Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies
Category:
JS Competency Area:
Dorian Dreyfuss, J.D. M.A.
521 MacQuarrie Hall
(408) (924-2746)
Dorian.Dreyfuss@sjsu.edu-the best way to reach me.
Mon/Wed 1:45-2:45; Tue/Thur 11:45-12:45
TuTh 3:00-4:15PM
520 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.
This 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, the syllabus, handouts, assignments, review sheets and notices of class changes or date changes will be posted on Desire2learn. Notices will be under
‘announcements’ and all other materials will be in
DROPBOX. Please check regularly!
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.
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Course Goals and Student Learning Objectives
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
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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. e) Role of Law Enforcement f) Criminal, family and dependency court proceedings g) Auxiliary services offered by child protective, victim’s advocate and family court agencies. h) Statutory Law
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
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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. 6 th
Edition.Boston, Mass. Pearson Publishers. ISBN 13:978020567970-6. Paperback
Both books are available at the bookstore, and online
Recommended for Reference Only
Barnett, Ola (2011), Family Violence Across the Lifespan, 3 rd , 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.

rt the complete textbook citation here. Include ISBN and where students can buy the text.)
Library Liaison (Optional)
(Insert th Nyle Monday 408-808-2041. Please contact if you have trouble finding sources for your papers. He is a wonderful resource
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Classroom Protocol
Please be prepared and punctual. Please upload a picture of yourself to D2L and fill out at least one of the criteria under Profile so that I may learn names quickly.
I may ask you in class for your names and your hometown or some other distinguishing fact about yourself to more quickly learn names.
It’s a good idea to print out the Powerpoint lectures before class which are contained in dropbox on D2L.
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.
Mutual respect in the classroom is mandatory; texting, excessive talking, and using laptops for purposes other than our course work are disruptive to all.
Active engagement in the lecture & classroom, and small group discussions is required. I call on all students on a random basis. I also expect you at all times to treat me, your fellow students and the topics and the people we study with upmost respect. This means upholding our Honor Code, and respecting the privacy of your fellow students.
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 and 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- again, don’t be surprised if you are called on to respond to a question.
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.
We will be using Turnitin.com this semester. The Course Code will be distributed when the semester begins. If you fail to turn your paper in to turnitin you will lose 10 points. Watch the dates; if your paper is late, turnitin will have expired and you will lose points for failure to use turnitin and a late

paper. 5 points will be deducted for each day your paper is late. NO EMAILS
EXCEPTED!
IF THERE IS A COMPUS EMERGENCY OR I AM UNABLE TO ATTEND
CLASS I WILL EMAIL STUDENTS OR INFORM THE JS OFFICE AND IF
TIME, POST ON D2L UNDER ANNOUNCEMENTS.
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://www.sjsu.edu/advising/faq/index.htm#add . Information about late drop is available at http://www.sjsu.edu/aars/policies/latedrops/ . Students should be aware of the current deadlines and penalties for adding and dropping classes. EVERY SEMESTER I HAVE
STUDENTS WHO THINK THEY HAVE DROPPED THE CLASS BUT FAIL TO DO
THE PAPERWORK; THEY WILL APPEAR ON MY CLASS ROSTER AT THE END
OF THE SEMESTER AND WILL BE GIVEN AN ‘F’.
Assignments and Grading Policy
TWO WRITTEN PAPERS are required to complete the course.
(G.E. Objectives 1-4)
They will be a minimum of 7 pages , double spaced, APA format. http://www.apastyle.org/manual/whats-new.aspx
There is a separate document in the syllabus or in Dropbox outlining these projects. The first writing assignment will involve students selecting a book or movie from an approved list which concerns issues of child abuse,and Intimate Partner Violence. Students will respond to prompts in a specific format requested and incorporate at least 6 scholarly sources in their analysis. The reference page must be included along with the first page of the scholarly source which will include the abstract of the article . There is an example of this in dropbox. The textbooks and my notes may be sources but are not included in the 6 scholarly source requirement. We will use turnitin.com, but be aware that the turnaround time may be 48 hours so waiting until the last day to do your paper will not allow time to submit and receive your originality report in time. Professionally written papers are obvious to instructors and although they pass turnitin, students may have to explain why written work has not been consistent throughout the semester. Cheating will result in an automatic F and referral to Dr. Correia.
The Second paper will concern the same subject matter but examine either Prevention or
Intervention.(G.E. Objections 1-4 ) The same criteria will be used for the second paper.
TWO MIDTERMS AND A FINAL will contain multiple choice, true false and matching and fill-in questions. A review will be distributed for those exams and can be located in dropbox one week before the exam.
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IN-CLASS WRITING ASSIGNMENTS (2) ARE REQUIRED.THEY WILL BE
LISTED IN THE SYLLABUS. IF YOU ARE ABSENT ON THAT DAY YOU MAY
NOT MAKE UP THE ASSIGNMENT WITHOUT PROPER DOCUMENTATION.
EXTRA CREDIT: THERE IS NO EXTRA CREDIT OFFERED IN THE CLASS.
Small group discussions are integral to my teaching method, as such, class time will be set aside to discuss current events which may be accessed on line (NYTIMES.com), or from other reputable sources. I will alert students on D2L to articles which will be the subject of small group discussions. Please check regularly.
Late papers will receive a 5 point deduction for each calendar day . Students who miss in class writing assignments because of absence may not make up the work without documentation. Students who miss exams without proper documentation will not receive credit.
Email is not an appropriate method to submit work without the instructor’s consent. Laptops may be checked out of the Instructional Resource
Center, and student’s are responsible for having a working printer, or using the copy center.
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.
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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 your book or film as soon as possible and if needed, use the instructor to help make your selection. Remember, the
Justice Studies Department Writing Standards apply to this assignment!
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)
Kahlid Hosseini, A Thousand Splendid Sons (2007)** Abuse in Afghanistan
Alan Duff, Once were Warriors Film domestic violence/CA/N among the Maori in New
Zealand
Ishmael Beal, A Long Way Home, Memoir of a Boy Soldier (2007)
Jaycee Dugard , A Stolen Life , (2011)
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:
1. The paper should be 7-9 pages in length, 12 font, double spaced .
. Do not run all of responses together or point delegation becomes impossible. All prompts must be answered.
2. ALL CONCEPTS AND THEORIES FROM OUR CURRICULUM MUST BE
BOLDED .
3. At
must be included in your response , and cited in your bibliography according to APA guidelines . Sources may not come from non US
Journals (exceptions may be made if relevant, but check with instructor) and be recent (last ten years).The abstract and the first page of the journal article must be appended to your paper.
4.Turnitin.com must be used.
5.A hardcopy of the paper must be presented to the instructor.
1.
(5 pts)Write a brief synopsis of the case or cases written about in your book or movie. This should be ½ to 1 page. Do not retell the story. Provide the essential facts which provide the framework for your discussion of abuse.
2.
(5 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.
(5 pts) Provide a timetable for the discovery of this type of abuse-was it historically, culturally and legally recognized? Where their legal protocols in place? What social movements/laws/policy were in place in your time frame?
4.
(5 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.
(10 pts)Discuss theoretical explanations for abuse. Sociological and psychological theory should be assessed. Sociological and psychological theories will be outlined on a separate document in dropbox on D2L.
6.
(5 pts) Describe the victim’s short and long term response to the abuse. This includes immediate harm and long term life altering changes such as PTSD.
7.
(5 pts) How did the families social, economic, racial or ethnic background play a role in the abuse? Reflect on social biases that may exist.
8.
(10 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?)
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9
9.
(5 pts) Reflect on the experience of the victims. Did their lives turn out the way you expected? Did they receive adequate interventions?
(
1.Sexual assault on College Campuses.
2.Elder abuse
3.Stalking
6. Bullying-can be verbal/physical or cyber, within the context of secondary school or
College.
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 the same as the first paper; 7-9 pages minimum,12 font, double spaced, 4 scholarly sources cited in APA format with the abstract and first page of the article 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.(5 pts) Define the abuse and its penalty under California Law .

294-300
279-293
270-278
261-269
249-260
240-248
231-239
219-230
210-218
201-209
186-200
180-185
2.(5 pts) What is the history of the intervention? This does not have to be limited to
California.
3.(15 pts) What are current policies, practice and/or interventions?
4.(5 pts) Is there a relationship between ethnicity, race or socioeconomic status and the intervention or policies and procedures? (differential practices, bias, racism?)
5.(5 pts) Make an argument that the intervention is effective using empirical data.
(requires a scholarly source)
6.(5 pts) Make an argument that the intervention is not effective using empirical data.
(requires a scholarly source)
7.(5 pts) How are victims impacted by the current interventions? Treatment by the
Justice system; do they have advocates?
8.(10 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? This prompt requires a thoughtful response based on empirical data.
Paper #1
Paper# 2
Mt.1
Mt.2
Final
In class writing(2)
65 pts
65 pts
50 pts
50pts
50pts
20pts
A+
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
300 pts total available
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The following criteria will be used to grade subjective—either fill-in, short answer or essay questions:
“A” Work is of a consistently high standard, showing distinction in qualities such as originality, analysis, conciseness, grammar, originality and insight. All prompts are answered, formatting follows instructions, citations are appropriate. Critical thinking skills are excellent.
“B” Work is clearly above average but lacks at least two of the elements of “A” work. This may be due to absences, failure to do readings and contribute in class.
“C” Work generally fulfills the requirements of the assignments but is more superficial in analysis. Writing skills may be lacking because the student is not engaged in the work. Shows little enthusiasm to improve skills.
“D” Work falls below both content and writing requirements. Student should avail themselves of the Writing Center as soon as possible and on a regular basis. Consider getting an individual tutor if progress is not sustained at the Writing Center.
University Policies
Academic integrity
Students should know that the University’s Student Conduct Code, available at http://www.sjsu.edu/studentconduct/docs/Student_Coduct_Code.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 found at http://www.sjsu.edu/studentconduct .
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)
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Computer labs for student use are available in the Academic Success Center located on the 1 st
floor of Clark Hall and on the 2 nd
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 1 st
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/ .
CASA Student Success Center
The Student Success Center in the College of Applied Sciences and Arts (CASA) provides advising for undergraduate students majoring or wanting to major in programs offered in CASA Departments and Schools.
All CASA students and students who would like to be in CASA are invited to stop by the
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Center for general education advising, help with changing majors, academic policy related questions, meeting with peer advisors, and/or attending various regularly scheduled presentations and workshops. Looking for academic advice or maybe just some tips about how to navigate your way around SJSU? Check out the CASA Student
Success Center! It’s also a great place to study, and you can check out laptops.
Location: MacQuarrie Hall (MH) 533 - top floor of MacQuarrie Hall. Contact information: 408.924.2910
. Website: http://www.sjsu.edu/casa/ssc/ .
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Table 1 Course Schedule
Week
1
2
3
4
5
6
7
8
Date Topics, Readings, Assignments, Deadlines
Thur.Jan 26 Introduction, class mechanics, roll, download syllabus from
D2L, upload your picture to D2L, introduction of book choices for Paper #1.
Begin Text reading: Wallace Cp. 1; Alvarez Cp. 2
Students must read and sign last page of syllabus and return to instructor Jan 31.
Tu.Th
Jan 31,
Feb.2
Tu.Th
Feb. 7, 9
Historical Perspectives on Family Violence; Overview of
International Aspects of Family Violence, social constructions.
Check D2L dropbox for National Geographic Reading.
Text: Alvarez Cp. 2. Discuss book choices for Paper #1
Child Abuse & Neglect, history, law, evolving definitions,
Video on FAS and DV and the developing Brain. In Class
Writing Assignment. No Makeups if you are absent.
Text: Wallace Cp. 2-4,7; check Dropbox for additional reading.
Tu.Th
Feb.14, 16
Tu.Th
Feb. 21, 23
Continue CA/N, sexual abuse, sibling abuse, evolving statutory law.
Book Choices Due!
Begin Law Enforcement & Court Procedures
Optional: Student tours of Dependency Court
Small Group Discussions of Paper # 1, application of facts to case, feedback from group & instructor.
Tu.Th.
Feb.28Mar.1
Intimate Family/Partner Violence, social constructions, theory, laws, policies
Text: Wallace Cp. 9; Alvarez Cp. 5
Tu.Th.
March 6,8
Tu.Th.
Intimate Family/Partner Violence continued. Discussion of
Battered Woman/Man Syndrome. REFERENCE PAGE DUE,
INSTRUCTOR WILL DISCUSS REFERENCES WITH
EACH STUDENT.
Review for Midterm; MIDTERM MARCH 15, bring
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12
13
10
11
9
14
15
Final
Exam
15
MAY 24
Mar.13,15 scantron, pencil and do not be late!
TuTh
Mar.21,23
Finish Interventions for IPA, Begin Elder Abuse
Text Readings: Wallace, Cp.7,10, 11,12; Alvarez Pg. 149-151
PAPERS DUE MARCH 23
SPRING VACATION March
28,April 1
TuTh April
3,5
Stalking, Sexual Assault, Child Exploitation
Text Wallace Cp.8, 11-14; Alvarez Cp. 7
TuTh April
10,12
TuTh April
17,19
TuTh April
24, 26
TuTh May
1,3
TuTh May
8,10
Discussion of Paper #2;
Finish Sexual Assault; Review for Midterm #2
APRIL 17 TH 2 ND MIDTERM ; BRING SCANTRON,
PENCIL.
IN CLASS WRITING ASSIGNMENT ON HATE CRIME
VIDEO, NO OPPORTUNITY TO MAKE UP ; DO NOT BE
ABSENT.
Hate Crimes, prejudice/racism, world violence, genocide
Text Alvarez Cp.pg. 176-180,
PAPERS DUE MAY 1
Continue above & begin Prevention Strategies
Text: Alvarez Cp. 11, see dropbox for readings
May 8 th
, wrap up & review
May 10 th
make up for missed exams with documentation presented to instructor.
TUESDAY; 2:45-5:00 BRING SCANTON & PENCIL

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