means for prevention of and intervention in school violence, in accordance with section 3004
of the Education Law. This study shall be composed of at least two clock hours of course work
or training that includes, but is not limited to, study in the warning signs within a developmental
and social context that relates to violence and other troubling behaviors in children; the
statutes, regulations and policies relating to a safe nonviolent school climate; effective
classroom management techniques and other academic supports that promote a nonviolent
school climate and enhance learning; the integration of social and problem solving skill
development for students within a regular curriculum; intervention techniques designed to
address a school violence situation; and how to participate in an effective school/community
referral process for students exhibiting violent behavior.
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This coursework will address the social patterns of harassment, bullying and discrimination,
marginalization and micro aggressions, including but not limited to those acts based on a
person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious
practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions; the
identification and mitigation of harassment, bullying and discrimination; and strategies for
effectively addressing problems of exclusion, bias and aggression in educational settings.
(AMENDMENT TO THE REGULATIONS OF THE COMMISSIONER OF EDUCATION Pursuant to
sections 207, 212, 208, 305, 308, 3001, 3004, 3006 and 3009 of the Education Law. Effective
July 1, 2013, All registered teacher education programs leading to certification in the classroom
teaching service, school service, or administrative and supervisory service shall provide six clock
hours, of which at least three hours must be conducted through face-to-face instruction, of
coursework or training in the prevention and intervention of harassment, bullying and
discrimination.
Course Goals:
1. Prepare caring and socially responsible educators
2. Meet New York State requirements for mandated health subjects in teacher preparation
3. Provide knowledge and skills in health education to education students
4. Create an affirming educational environment for all students through addressing school
culture and climate.
Course Objectives: Education students will be able to:
1. Identify and report suspected child abuse and maltreatment (Mandated child abuse
identification and reporting- Education Law, section 3004)
2. Integrate instruction aimed at preventing alcohol, tobacco and other drug abuse (Education
Law, section 804).
3. Discuss at the appropriate age level, the nature and transmission of HIV and age appropriate
strategies to abstain from risk behaviors. (Mandated HIV education/Commissioner’s regulation
107.1)
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4. Prevent and intervene in school violence (Mandated SAVE training – Education Law, section
3004)
5. Assess techniques to integrate safety education, including fire and arson prevention as well as
child abduction into the K-12 curriculum, as required by NY State Education Law, sections 806
& 808 and Child Abduction Prevention - Education Law, section 803-a
6. Create a safe and supportive learning environment for young people.
As per the NYSED- D.A.S.A. model syllabus dated May 2013, students will:
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Understand the intent components, and operational definitions present in the Dignity Act.
Develop and enhance awareness and sensitivity to the range of experiences of the
specific student populations as named in the Dignity Act.
Understand how school climate and culture have an impact on student achievement and
behavior.
Understand bullying, harassment and discrimination, including indicators, early warning
signs, prevention and intervention and how to interact with families of victims and
aggressors.
Enhance the understanding of diversity and multi-cultural environments and examine
personal biases.
Articulate the Reporting Requirements for Educators as specified in the Dignity Act.
Course Format:
Blended Model: in person sessions with an online component using NYU Classes and other
technologies. There are two required in-person sessions (totaling 6 hours), an online Group
Assignment, and Open Internet assignments. The Field Based Open Internet Assignments
provide questions based on a real life situation that an educator might encounter in a school. By
following a series of steps, each question will be completed. Three of the in person hours and
three hours of the Online Component will be dedicated to DASA.training. (See attachment 2)
Course Requirements:
1. Attend two in-person sessions (six hours) to be scheduled in a full day or half day formats
2. Complete online components (minimum of 9 hours) consisting of an online group assignment
and a Field Based and Open Internet assignment.
Course Evaluation:
You will receive an e-mail announcement inviting you to complete a course evaluation form
online.
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Required Textbook:
Page, R.M. & Page, T.S. (2007). Promoting health and emotional well-being in your classroom.
Fourth edition. Sudbury, MA: Jones and Bartlett Publishers. This new edition provides "up-todate comprehensive coverage of many issues that today's teachers must be prepared to handle. In
addition to current information on these critical issues, strategies are included for improving the
lives of young people. This text is available at the NYU Book Center. There are also copies on
reserve at the Bobst Library.
Listing of required readings, videos, power point presentations are available via the TCHLUE.1999 & TCHL-GE.2999 NYU Classes Site - Assignment Resources Tab. The list of
learning objectives and resources is also attached to this syllabus (see attachment 1).
Grading:
The course is offered on a pass/fail basis.
To receive a Pass grade, all requirements must be met: attendance at in-person sessions (6 hours
total) -2 points and satisfactory completion of the following online components:
• A group assignment -2 points (You will view two videos on the topic of
bullying and harassment and then –following an assigned protocol- you will
engage in online conversations with group members and submit written
transcripts of the conversation.
• A Field based and Open Internet assignment -6 points ( You will be asked to
complete a 9 question assignment that requires you to view videos, read related
SED laws, regulations and guidelines, read required course materials and
interview site based administrators. Your responses are to be written in essay
format (see attached sample).
Point accumulation: 10 points are needed to receive a grade of PASS
A grade of Fail will be given to a student that did not attend Session I and Session II of the inperson sessions, regardless of whether the student completed the online requirements, or attended
both in-person sessions but did not satisfactorily complete the online requirements.
Please familiarize yourself with the following:
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Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, mobility and/or learning disability, or is Deaf or Hard of Hearing
should register with the Moses Center for Students with Disabilities at 212-998-4980,
240 Greene Street.
www.nyu.edu/csd
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Statement on Academic Integrity
http://steinhardt.nyu.edu/policies/academic_integrity
•
Family Educational Rights and Policy ACT (FERPA)
https://www.nyu.edu/about/policies-guidelines-compliance/policies-andguidelines/FERPA.html
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NYU Anti-harassment Policy
http://steinhardt.nyu.edu/policies/ahp
Due dates for the Group Assignment and the Field Based and Open Internet Assignment will be
posted on the NYU Classes site.
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Attachment 1
OVERVIEW OF COURSE TOPICS, LEARNING OBJECTIVES AND RESOURCES ARE LISTED BELOW AND ARE ALSO AVAILABLE VIA THE NYU CLASSES
SITE- ASSIGNMENT RESOURCES TAB:
1. Creating a Safe & Supportive Learning Environment for young people (D.A.S.A)
1.
2.
3.
4.
5.
6.
7.
Review Learning Objectives
By the end of the course, you will be able to:
Understand how school climate and culture have an impact
on student achievement and behavior.
Understand the intent components, and operational
definitions present in the Dignity Act.
Develop and enhance awareness and sensitivity to the range
of experiences of the specific student populations as named
in the Dignity Act.
Understand bullying, harassment and discrimination,
including indicators, early warning signs, prevention and
intervention and how to interact with families of victims and
aggressors.
Enhance the understanding of diversity and multi-cultural
environments and examine personal biases.
Articulate the Reporting Requirements for Educators as
specified in the Dignity Act.
Explain how educators can create a safe and supportive
learning environment in the classroom or during sessions
and select educational strategies to foster a safe and
supportive learning environment
Required and Relevant Resources
Required Resources
NYSED Dignity Act Presentation (includes the Dignity Act regulations and
reporting guidelines)
http://www.p12.nysed.gov/dignityact/documents/DignityActPresentatio
n7.11.12.pdf
NYSED Dignity Act Presentation (includes the Dignity Act regulations and
reporting guidelines) http://www.p12.nysed.gov/dignityact/
NYCDOE Chancellor’s Regulation: Student-to-student discrimination,
harassment, intimidation, and/or bullying available at:
http://schools.nyc.gov/NR/rdonlyres/68542AE0-CA99-4C8B-A31BA1E96FEC7633/0/A832.pdf
An Interview with Pedro Noguera on the School Bullying Menace
http://vimeo.com/23799075
EVC video entitled “Beyond Bullying” 17 minutes- presented during class
session
Connect with Kids Video: Baby Bullies or Invisible Weapons available at:
NYU.ConnectwithKids.com
NYCDOE Respect for all brochure available
at: http://schools.nyc.gov/NR/rdonlyres/D5F7F384-2112-47DF-8861-
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Review Learning Objectives
By the end of the course, you will be able to:
Required and Relevant Resources
67288B18D33E/0/respect_for_all_brochure_English1.pdf
A Resource and Promising Practices Guide for School Administrators and
Faculty http://www.p12.nysed.gov/dignityact/rgappendixa.html
NYSED Guidance on Bullying and Cyber bullying
http://www.p12.nysed.gov/technology/internet_safety/documents/cyb
erbullying.pdf
Bullying Among Children and Youth with Disabilities and Special Needs
at: http://www.stopbullying.gov/resources-files/bullying-special-needstipsheet.pdf
Collaborative for Academic, Social, and Emotional Learning (CASEL)
www.casel.org
Recommended Resources:
Hot Topics in Stuttering: Dealing with Teasing and Bullying:
http://ww.txsha.org/_pdf/pdf/Reardon-ReevesHot%20Topics%20in%20Stuttering.pdf
School bullying affects majority of elementary students at:
http://med.stanford.edu/news_releases/2007/april/bullying.html
Bullying: Know the Facts: http://www.stopbullying.gov/
American Psychological Association on bullying:
http://www.apa.org/topics/bullying/
American Psychological Association on-line module on Bullying and Peer
Harassment: http://www.apa.org/education/k12/bullying.aspx
National Association for the Education of Young Children
(NAEYC) understanding behavior
http://oldweb.naeyc.org/ece/1999/11.asp
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Review Learning Objectives
By the end of the course, you will be able to:
Required and Relevant Resources
NEA website on class management available at:
http://www.nea.org/tools/ClassroomManagement.html
Page & Page textbook, Chapters 1 and 2
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2. School Violence Prevention
Review Learning Objectives
By the end of the course, you will be able to:
1. identify components of the SAVE legislation
2. detect early warning signs of potentially violent
behavior
3. determine the role of the educator in the referral process
4. assess educational and curricular approaches to assist
troubled students and help prevent potential violence (e.g.,
bullying).
5. formulate appropriate responses for potentially dangerous
situations in schools
Use Relevant Resources
Required Resources
Page & Page textbook, Chapter 8 in fourth edition, Chapter 9 in fifth edition
Project SAVE – Safe Schools Against Violence in Education available at:
http://www.p12.nysed.gov/sss/ssae/schoolsafety/save/#codeofconduct
http://www.nyscenterforschoolsafety.org/files/filesystem/save_summary.p
df
http://nyscenterforschoolsafety.org/what.cfm?subpage=508909
Youth Violence Prevention Resources/ Center for Disease Control and
Prevention
http://www.cdc.gov/violenceprevention/youthviolence/index.html
NYCDOE Discipline Code
http://schools.nyc.gov/RulesPolicies/DisciplineCode/default.htm
Recommended Resources
Early Warning, Timely Response: A Guide to Safe Schools available at:
http://cecp.air.org/guide/annotated.asp
Signs & Symptoms of Violence available at website for the National Center
for Children Exposed to Violence
http://www.nccev.org/violence/symptoms.html
National Association for the Education of Young Children (NAEYC) Position
on violence http://naeyc.org in the search bar type position statement on
violence
National Youth Violence Prevention Resource Center – Educator Resources
at: http://www.vetoviolence.org/stryve/resources.html
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3. Child Abuse Identification
Review Learning Objectives
Use Relevant Resources
By the end of the course, you will be able to:
1. identify physical & behavioral indicators of child abuse and
maltreatment, including differentiating physical abuse,
neglect, emotional maltreatment, and sexual abuse
Required Resources
Page & Page textbook, Fourth Edition, Chapter 8,pp 354-364 Fifth Edition
,Chapter 9, pp. 371-381
2. describe reportable situations of child abuse and
maltreatment
3. summarize the actions required of mandated reporters in
Identifying and Reporting Child Abuse and Neglect: Summary Guide for
MANDATED REPORTERS in New York State Pub. 1159 available at:
http://www.ocfs.state.ny.us/main/publications/Pub1159text.asp
NYS when child abuse or maltreatment is suspected
4. enumerate ways educators can help to prevent child
abuse.
New York City Department of Education Regulation of the Chancellor
on Child Abuse A-750 available at
http://schools.nyc.gov/NR/rdonlyres/381F4607-7841-4D28-B7D50F30DDB77DFA/109109/A75581811FINAL.pdf
Highlights of Chancellor’s Regulation A-750 (also known as the “blue
card”). http://docs.nycenet.edu/docushare/dsweb/Get/Document314/Highlight%20of%20CR%20A-750-The%20Blue%20Card%20%2012.12.07.pdf
Bettina Aptheker on Child Abuse, An Interview by Robert Cohen and Fred
Kaeser http://vimeo.com/29325515 THIS VIDEO IS PASSWORD
PROTECTED and the PASSWORD is: steinhardt22
Recommended Resources
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Review Learning Objectives
Use Relevant Resources
By the end of the course, you will be able to:
The Role of Educators in Preventing and Responding to Child Abuse and
Neglect available at:
http://www.childwelfare.gov/pubs/usermanuals/educator/educator.pdf
and http://www.ocfs.state.ny.us/main/prevention/
National Association for the Education of Young Children/ Where do we stand
on Child abuse NAEYC
http://www.naeyc.org/positionstatements type
Child Abuse in the Search Bar
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4. Substance Abuse Prevention
Review Learning Objectives
Use Relevant Resources
By the end of this course, you will be able to:
1. identify students at risk for substance abuse
Required Resources
2. enumerate ways that educators can help to prevent
substance abuse.
Page & Page textbook, Chapter 7 in both editions and Chapter 2 in
Fourth Edition, Chapter 3 in Fifth Edition Finn, K.V., Willert, H.J., &.
Marable, M.A. (2003)
Clifford Cohen, Renae Despointes and Fred Kaeser, Student Substance
Abuse, A Discussion for Future Educators http://vimeo.com/35763865
If prompted for a password, please type "steinhardt22"
Resources for teens on Alcohol and Drugs and resources from NIDA
(National Institute on Drug Abuse)
http://www.nyc.gov/html/doh/teen/html/resources/index.shtml#alc
www.drugfree.org
Recommended Resources
Substance Abuse, and Communication Disorders in Children
http://www.routledgementalhealth.com/hiv-substance-abuse-andcommunication-disorders-in-children-9780789027122
Teens Cutting and Other Self Injurious Behavior in Children and
Adolescents http://www.childdevelopmentinfo.com/disorders/cuttingteens-children.shtml
Youth Violence Prevention Resources/ Center for Disease Control and
Preventionhttp://www.cdc.gov/ncipc/dvp/yvp/YVP-resources.htm
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Review Learning Objectives
Use Relevant Resources
By the end of this course, you will be able to:
Peer Pressure Prescription drugs http://articles.nydailynews.com/201208-22/news/33326617_1_peer-pressure-prescription-drugs-schoolstudents
Substance use in schools. Educational Leadership, 60(6), 80-84. Komro,
K. A., & Toomey, T.L. (2002).
Strategies to prevent underage drinking. Alcohol Research & Health,
26(1), 5-14. Clark, S. E., Brey, R.A., & Wantz, M.S. (2002).
A question-and-answer approach to drug education.The Journal of
School Health, 72(8), 346-347 Webpages available by clicking on the
tab above.
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5.HIV/AIDS Education
Review Learning Objectives
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Use Relevant Resources
By the end of this course, you will be able to:
Required Resources
1. explain the role of the educator in providing health
risk awareness.
Page & Page textbook, Chapter 6 in Fourth Edition, Chapter 8 in Fifth
Edition of the text.
2. enumerate ways educators can help students to
abstain from risk behaviors
New York City Department of Education Updated HIV/AIDS Curriculum
http://schools.nyc.gov/Academics/FitnessandHealth/StandardsCurricul
um/HIVAIDScurriculum
3. explain the role of the educator in providing HIV/AIDS
education
CDC HIV/AIDS Fact Sheet available
at:http://www.cdc.gov/hiv/resources/factsheets/PDF/youth.pdf
Recommended Resources
CDC Guidelines for Effective School Health Education to Prevent the
Spread of AIDS available at:
http://www.cdc.gov/mmwr/preview/mmwrhtml/00001751.htm
New York State Education Department, Health Standards/HIV Education
A Guidance Document for Achieving the New York State Standards in
Health Education
http://schools.nyc.gov/NR/rdonlyres/44111047-BCA9-43D0-97441279DDBF3EB9/103606/WQRSHEHSRequirements_FORPRINT.pdf
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6. Safety Education and (Fire and Arson Prevention, Preventing Child Abduction)
Review Learning Objectives
Use Relevant Resources
By the end of this course, you will be able to:
1. explain the role of the educator in creating safe
schools and protecting students from harm.
Required Resources
Page & Page textbook, Chapters 8, 9 in Fourth Edition, Chapters 9 and
10 in Fifth Edition
The National Fire Protection Association (NFPA) has produced Risk
Watch®, a curriculum that is currently being used in over 500
classrooms in New York State. Risk Watch® is targeted to K-8 students
and meets all the requirements of the new legislation. Additional
information regarding this curriculum may be located at::
http://www.riskwatch.org
Instruction in fire and arson prevention:
http://codes.lp.findlaw.com/nycode/EDN/I/17/808
Other resources are available at:
http://www.emsc.nysed.gov/facplan/HealthSafety/child_safety.html
CDC Guidelines for School Health Programs to Prevent Unintentional
Injuries and Violence available at:
http://www.cdc.gov/HealthyYouth/injury/guidelines/summary.htm
PREPaRE: School Crisis Preparedness, Prevention, and Intervention
Training Curriculum at:
http://www.nasponline.org/prepare/index.aspx
General Response Protocol
http://schools.nyc.gov/NR/rdonlyres/0A97131D-EEED-40A1-9673E43BF5724E15/0/GRPOnePageSummarysept42012.pdf
Prevention of Child Abduction
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Review Learning Objectives
Use Relevant Resources
By the end of this course, you will be able to:
http://codes.lp.findlaw.com/nycode/EDN/I/17/803-a
Recommended Resources
Kohn, A. (2004) Rebuilding school culture to make schools safer. The
Education Digest, 70(3), 23-30.
Bucher, K. T., & Manning, M.L. (2005). Creating safe schools. The
Clearing House, 79(1), 55-60.
Eichel, J. D. S.,& Goldman, L. (2001). Safety makes sense: A program to
prevent unintentional injuries in New York City public schools. The
Journal of School Health, 71(5), 180-183.
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