Copyright © 2003 Cari Michaels, MPH
Table of Contents
5 Peters Hall
University of Minnesota
School of Social Work
Summer Session, 2003
Tuesdays and Thursdays, 9:35am - 12:35pm
Instructor: Cari Michaels, MPH
Office: 169 Peters Hall
Office phone: 612-624-4290
Office hours: After class or by appointment
Email: cmichaels@che.umn.edu
This course is designed as an introduction to the study of family violence. Students will develop an understanding of the major issues related to child abuse, gender violence, elder abuse, and intergenerational issues of violence in families. The course begins with an overview of all types of violence, identifies issues unique to families, and provides a focused review of dynamics, contributing factors, and types of interventions. More in-depth studies of child abuse and gender violence are covered more thoroughly in other courses offered through the School of Social Work. This course is open to all undergraduate students and also serves as the first course of the Family Violence Prevention Minor.
By the end of this course each student will be able to:
Discuss theoretical approaches to understanding and preventing violence in general, and types of family violence in particular.
Define and discuss major issues related to child abuse, gender violence across the lifespan, elder abuse, and intergenerational violence.
Understand the influences of culture, religion, families of origin, and individual characteristics as they relate to issues of violence in the family (including how social, political, and economic structures, poverty, oppression, and discrimination influence family violence and abuse).
Distinguish between primary, secondary, and tertiary levels of intervention and identify strategies designed to prevent family violence.
Develop an understanding of the range of intervention resources (including educational materials and local direct services) available to children, families, elders, and practitioners who work with them.
The class will meet on Mondays from 9:35am - 12:35pm. Course content will be delivered using a variety of lecturers and instructional methods. Lectures, discussions, guest speakers, field trips, demonstrations, role plays, videotapes and films will be utilized. Attendance and active participation are expected; absences or late arrivals may be reflected in the student's grade. Please come prepared to participate in class.
During our brief time in class together, we will discuss sensitive topics about violence, discrimination, battering, abuse, and political/legal issues. In order to create a constructive and supportive learning environment, it is expected that all class members will participate in class discussions, listen well to others, respect varying opinions, avoid degrading or disrespectful language, and understand the multicultural atmosphere of this learning environment. The purpose of this course is for instruction, not individual counseling or therapy. If you have needs beyond what the course offers, please see the instructor for referrals to other services.
Students are expected to participate actively in class discussions, drawing upon readings, assignments, etc. This requires that you complete readings before class so that you can use class sessions to link your learning from readings, assignments and experiences. You are expected to listen to the ideas and views of others, which will sometimes include learning to understand and appreciate viewpoints and experiences which are very different from your own. You are also expected to articulate your own viewpoints in a clear and respectful fashion so your peers may have the benefit of your perspectives.
Students who have disabilities that affect their participation in the course may notify the instructor if they wish to have any specific accommodations considered in the instructional or examination format. Also, the University of Minnesota has a Disabilities Service Office at (612) 624-8281.
Some persons employed or studying in the School of Social Work report sensitivities to various chemical-based or scented products. We ask for everyone's cooperation in our efforts to accommodate their health concerns. For more information contact the Director of Graduate Studies at (612) 624-3673.
Measurement of student learning will be judged on completion of the assignments listed below. Extensions of the due date(s) are not given except when negotiated and contracted with the instructor.
| Class Participation/Attendance"Class participation" is defined within this syllabus. Please note: Attendance is required for a passing grade in this course. | 15% |
| Reflection PaperThere will be a short reflection paper assigned in class. | 10% |
| Mid-term Take-home Exam | 25% |
| Group Presentation and Paper (* see below) | 25% |
| Final Exam | 25% |
* During the fall and spring semesters this course includes a service learning component. The service learning experience is considered critical to the study of family violence and its prevention. This requirement is not included in the summer session because of the condensed time period of this session. However, students in the summer course will be required to spend time interviewing community agency professionals and present/write about the organization's purpose and programs. The purpose of this project is similar to the purposes of service learning: (1) for students to develop and understanding and learn to articulate the connections between research and practice as they experience it in class learning and experiences in community service agencies, and (2) for all students in the course to learn about the experiences of one another through thoughtful, organized presentations in class.
Students will form small groups (2-3 individuals) and identify an agency. As a group, they will visit the agency and speak with various direct service staff at that agency. The group will present information about the agency to the class on July 24th, 2003. The presentations should include the following:
The organizations mission,
The community it serves and its purpose in serving this community,
The services it offers and how those services are provided,
The level of prevention/intervention the agency addresses, and
The perspective of family violence the organization believes
A paper is required of each member of the group (written individually) to be handed in on July 24th, 2003. The paper should include the above information plus the student's perspective about how the activities of the agency related to course readings and class discussion.
93-100. . .A
90-92. . . .A-
87-89. . . .B+
83-86. . . .B
80-82. . . .B-
77-79. . . .C+
73-76. . . .C
70-72. . . .C-
67-69. . . D+
63-66. . . D
63 . . . . F
The grade of A denotes superior performance that is both consistent and outstanding. This student demonstrates an ability to master the key course concepts and critically analyze the prevention implications. The grade B denotes good, steady, adequate performance with excellent understanding of key concepts and implications for prevention. The grade C denotes a performance that is acceptable and meets all course requirements. The grade D denotes work that is worthy of credit but does not fully meet course requirements. The grade F denotes failure and signifies that work was either (1) completed but at a level of achievement that is not worthy of credit, or (2) was not completed and there was no agreement between the instructor and the student for an "I" grade. P denotes a grade of A-C.
Students may be able to access grades by going to the OneStop website: http://onestop.umn.edu. Submission of work that is not one's own will result automatically in no credit for the course.
Late assignments will not be accepted except under the most extreme circumstances, and then only with prior approval of the instructor. Points will be deducted from total earned points on late assignments. Incomplete grades will not be considered in this course except in the most extreme circumstances. If circumstances do arise which prevent a student from completing the requirements of this course on time, he or she must contact the instructor immediately to discuss an appropriate resolution of the situation. Pursuant to School of Social Work policy, the student must develop a contract with the instructor that will describe the work which remains to be completed and the date by which the work must be submitted to the instructor. You may receive a copy of the contract from your instructor. In addition, you are to be advised that incomplete course grades will be converted to an F grade if not completed within two semesters.
Incompletes are discouraged. If an incomplete is necessary, students are required to make this request before the end of the course. A written contract with the instructor is expected indicating a completion date. The School's policy is that a student who incurs an incomplete in a social work course must complete the work to receive a grade within 6 months, including summer. If not completed, the grade of "I" will be changed to an "F".
At times, the instructor may ask students for a copy of their paper to use as a sample paper for students in future classes. If asked, students have the right to decline without fear of reprisal. They will be asked to sign a form indicating that they have freely given the instructor permission to use their paper as a sample.
There will be both required online articles(listed in this syllabus) and a required reading packetfor purchase in Books Underground, the St. Paul Student Center bookstore.
A list of related additional readings used to develop this course appears in the back of the syllabus - most are available from the instructor.
As the introductory course in the undergraduate Family Violence Prevention Minor, and a one-semester undergraduate curriculum, this course has both strengths and limitations. It is not possible to provide an in-depth analysis of all types of family violence and train class participants to be practitioners working with families in this course, or in the full Minor program. Students in this course will:
Learn about theories, models of intervention, and varied strategies to prevent several types of family violence;
Understand how culture, religion, governing institutions, and families of origin influence violence within families;
Develop skills associated with specific types of intervention (for example, mandated reporting);
Learn how to recognize, refer, and/or report violent situations to professionals with specific skills in providing longer-term services.
Students in this course will not:
Leave this course trained to assess family violence within entire populations, or;
Develop skills to provide short- or long-term counseling for individuals experiencing violence;
Professionals in many disciplines - social workers, law enforcement officers, criminologists, public health educators, attorneys, health care providers - spend years studying family violence, and lifetimes developing their careers around issues related to it. This interdisciplinary, liberal arts course, as well as the full Family Violence Prevention Minor, provides the undergraduate student with an introduction to many of these issues and the skills to understand, recognize, and refer individuals to appropriate professional services.
Week One
June 17, 2003
Introduction to the Course
Prevention
Topics:
Course introduction and review of syllabus.
Family Violence Prevention Minor
Group exercise: Violence and family violence, definitions and relationships
What is prevention? Levels of prevention
Violence in society - Social context of family violence
June 19, 2003
Overview of family
Topics:
Introduction to family
Critical issues related to family life (Dynamics, Family theories, Diversity Issues, Strengths, Needs, Scope of the Problem of Family Violence)
Introduction to web-related sources of information about family violence
Speaker:Wayne Caron, Lecturer, Dept. of Family Social Science
Assignment: Reflection Paper - due June 24: Angela's Family: An online case study about family violence www.globalvp.umn.eduComplete the on line activity and write a 1 - 2 reflection paper on your thoughts of the assignment and violence.
Required Reading:
Roberts, T. W. (1994). A Systems Perspective of Parenting Overview. In A systems perspective of parenting: The individual, the family and the social network. Brooks/Cole: Pacific Grove, CA. pp. 5-21.
Crosson-Tower, C. (1999), The Family: Roles, Responsibilities and Rights. In Understanding Child Abuse and Neglect. Allyn and Bacon: Boston. pp. 21-41.
Week Two
June 24, 2003
Theories of violence
Risk, resilience and protective factors
Due: Reflection Paper
Topics:
Angela's Family Case Study—Class Discussion
Theories and Ecological Perspectives
Prevention vs. Intervention - Impact and Consequences of Violence
Required Reading:
Roberts, T. W. (1994). A Systems Perspective of Family Violence. In A systems perspective of parenting: The individual, the family and the social network. Brooks/Cole: Pacific Grove, CA. pp. 371-401.
Wolfe, D.A. and Jaffe, P.G. (1999). Emerging Strategies in the Prevention of domestic Violence. Center for the Future of Children: David and Lucile Packard Foundations, 9 (3) pp. 133-145. Online at http://www.futureofchildren.org/homepage2824/archive.htm (Choose "Domestic Violence and Children" and then the article)
June 26, 2003
Child Abuse and Neglect—Introduction
Topics:
Definitions and dynamics of child abuse and neglect
History of child abuse systems in the United States
Risk, resilience and protective factors
Class Field Trip : Greater Minneapolis Crisis Nursery, Golden Valley, MN
Required Reading:
Miller-Perrin, C.L. and Perrin, R.D. (1999). History and Definitions of Child Maltreatment. In Child Maltreatment: An Introduction. Sage Publications: Thousand Oaks, CA. pp. 1-22.
Crosson-Tower, C. (1999), Prevention. In Understanding Child Abuse and Neglect. Allyn and Bacon: Boston. pp. 398-413.
Week Three
July 1, 2003
Child Abuse and Neglect - Theories and Issues
Topics:
Child Protection and Mandated Reporting
Definitions
Responsibilities of reporters
Best practices
How cases move through the system
Speaker:Tami Kincaid, Supervisor, Washington County Intake and Assessment Unit
Assignment: Midterm handed out - due July 10th
Required Readings:
Andrews, L. and Trawick-Smith, J. (1996) An Ecological Model for Early Childhood Violence Prevention. In Preventing Violence in America: Issues in Children's and Families' Lives, 4, Hampton, R.L., Jenkins, P., Gullotta, T. (Eds.) Sage Publications: Thousand Oaks, CA. pp. 233-261.
Reporting Child Abuse and Neglect: A Resource Guide for Mandated Reporters, pp. 1-8 only.Online at: http://www.dhs.state.mn.us/CFS/Publications/default.htm(scroll down to "Child Protection" and choose article)
July 3, 2003
Gender Violence—Introduction
Topics:
History
Definitions
Myths vs. Truths
Battered Women's Shelters
Video "Shattered Lives"
Speaker:Diane Knust, Instructor, Gender Violence in Global Perspective
Required Readings:
Wilson, K.J. (1997). When Violence Begins at Home: A Comprehensive Guide to Understanding and Ending Domestic Abuse. Hunter House: Salk Lake City. pp. 252-293.
American Bar Association Commission on Domestic Violence Factsheet. Online at http://www.abanet.org/domviol/stats.html
Week Four
July 8, 2003
Child Welfare
Topics:
Child welfare in the United States
How a case moves through the system
Child welfare policy
Speaker: Sarah Ferguson, Project Director, Destination 2010 Evaluation Project, School of Social Work
Required Readings:
NO READINGS TODAY
July 10, 2003
Gender Violence—Diversity Issues
Due: Take-home Mid-term
Topics:
Cultural Diversity in Domestic Violence
Gay and Lesbian relationships
Women with disabilities
Video "My girlfriend did it"
Speaker:Alice Lynch, Director BIHA Women in Action
Required Readings:
Causes and Consequences of Violence Against Women. In Understanding Violence Against Women. Crowell, N.A. and Burgess, A.W. (Eds.) National Academy Press: Washington, D.C. pp. 49-73.
Nosek, M.A. and Howland, C.A. (1998). Abuse and Women with Disabilities. Online at http://www.vaw.umn.edu/documents/vawnet/disab/disab.html
Allen, C. and B. Leventhal. "History, culture, and identity: what make GLBT battering different". In Same-sex domestic violence: Strategies for change. Sage: Thousand Oaks, CA. (1999). pp 73-81.
Week Five
July 15, 2003
Overlap between domestic violence and child abuse
Topics:
Dynamics when both occurs
Effects of domestic violence on children
Safety planning with battered women
Speaker:Anna Hagemeister, PhD, LGSW, Project Coordinator, MINCAVA
Class Activity: Developing safety plans
Required Readings:
Problems Associated with Children's Witnessing of Domestic Violence
http://www.vaw.umn.edu/Vawnet/witness.htm
Davies, J. , Lyon, E., Monti-Catania, D. (1998). "Safety Planning with Battered Women" (Chapter 7). In Safety Planning with Battered Women. Sage Publications: Thousand Oaks, CA. pp. 113 - 128.
Dutton, M.A. Battered Women's Strategic Response to Violence: The Role of Context. In Edleson, J.L. and Eisikovits, Z.C. (Eds.) (1996). Future Interventions with Battered Women and their Families. Sage Publications: Thousand Oaks, CA. pp. 105 - 123.
July 17
Working with Batterers
Topics:
Violent men
Intervention and prevention programs for men who batter
Speaker:Dave Matthews, Domestic Abuse Project
Required Readings:
Dobash, R.E. and Dobach, R.P. Violence Men and Violent Contexts. In Dobash, R.E. and Dobash, R.P. (Eds.) (1998). Rethinking Violence Against Women. Sage Publications: Thousand Oaks, CA. pp. 141 - 168.
Edleson, J.L. "Controversy and Change in Batterers' Programs" in Edleson, J.L. and Eisikovits, Z.C. (Eds.) (1996). Future Interventions with Battered Women and their Families. Thousand Oaks, CA: Sage Publications. Pp. 154-169.
Week Six
July 22, 2003
Elder Abuse
Topics:
Dynamics, issues specific to elder abuse, cultural values
Current responses to elder abuse
Law enforcement and investigative responses
Speaker: Carmen Madden, Program Manager, Adult Protection Services, Hennepin County
In-Class Activity:Elder abuse training module: Class discussion
Required Readings:
Ramsey-Klawsnik, H. (2000). Elder Abuse Offenders: A Typology. Generations, 24 (2), pp. 17-22.
Brandl, B. (2000). Power and Control: Understanding Domestic Abuse in Later Life. Generations, 24 (2), pp. 39-45.
Nerenberg, L. (2000). Developing a Services Response to Elder Abuse. Generations, 24 (11). Pp. 86 - 92.
July 24
Student Presentations
Due: Paper
Week Seven
July 29, 2003
Integrated methods of violence prevention Community responses
Topics:
Child Abuse and Neglect
Domestic Violence (addressing dating violence, elementary programs)
Elder Abuse
Speaker: Don Gault, Section Manager, Ramsey County Department of Public Health Ramsey County Initiative for Violence-Free Families and Communities
Required Readings:
National Clearinghousel on Child Abuse and Neglect Information. Prevention Fundamentals. Online at: http://www.calib.com/nccanch/pubs/prevenres/fundamentals.cfm
Jackson, M. and Garvin, D. Coordinated community action model. http://www.mincava.umn.edu/ccam/index.html
July 31, 2003
Integrated methods of violence prevention Professional responses
Topics:
Criminal justice system
Governmental response
Healthcare system
Faith communities
Educational system
Workplace
Speakers: Dave McCollum, M.D. Monica Bogucki, J.D.
Required Readings:
McGuire, L.A. Criminal Prosecution of Domestic Violence. Online at http://www.vaw.umn.edu/BWJP/prosecuteV.htm
Ramsey County Initiative for Violence-Free Families and Communities (1997). Interrupting the cycle of violence: addressing domestic violence through the workplace.( http://www.mincava.umn.edu/reports/interrup.asp)
Health Care Response to Domestic Violence Fact Sheet. Family Violence Prevention Fund. Online at http://endabuse.org/programs/display.php3?DocID=25
Hart, Barbara J. (1995). Coordinated community approaches to domestic violence. ( http://www.mincava.umn.edu/hart/nij.htm)
Shepard, M. (1999). Evaluating coordinated community responses to domestic violence. Online at: http://www.vaw.umn.edu/vawnet/ccr.htm
Week Eight
August 5, 2003
Final Exam
Austin, Juliet and Dankwort, Juergen (1997). A review of standards for batterer intervention programs. http://www.vaw.umn.edu/vawnet/standard.htm
Booth, J. (1992). The child maltreatment prevention literature: A preliminary overview of selected topics. Urban Research Review, 14(1), 6-9.
Carter, J. and Schechter, S. (1997). Child abuse and domestic violence: creating community partnerships for safe families. http://www.mincava.umn.edu/link/fvpf1.htm
Davies, J., Lyon, E., Monti-Catania, D. (1998). Safety Planning with Battered Women: Complex Lives/ Difficult Choices. Sage Publications: Thousand Oaks, CA.
Edleson, Jeffrey L. (1995). Do batterers' programs work? http://www.mincava.umn.edu/papers/battrx.htm
Edleson, J.L. (1997). Problems associated with children's witnessing of adult domestic. http://www.vaw.umn.edu/vawnet/witness.htm)
Family Violence Prevention Fund. Improving your health care response to domestic violence. http://www.fvpf.org/health/screenstrat.html
Gelles, R. J. (1991). Physical violence, child abuse, and child homicide: A continuum of violence, or distinct behaviors. Human Nature, 2(1), 59-72.
Green, A. H. (1985). Generational transmission of violence in child abuse. International Journal of Family Psychiatry, 6(4), 389-403.
Gondolph, E. (1995). Characteristics of batterers in a multi-state evaluation of batterer intervention systems. http://www.mincava.umn.edu/documents/gondolf/batchar/batchar.shtml
Hampton, R. L. (1987). Race, class, and child maltreatment. Journal of Comparative Family Studies, 18(1), 113-126.
Hart, Barbara J. and Stuehling, J. (1992). Personalized safety plan. http://www.mincava.umn.edu/hart/persona.htm
Hart, Barbara J. (1995). Coordinated community approaches to domestic violence. http://www.mincava.umn.edu/hart/nij.htm.
Jackson, M. and Garvin, D. Coordinated community action model. http://www.mincava.umn.edu/ccam
Leventhal, B. and Lundy, S.E. (1999). Same-Sex Domestic Violence. Sage Publications: Thousand Oaks, CA.
Mason, J. O. (1991). Prevention of violence: A public health commitment. Public Health Reports, 106, 265-268.
Minnesota Department of Human Serves (1999). Laws related to domestic violence involving children, including 1999 amendments to neglect definition in maltreatment of minors reporting act. http://www.dhs.state.mn.us/fmo/legalmgt/bulletins/bull99.htm.
Minnesota Department of Human Services (1998). What can I do to prevent harm to children? A resources guide for mandated reporters. http://www.dhs.state.mn.us/childint/Maltreatment/prevharm.htm.
Minnesota Office of the Legislative Officer (1999). Juvenile out-of-home placement. http://www.auditor.leg.state.mn.us/ped/1999/juv99.htm.
Minnesota Statutes 626.52 (1998). Reporting of suspicious wounds by health professionals. http://www.revisor.leg.state.mn.us/stats/626/52.html.
Minnesota Statutes 626.556 (1999). Reporting of maltreatment of minors. http://www.revisor.leg.state.mn.us/stats/626/556.html.
Minnesota Statutes 629.341 (1999). Allowing probable cause arrests for domestic violence: immunity from liability. http://www.revisor.leg.state.mn.us/stats/629/341.html.
Pierce, R. L., and Trotta, R. (1986). Abused parents: A hidden family problem. Journal of Family Violence, 1(1), 99-110.
Prothrow-Stith, D., Spivak, H., and Hausman, H. (1988). Violence: The public health approach. Harvard School of Public Health.
Ramsey County Initiative for Violence-Free Families and Communities. Interrupting the cycle of violence: addressing domestic violence through the workplace. http://www.mincava.umn.edu/documents/interrup/interrup.shtml
Sadusky, Jane. (1994). Working effectively with the police: a guide for battered women's advocates. http://www.vaw.umn.edu/BWJP/policeV.htm
Shepard, M. (1999). Evaluating coordinated community responses to domestic violence http://www.vaw.umn.edu/vawnet/ccr.htm
Shepard, M.F. and Pence, E.L. (1999). Coordinating Community Responses to Domestic Violence: Lessons from Duluth and Beyond. Sage Publications: Thousand Oaks, CA.
Williams, O. J. (1992). Culture, elder maltreatment, and violence. Violence Update, 3(4), 4-6.
Women's Issues and Social Empowerment (1998). Myths about domestic violence: Domestic violence Information manual. http://www.infoxchange.net.au/wise/DVIM/DVMyths.htm
