SRJC Course Outlines

5/20/2019 5:47:11 PMCHLD 220 Course Outline as of Fall 2016

Changed Course
CATALOG INFORMATION

Discipline and Nbr:  CHLD 220Title:  EFFECTVE GUIDNC/DISCIPLN  
Full Title:  Effective Guidance and Discipline
Last Reviewed:3/28/2016

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum2.00Lecture Scheduled2.0017.5 max.Lecture Scheduled35.00
Minimum2.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total2.00 Contact Total35.00
 
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  70.00Total Student Learning Hours: 105.00 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly:  CHILD 220

Catalog Description:
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This course explores practical application of effective discipline tools for guiding the behavior of children from birth through adolescence in family and group settings.

Prerequisites/Corequisites:


Recommended Preparation:
Eligibility for ENGL 100 or ESL 100

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
This course explores practical application of effective discipline tools for guiding the behavior of children from birth through adolescence in family and group settings.
(Grade or P/NP)

Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:Effective:Inactive:
 Area:
 
CSU GE:Transfer Area Effective:Inactive:
 
IGETC:Transfer Area Effective:Inactive:
 
CSU Transfer:Effective:Inactive:
 
UC Transfer:Effective:Inactive:
 
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable



COURSE CONTENT

Student Learning Outcomes:
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Students will:
1. Describe the multiple influences on children's behavior.
2. Create developmentally based goals for children's behavior.
3. Develop strategies for effective guidance and discipline of children.
4. Demonstrate diverse guidance and discipline techniques that effectively support behavioral goals for children.

Objectives: Untitled document
Upon completion of this course, the students will be able to:
1.  Describe and explain children's behavior in the context of development, temperament, culture, and environment.
2.  Examine and identify individual discipline style.
3.  Communicate clearly using "I messages," reflective listening, and constructive feedback.
4.  Demonstrate the use of encouragement to reinforce children's behavior.
5.  Describe reasonable consequences of children's behavior.
6.  Determine the most effective approaches to guide and support a child's behavior using problem solving techniques.

Topics and Scope
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I.  Influences on Children's Behavior
   A.  Overview of developmentally based behavior from birth to adolescence
   B.  Individual styles and temperament
   C.  Institutional, community, school/childcare and family environments
   D.  Understanding children's needs
   E.  Emotional responses including stress, anger and fear
II.  Discipline Styles
   A.  Individual reactions and responses to children's behavior
   B.  Adult self-regulation, stress and anger
   C.  Cultural origins of discipline style
III.  Tools for Effective Discipline and Guidance
   A.  Communication
   B.  Encouragement
   C.  Co-regulation
   D. Reasonable and realistic limits
   E.  Natural and logical consequences
IV.  Conflict Resolution
   A.  Problem solving in the moment
   B.  Goals for long-term solutions
   C.  Prevention strategies
V.  Goals for Children's Behavior
   A.  Self-regulation
   B.  Responsibility
   C.  Pro-social behavior
   D. Atypical development

Assignments:
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Assignments may include:
1.  Read handouts, (approximately 10-15 pages per week).
2.  Written analysis of in class-scenarios, article/handout responses, book report  (a total of 5 - 8 papers, 1 - 5 pages each).
3.  In-class problem solving of guidance and discipline scenarios.
4.  Term project (observation and analysis of guidance and discipline issues), (1 paper, 3-5 pages).

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
40 - 70%
Written analysis of in-class scenarios, article/handout responses, book report, term project
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
20 - 40%
In-class problem solving of guidance and discipline scenarios
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
None
Exams: All forms of formal testing, other than skill performance exams.Exams
0 - 0%
None
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
10 - 20%
Attendance and participation


Representative Textbooks and Materials:
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Loving Your Child is Not Enough: Positive Discipline That Works by Nancy Samalin, Martha Moraghan Jablow, Revised edition, Penguin Books  (1998 - a classic)
Positive Discipline by Jane Nelsen Ed.D., Revised and updated version, Ballantine Books (2006 - a classic)
Instructor prepared materials

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