CHILDREN IN CRISIS: AN ASSET-BASED APPROACH TO WORKING WITH VULNERABLE YOUTH Syllabus
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- Describe the social, political and economic conditions that place children in crisis situations and perpetuate their at-risk status
- Demonstrate how to utilize an asset-based community development model
- Define and apply the concept of allophilia as it relates to service learning, community engagement and youth programming
- Identify similarities/differences between vulnerable youth circumstances in Baltimore and those in another part of the world while observing the global relevance of working in Baltimor
- Recognize best practices in youth interventions from across contexts and explain ways to develop culturally responsible plans to help children currently experiencing crises
- Investigate the use of youth voices and personal narratives in the development and improvement of youth programming, and as a supplement to traditional analytical and academic training at JHSPH
- Inform, improve, and/or develop a project requested by the community organization by engaging directly with the youth to capture their perspectives and input
- Develop a personal approach to working across cultures in the global context and in Baltimore by identifying personal tendencies, stereotypes, strengths and challenges.
- Integrate one’s learning through the course towards motivations for intellectual, career, and volunteer pursuits
This 3-credit service-learning seminar uses personal narratives, experienced practitioners, community members and direct youth engagement to expose students to a range of domestic and international youth welfare issues and interventions focused on violence, juvenile justice, education, child protection, and refugee resettlement. Utilizing an asset-based approach, the class highlights commonalities between international and domestic youth challenges. Class sessions feature discussion, youth voices, expert lectures and examination of existing programs.
Students are required to work with a youth development organization in Baltimore throughout the term to engage with the community, observe issues discussed in class, and reflect on ways to positively impact youth world-wide. Past partnerships have included programs serving refugee youth, juvenile offenders, out-of-school youth, and disadvantaged urban students. JHSPH students, together with youth from their placement, will deliver a final presentation.
Intended AudienceMPH students in Humanitarian Assistance and Child Health Concentration areas, other MPH students, MHS, DrPH and PhD students in HPM and IH.
Additional Faculty Notes:
Consent required for undergraduates. Undergraduate consent will not be granted until the first day of class. Interested undergraduate students are encouraged to attend the first day. For consent, contact: Daniela Lewy (email@example.com)
Methods of Assessment
- Class attendance and participation (15%)
- Weekly reflections (5%)
- Participation in service-learning project (45%)
- A final reflection paper (20%)
- Final group presentation (10%)
- Community Participation Evaluation (5%)
Please see the course Session for a full list of dates and items for this course.
Academic Ethics Code
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
This 3-credit service-learning seminar uses personal narratives, experienced practitioners, community members and direct youth engagement to expose students to a range of domestic and international youth welfare issues and interventions focused on violence, juvenile justice, education, child protection, and refugee resettlement.
Each class session will include:
- Reading of anonymous reflections
- Group discussion on service-project experience in the community
- Background presentations
- Personal testimony/narrative from adult/youth speaker has experienced the issue
- Presentation from a program that has been successful to address the issue
- Class discussion with program and individual panelists
Daniela Lewy, Shivam Gupta, Selwyn Ray, Levon Andrews, and Jordan White
Youth perspective: Students from Algebra Project
Program: Fund for Educational Excellence
Refugee youth resettlement
Youth Perspective: IRC youth leaders
Program: Soccer Without Borders
Youth Perspective: FAIR Girls trafficking survivor/advocate
Program: Tanzania Caucus for Children’s Rights
Youth Perspective: Rwandan genocide survivors
Program: Save the Children Emergency Education
Youth Perspective: Former gang members
Program: Safe Streets
Youth Perspective: Juveniles who served in adult prison
Program: Juvenile Detention Alternatives Initiative
JHSPH students and youth from partner organizations
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.