601 - Children and the Law (3)

This course examines the legal relationships among children, family and the state, primarily in the context of issues over which juvenile courts traditionally have jurisdiction. The subject matter is divided into two sections, the first dealing with the constitutional and statutory rights of juveniles involved in the criminal justice system and the second focusing on civil matters including neglect, abuse, termination of parental rights, adoption, and children's right to treatment issues. (Geraghty)

   601 - Child, Parent and State (3)

This course counts as a Perspective Elective course.

This course examines the legal relationships among children, family and the state, primarily in the context of issues over which juvenile courts traditionally have jurisdiction. The subject matter is divided into two sections, the first dealing with the constitutional and statutory rights of juveniles involved in the criminal justice system and the second focusing on civil matters including neglect, abuse, termination of parental rights, adoption, and children's right to treatment issues. (Burns, Coupet, Geraghty)

   602 - ChildLaw Trial Practice (3)

This course counts as an Experiential Learning and a Skills course.

This is Trial Practice I with an emphasis on those issues important to advocating in cases involving children (child witnesses, unique problems in expert testimony, special evidentiary issues, etc.). The course is taught by a team of lawyers, judges, and medical and mental health professionals with a student/faculty ratio of 8 to 1. The principal objective is to introduce students to litigation principles, and to teach them advocacy skills in an intensive learn by doing environment. By grounding the exercises in child advocacy problems, a further goal is to prepare students for the special challenges involved in the representation of children. At the end of the course, the student conducts a complete trial at the Richard J. Daley Center. (Geraghty)

   603 - Interdisciplinary Seminar on Domestic Violence (3)

This seminar explores issues of family violence, with an emphasis on domestic violence, through an interdisciplinary lens. An overview of the laws, public policy, and psychosocial approaches and trends addressing family violence issues. The course seeks to provide an opportunity for students in different disciplines to learn about the theories, philosophies, ethics, and practices of the range of professions that must confront family violence issues, and the impact of decision making in one forum on the practices and decisions made in another forum. Student are challenged to consider the strengths and weakness of the responses of various disciplines, and their interaction.

   606 - ChildLaw Legislation Clinic (2-4) 

This course counts as an Experiential Learning and a Skills course.

The ChildLaw Legislation and Policy Clinic is part of the Civitas ChildLaw Center. Students in this Clinic have an opportunity to work, under the supervision of a faculty member, on a legislative or policy project that may involve any or all of the following: critiquing pending bills or existing legislation, drafting bills, developing summaries and fact sheets about pending bills, and building and working with coalitions to develop legislative ideas and consensus. Topics cover a range of child and family issues. Spring semester students primarily work on projects begun during the Fall Clinic, including researching and drafting legislation concerning child protection and juvenile justice reform issues. Students work in teams and must have sufficient time or flexibility during the work day to participate in some internal team meetings as well as attend meetings outside the Law School, as needed. Instructor permission required. Class hours TBD. (Weinberg)

   607 - M.J. Introduction to the Law - ChildLaw (2)

This course will introduce M.J. students to the legal system and basic terminology used in case law, statutory analysis, and the socratic method of course instruction. The primary focus of the summer session is to cultivate familiarity with the basics of legal research and writing. Students will complete short exercises that solidify their grasp of legal writing, research and correct citation. A final project is a short office memorandum in which students will incorporate the various areas addressed during the course. Students also will have initial training in the basics of online legal research. (Warzynski)

   608 - Juvenile Justice (2)

This course will attempt to answer the following questions: How should society handle allegations of criminal behavior by children? In what way should the proceedings be designed to address the differences between children and adults? Who should decide whether a child should benefit from special treatment, judges or legislators? What responsibility do parents and communities bear in providing children an opportunity to change their behavior? How should the justice system and the school system interact? While the intersection between the child welfare and juvenile justice systems will be discussed, this course will not address child welfare practice generally or in much detail. Students will be required to prepare brief position papers during the term. The remainder of the grade will be based on performance in class and on a final examination or a major research paper written in lieu of the final exam. (Geraghty)

   610 - International Children's Human Rights (1-2)

In the last decade, children have become "the newest kids on the human rights block." This seminar examines new laws and treaties developed to respond to age-old problems faced by children around the world. The course begins with a study of the U.N. Convention on the Rights of the Child, the most rapidly and widely accepted human rights document in the history of international law. It then examines ways in which these laws are being implemented, including a review of child and family law cases decided by the European Court of Human Rights in Strasbourg. The course explores such substantive areas as the comparative treatment of child abuse and delinquency, and the issues of child labor, international abduction, the plight of child soldiers, and the sexual exploitation of children. (Geraghty)

   613 - ChildLaw Fellows Seminar (1)

This seminar serves as a capstone opportunity for ChildLaw Fellows to contextualize their interdisciplinary legal education and to explore their roles as advocates in working in and reforming rhe complex and evolving systems that affect children and their families. (Geraghty)

   615 - Child and Family Law Mediation (2)

This course counts as a Skills course.

This course will explore the use of mediation in disputes involving children and families. Students will survey various models and uses of mediation and related dispute resolution processes in the following contexts: divorce, custody and visitation issues; child protection; juvenile delinquency; balanced and restorative justice; adult guardianships; youth violence prevention and peer mediation; and special education. Further, students will consider the impact of domestic violence and other impairments on the child and family mediation process. In addition to reviewing basic mediation skills, students will participate in classroom exercises designed to develop their ability to think critically about issues, as well as apply mediation strategies to dispute resolution scenarios. (Levitz, Nathanson)

   620 - Civitas ChildLaw Clinic (2-4*)

This course counts as an Experiential Learning and a Skills course.

The Civitas ChildLaw Clinic represents children primarily in child protection (abuse and neglect), child custody and visitation, delinquency cases. Students typically work on at least two cases during the course of a semester, under the supervision of at least one member of the clinic faculty. The Clinic also includes a weekly seminar (Tuesdays from 4:00 to 6:00 p.m.), which addresses relevant substantive law, advocacy skills, and ethical issues in the representation of children. Students will be expected to master the law governing their areas of practice, as well as applicable rules of professional conduct. Students will gain experience with a range of lawyering skills, including client counseling, case planning, and written and oral advocacy. While the subject matter of the Clinic's cases focuses on children's issues, students should expect to develop skills transferrable to any practice setting. Enrollment in the clinic is limited to 16 students. Priority is given to students eligible for a student practice license under Illinois Supreme Court Rule 7-11, and permission of the Clinic instructors is required for enrollment. Civitas ChildLaw Clinic Application.

Participation in the Clinic requires both a significant time commitment and flexibility in the student's schedule. All students will be expected to attend and conduct court appearances throughout the semester, and to be available to attend to other client business during regular working hours. Students working full or nearly full time, or students who have concerns about their ability to maintain a flexible schedule, should speak with one of the members of the Clinic faculty before enrolling in the class. In addition, to avoid conflicts of interest, students may not participate in the Clinic while working for the criminal or juvenile divisions of the State's Attorney's Office, or the juvenile division of the Public Defender's Office.

Professor Bruce Boyer serves as the Clinic Director, and Professor Stacey Platt serves as Associate Director.

* Students in the Clinic for the first time must enroll for four credits and will be expected to participate fully in the classroom component. Students enrolling for a second semester will be expected to participate bi-weekly in the seminar; normally, students repeating the Clinic for a second semester take the course for three credits, but other options are available with permission of the instructor.

   626 - Mediation Practicum (1, 2)

This mediation course allows students to mediate family cases through several community projects. Students are required to have participated in some type of 40-hour mediation training in order to register for this course. These students receive additional training in family mediation, co-mediation and related issues. Students mediate in family group conferences and other multiple party mediations. Students participate in multiple simulation and mediations and receive feedback on their skills. The course meets once a week for the two hours for most of the semester, however students are also required to mediate at other times during the semester. There is no examination. Grading is based on participation in mediations, simulations and discussions and self-evaluations. Students may take the course for 1 or 2 credits. For 2 credits, a paper on mediation theory or practice is required. Where the student is taking the course for 2 credits, the research paper is included in the grade. Enrollment is limited to eight students.

   641 - ChildLaw Directed Study (1, 2, 3)

This course counts as a Non-Graded Course.

Students may earn up to three hours of credit by working on a targeted ChildLaw research project. The scope and subject are chosen with the guidance of a ChildLaw faculty member who directs the students. Student who wishes to register for a directed study must first contact a ChildLaw Faculty member to discuss an individual research project. (ChildLaw Faculty)

   643 - Children's Legal Rights Journal Editorial Board (2, 3)

This course counts as a Non-Graded and a Skills course.

This is a class for the four members of the Editorial Board of the journal, including the Editor-in- Chief, Managing Editor, Articles Editor and Articles/Features Editor. These students perform various duties pertaining to their specific positions and together they oversee the entire publication process. Duties include working with and supervising the Associate and Senior Editors, teaching the Editing Skills Seminar, promoting the journal, soliciting for articles and subscriptions, maintaining correspondence and communication with authors, preparing articles for cite checks, incorporating changes, preparing documents for the publisher, and maintaining communcation with the publisher. (Geraghty)

   644 - Children's Legal Rights Journal Associate Editors (1)

This course counts as a Non-Graded and a Skills course.

This is a class for the first year members of the journal. In addition to attending the Editing Skills Seminar, taught by the members of the Editorial Board, Associate Editors are responsible for the initial editing of all of the articles for the journal to ensure that the sourcebook is complete, that all of the citations are in the correct Bluebook form and that the articles are free from grammatical and punctuation errors. Each Associate Editor must also contribute to the journal one Feature section in one of the four issues published each year and one article of publishable quality by the end of the school year. (Geraghty)

   645 - Children's Legal Rgihts Journal Senior Editors (1)

This course counts as a Non-Graded and a Skills Course.

The Senior Editors are students who have completed one year as an Associate Editor and are in their second or third year on the journal staff. Senior Editors are responsible for supervising the Associate Editors and working with the Editorial Board throughout the entire publication process. They make sure that the sourcebooks compiled by the Associate Editors are complete, and assist by incorporating any changes into the articles before the issue is sent to the publisher. (Geraghty)

   651 - LL.M. ChildLaw Paper (Fall/Spring)

This course counts as a Non-Graded Course.

Professor Geraghty 3 credits
In order to receive the LL.M. degree, each student must write a paper of publishable quality. The paper, written under the guidance of an LL.M. faculty advisor, should integrate a number of issues covered in the ChildLaw curriculum. Each paper is expected to make an important contribution to the literature on child and family law. (Geraghty)

   652 - LL.M. ChildLaw Paper Completion (Fall/Spring)

This course counts as a Non-Graded Course.

Professor Geraghty 3 credits
LL.M. students who do not complete the LL.M. Paper within the requisite period of time must register for this class each semester until the paper has been accepted by the advisor. (Geraghty)

   653 - LL.M. Seminar (Fall/Spring) (1)

A review of current ChildLaw practice topics, this course examines problem areas confronted by practitioners. The format alternates between lectures/discussions and problem solving sessions. (Geraghty)

   654 - Current Issues in ChildLaw Seminar (1-2)

This interdisciplinary seminar is designed to give students an opportunity to engage in an in-depth exploration of current and emerging issues in children's law. The seminar will focus on the legal implications of current child welfare policy and practice, ongoing efforts at child welfare and juvenile justice reform through state and federal initiatives, the use of empirical research in guiding child welfare and juvenile justice initiatives, and long term implications for families and children. Specific topics include, among others, an introduction to the concept of therapeutic jurisprudence, advocacy for children in the child welfare and juvenile justice systems, the role of race and class in permanency planning for children, the legal and ethical implications of privatized child welfare services, and ancillary domestic relations issues that often arise within child welfare.

   663 - Children's Summer Institute (2)

This course counts as a Skills course.

This intensive, week long seminar provides a wide-ranging interdisciplinary exploration of critical issues affecting children. A diverse team of faculty offers interdisciplinary perspectives on the meaning of "best interests of the child" particularly as it relates to balancing legislative mandates and "best interests." Experts from history, political science, psychology, social work, law, education, and medicine present information, participate in discussion with the attendees, and debate the issues from the perspectives of their own professions. Faculty provide both a theoretical framework for examining the issues, as well as practical experiential learning. Various education methods are employed including case studies, lectures, outside speakers, field trips, role-playing exercises, group projects and hands-on learning activities. (Weinberg)

Description for the 2011 Children's Summer Institute Program: This year's Children's Summer Institute will focus on permanency considerations concerning children in the child welfare system, with an emphasis on disparities in decision making in the child welfare system and the resulting disproportional representation of minorities in child welfare systems across the country.

For more information about the class, or permission to register, contact Professor Weinberg at aweinbe@luc.edu or 312-915-6482.

   664 - Special Education Law (2)

The number of children with special needs is rising, and lawyers, educators and parents increasingly need to be familiar with federal and state policies affecting these children in the education setting. This course begins with an introduction to the statutory framework and major decisions affecting special education. It then turns to the topic of individual education plans and placement issues. The second half of the class focuses on dispute resolution in special education cases, including due process hearings and mediation, and also discusses the issue of litigation and attorneys fees in state and federal court. (Dressner, Moran)

   665 - Introduction to the Study of Law and Legal Systems (4)

This required foundational course introduces students to the sources and functions of law in our society. The course begins with an explanation of the structure and traditions of the American court system. Students then learn to read and analyze cases and statutes and develop basic legal written and oral presentation skills. The course uses child and family law cases and problems and provides students with the background they will need for future children's law and policy studies.

   667 - Introduction to Children's Law and Policy (2)

This required course is designed to give students an introductory overview of the law as it affects children. It begins with a discussion of the constitutional relationship among children, parents and the state, as well as the respective roles of the federal and state governments in the regulation of children and families.  The course then introduces students to the principal areas of civil and criminal law that affect children and families. With this baseline of understanding, students can choose elective courses that provide a more in-depth study of a particular topic (e.g. education law, child welfare, etc.).

   668 - Leadership Development (2)

One of the distinguishing features of the Online MJ in Children’s Law and Policy is its focus on the development of leadership skills for child advocates across a range of disciplines and organizations. This required cornerstone course begins with an introduction to different types and styles of leadership before turning to a more practice-based preparation for leadership in such areas as operations, human resources, finance, and communications.

   669 - Education Law and Policy (2)

This course explores some of the challenging legal and practical issues confronting education in America, including the the uncertain boundaries between public and private education, the constitutional and statutory rights of students, including equal access and treatment, the increasingly fluid constitutional and statutory rights of teachers, and the structure of educational governance, including the role of the federal government, local control, school board powers and even strategic planning.

   670 - Child Welfare Law and Policy (2)

This course focuses on federal and state legal and policy efforts to protect children from abuse, neglect and other forms of maltreatment.  Topics include mandatory reporting laws, liability issues, the general structure and content of child protection laws, including permanency planning and termination of parental rights. Students will explore the concept of the best interest of the child in a legal context and review laws and research aimed at promoting children’s welfare.

   671 - Juvenile Justice Law and Policy (2)

This course explores the law, policies and practices of the American juvenile justice system, past, present and future. The focus is on children who are in conflict with the law and those who, by virtue of their status as children, are subject to the jurisdiction of the juvenile court for engaging in conduct such as curfew violations, running away, and other forms of potentially harmful adolescent behavior. Among other issues, the course will examine how juvenile justice law and policy has been shaped by new research on adolescent development, including brain research.

   672 - Family Law (2)

The focus of this course is on the rapidly changing legal, social and scientific landscape of family law. The course covers traditional areas such as marriage formation and dissolution, child custody and visitation, and division of assets, as well as emerging areas such as gay marriage, domestic violence, and surrogacy.

   673 - Mental Health Law and Children (2)

Mental health and substance abuse impacts everyone. According to the National Institute of Mental Health, in a given year approximately one quarter of adults in the United States are diagnosable for one or more mental illnesses. Additionally, one out of five children, either currently or at some point during their life, are diagnosed with a mental illness. Mental illness has a profound impact on children and families, including the legal response to these issues. Students will study the cases, statutes, and legal doctrines relating to the rights and inpatient/outpatient treatment of persons with mental illness or a developmental disability, with a special emphasis on children, youth, and parents and/or legal guardians. Topics covered include: informed consent to outpatient and inpatient treatment, admission/transfer/discharge, confidentiality of mental health records, litigation issues addressed by practitioners, and risk management strategies for mental health practitioners. This course will use cases and examples to compare and contrast application of the law and policies.

   674 - Law, Poverty and Public Benefits (2)

According to the National Center for Children in Poverty, children are disproportionately impacted by poverty, especially children of color and immigrant children. These risks are greatest for children who experience poverty when they are young and/or experience deep and persistent poverty. This course concerns those areas of civil law which most affect low income children and families, including public benefits such as welfare, housing, education, and health care. Other systemic issues will be explored, such as wealth discrimination, use of legal remedies to promote social change, and the delivery of legal and other services to children.

   675 - Legislation and Law Reform (2)

This course introduces students generally to the legislative process and more specifically to federal and state laws and policies that affect children and families. Students will have an opportunity to draft model legislation, critique existing or proposed legislation, and learn techniques for educating lawmakers and policies makers about children’s needs and the importance of research and data in formulating child-centered and effective laws and policies.

   676 - Conflict Resolution in Child and Family Law (2)

One of the newest trends in children’s law is the effort to find ways to resolve disputes without resort to the adversary system. Examples include restorative justice initiatives in schools and the juvenile justice systems, collaborative decision-making in family law, and mediation in the health care and child protection contexts. In this course students learn about the various types of alternative dispute resolution (ADR) (e.g. mediation, negotiation, collaborative dissolution) through a series of case examples and practical exercises.

   677 - M.J. Thesis/Capstone Project (4)

Students are expected to complete either a thesis or capstone project of substantial depth that explores a specific area of children’s law and policy and that integrates subject matter and/or leadership skills learned in the M.J. curriculum. The project is completed in close cooperation with a faculty advisor. Students are required to present their thesis or capstone project to faculty and fellow students during their graduation (Educational Immersion) weekend.

   678 - M.J. International Children’s Rights (2)

In the last twenty years, the international community has made tremendous strides in agreeing on a set of basic human rights for children and implementing those rights through domestic, regional and international laws. This two-credit course serves as an introduction to international children's rights, and explores such thematic topics as corporal punishment, intercountry adoption, juvenile justice, child labor, and international child abduction.

   679 - Children’s Health Law and Policy (2)

The purpose of this course is to teach interested students the application of law to critical public health issues that affect children and youth. Students will first learn basic principles of public health including the distinction between health promotion, disease prevention, and health protection. Next, the course will address the constitutional and statutory foundation of public health law, how legislative and regulatory decisions must negotiate the balance between individual rights and public good, and how the principles of parens patriae and state police powers affect child health. Case studies in the areas of obesity, reproductive health rights of minors, mandatory school immunizations, student drug testing, and violence prevention will illustrate the application of public health jurisprudence from the national to the state levels.