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Final 3/11/08

P sychol ogy 43217

Sociology 43017 Education, Schooling & Society 40250 Peace Studies 43904

Children & Poverty: Developmental Implications University of Notre Dame

Dr. Jay W. Brandenberger

Spring 2008

143 Center for Social Concerns (now by the lake and Rockne Memorial!)

Tuesdays

Office Hours: By Appointment

3:30 to 6:00 PM

Phone: 631-5293 Fax: 631-4171

Room: 141 Center for Social Concerns

E-mail: [email protected]

Electronic Syllabus via ND Vista or h ttp://www.nd.edu/~jbr anden/chpov/ The test of the morality of a society is what it does for its children. — Dietrich Bonhoeffer, German theologian who died opposing the Holocaust

Course Overview and Objectives Every fifth child in America faces hunger or poverty. This course examines the impacts of youth poverty and related concerns from the perspectives of developmental and social psychology. Key topics will include conflict resolution and violence prevention, moral development and resiliency within challenging contexts, and educational inequalities/potentials. Central to the course will be an emphasis on children's developing cognitive perceptions of self in relation to society, and an examination of potential solutions, model programs, and relevant social policy. Readings will be drawn from a variety of sources and discussed in seminar format. Active student participation and community-based learning/research are fundamental to the course. O bj e ctive s include: • To examine the impact of poverty, violence, and related concerns on children's physical, cognitive, emotional, and social development (through relevant research, class and media presentations, personal observation and community involvement) • To examine/evaluate (from a developmental perspective) educational efforts, social policies, and model programs attempting to resolve the dilemmas of child poverty and youth at risk. • To build on student involvement in youth concerns, and encourage active, student-directed, and cooperative learning through student research and community-based or service-learning.

Required Texts Ruby K. Payne A Framework for Understanding Poverty (4th revised edition) (aha Process, Inc., 800-424-9484, ISBN 1-929229-48-8)

Syllabus Ch&Pov Brandenberger Final S08.doc

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Course re adings will be primarily accessed through eRe serve: https://www.library.nd.edu/reserves/ereserves/search.cgi https://www.library.nd.edu/reserves/ereserves/course.cgi?course=2008S_PSY_43217_01

We will also read excerpts from the following recommended books. See course bibliographies for additional suggestions. Recommended Books Jonathan Kozol: The Shame of a Nation (Crown, 2005) Annette Lareau: Unequal Childhoods: Class, Race, and Family Life. (University of California Press, 2003)

Lisbeth B. Schorr: Common Purpose: Strengthening Families and Neighborhoods to Rebuild America (Paperback: August 1998, Doubleday; ISBN: 0385475330)

G. Duncan & J. Brooks-Gunn: Consequences of Growing Up Poor (1999, Russell Sage Foundation, ISBN: 0871541440)

Joy Osofsky (Ed.): Children in a Violent Society (1998, The Guilford Press, ISBN: 1572303875)

LeAlan Jones & Lloyd Newman: Our America: Life and Death on the South Side of Chicago (Washington Square Pr, ISBN: 0671004646) Jonathan Kozol: Amazing Grace: The Lives of Children and the Conscience of a Nation (1996, Harperperennial Library, ISBN: 0060976977) Jonathan Kozol: Ordinary Resurrections: Children in the Years of Hope (2001) Alex Kotlowitz: There are No Children Here: The Story of Two Boys Growing Up in the Other America Robert Coles: The Moral Intelligence of Children (1998) Sheldon Berman: Children’s Social Consciousness and the Development of Social Responsibility (1997)

Requirements This is a student-centered course with an important mission. The course presents an opportunity to make a community contribution while learning. You will be challenged to direct your own learning and contribute to the class overall. Communty Action Re se ar ch Pr oje ct  A central focus of the course will be a studentdirected research/writing project. The semester-long project will enable students to actively examine questions arising from community concerns, and to integrate relevant research and experiential observations in a manner that benefits both the class and the community.


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Students will be encouraged to work collaboratively in teams, and to develop a project that contributes directly to children’s concerns. An annotated bibliography (due in February) will help you begin. Projects will be due mid-April. Further details will be given in class. Brief Writing Assignments  Brief writing assignments (1 page) will be required weekly in response to readings or other course components. Students are asked to reflect on key texts prior to class discussion. Each will count for 5 points. There is a one-page maximum for each assignment. Please use word-processing. Examination(s)  A mid-term evaluation will assist the learning process. Details will be given in class. Students may also take some mastery quizzes. P or tfolio  A final portfolio will integrate learning for the course. Students will be asked to demonstrate their learning for the course, and to include an integrative final essay. Portfolios will likely be developed electronically. The portfolios will be due during the final week of class, and presented at the final. Further details will be given in class. Servic e- L e arning and Community-Based Re se ar ch  Direct involvement with children in poverty situations via a service or community research is required for the course (potential sites, agency contacts, and the like will be offered). Positive, consistent involvements have the potential to contribute reciprocally to the learning process, the children in need, and the organizations that work with them. It is hoped that student involvement will link naturally with the action research component of the course. Approximately 1-3 hours per week (or 25-30 hours per semester) in the community is required (many students attracted to the course will already be working in various community placements). Optional journal assignments will assist the reflection process. Class P ar ti cipati on  Class attendance and participation are essential to creating meaningful dialogue among learners. The first component of a successful seminar is attendance; please do not take this component lightly. Attendance is expected each class period, especially since this is a course that meets once per week. In the rare occurrence that you would need to miss class, please email the instructor, and follow up with a colleague in the class for notes, handouts, and information. Class absences will lead to lower grade. Students are encouraged to contribute ideas, questions, readings, etc., and to take an active role in learning. The course will present opportunities for skill development in the following areas: 1) listening ability, 2) research techniques, 3) critical thinking, 4) verbal/written expression, and 5) creative response/imagination with respect to the concerns studied. Students will be asked to lead discussion and present findings as appropriate. Class Tr avel/Engagement  Not everything can be learned on campus. We will have the opportunity to visit relevant sites as a class to enhance our learning via direct contact. Possible site visits: The Robinson Community Learning Center, The Center for the Homeless, the Juvenile Justice Center, and the welfare office. Details will be given in class. Your patience with scheduling, punctuality and flexibility will be appreciated.


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Course-Rel at ed Opportunitie s  A variety of outside-of-class opportunities for enhancing understanding and involvement (some are listed at the end of the syllabus) will be presented. Students are encouraged to attend those events relevant to their interests. Some events may be required. Details will be given in class.

Student Evaluation/Grades Active, consistent engagement in the course should lead to positive evaluation. Students will be asked to critique their own learning and give input on grades. Specific components will contribute the following approximate percentages to the overall course grade: Exam/Portfolio

20%

Research/Writing Project 35%

Misc writing assignments

25%

Class Participation

20%

Electronic/Internet Resources A variety of resources are included on a Psychology 43217 web page via ND Concourse, including direct links to sites focusing on children and poverty issues. Use such resources to augment research projects and other course components. W e bCT Concourse: https://concourse.nd.edu/webct/logon/32610077021 Enter your login info (regular NetFile ID and password), then click on Psych 43217 or crosslist (e.g., Soc 43017) Ele c tr onic Re serves for course readings: https://www.library.nd.edu/reserves/ereserves/search.cgi If needed, contact the Reserve Book Room: 631-7578 or 631-6824 Email: [email protected]

Course w ebpage (in development):

http://www.nd.edu/~jbranden/chpov/

If you would like to assist in the further development of this page, let instructor know.

Li stserv: A class listserv will be used to further class dialogue, announce schedule and room changes if needed, and clarify assignments. Please check email frequently for news from the class. The Listserv email address is: All mail to the list will be archived at: http://listserv.nd.edu/archives/psy43217-01-sp08.html


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Class Schedule

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Final Version: March 11, 2008

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Date

P s y c h

Class Activity/To pic

I I P S

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J. Brandenberger

Class Preparation/ Readi ngs

(n=15)

Readi ngs should be c om pleted bef ore the date on lef t

Ja nuar y 15

Ov erview of Course and Introducti on t o Y outh Issu es

(Tues.)

• Where we are going, and why

Come ready to learn

• Student Introductions

Build learning community Read: SBT: Jan. 14, 2008 Lead Story

• Youth issues and concerns

Read:

• Status of children/youth (statistics, trends)

Download and rea d document from CDF Facts on Child Poverty (2004) http://www.childrensdefense.org/site/PageServer?pag ename=familyincome_childpoverty_basicfacts

• Methods of study

Read:

• History of childhood

Ja nuar y 22

Chafel & Hadley, chpt. 4, p. 48-71

R. Coles (pp. 64- in readings bk) Zigler (pp. 98-99)

Human Development in Challenging Conte xts Social Toxic Environments

Read

J. Garbarino – Chpt. 1, Raising Children in a Socially Toxic Envir

Culture and child development Children’s Rights

Read: Fact Sheet at http://www.unicef.org/crc/files/Rights_overview.pdf

Structural Violence

Read: J. Gilligan, pages 23-34 in rdgs. Bk.

Poverty Matters: Children, Economics,

Defining Poverty and Why it Matters:

& Demographics

http://www.childrensdefense.org/site/DocServer/definingpove rty.pdf?docID=390

Defining Poverty

Cons ider pr oject op ti ons & ser vice-learni ng: Attend Jan. 23rd Social Concerns Festival 6:00-8:00pm

January 27 (Sunday)

William Julius Wilson: Poverty and Inequality in Urban America Attend this campus-wide presentation sponsored by the CSC 7:30 PM in 101 Debartolo Hall


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Ja n. 29

Ri sk Fact or s, He alth, and Developmental Asset s Physical Development Health Challenges

Read by email: Chafel et al., chpt. 19, pgs. 15-18 Consult: Schorr, 1988, chpt. 5 Consult: Bolig, Borkowski, & Brandenberger chpt.

Interaction of Risk Factors

Consult:

Schorr, 1988, intro & chps 1, 2

Homeless Children & Families

Consult :

Kozol, Rachel & Her Children

AB C News Vi deo Waiti ng f or t he Wo rld to Cha nge

Meet at CSC or 1035 Notre Dame Ave 289-7017

http://www.abcnews.go.com/2020/story?id=2819991&page=1

Developmental Assets

Feb. 5

Benson et al.

Soci al Cognition: Thinking about S elf, World, and P ot enti al Attitudes Toward Poverty and Justice

Read: Ch afel: So cietal Images of P overty

JustWorld Phenomena Locus of control Self perspectives and the future Achievement Motivation

Read Myers, pgs. to be distributed Complete Locus of control instrument Read Pa yne , Framework… , Intro and Chapter 1

Hidden Rules of Class

Read P ayne, chap ters 2 an d 3

Language and Social Class

Feb. 12

Feb. 19

Soci al Cognition: Views of Children Listen to: Ghetto Life 101

Consult: Our America (Jones & Newman) Consult: Payne, chapters 5 and 6

Possible Selves

Consult: Day et al., pgs. 95-105

Family Life: Class, P ar enting, and the Str ain of Living Poor Generational Poverty

Read Whitehead, Coontz in Rdgs. bk., pp. 100-101

Consult Payne, chapt 4 (generational poverty)

Parent – Child Inte racti ons • Attachment and parenting styles • The Strain of Living Poor • Psychopathology • Child Abuse & Neglect

Read: McLoyd & Wilson, on reserve: 126-141

Unequal Childhoods:

Read: A. Lareau, chpts frm Unequal Childhoods

Class & Pare nting

Mid-Term Evaluation


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Feb. 26

Violence and Youth Violence as a public health issue View B. Moyers Frontline video, part 1

Review: APA on Youth Violence: http://www.apa.org/ppo/issues/pbviolence.html

The Development of Aggression

Consult: Garbarino, Lost Boys

The Role of Shame/Class

Read: J. Gilligan: pp 53-58 in rdgs bk

Violence: Misc Topics

Read: Osofsky, pp. 124-130 in rdgs bk

Gangs / Alternatives

Consult: excerpts from Monster, pp 89-94 rdgs bk

Role of Television (Frontline video) Prevention

Read: Gilligan, Preventing Violence, eReserve

March 4

Spring Brea k: No C lass

Enjoy, renew Observe youth in contexts, news

March 1 1

Re silience, M ent oring, and Ethical Development of Youth at Risk Video: Listening to Children by R. Coles

Read Coles, The Moral Live of Children Read Haan, on resliency Read: Challener, on eReserve

March 1 8

Mentoring

Optional Edelman on mentoring

Ethical Development & Youth at Risk

Consult: Coles, The Moral Intelligence of Children

Violence Pr eventi on: Juvenile Justi ce and Beyond Visit to Juvenile Jus tice Center 1000 S. Michigan St. 235-5437

Arrive at 3:45 PM Vicki Mc: 235-5424

Presenter: Vicki McIntire

Consult: Osofsky, chapts. 1-3

March 2 5

Educati on: L e arning and Critical P edagogy Child Care and Head Start

Consult: Schorr, 1988, chpts. 8, 9 Read: Schorr, 1997, Chpt. 8 Consult Escalante, on eReserve

Critical Pedagogy Conflict Resolution

Read: Freire, pp. 354-361 Consult: McLaren , pp. 215-218

Educ. Alternatives

Consult: Waging Peace in Our Schools


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April 1

Educati on: School s and Te ach ers

Read Coles, rdgs. bk, p. 47-50

Presenter (3: 45 to 4:4 5 pm):

Aly ssia Coa tes, Di rector Upward Bound College Preparatory Program at ND

[email protected]

No Formal Class Meeting This Week

Draf t of p ro ject due to e xchange f or feedback

Use regul ar time on Tue sda y to wor k o n project s: foc us, write , edit

Meet as groups in CSC 141 or elsewhere

April 15

An Internati onal P er spe ctive

Final Pr oje ct Due

How do taxes support youth?

View: B orn Into Brothels,

April 8

Further readings to be outlined

(revised, edited, f inal form)

Invisible Children, or Innocent Voi ces

and D inner with Cla ss

at 1035 Notre Dame Ave. or CSC

Ch ild Advoc ac y, Succe ssf ul Program s, Soc ial Pol ic y, a nd Welfare

April 22

US Catholic Bishops' Writings

Rdgs. bk., pages 74-80 and 115-119

Social P olicy

Read: Schorr, L.

Plan Action Research Presentation

Please plan ahead if you need access to PowerPoint Plan to use the presentation time creatively

Colleague Pr e sent ations Youth a nd Me nt ors, by A. Mathew, B. Johnson, L. Miller, N. Rauch, G. O’Donnell, & B. Gorman Nutr iti on & Sch ool Perf or mance , by T. Hancock, A. Breuer, P. Nava, K. O’Leary, K. Annen, & E. Gonzales

April 29

Colleague Pr e sent ations Foster C are: Cre ative Altern atives , by M. Neville, J. Faarup, & S. Walorski, K. Dinnebeil, & J. Kaczamarek

Ma y 2 nd

Ma y 9 (Fr ida y)

––––––––––––––––––––––––>

Por tf olios Due b y n oon, Ma y 2 nd

Final E xa m /Portfol io Prese ntat io n 10:30 am to 12:30 pm ——————>


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Course-Related Opportunities The following activities and opportunities will augment classroom learning. Student participation may be required at some. Other opportunities will be announced.

Childre n's Defe nse Fund

Conferences/Misc

Consider attending a CDF conference or regional workshop. Individuals and groups from the class have attended before, with strong reviews. Financial support may be available from departments, residence hall, and the like. And use CDF as an overall resource: For more information: http://www.childrensdefense.org http://www.childrensdefense.org/site/PageServer?pagename=studentoutreach_shout_movement

Consider joining the Children’s Defense Fund chapter at Notr e Dame: CDF-ND http://www.nd.edu/~cdf/main.htm

Contact: Cici Zh ang

Childre n and Poverty Se minar

Spring 2008

This one-credit experiential Social Concerns Seminar will be offered this spring concurrent with our course. This Seminar centers around an immersion in New York City, and would provide rich additional learning. Applications are available via the Center for Social Concerns web site. Contact Elizabeth Sauer at . Consider other Center Seminars with a focus on youth (i.e., the David School site of the Appalachia Seminar): Apply online: http://socialconcerns.nd.edu/academic/spring/spring.shtml Seminar applications are due January 17, 2008.


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Bibliography/Additional Re adings: Brief List It Takes a Nation: A New Agenda for Fighting Povery. (1998), by Rebecca Blank. Princeton University Press. The Public Assault on America’s Children: Poverty, Violence, and Juvenile Injustice. (2000). By V. Polakow, Ed. NY: Teachers College Press. Class Matters. (2005) by Keller, B. NY: Times Books The Working Poor: Invisible in America. (2005), by D. Shipler. Vintage. Child Well-Being, Child Poverty and Child Policy in Modern Nations. (2001) by K. Vleminckx, K. UK: Policy Press. One Nation, Underprivileged: Why American Poverty Affects Us All. (2004), by M.R. Rank. USA: Oxford University Press. Understanding Poverty (2002), by S. Danziger & R. Haveman, Eds. Russell Sage Foundation Books at Harvard University Press. Poverty in America: A Handbook (2006), by J. Iceland. University of California Press The New World of Welfare. (2002) by R. Blank. Brookings Institution. The Invisible Safety Net: Protecting the Nation's Poor Children and Families. (2006) by J. Currie. Princeton University Press. Stress, Coping, and Resiliency in Children and Families. (1996), by E. M. Hetherington. Lawrence Erlbaum.

There can be no keener revelation of a society’s soul than the way in which it treats its children. — President Nelson Mandela, South Africa

We are guilty of many errors and many faults but our worst crime is abandoning the children, neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right now is the time his bones are being formed, his blood is being made, and his senses are being developed. To him we cannot answer “Tomorrow.” His na me is “Today.” — Gabriela Mistral, Nobel Laureate http://www.childrensdefense.org/site/DocServer/KatrinaReport.pdf?docID=1421


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