San José State University
Casa/Justice Studies Summer 2011 #30317
JS 136, Violence and Hate in the family and Community
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies
Category:
Dorian Dreyfuss, M.A., J.D.
521 Macquarrie Hall
(408) (924-2746)
Dorian.Dreyfuss@sjsu.edu
Monday & Wednesday 1:00 PM- 2:45, also by
appointment.
Monday & Wednesday 1:00 PM- 2:45)
223 Macquarrie Hall
Students must have passed the WST Writing Skills Test,
and have upper division standing of 56 units and
completed their core GE courses. Completion or coenrollment in 100W is also required.
(If The Course fulfills Area S: “courses to meet areas
R, S, and V of SJS studies must be taken from three
different departments or distinct academic units”
Desire2learn
All course materials, syllabus, handouts, assignments, review sheets and notices of class
changes or date changes will be posted on Desire2learn. The notices will be under
announcements and all other materials will be in DROPBOX.
Course Description
This course examines violent and abusive relationships, community response,
justice system policy and preventive interventions. Topics include intimate
partner violence, child abuse and neglect, elder abuse, rape, hate crimes and
gang violence. International issues of genocide, family violence and child
exploitation will also be studied.
G.E. Learning Objectives
After successfully completing the course, students shall be able to:
1. Describe how identities (i.e. religious, gender, ethnic, racial, class, sexual
orientation, disability and age are shaped by cultural and societal
influences within the contexts of equality and inequality: (course learning
objective 1 and 3)
2. Describe historical, social, political, and economic processes producing
diversity, equality and structured inequalities in the U.S. (course learning
objective 2)
3. Describe social actions which have led to greater equality and social
justice in the U.S. (i.e. religion, gender, ethnic, racial, class, sexual
orientation, disability, age)
(Course objectives 4 and 5).
4. Recognize and appreciate constructive interactions between people from
different cultural, racial, and ethnic groups within the U.S. (course
learning (Objectives 5 and 6).
COURSE LEARNING OBJECTIVES
1. Define and differentiate the abuse of power and the use of violence based
upon gender, ethnicity, race, religion, class, sexual orientation, disability
and age.
2 Identify how historical, social, psychological, economic and political
Factors have Influenced the recognition of and response to each type of
abuse .
3. Review current knowledge about the consequences of violence and effects
on victims from diverse backgrounds.
4. Develop self –awareness about their own prejudicial attitudes and
behaviors that tolerate and promote abusive relationships.
5. Explore and evaluate ways that individuals from diverse backgrounds
and communities can prevent and intervene in each type of abusive and
violent relationship.
6. Critique the current justice system response and propose ways in which
greater equality and justice can be achieved in each type of abusive
relationship. This involves reviewing:
a) Statutory law
b) Role of Law Enforcement
c) Criminal, family and dependency court proceedings
d) Auxiliary services offered by child protective, victim’s advocate and
family court agencies.
Writing assignments will require students to demonstrate their understanding
of the course learning objectives 1-6 as stated above. Other experiences that
develop mastery of the objectives will include small group discussions, class
presentations, court observations, analyzing case studies, reviewing films and
class debates, and a research paper.
Required Texts/Readings
Required
Alvarez & Bachman (2008). Violence, the Enduring Problem. Thousand Oaks, Sage
Press. ISBN 978-1-4129-1685-1 Paperback
Wallace, Harvey (2011). Family Violence, Legal, medical, social perspectives. 6th
Edition.Boston, Mass. Pearson Publishers. ISBN 13:978020567970-6. Paperback
Both books are available at the bookstore, and online.
Recommended for Reference
Barnett, Ola (2011), Family Violence Across the Lifespan, 3rd, Sage Press.
Perry, Bruce (2006), The Boy Who Was Raised as a Dog and other Stories from a
Child Psychiatrist’s Notebook, Basic Books.
Knight, Carolyn (2009), Working with Adult Survivors of Childhood Trauma,
Cengage Publishers.
Chakroborti, Neil (2009), Hate Crimes; Impact, Causes, Responses. Sage Press.
Buzawa, Eve, (2011) Domestic Violence, the Criminal Justice Response. Sage
Press.
Sagutun-Edwards (1995), Child Abuse and the Legal System. Nelson Hall Press.
Library Liaison (Optional)
Nyle Monday 408-808-2041. Please contact if you have trouble finding sources
for your papers. He is a wonderful resource
Classroom Protocol
Please be prepared and punctual. It’s a good idea to print out the Powerpoint
lectures before class. If you anticipate being late or leaving early on a regular
basis please inform the instructor. If you leave during lecture, please do so by the
rear exit. Texting, excessive talking, and using laptops for purposes other than
our course work are disruptive to all. Study groups are a great way to enhance
the learning process and get to know your fellow students. If needed I will help
facilitate groups. Please find a buddy to share notes with if you miss class, do not
ask the instructor for her notes.
I encourage thoughtful discussion and response to lectures. This is an interactive
class-don’t be surprised if you are called on to respond to a question. Please
upload a clear photo(your Tower card picture is best) of yourself to D2L so I
may learn names faster.
PLEASE BE AWARE THAT THE COURSE MATERIAL COVERS SENSITIVE AND
PROVACATIVE ISSUES. AS SUCH, IT IS NOT APPROPRIATE TO BRING CHILDREN
TO CLASS. STUDENTS MAY ALSO HAVE PARTICULAR SENSITIVITIES TO THE
CURRICULUM. PLEASE BRING IT TO MY ATTENTION OR TAKE ADVANTAGE OF
THE UNIVERSITY COUNSELING CENTER IF IT INTERFERES WITH YOUR ABILITY
TO BE SUCCESSFUL IN THE CLASS. Lectures will be posted in
Dropbox on D2L along with handouts and reviews. Please check this site
regularly. We will be using Turnitin.com this semester.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. Information on add/drops are available at http://info.sjsu.edu/webdbgen/narr/soc-fall/rec-298.html. Information about late drop is available at
http://www.sjsu.edu/sac/advising/latedrops/policy/ . Students should be aware of the
current deadlines and penalties for adding and dropping classes.
Assignments and Grading Policy
Two written papers are required during the course. They will be a minimum of 5 pages,
double spaced, APA format. http://www.apastyle.org/manual/whats-new.aspx There is a
separate document either in the syllabus or in Dropbox outlining these projects. The first
writing assignment will involve students picking a book or movie from an approved list
about child abuse, domestic violence, hate crimes, elder abuse or genocide. Students will
respond to prompts in a specific format requested and incorporate at least 4 scholarly
sources in their analysis. The Second paper will concern the same subject matter but
examine either prevention or interventions.(G.E. Objections 1-4) Additionally there will
be an objective midterm and final containing multiple choice, true/false and fill-ins.
Finally, students will have eight short 1 page in class written or verbal assignments
done in small groups and 8 extra credit homework assignments. Points earned from
homework will be considered extra credit. Small group discussions are integral to my
teaching method, as such, students are required to access NYTimes online or other
reputable newspapers, magazines, and internet sources news stories on subjects we are
currently studying and bring them in for group discussion. Late papers will receive a 5
point deduction for each calendar day. Students who miss small group assignments
because of absence may not make up the work. (CO 1-6) Students who miss exams
without proper documentation will not receive credit. Homework assignments are due
at the beginning of class. There is no credit for late homework assignments. We will
also be using Turnitin.com. for your Paper Assignments.
The Justice Studies Department has instituted new writing standards which require
the following:
1. Conformity to APA standards for scholarly writing
2. Consistent use of grammatical constructions, punctuation, sequencing
(paragraphing, referencing, hyphenation, spelling, headings, capitalizations,
pages, abbreviations, margins;
3. Appropriate content, clarity, conciseness, and style;
4. Neat appearance.
5. 20% of each written assignment (papers) will be graded solely on writing.
6. Each written assignment must contain no more than 5 novel grammatical errors
and/or 5 novel APA errors.
7. When a paper is submitted that does not meet department standards, it will
be returned (ungraded) to the student for revision. The student will have 3
calendar days to revise and resubmit the paper.
8. Any paper that is returned to the student for revisions will have an automatic
10% deduction in the total grade of the assignment.
9. Upon resubmission, if a paper still does not meet departmental standards,
the student will be given a “0” for the written portion of the total paper
grade and will be graded only for required content.
EVALUATION
Evaluation:
1000 points possible w/o extra credit
Paper #1
200 points
Paper#2
200 points
Midterm
200 points
Final
250 points
In Class Assignmts 8x15
150 points
Homework EC
5x10
90 points
__________________________________
Total possible with extra credit 1090
All assignments will receive a point value and be posted on D2L. The points will be
added at the end of the semester and grades assigned as follows:
970-1000
930-969
900-929
870-899
830-869
800-829
770-799
730-769
A+
A
AB+
B
BC+
C
700-729
C-
670-699
630-669
500-629
499 / below
D+
D
DF
University Policies
Academic integrity
Students should know that the University’s Academic Integrity Policy is availabe at
http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf.
Your own commitment to learning, as evidenced by your enrollment at San Jose State
University and the University’s integrity policy, require you to be honest in all your
academic course work. Faculty members are required to report all infractions to the office
of Student Conduct and Ethical Development. The website for Student Conduct and
Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include in your assignment any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic Policy
F06-1 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 requires that students with disabilities requesting accommodations must
register with the DRC (Disability Resource Center) to establish a record of their
disability.
Student Technology Resources (Optional)
Computer labs for student use are available in the Academic Success Center located on
the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer
labs may be available in your department/college. Computers are also available in the
Martin Luther King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and
Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound
systems, wireless microphones, projection screens and monitors.
Learning Assistance Resource Center (Optional)
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to motivate them to become self-directed learners. The center provides
support services, such as skills assessment, individual or group tutorials, subject advising,
learning assistance, summer academic preparation and basic skills development. The
LARC website is located at http:/www.sjsu.edu/larc/.
SJSU Writing Center (Optional)
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by
professional instructors and upper-division or graduate-level writing specialists from each
of the seven SJSU colleges. Our writing specialists have met a rigorous GPA
requirement, and they are well trained to assist all students at all levels within all
disciplines to become better writers. The Writing Center website is located at
http://www.sjsu.edu/writingcenter/about/staff//.
Peer Mentor Center (Optional)
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success
Center. The Peer Mentor Center is staffed with Peer Mentors who excel in helping
students manage university life, tackling problems that range from academic challenges
to interpersonal struggles. On the road to graduation, Peer Mentors are navigators,
offering “roadside assistance” to peers who feel a bit lost or simply need help mapping
out the locations of campus resources. Peer Mentor services are free and available on a
drop –in basis, no reservation required. Website of Peer Mentor Center is located at
http://www.sjsu.edu/muse/peermentor/ .
Schedule
JS 132 Violence in the Family and Community
Summer 2010
Schedule is subject to change with fair notice
Students will be notified by email of class cancellations exam date changes.
Table 1 Course Schedule
Week
Date
Topics, Readings, Assignments, Deadlines
1
July 11
Intro. Class mechanics, roll, D2L, Concepts/Context of
Violence; Global Perspective; Wallace, Cp. 1; Alvarez Cp. 2;
review of books for first paper. First Paper Due JULY 27 in
class, hard copy, not emailed.
1
July 13
Violence in the Family, social construction, definitions. Book
choices; Child Abuse & Neglect, small group discussion &
assignment; Dr. Perry Video, Wallace Cp. 2 & 4
2
July 18
Child Abuse Cont., small group discussion, Welfare &
Institutions Code, Legal System Response. Wallace Cp. 3,5,7.
Fetal Alcohol Video.
2
July 20
. Intimate Partner Violence & Interventions,
Spousal, LSBT, juveniles; Criminal Justice System response,
police, courts, corrections.Wallace Cp. 9,10; Alvarez Cp. 5
3
July 25
Intimate Partner Violence; evolving constructions, interventions,
LGBT, juveniles. Justice System Response. Wallace Cp. 9.10,
Alvarez Cp. 5
3
July 27
Film, small group discussion. First Paper Due
4
Aug. 1
Midterm; elder abuse, stalking, Cp. 11,14, Alvarez Cp. 7
4
Aug. 3
Gang Violence-lecture only, evolving definitions of Sexual
Assault. Wallace Cp’s 13,14
5
Aug. 8
Hate Crime, Video in class assignment. Community Solutions
and Prevention; Wallace Cp. 15 Victims Rights, Alvarez Cp. 11.
Second Paper Due
5
Aug.10
Aug. 10 Student Presentations, review, FINAL EXAM
JS 136 Violence in the Family andCommunity
Written Assignment # 1
Current Controversy: Family Violence
The objective of this assignment is to present a case study using an approved book or
movie to gain a deeper understanding of types of abuse, ways in which abuse is
manifested, cultural and ethnic perspectives on abuse, risk factors, theoretical
explanations, system intervention and possible rehabilitation and/or restorative justice.
Generally students do very well on this assignment, so pick you book or film as soon as
possible and if needed, use the instructor to help make your selection.
Books & Films
Janet Fitch, White Oleander (1999) book or film **
Antoine Fisher, Finding Fish (2001) book or film**
Mary Karr, Liars Club (1995)
Dorothy Allison, Bastard Out of Carolina (1992)
Pat Conroy, Prince of Tides (book or film)** (lengthy)
Pat Conroy, The Great Santini
Jeanette Wells, The Glass Castle (2006)***
Andrew Bridge, Hope’s Boy (2008)
Hosseini, A Thousand Splendid Sons (2007)** Abuse in Afghanistan
Once were Warriors Film domestic violence/CA/N among the Maori in New Zealand**
Students may suggest further titles for approval by the instructor.
Requirements: The paper should be 6-7 pages in length, 12 font, double spaced.
Each prompt should be numbered and answered as a short essay. Do not run all of
your responses together or point delegation becomes impossible. Remember to
answer all of the prompts for the maximum number of points. ALL CONCEPTS
AND THEORIES FROM OUR CURRICULUM MUST BE BOLDED. At least
four scholarly sources must be included in your responses , and they must be
properly cited in your bibliography under APA guidelines. An abstract of the source
or the entire source must be appended to your paper. Students are encouraged to
submit an outline with their sources or use office hours to discuss their papers for
feedback before final submission. Papers should be submitted to turnitin.com at
least 24 hours before papers are due.
1. (10 pts)Write a brief synopsis of the case or cases written about in your book
or movie. This should be ½ to 1 page.
2. (20 pts) Identify the types of abuse experienced in your case., Identify the
source of your definition. Some behavior may be borderline or unclear; make
an argument to include it in your definition.
3. (10 pts) Provide a timetable for the discovery of this type of abuse-was it
historically, culturally and legally recognized?
4. (20 pts) Discuss the risk factors that contributed to the abuse. This may
include concepts of power, oppression, culture, ethnicity, and poverty. Do
they help explain how the abuse was kept secret from the community and law
enforcement?
5. (20 pts)Discuss theoretical explanations for abuse. Sociological and
psychological theory should be assessed.
6. (20 pts) Describe the victim’s short and long term response to the abuse.
7. (20 pts) How did the families social, economic, racial or ethnic background
play a role in the abuse?
8. (20 pts) What was the response of either law enforcement or social services to
the abuse? What interventions could have been made, and were they
feasible? (Was it realistic to break up the family? Were their placements for
the children? Shelters for the women?)
9. (20 pts) Reflect on the experience of the victims. Did their lives turn out the
way you expected? Did they receive adequate interventions? Respond to the
resiliency of the victims.
10.(40 pts) Clarity, presentation, grammar, editing, APA format,
sources.
JS 136 Violence in Family and Community
Second Writing assignment
Current Controversy: Justice system response to violence in the community.
1.Intimate Partner Violence
2.Elder abuse
3.Stalking
4. Rape
5. Gang Violence
6. Bully-either cyber, at school/university, workplace.
The objective of the second assignment is to choose one of the above listed topics and
examine justice system and community intervention protocols. Students will gain a
greater understanding of the complex dynamics and difficulties in controlling and
protecting citizens. The length of the paper is similar to the First Assignment; 6-8 pages
in length, 12 font, double spaced, 4 scholarly sources cited in APA format with abstracts
appended to the paper. All concepts and theories must be bolded, all ideas not your
own cited. Do not run your answers together; they should be answered as short essays,
each one numbered. Do not miss any prompts or you will lose points.
Your intervention analysis is clearly your own; if you think current policy and procedures
are effective and acceptable, that’s fine. If you think changes are needed, that’s fine too—
just support your thesis with cogent analysis. Students must submit a copy to turnitin.com
and a hardcopy to me on the date due.
1.(20 pts) Define the abuse and its penalty under California Law.
2.(20 pts) What is the history of the intervention?
3.(20 pts) What are current policies, practice and/or interventions?
4.(20 pts) Is there a relationship between ethnicity, race or socioeconomic status and
the intervention or policies and procedures? (differential practices)
5.(20 pts) Make an argument that the intervention is effective
6.(20 pts) Make an argument that the intervention is not effective
7.(20 pts) How are victims impacted by the current interventions?
8.(20 pts) What are the implications for the future? Is this form of violence increasing or
Decreasing such that dynamic changes in law and procedure may be required?
9.(40 pts) Presentation, grammar, strength of writing, analysis, editing, APA format.