Untitled

Web Schedules

Fall 2022
Spring 2023
Summer 2023

One Credit Courses

Fall 2022
Spring 2023
Summer 2023

No Cost Textbook/Resources Courses

Fall 2022
Spring 2023
Summer 2023

Low Cost Textbook/Resources Courses

Fall 2022
Spring 2023
Summer 2023

Course Planning by Program

2022-23

Essential Objectives

Course Syllabus


Revision Date: 12-Jun-22
 

Fall 2022 | EDU-2145-VO01 - Social-Emotional Development in Children Ages 5-18


Online Class

Online courses take place 100% online via Canvas, without required in-person or Zoom meetings.

Location: Online
Credits: 3 (45 hours)
Day/Times: Meets online
Semester Dates: 09-06-2022 to 12-19-2022
Last day to drop without a grade: 09-26-2022 - Refund Policy
Last day to withdraw (W grade): 11-07-2022 - Refund Policy
This course has started, please contact the offering academic center about registration

Faculty

Erin Valentine
View Faculty Credentials
View Faculty Statement
Hiring Coordinator for this course: Kate Hughes

Course Description

This course introduces students to social and emotional learning for school-aged children and youth ages 5 to 18. Students will explore the ways in which children learn social skills and the neuroscience behind challenging behavior and emotional regulation in children. Students will be introduced to emotions coaching and problem-solving models that support social and emotional learning and development for participants in afterschool and youth programs. Prerequisite: Afterschool Education & Development of the School-Aged Child or Child Development.


Essential Objectives

1. Define, explain, and analyze social and emotional learning in the context of youth or afterschool programs.
2. Describe evidence-based practices in afterschool and youth program settings to create healthy, respectful, and inclusive learning environments for all children.
3. Apply concepts of brain development and neurological processes in children and youth ages 5-18 to the development of social emotional skills.
4. Describe and explain the learning process for social emotional skills.
5. Explore and discuss the long-term impacts of social emotional competencies and skills from childhood through adulthood.
6. Describe and evaluate effective interventions for social emotional development, including trauma informed practice.
7. Explain and analyze effective approaches for collaborating with families.
8. Describe effective strategies for collaborating with school personnel and community organizations that support the development of children and youth.


Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.


Required Textbooks and Resources


*** This is a no cost textbook or resource class ***

This course only uses free Open Educational Resources (OER) and/or library materials. For details, see the Canvas Site for this class.


Methods

· Weekly assigned readings, videos, and other multimedia

· Weekly whole-class online discussions

· Individual long-term reading assignments

· Mid-term and final exams

· Periodic contributions to Social Emotional Learning ‘tool box’


Evaluation Criteria

Over the entire semester students are evaluated using on a 100-point scale. Students gain points by participating in class activities and completing assignments. The point breakdown for the course is as follows:

* Participation in class discussions (52 points), graded weekly
* Mid-term exam (10 points), graded in the 8th week of class
* Final exam (10 points), graded in the final, 15th week of class
* Final project presentation (20 points), graded in the final week of class
* Book review (8 points), graded in the final week of class

DISCUSSION FORUM GRADING:

Each week discussion forum prompts will be given for students to respond to. Students’ responses to these prompts are graded on a 4-point scale (i.e. each forum response is worth 4 points toward the overall course grade).

The grading criteria for the forum discussion posts are outlined below. Comments to other students are not graded individually, but are required. Students need to post at least 3 comment total in the discussion forum each week. Half (½) a point will be deducted from the student’s forum grade for each missed comment.

The following guidelines will be used in grading students’ responses to discussion forum prompts:

4 points = A

  • Assignment is carefully and systematically answered.
  • Responses illustrate the student has a thorough understanding of the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts, and the ability to relate the subject matter to their own experiences and /or other areas of knowledge.
  • Responses are thoroughly researched and referenced using APA format with at least one scholarly primary or secondary source cited.
  • Arguments, theories and conclusions are well developed and show evidence of critical thinking and reflection.
  • Writing is succinct with no spelling or grammatical errors.

3 points = B

  • All major pieces of the assignment are responded to.
  • Responses illustrate the student understands the subject matter as evidenced through appropriate use of subject specific vocabulary and key concepts; limited ability to relate subject matter to their own experiences and/or other areas of knowledge.
  • Limited amount of primary or secondary research is cited; sources are not cited in APA-style.
  • Arguments, theories and conclusions are developed.
  • A small number of spelling and grammar errors may be present.

2 points = C

  • Student responds to most elements of the assignment.
  • Response illustrates basic understanding of subject matter.
  • There is little to no use of primary or secondary sources research; research is not cited at all.
  • Arguments, theories and conclusions are not fully developed.
  • Spelling and grammar errors impede the student's ability to communicate the main points of their argument.

1 point = D

  • Student responds to some elements of the assignment.
  • Response illustrates limited understanding of subject matter.
  • There is little to no research cited.
  • Spelling and grammar errors make it difficult for the student to communicate the main points of their argument.

0 point = F

  • Student does not respond to the components of the assignment.
  • Response does not illustrate an understanding of the subject matter.
  • No research is cited.
  • Spelling and grammar errors make it impossible for the student to communicate the main points of their argument.

· Late work: All work submitted after the posted deadlines even if what is submitted is an otherwise well constructed post.

EXAM GRADING:

There are two online, open-note, exams in this course. The midterm exam will cover reading, video and multimedia material from the first 7 weeks of the course. The midterm must be completed and submitted by midnight on Monday of the 8th week of the course. The final exam will cover reading, video and multimedia material from the 8th to the 15th (last) weeks of the course. It will be available to students during the 15th week of the course and must be completed and submitted by midnight on Monday of the 15th week of the course. Each exam is worth a total of 8 points toward the overall course grade. Exams that are not completed by the respective deadlines will receive a score of 0.

FINAL PRESENTATION GRADING:

The final course presentation is designed to be an independent learning experience that students work on throughout the semester and then present to the class during the last week of the course. The final presentation is meant to allow students to pursue their own interests in a specific topic area related to social and emotional development in order to expand their knowledge of strategies to help children develop healthy social and emotional skills, as well as tools to manage and understand a child’s social and emotional development. The presentation will be graded with regard to the student’s ability synthesize what they have learned and present that information in a clear and concise manner.

For the final presentation students must select one of the books listed below to read over the course of the semester. If there is a book that a student would like to read that is related to social and emotional development between the ages of 5-18, and is not listed below, students can propose an alternative to the instructor. This must be done in the first two weeks of the semester. This reading/presentation assignment is meant to be a semester-long project. Students should select the book they wish to read within the first 2 weeks of the semester, acquire it, and start reading.

Book list:

The Explosive Child

Raising Human Beings

Wildhood: The astounding connection between human and animal adolescents

The coddling of the American Mind

Beyond Behaviors

How to talk so kids will listen and listen so kids will talk

Nurture Shock

The Gift of Failure

How children succeed

The end of the rainbow

Brainstorm: The power and purpose of the teenage brain

The Yes Brain

Lost at School

The final course presentation consists of two parts:

1) a PowerPoint that summarizes and shares important information from the book with classmates – this is due the last week of the semester, and

2) a book summary which is submitted just to the instructor – this is due the second to last week of the semester.

Book report/summary requirements:

This is to be a 1-2 page, single spaced, Word document, summary of the book chosen by the student. The summary should include synthesized information about what the student learned from reading the book. The book report should not be a chapter-by-chapter overview of the book, rather a comprehensive summary including information such as: why the student selected the book, what theoretical information or background information the student learned from reading the book, a review of practices the student learned and could use in their work with children to understand and promote social and emotional development, any particular positive or negative aspects of the book, etc. The book report portion of this project is worth 8 points.

Power Point Presentation requirements:

This presentation needs to be a minimum of 15 slides and maximum of 30 slides. The first slide of the presentation should be the title slide, which includes the student’s name and name of the book. The final slide of the presentation should be entitled ‘References’ and must include the APA-style reference for the book the student read, and should include any other references used in the presentation, also in APA-style. The Power Point presentation will be graded based on clarity and organization of information presented, as well as usefulness of information and content shared. The point of this presentation is to share information and resources with classmates, so that not everyone has to read each of the books in the list to gain knowledge and skills from the various books. The PowerPoint portion of this project is worth 20 points.

EXTRA CREDIT

Over the course of the semester we will have a running/ongoing discussion forum, that is ungraded, where students can add and discuss tools and resources they find to help promote social and emotional development and coping skills in children ages 5-18. This will be our ‘Social and Emotional Toolbox’.

I will offer one extra credit opportunity to all students in the semester related to this ‘Social and Emotional Toolbox’ we collaboratively create in the course. Students can earn up to 3-point if they make a 1-2 page Word document “tool kit” consisting of a compilation of the most relevant/important tools from the discussion board. This complied tool kit must include web links or references, and basic information about the resources listed (i.e. what age group it is for, what tools it contains, how it is helpful). The compiled tool kit created for extra credit must include at least 10 resources. This individualized social emotional tool kit, is then a resource for students to use for themselves at a later date in their work. To be considered for extra credit this Word document tool kit must be submitted by email to the instructor, by the final week of class.

Extra credit is not negotiated on an individual basis.


Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

 HighLow
A+10098
A Less than 9893
A-Less than 9390
B+Less than 9088
B Less than 8883
B-Less than 8380
C+Less than 8078
C Less than 7873
C-Less than 7370
D+Less than 7068
D Less than 6863
D-Less than 6360
FLess than 60 
P10060
NPLess than 600


Weekly Schedule


Week/ModuleTopic  Readings  Assignments
 

1

September 6-12

An introduction to social and emotional development & Erikson’s Psychosocial Development Theory

  

Read all important course document and explore the class website (i.e. click on links, resources, documents, etc.)

Read/watch all required materials on this week’s topic: Erikson’s Psychosocial Development Theory & An introduction to social and emotional development

  

Post an introduction about yourself to the class in the Introductions discussion forum by the end of the week

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

2

September 13-19

Greenspan’s DIR model

  

Read/watch all required materials on this week’s topic: Greenspan’s DIR model and how it relates to social and emotional development

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

3

September 20-26

Glasser’s Choice Theory

  

Read/watch all required materials on this week’s topic: Glasser’s Choice Theory and how it relates to social and emotional development

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

4

September 27 - October 3

Understanding temperament

  

Read/watch all required materials on this week’s topic: Understanding temperament

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

5

October 4-10

ACEs and understanding trauma

  

Read/watch all required materials on this week’s topic: ACEs and understanding trauma

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

6

October 11- 17

The developing brain

  

Read/watch all required materials on this week’s topic: The developing social and emotional brain

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

7

October 18 - 24

Social and emotional competencies for schools

  

Read/watch all required materials on this week’s topic: Social and emotional competencies for schools

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

8

October 25-31

Social and emotional development in out of school time

  

Read/watch all required materials on this week’s topic: Social and emotional development in out of school time

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

Complete mid-term examination by Monday at midnight

 

9

November 1- 7

Evidence-based Social Emotional Learning

  

Read/watch all required materials on this week’s topic: Evidence-based social and emotional learning strategies and programs

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

10

November 8 -14

Self-regulation

  

Read/watch all required materials on this week’s topic: Increasing self-regulation

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

11

November 15 - 21

Grit and resilience

  

Read/watch all required materials on this week’s topic: Building grit and resilience

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

12

November 22- 28

Thanksgiving Holiday

  

No reading.

  

No assignments due.

Work on your final presentation and book report.

 

13

November 29 - December 5

Challenging behaviors

  

Read/watch all required materials on this week’s topic: Understanding and managing challenging behaviors

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

 

14

December 6 - 12

Empathy and kindness

  

Read/watch all required materials on this week’s topic: Instilling empathy and kindness

  

Post your original submission to the graded discussion forum by Friday at midnight

Post/respond to at least three questions or comments in the discussion forum by Monday at midnight

Submit completed book report to the instructor

 

15

Class Presentations

  

Read each posted presentation in the Course Presentations forum

  

Post completed final presentation to the discussion forum by Tuesday at midnight

Respond to all classmates about their presentations by Monday at midnight

Complete final examination by Monday at midnight

Complete CCV Course Final Evaluation

 

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

  • In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
  • Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
  • Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.


Participation Expectations

Participation is a key components of this course; in fact, this course is dependent upon student participation and collaboration. In order to participate in this course, students must be present in the discussion forums. Each student is expected to contribute actively on a weekly basis. If a student is not present in at least one of the discussion forums during the class week (Tuesday-Monday) they will be considered absent for that week. Posting to a forum after the week is over will not change this absence. Additionally, and to emphasize the importance of weekly class participation, original posts submitted after the stated deadlines receive a grade of 0, regardless of the quality of the post.

These participation guidelines are in place to help facilitate discussion, shared learning, and cohesiveness in the course. If a student anticipates being unable to participate in a weekly discussion forum, the student must discuss his/her absence with the instructor as soon as possible in order to determine if an extension can be granted. Extensions are never granted after the deadline to post has passed (i.e. don’t wait until after deadline has passed to let the instructor know why you were absent). Arrangements can often be made to address absences in the forums if students are proactive about contacting the instructor as soon as possible before the end of the weekly discussions.



Missing & Late Work Policy

LATENESS POLICY:

Discussions forum posts are not accepted late. Original posts are due by the end of the day Friday as specified in the course calendar and weekly schedule. Original posts submitted after the due date/time will not be graded and will receive a grade of 0. All discussion forum comments are due by the end of the day Sunday as specified in the course calendar and weekly schedule. Late comments will not be counted toward the weekly discussion forum grade. A late comment will mean an automatic half-point deduction from the discussion forum grade.

The mid-term reflection paper is due around the mid-point in the semester as specified in the course calendar and weekly schedule. If the reflection paper is not submitted on time a grade of 0 will be given. There is no make-up for this assignment.

The final exam is open to students to be taken anytime in the final week of the semester as specified in the course calendar and weekly schedule. If it is not completed during that time a grade of 0 will be given. There is no make-up for a missed exam.

The final presentation is due by the end of the day on the last Tuesday of the semester (the first day of the last week of class) as specified in the course calendar and weekly schedule. If the presentation is not uploaded by the due date there will be 1-point deducted for each day or portion of day that the presentation is late, up until the end of the semester. Presentations will not be accepted for grading once the semester ends and a grade of 0 will be given. There is no make-up for this assignment if it is not submitted by the end of the semester.

Personal, family, and work emergencies that may affect a student’s ability to complete an assignment are always taken into consideration and a mutually agreed upon extension can be made in these circumstances. But, please note, an extension will never be granted after the due date for an assignment has passed. If a student believes they will not be able to make any assignment deadline they should contact the instructor as soon as possible so appropriate arrangements can be agreed upon. If a student contacts the instructor after the due date has passed, no extension will be granted.


Accessibility Services for Students with Disabilities:


CCV strives to mitigate barriers to course access for students with documented disabilities. To request accommodations, please
  1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
  2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
  3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.


Academic Integrity


CCV has a commitment to honesty and excellence in academic work and expects the same from all students. Academic dishonesty, or cheating, can occur whenever you present -as your own work- something that you did not do. You can also be guilty of cheating if you help someone else cheat. Being unaware of what constitutes academic dishonesty (such as knowing what plagiarism is) does not absolve a student of the responsibility to be honest in his/her academic work. Academic dishonesty is taken very seriously and may lead to dismissal from the College.