UNIVERSITY OF OREGON
College of Education
Family and Human Services
FHS 483/583 Prevention of Interpersonal Violence
Spring, 2012
Intellectuals solve problems, geniuses prevent them.
- Einstein
Instructor:
Jeff Todahl, Ph.D.
Office:
HEDCO, room 245
Office Hours: Mon., 9-11:00; by appoint.
Phone: (541) 346-0919
E-Mail: jtodahl@uoregon.edu
FAX:
(541) 346-6778
Course Description
This is an advanced and challenging course that examines extremely difficult content. We will investigate the
worst of what one person – and in some cases what a large group of people – can do to another. Conversely,
we will study human capacity for healing and change. I am hopeful that the course will be useful in your life
and throughout your career. We will place a high value on understanding course content and de-emphasize
memorization of details. The course is student and discovery-oriented; I urge you to very actively engage the
course. Your involvement, by attending every class, completing every reading assignment within its due date,
raising thoughtful questions, and grappling with the issues will create a stimulating environment and will
benefit everyone.
We will study interpersonal violence with an emphasis on child abuse (including exposure to intimate
partner violence), child neglect, and sexual violence – including unique features of these issues within and
across diverse populations. Due to this focus, the course is difficult and can be, at times, quite discouraging.
Exposure to this material, even vicariously via a course, can be traumatic. Please think carefully about how
you will address your inevitable emotions (e.g., sadness, fear, anger) and discouragement. I have posted on
Blackboard a resource list, including support and counseling that you may find valuable.
The course is designed as an action toward violence prevention. We will work to create a coordinated plan for
violence prevention in the local community. The course builds on a panel presentation that occurred on Feb.
5th, 2011, titled Partnership for Nonviolence. The panel event addressed the following questions:
1. Assume, at least as you develop your response to the following question, that you (a) are very
influential, (b) that you and our community have the resources needed to achieve a 90% reduction in
child maltreatment and IPV exposure by 2030, and (c) that whomever is involved interacts in
a welcoming, nonjudgmental, hopeful and inclusive manner. With that in mind, please respond to the
following:
It is 2030 and, based on our April 3rd, 2012 baseline rates, we have achieved a 90% reduction in child
maltreatment and IPV exposure in Eugene and Springfield. What have we done to achieve this? In
particular, what actions did we take and where did we most direct our attention to achieve it? In
addition, what are the most important steps to take right now? Speak, in particular, from within your
worldview, your area of expertise, and your knowledge of our community. At this time, please give
specific programs little to no attention. Focus on the actions and attitudes by which we will achieve
90by30 and where we must most place our attention to achieve it.
2. Assume, again at least as you develop your response to the following question, that an innovative
community-campus partnership is vital toward significant reduction of child maltreatment and IPV
exposure in Eugene and Springfield. With that in mind, what is the University of Oregon’s role toward
achieving 90by30? Please be creative and specific.
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
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Our course will address these questions and can be summarized in this way:
1.
Where should we most direct our attention and what actions must we take now to achieve a 90%
reduction in child maltreatment and IPV exposure by 2030 in Eugene and Springfield, Oregon?
2.
What is the role of each person, group and place toward that goal?
3.
What is the role of the University of Oregon toward supporting this effort?
To address these questions, we will draw on the work of Derald Wang Sue (2010), and the following tools: the
Public Health Model, Prevention Theory, Participatory Action Education, the Ecological Model, Systems
Theory and Collective Impact.
Course Objectives
1. To develop a comprehensive understanding of the dynamics associated with child abuse, neglect and
interpersonal violence.
2. To develop a working understanding of prevention theory, the public health model, and ‘collective
impact.’
3. To become familiar with important prevention and intervention resources locally and nationally.
4. To become familiar with issues associated with prevention and intervention for underrepresented and
diverse communities.
5. To understand key components of a coordinated community prevention and response system.
6. To recognize how, as an individual, one can contribute to prevention and a coordinated community
response to violence.
7. To understand the co-occurrence of intimate partner violence and child exposure.
8. To understand the impact of child abuse, neglect and intimate partner violence on child development,
health, and social outcomes.
9. To become increasingly familiar with one’s own attitudes and emotional response to abuse, neglect, and
interpersonal violence – and to understand the implications of those attitudes and response.
Text/Readings
Herman, J. (1992). Trauma and recovery: The aftermath of violence – from domestic abuse to political terror.
New York: Basic Books.
Recommended Readings
Briere, J., & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment.
Thousand Oaks, CA: Sage.
Cortez, P., Dumas, T., Joyce, J., Olson, D., Peters, S., Todahl, J., Walters, E., & Rose, W. (2011). Survivor Voices:
Co-learning, re-connection, and healing through community action research and engagement. Progress in
Community Health Partnerships: Research, Education and Action. +*
Dobash, R.E., & Dobash, R.P. (1992). Women, violence and social change. London: Routledge.
Freyd, J. (1996). Betrayal trauma: The logic of forgetting childhood abuse. Harvard University Press.
Groves, B. (2002). Children who see too much. Boston: Beacon Press.
Hamberger, L.K., & Phelan, M.B. (2004). Domestic violence screening and intervention in medical and mental
healthcare settings. New York: Springer.
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
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Jenkins, A. (1990). Invitations to responsibility. The therapeutic engagement of men who are violent and
abusive. Adelaide, South Australia: Dulwich Centre Publications.
Jordan, C.E., Nietzel, M.T., Walker, R., & Logan, T.K. (2004). Intimate partner violence: A clinical training guide
for mental health professionals. New York: Springer.
Malley-Morrison, K., & Hines, D.A. (2004). Family violence in a cultural perspective: Defining, understanding,
and combating abuse. Thousand Oaks: SAGE.
Myers, J., Berliner, L, Briere, J., Hendrix, C.T., Jenny, C., & Reid, T. (2002). The APSAC handbook on child
maltreatment (2nd Edition). Thousand Oaks: Sage.
Todahl, J., Linville, D., Tuttle Shamblin, A., Skurtu, A., & Ball, D. (2011). Client beliefs about a multicouple group
service for intimate partner violence: A Narrative Analysis. Violence Against Women.
Todahl, J., Linville, D., Tuttle Shamblin, A., Ball, D., & Skurtu, A. (2012). Client narratives about experiences
with a multicouple treatment program for intimate partner violence. Journal of Marital and Family
Therapy.
Todahl, J., & Walters, E. (2009). Universal screening and assessment for intimate partner violence: The IPV
Screen and Assessment Tier (IPV-SAT) Model. Journal of Feminist Family Therapy, 21(4), 1-24. DOI:
10.1177/1077801209335494
Todahl, J., & Walters, E. (2010). Universal screening for intimate partner violence: A structured review.
Journal ofMarital and Family Therapy. 10.1111/j.1752-0606.2009.00179.x
Todahl., J., Linville, D., Bustin, A., Wheeler, J., & Gau, J. (2009). Sexual Assault Support Services and community
systems: Understanding critical issues and needs in the LGBTQ community. Violence Against Women,
15(8), 952-976. DOI: 10.1177/1077801209335494
Todahl, J., Linville, D., Chou, L.Y., & Maher-Cosenza, P. (2008). A qualitative study of intimate partner violence
universal screening: Implications for practice, research, training and supervision. Journal of Marital and
Family Therapy, 34(1), 28-43.
Todahl, J., Davis, M., & Kaufman, K. (2011). Rape Education Prevention: Using Program Evaluation to Identify
and Answer Important Questions. In K. Kaufman (Ed.), Preventing sexual violence and exploitation: A
Sourcebook. OKC, Oklahoma: Wood & Barnes Publishers.
Todahl, J., Akins, B., Davis, M., Kaufman, K. (2007). Oregon Attorney General’s Sexual Assault Task Force:
Program Evaluation Manual. OAGSATF. http://www.oregonsatf.org/resources/prevresources.html
Wallace, H. (2002). Family violence: Legal, medical, and social perspectives (3 rd ed.). Boston: Allyn and Bacon.
Walters, E., & Todahl, J. (2005). A Healing Response: The Role of Social Workers in Supporting Children
Affected by Domestic Violence (pp. 127-146). In T. Heinonen & A. Metteri (Eds.), Social work in health and
mental health: Issues, developments and actions. Toronto: Canadian Scholars’ Press Inc.
Internet Resources
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Spring, 2012
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Please see Blackboard for a list of websites that include content areas such as: Local & Regional Resources;
Database Systems; Child-Oriented; Legal Information; Sexual Assault; Definitions & Dynamics; Safety
Planning; International Resources; Governmental & National Associations; Professional Associations;
Assessment; Intervention; Diverse Populations; Religious Organizations; Human Rights.
Self-Care
Please see Blackboard for a list of accessible resources.
A Note About In-Class and Blackboard Self-Disclosure: Some of you have been abused and some of you are
currently being abused or mistreated. Some of you have been abusive and probably all of us have behaved in
ways toward others – if even in a small way – that we regret. Many of you know someone who has been or is
being mistreated or is mistreating someone else. Given this, there will be many opportunities to disclose your
personal experiences. If you choose to disclose a personal experience, please know that (a) the classroom
environment does not allow for a fully supportive response to a disclosure, and (b) I cannot assure you that
your immediate needs will be addressed following a disclosure in a classroom. Disclosure of personal
experiences can be very useful in a classroom. And, it carries with it some risks. If you consider disclosing a
personal experience, weigh the following questions before doing so:
-
Why am I disclosing this information?
Will this particular disclosure benefit the class at this time?
What kind of a response am I likely to get in a classroom or on Blackboard if I make this disclosure at
this time? Am I ready for the range of possible responses?
Will this disclosure possibly hurt me or someone else?
Do the benefits outweigh the risks in making this disclosure?
As participants in this class we are all responsible for responding to a disclosure in a respectful manner. If
someone makes a personal disclosure in class, that information is private and should not be discussed outside
of the classroom without the explicit permission of the discloser. Also, please be aware that under Oregon law
I am a mandatory reporter. If you disclose an event that suggests a child or a vulnerable person (e.g., elderly
individual, person w/ developmental disability) was harmed or is at risk of being harmed, I may be required
to report this information to protective services. This also applies if I believe you or someone you mention
may be at risk of harming him/herself or someone else.
In summary, self-disclosure of sensitive personal information is a choice and a right. Please do so thoughtfully
and in a way that is useful for you, your classmates and our class. I am very happy to discuss this with you and
we will discuss this matter throughout the term. The disclosure of information, including self-disclosure, is
very relevant to the topic of interpersonal violence and child maltreatment.
Course Assignments
Outside of exceptional circumstances, in this class I will not accept late assignments. An assignment is late
when it is not turned in at the beginning of class on the day it is due. If you believe that you may not be able to
complete an assignment on the due date, please whenever possible discuss this with me in advance.
Attendance & Participation
Attendance, including arriving on time to every class, is essential to developing a deep understanding of
course material. Attendance at every class is strongly encouraged. The course is advanced and designed to be
student and discovery-oriented. Given this, I encourage you to take a very active role in the course. This
includes sharing your thoughts, raising important questions, supporting other students’ learning, actively
engaging the readings, and arriving at each class session prepared to discuss and engage the material.
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
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A Note About Arriving On Time: We will begin right at 10:00 each class period. Please be ready to begin at
that time. It is important to me that the class is meaningful, active and worthwhile. Beginning on time and
using our time well is one important part of creating that environment. Each of us has an important role
toward that end.
Reading
The readings, including the internet assignments, have been carefully selected to contribute substantive
material to the course. That is, the readings are not supplemental to the course, they are central. I have
included readings that I believe will be instrumental in helping you to develop key competencies in working
with complex issues and violence prevention. The readings include a mixture of journal articles, current
websites, chapters, professional magazines and a highly regarded book [Trauma and Recovery (Herman,
1992)]. To understand the material and the core concepts of preventing violence it is very important to read
the materials as designed in the schedule. This will contribute to your own learning and significantly enhance
the learning of all participants. Therefore, prior to each class, significant preparation is necessary.
A key note about readings: You will notice in the syllabus that on most days I have indicated ‘see Blackboard.’
I will post Blackboard readings at least one week prior to their due date. Some of the readings will be
adjusted based on questions that emerge in class. If you have pertinent readings that you would like to
suggest, please let me know.
DUE DATES FOR READINGS: Prior to each class.
In-Class Quizzes
The course includes three quizzes. The quizzes will be based on course readings and on information
presented in class. The best preparation for each quiz is to read the required readings by their due dates and
to attend every class.
DUE DATES FOR QUIZZES: See schedule below.
In-Class Exams
This course includes two in-class exams during the term. The exams are an opportunity to integrate your
learning and to demonstrate your understanding of the material. Keep in mind as you take the course, read,
engage the assignments and participate in class discussion that I am hoping you will develop a sophisticated
understanding of the information – I am giving that much higher status than memorizing details (though,
some memorization will be necessary). Given this, very active engagement with the course is your best
preparation for the in-class exams.
DUE DATES FOR EXAMS: See schedule below.
Collective Impact Prevention Proposal
We will discuss the elements of this assignment as we move through the term. In short, the purpose of this
assignment is for you to draw on your own interests and skills in order to make your own unique
contribution to preventing child abuse and neglect. This assignment integrates several key course ideas –
translating them into a proposal of your interest that aligns with the principles of prevention and collective
impact. This can take many forms and we will discuss these details in class. Additional information for this
assignment will also be available under ‘assignments’ on Blackboard. You may work individually or in a group
of up to 5 students.
DUE DATE: June 5th
POLICIES
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
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Documented Disability & Request for Accommodations
Appropriate accommodations will be provided for students with documented disabilities. If you have a
documented disability and require accommodation, arrange to meet with the course instructor within the
first two weeks of the term. The documentation of your disability must come in writing from the Disability
Services in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited
to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic
medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For
more information on Disability Services, please see http://ds.uoregon.edu/
The University of Oregon is an equal-opportunity, affirmative-action institution committed to cultural
diversity and compliance with the Americans with Disabilities Act. This syllabus will be made available in
accessible format upon request.
Academic Misconduct Policy
All students are subject to the regulations stipulated in the UO Student Conduct Code
(http://www.uoregon.edu/~conduct/). This code represents a compilation of important regulations, policies,
and procedures pertaining to student life. It is intended to inform students of their rights and responsibilities
during their association with this institution, and to provide general guidance for enforcing those regulations
and policies essential to the educational and research missions of the University.
Respect for Diversity
It is the policy of the University of Oregon and the Counseling Psychology and Human Services Department to
support and value diversity. To do so requires that we:






respect the dignity and essential worth of all individuals.
promote a culture of respect throughout the University community.
respect the privacy, property, and freedom of others.
reject bigotry, discrimination, violence, or intimidation of any kind.
practice personal and academic integrity and expect it from others.
promote the diversity of opinions, ideas and backgrounds which is the lifeblood of the university.
Conflict Resolution
The mission of the College of Education is to “make educational and social systems work for all.” Several
options, both informal and formal are available to resolve conflicts for students who believe they have been
subjected to or have witnessed bias, unfairness or other improper treatment. Within the College of Education,
you can contact:
Dr. Joe Stevens, Associate Dean for Curriculum and Academic Programs: 346-2445 or stevensj@uoregon.edu
or Dr. Surendra Subramani, COE Diversity Coordinator: 346-1473 or surendra@uoregon.edu
Outside the College, you can contact:
UO Bias Response Team: 346-1139 or http://uoregon.edu/~brt/
UO Conflict Resolution Services 346-0617 or http://uoregon.edu/~crs/
UO Affirmative Action and Equal Opportunity 346-3123 or http://aaeo.uoregon.edu/
Grievance Policy
A student or group of students of the College of Education may appeal decisions or actions pertaining to
admissions, programs, evaluation of performance and program retention and completion. Students who
decide to file a grievance should follow the student grievance procedure, or alternative ways to file a
grievance outlined in the Student Grievance Policy (http://education.uoregon.edu/feature.htm?id=399) or
enter search: student grievance.
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
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Unlikely Terrible Weather Policy
In the event the university operates on a curtailed schedule or closes, UO media relations will notify the
Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding
the university’s schedule will be posted on the UO main homepage (in the “News” section) at
http://www.uoregon.edu. College of Education students should contact their program department for further
information.
Laptops and Cell Phones
Due to the fact that cell phones (e.g., text messaging, internet surfing) are disruptive to others in the
classroom, cell phone use is prohibited during class time. Please silence your phone and do not text during
class. If you have an exceptional circumstance (e.g., ill child), and need to be on standby for a possible cell
phone call, please set your cell to vibrate and exit the classroom if you receive a call. If an alternate learning
ability requires the use of a laptop, please contact me on the first day of class about this. Additionally, if you
use a laptop to take notes during class, please seek the permission of those around you. Typing notes during
class can be disruptive for people sitting near you – be sure that those around you are not distracted by your
note taking. Please do not spend time on-line during class except for class-specific purposes. Your active
involvement in the class is important for your learning and will benefit all other students. Please work to
remain ‘present’ in class.
COURSE EVALUATION
Area of Evaluation
Quiz #1
Quiz #2
Quiz #3
Exam #1
Exam #2
Collective Impact
Prevention Proposal
Course Grading
A+
97-100%
A
94-96%
A90-93%
Points
10
10
10
20
25
25
B+
B
B-
87-89%
84-86%
80-83%
C+
C
C-
77-79%
74-76%
70-73%
D+
D
D-
67-69%
64-66%
60-63%
Course Schedule
DATE
4/3; class 1
4/5; class 2
4/10; class 3
4/12; class 4
4/17; class 5
TOPIC
Course introduction;
process agreements.
Definitions &
understanding
interpersonal abuse &
neglect
Understanding abuse &
neglect; social conditions
Understanding abuse &
neglect; social conditions
Understanding abuse &
neglect; social conditions
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
READINGS
ASSIGN. DUE
Herman, Ch. 1;
Blackboard
Herman Ch’s. 2 & 3;
Blackboard
Herman, Ch. 4;
Blackboard
Herman, Ch’s. 5 & 6;
Quiz #1
8
4/19; class 6
4/24; class 7
4/26; class 8
5/1; class 9
5/3; class 10
5/8; class 11
5/10; class 12
Exam #1
Impact of abuse &
neglect: individual
health, brain
development
Impact of abuse &
neglect: health, social
implications & protective
factors
Intervention & trauma
healing; Guest Presenter
Elaine Walters
Intervention
Intervention
5/29; class 17
5/31; class 18
6/5; class 19
Current Systems,
Isolated impact, &
collective impact; Guest
Presenter Megan Schultz
Spectrum of Prevention;
Public health model
Primary Prevention;
Guest Presenter Phyllis
Barkhurst
Prevention Strategies;
Risk & protective factors
Prevention Strategies;
Risk & protective factors
Prevention Strategies
Prevention Strategies
Prevention Strategies
6/7; class 20
6/11; Finals Week
Review
Monday, 6/11, 8:00 am
5/15; class 13
5/17; class 14
5/22; class 15
5/24; class 16
Prevention of Interpersonal Violence, University of Oregon
Spring, 2012
Blackboard
Herman, Ch’s. 7&8;
Blackboard
Herman Ch. 9
Herman, Ch’s. 10&11;
Blackboard
Blackboard
Quiz #2
Blackboard
Blackboard
Blackboard
Quiz #3
Blackboard
Blackboard
Blackboard
Blackboard
Blackboard
Monday, 6/11, 8:00 am
Collective Impact
Prevention Proposal
Exam #2