LOYOLA UNIVERSITY CHICAGO
GRADUATE SCHOOL OF SOCIAL WORK
631: CLINICAL SOCIAL WORK PRACTICE WITH FAMILY VIOLENCE
Margaret Luft, MSW, LCSW
Email: mluft@luc.edu
Fall, 2008
PREREQUISITES: All required 500 courses; Family Assessment and
Intervention, #612 or Consent of Instructor.
COURSE DESCRIPTION
Violence is endemic in our society. This course will focus on the occurrence of
intrafamilial violence, the various epistemological conceptualizations of
violence, and the treatment of violence as it is experienced by various family
members.
This is an advanced clinical social work elective that builds on foundation social
work courses. The content of the course will be the identification and
application of clinical social work assessment and intervention relevant to
violence to various family members. The general topics for the course have
been chosen specifically to cover the arenas of violence experienced by family
members, including the emotional, physical, and sexual abuse of children;
adult survivors of childhood physical and sexual abuse; women who are
battered by partners; battering in lesbian and gay relationships; sibling sexual
abuse, and elder abuse. In addition, it addresses the treatment of offenders,
specifically batterers and adult and juvenile physical and sexual offenders. Less
empirically informed topics such as women who sexually abuse their children
and women who batter their partners also will be explored and discussed.
Relevant theoretical orientations (e.g., feminist, family systems, psychosocial,
cognitive-behavioral), developmental theories, and life cycle issues will form the
foundation for clinical social work practice. All issues and topics are considered
within an historical and contemporary socio-cultural and political context.
Sexism, racism, ageism and the stereotyping of various ethnic and cultural
groups will be identified and discussed as they form and influence the context
of family life. The myths of family violence will be identified and demystified.
Issues of social and economic justice for clients will be addressed. The efficacy
of different models and modalities of practice will be discussed, including the
recent impetus toward theoretical integration. Relevant research will be
reviewed as it informs clinical social work practice and will be assessed for
biases. Students are expected to become aware of their own biases and the
potential impact on their practice. The course will examine the social
construction of violence and the socio-cultural maintenance of violence as it
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informs treatment.
Practitioners who commonly work with victims of violence are more likely to
experience vicarious traumatization or secondary trauma. Efforts of self-care
and self-awareness for the clinician will be considered and discussed.
Books that are particularly relevant to the course are listed after the required
texts, including a text of trauma assessment instruments. Articles, chapters
and additional books are included in the Supplemental Bibliography. Special
attention has been given to women and children of color who are especially
penalized due to economic, political and domestic oppression and violence.
Due to the vastness of this literature, and the breadth of the course, three
texts are required, and three additional texts are listed as required choices. It
is assumed that individual students will have particular areas of interest and
therefore may wish to purchase an additional text. Some students may be
interested in compiling a library of clinical texts for future use and reference.
There will be sufficient numbers of each required text for students to purchase
an individual copy. For the required choice texts, however, only a limited
number of texts will be available, assuming that not all students will be
interested in all topics. All texts will be on Reserve in Lewis Library.
All required articles have been taken from full e-text on-line. There are
accessible to all LUC students who have a computer account. The required
articles can be obtained from the LUC University Library web page, scroll down
to full e-text on line, identify the journal name, and look for the volume and
number of the articles that you are seeking. If you have problems retrieving the
full e-texts on line, please see the instructor and/or talk with Business
Reference Librarian Bernie McMahon, 312-915-7271.
OBJECTIVES
Knowledge
Students who complete this course will have:
1.Knowledge of the primary models and theories that describe and explain
intrafamilial violence as well as an understanding of the sociopolitical
and sociocultural influences on theoretical conceptualizations of family
roles and behaviors, and the expectation and maintenance of such roles
for men, women and children.
2. Knowledge of the impact of intrafamilial violence on children and adults in
families as well as an awareness of the intergenerational transmission of
violence in families
3. Knowledge of the vicarious traumatization that may occur for the social
worker who works primarily with clients who are traumatized from
intrafamilial violence
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Values
Students who complete this course will have:
1. Sensitivity to the emotional conflict that arises from familial relationships
that have been fractured by abuse, neglect, and violence
2. Sensitivity for the potential societal marginalization of family members
where violence has occurred as well as the possible bias of the clinical
social worker, that may influence their work with families in which
violence occurs
3. Sensitivity for ethnicity, gender, race, culture, age, disability, and sexual
orientation when intervening in intrafamilial violence and abuse
Skills
Students who complete this course will have:
1. An ability to assess all clients for possible intrafamilial violence, including
couples, even though they do not present with that issue
2. An ability to choose and implement appropriate family violence
interventions at individual and family levels, and where appropriate,
for couples
3. An ability to use a multisystemic, multidisciplinary, and multitheoretical
approach in working collaboratively with other professionals, drawing
from the community and public arena in order to secure services for the
client system
Teaching Methodology
This course is taught with both didactic material and experiential components.
The classes use a seminar format and depend heavily on group discussion. The
content of the lectures may come from additional readings outside the
syllabus, designed to augment the readings rather than repeat them. The
discussion is dedicated to students’ clarification of the readings they have done
prior to class. Audio-video presentations, guest lecturers, roleplays, and case
presentations supplement the course content. There will be a choice of
assignments. Students have the opportunity to choose the assignment most
compelling to them from projects that are designed to be intellectually
challenging and to supplement the material discussed in class.
Full E-text On-line
All required articles and many recommended articles for this course are
available on the Loyola web page under full text online. There are no ereserves for this course.
Reserve
There are books on reserve at Lewis Library for this course.
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Students with Special Needs
If you have any special need in order to successfully complete this
course, please inform the instructor immediately so that available
accommodations can be discussed and put into place.
Respect for Diversity
We are committed to the recognition and respect for variations in racial, ethnic,
and cultural backgrounds and in class, gender, age, physical and mental ability,
religion, and sexual orientation. We value ethnically sensitive and culturally
competent social work education and practice. We will uphold the ethical
standards set forth by the profession and the Jesuit ideals of the university.
This will be demonstrated through readings, lectures, case presentations and
assignments. We expect that students will demonstrate comparable respect for
diversity of their classmates, faculty and clients, and commit to address issues
of marginalization, oppression, prejudice and discrimination.
Academic Integrity
Academic integrity is essential to a student’s professional development, their
ability to serve others, and to the University’s mission. Therefore, students are
expected to conduct all academic work within the letter and the spirit of the
Statement on Academic Honesty of Loyola University Chicago, which is
characterized by any action whereby a student misrepresents the ownership of
academic work submitted in his or her name. Knowledge of what plagiarism is
will help you from inadvertently committing it in your papers.
Plagiarism is a serious ethical violation, the consequences of which can be
failure of a specific class and/or expulsion from the school. Responsibilities of
Academic Honesty are detailed in The Graduate manual of the Loyola University
Chicago. Please read the Graduate Catalog stating the university policy on
plagiarism (p.18). Also, read Babbie, E. Plagiarism at
www.csubak.edu/ssric/modules/other/plagarism.htm. Concisely, Babbie
states, "Plagiarism is the presentation of another's words or ideas as your own."
The web site offers several examples as well as a more elaborate definition of
the term.
This commitment ensures that a student of the School of Social Work will neither
knowingly give nor receive any inappropriate assistance in academic work,
thereby, affirming personal and professional honor and integrity. Students may
not use the same assignment content to fulfill different course requirements.
Attendance and Class Participation
Attendance and class participation are major expectations for this course.
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TEXTS - REQUIRED
(1) Roberts, A. R. (Ed.). (2002). Handbook of Domestic Violence Intervention
Strategies: Policies, Programs, and Legal Remedies. New York: Oxford
University Press
(2) Herman, J. L. (1997). Trauma and Recovery. (Revised ed.). New York: Basic.
(3) Full text on-line articles.
(4) Web sites are listed for most weeks. Generally, these are researched
resources that are provided for your further elucidation on a topic. In
some instances, specific web sites will be included in the required
readings. When the sites is listed under required readings, students are
expected to print the suggested topic and bring it to class, prepared to
discuss it. For example, see Illinois DCFS Manual for Mandated
Reporters.
(5) See list of Lewis Library Reserves. The texts for the class are on reserve
as are additional books that will be useful for papers and other projects
for class.
REQUIRED CHOICE
(Choose books that reflect your professional aspirations.)
Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2006). Treating Trauma and
Treatment in Children and Adolescent. New York: Guilford Press.
Courtois, C. (1999). Recollections of Sexual Abuse. New York: Norton.
Gartner, R. B. (1999). Betrayed as Boys: Psychodynamic treatment of sexually
abused men. New York: Guilford Press.
Pearce, J. W., & Pezzot-Pearce, T. D. (2007). Psychotherapy of Abused and
Neglected Children. (2nd ed.). New York: Guilford.
RECOMMENDED TEXTS:
Garbarino, J. (1999). Lost Boys: Why Our Sons Turn Violent and How We Can
Save Them. New York: Anchor Books.
Garbarino, J., & deLara, E. (2002). And Words Can Hurt Forever: How to
Protect Adolescents from Bullying, Harassment, and Emotional
Violence. New York: Free Press.
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Malley-Morrison, K., & Hines, D. A. (2004). Family Violence in a Cultural
Perspective: Defining, Understanding and Combating Abuse.
Thousand Oaks, CA: Sage.
Please Note: There are various weeks that have especially heavy reading.
Please plan ahead in order to accomplish this reading
and to participate in class discussion.
One of the assignments for this course is a field trip. There are three different
sites that are accustomed to providing tours for the Family Violence class, which
means that there are three different choices of where to go. Following is the list
of three field sites from which you may choose for your field trip.
(1) DV Court, Hull House DV Advocates
(2) Chicago Children’s Advocacy Center
IMPORTANT NOTE:
It is imperative that you make arrangements with the instructor for any class that
is in conflict with the field trip. The requests of that instructor are a priority. If
you are unable to attend a field trip due to a class conflict, let me know. Other
arrangements can be made for you to complete the assignment.
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PART ONE
OVERVIEW OF FAMILY VIOLENCE
PROFESSIONAL SELF CARE
INTRODUCTION TO THE COURSE; PROFESSIONAL SELF CARE
Weeks 1 & 2 & 3
Aug 26 & Sept. 2 & 9
A. INTRODUCTION TO THE COURSE
-Overview of theoretical orientations to violence: Social-Structural Model
(Feminist); Psychological (individual theories and models);
Sociological (sociopsychological, family systems); Integrative
(ecological; feminist; family systems; resilience); (handout of theories)
-Post Traumatic Stress Disorder; Trauma Disorder;
-History of trauma (read Herman, pp.7-32)
-Overview of theories
-Web Sites: PTSD Alliance - http://www.sidran.org/sub.cfm?contentID=43&sectionid=7
PTSD Fact Sheet - http://www.sidran.org/sub.cfm?contentID=66&sectionid=4
The American Academy of Experts in Traumatic Stress – www.aaets.org/
National Center for PTSD – www.ncptsd.org
Sidran - www.sidran.org
Minnesota Center Against Violence and Abuse – www.mincava.umn.edu
B. PROFESSIONAL SELF CARE: How to avoid burn-out
How to manage professional self care when working with violence, including while
taking this course.
Video:
Aug 26th - Vicarious Traumatization
Sidran - www.sidran.org (see therapist self care)
National Center for PTSD - http://www.ncptsd.org/publications/cq/v3/n2/courtois.html
C. SOCIALIZATION / GENDER EXPECTATIONS
-Socialization to interpersonal violence
-Gender expectations
-Videos:
Sept 2 - CHECK OUT Strong at the Broken Places, 1998 #044-06619
Sept 9 - Wrestling with Manhood, 2002 #044-06771
(men, advertising, & violence)
Required Reading
American Psychiatric Association. (1994). Diagnostic and Statistical Manual
of Mental Disorders. 4th Ed. Washington, DC: American Psychiatric
Association. Relevant sections on Post Traumatic Stress Disorder,
Trauma Disorder.
Bell, H. (2003). Strengths and secondary trauma in family violence work. Social
Work 48(4), 513-522.
Cunningham, M. (2003). Impact of Trauma Work on Social Work Clinicians:
Empirical Findings. Social Work 48(4), 451-460.
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Garbarino, J. (1993). Reinventing fatherhood. Families in Society, 74(1) 51-54.
(This article is not available. I will see if I can locate it somewhere on line.)
Herman, J. L. (1992). Trauma and Recovery. New York: Basic Books.
Chap. 1: A Forgotten History, pp.7-32.
PART TWO CLINICAL SOCIAL WORK WITH
CHILDREN AND FAMILY VIOLENCE
Week 4
Sept. 16 THE ROLE OF THE LAW IN CHILD ABUSE AND NEGLECT
- Criminal investigation
- Expert testimony
- Mandated Reporting (Illinois DCFS Reporting Manual )
Print from the web site and be prepared to discuss in class
Web site: www.state.il.us/dcfs/docs/MANDATED 2002.pdf
https://www.dcfstraining.org/manrep/index.jsp
- Balancing the interests of children, parents, and families
- The role of the guardian ad litem, the child representative, the judge, the
defense attorney, and the prosecutor
- Cultural issues in child protection
- How to interview children
Speaker: Helen Kim, MSW, JD
Required Readings
Brown, R., & Strozier, M. (2004). Resisting abuse at what cost? The impact of
mandated reporting laws on the process and content of therapy. Contemporary
Family Therapy 26(1), 45-60.
Illinois Department of Children and Family Services, Mandated Reporting Manual, 2005
Manvinder, G. (1997). Protecting the abused child: It is time to reevaluate the
judicial preference for preserving parental custody rights over the rights of
the child to be free from physical abuse and sexual exploitation. Journal of
Juvenile Law 18, 67-83.
Sorensen, T., & Snow, B. (1991). How children tell: The process of disclosure in
child sexual abuse. Child Welfare, 70(1), 3-15.
Week 5 WORKING WITH FAMILIES WITH CHILD MALTREATMENT
Sept. 23
-Assessment of family functioning
-Family environment
-Cultural sensitivity
-Non-offending parents of sexually abused children (handout)
-http://www.futureofchildren.org
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Required Reading
*Pearce, J. W., & Pezzot-Pearce, T. D. (1997). Psychotherapy of Abused and
Neglected Children. New York: Guilford. Chap. 3: Family Assessment, pp.
65-93; and Chap. 6: Working with Parents and Caregivers, pp.166-202.
Recommended Reading
Congress, E. (1994). The use of culturagrams to assess and empower
culturally diverse families. Families in Society, 75, 531-540.
Crosson-Tower, C. (2005). Understanding Child Abuse and Neglect, 6th ed. Boston:
Allyn & Bacon. Chap. 2: The family: Roles, responsibilities, and rights, pp.24-46;
Chap. 11: Intervention, Family Reactions, p.250; Chap. 13: Treatment, Familycentered services, pp.295-297.
Levenson, J. S. & Morin, J. W. (2000). Treating Non-Offending Parents in Child Sexual
Abuse Cases: Connections for Family Safety. Thousand Oaks, CA: Sage.
Week 6
PHYSICAL AND SEXUAL ABUSE, AND NEGLECT OF CHILDREN
Sept 30
and ADOLESCENTS
Rosh Hashanah
- Symptoms: individual; family; environmental
- Theories of assessment and treatment: developmental, family
systems, psychodynamic, cognitive behavioral
- Characteristics of the perpetrators
- Children with disabilities
- Issues of culture, class, race and ethnicity
- Evaluation of attachment and issues of self
- Treatment modalities: individual; family; group;
- Failure to thrive: organic; inorganic
- Sibling abuse
- History of treatment of adolescents
- Characteristics of families in which adolescent abuse occurs
- Treatment of adolescents when there is violence within the home
- Video: Clinical Interview of a Sexually Abused Child
Child abuse: how to see it...how to stop it.
- Web sites: Kempe Children’s Center – www.kempecenter.org/
Child Welfare Information Gateway - www.childwelfare.gov/
U.S. Health and Human Services, Administration for Children and Families, Clearinghouse
on Child Abuse and Neglect - http://nccanch.act.hhs.gov/pubs/factsheets/fatality.pdf
http://www.childwelfare.gov/pubs/can_info_packet.pdf
For those of you who are familiar with child abuse and neglect, this may be a
refresher; it also may be new and/or updated information. For those of you
who have never worked in this arena, please read carefully.
Required Reading
DiGiorgio-Miller, J. (1998). Sibling incest: Treatment of the family and the offender.
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Child Welfare 77(3), 335-346.
Faller, K. C. (1995). A Clinical sample of women who have sexually abused children.
Journal of Child Sexual Abuse, 4(3), 13-28.
Fromuth, M. E., & Conn, V. E. (1997). Hidden perpetrators: Sexual molestation
in a non-clinical sample of college women. Journal of Interpersonal Violence
12(3), 456-465.
Garbarino, J., & Eckenrode, J. (Eds). (1997). Youth in trouble are youth who have been
hurt. In Understanding abusive families: An ecological approach to theory and
practice. (pp.166-193). San Francisco: Jossey-Bass. (see books on reserve)
Kelly, M. M. (1995). Play therapy with sexually traumatized children: Factors that
promote healing. Journal of Child Sexual Abuse 4(3), 1-11.
*Pearce, J. W., & Pezzot -Pearce, T. D. (1997). Psychotherapy of Abused and
Neglected Children. New York: Guilford. Chapters 1: Child maltreatment
and developmental outcome, pp.1-40; Chap. 2: Mechanisms of impact,
pp.41-64; Chap. 4: Assessment of the child, pp.94-151; Chap. 5: Principles
and goals of treatment, pp.152-165; Chap. 7: The therapeutic relationship,
pp.203-232; Chap. 8: Helping children express their feelings and thoughts about
maltreatment, pp.233-272; Chap. 9: Helping the child develop effective coping
mechanism, pp.273-298, and Chap. 11: Termination of therapy, pp.319-325.
Week 7 Oct. 7
Fall Break No Class
PART THREE
CLINICAL SOCIAL WORK
WITH ADULTS AND FAMILY VIOLENCE
Weeks 8,
PHYSICAL AND SEXUAL ABUSE IN ADULT
RELATIONSHIPS
9 & 10
ELDER ABUSE
Oct. 14, 21 & 28
THE LAW AND FAMILY VIOLENCE
-Cycle of Violence
-Treatment modalities: individuals & groups
-Prevalence
-Advocacy: Safety Plan
-Theoretical controversies (class handout)
-Symptoms
-Learned Helplessness
-Parricide
-The impact of DV on children (class handout)
-Definitions & types of elder abuse (class handout)
-Lesbian and gay battering
-Working with couples
-Mediation
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-Differing opinions: conjoint treatment vs. no conjoint treatment
-Factors necessary for couples therapy in domestic violence
-Substance abuse
-Web Sites: Gay, Lesbian, Bisexual and Transgendered Domestic Violence www.rainbowdomesticviolence.itgo.com/
What Couples Say Works in DV Therapy – http://www.nova.edu/ssss/QR/QR6-3/allen.html#note1
Safety Plan - http://www.4woman.gov/violence/safetyplanninglist.pdf
Safety Plan – The National Center for Victims of Crime
http://www.ncvc.org/ncvc/main.aspx?dbName=DocumentViewer&DocumentID=32347
Signs of Abuse - http://www.4woman.gov/violence/print-v.cfm?page=checklist
http://www.acog.org/departments/dept_notice.cfm?recno=17&bulletin=198
Tips for testifying in criminal court for victims of rape, DV, and child abuse –
www.justicewomen.com/testifying_tips.html
Illinois Coalition Against DV – www.ilcadv.org (Safety Plan).
DV Wheel of Power and Control – www.letswrap.com/dvinfo/wheel.html
Psychology of Battered Woman Syndrome - www.letswrap.com/dvinfo/psych.htm
Myths of Battered Women – www.letswrap.com/dvinfo/myths.htm
Disabled Women on the Web - www.disabilityhistory.org/dwa/
The Wisconsin Coalition Against Sexual Assault (SCASA) www.wcasa.org/info/factsheets/disabfact.html
Georgia Public Health Training Network (PHTN) www.2a.cdc.gov/phtn/svprev/Diability.pdf
Family Violence Prevention Fund http://endabuse.org/resources/facts/DomesticViolence.pdf
University of Minnesota Violence Web Site – www.minicava.umn.edu
Information on battered women and poverty –
www.vaw.umn.edu/vawnet/welfare.html
http://www.mincava.umn.edu/documents/welfare/welfare.html
National Coalition Against Domestic Violence – www.ncadv.org/
Depression and related Affective Disorders Association – www.drada.org/
National Handbook on DV - http://www.usda.gov/da/shmd/aware.htm Illinois Coalition Against DV – DV and the Law – www.ilcadv.org/legal/
Order of Protection in Illinois Civil Court
See other headings for important information about getting OP in Illinois.
IlCADV – Using computers safely http://www.ilcadv.org/Computer_Safety/tech_safety_tips.html
INCITE! Women of Color Against Violence –
http://www.incite-national.org/involve/factsheet.html
Violence Against women Online Resources – http://www.vaw.umn.edu/library/
-Domestic violence and the law
-The role of the Law: (1) Orders of Protection;
(2) Collaboration of community services
-The laws protecting elders from abuse
-Video:
Defending Our Lives VERY OLD
ANYTHING ELSE MORE CURRENT???
Domestic Violence and Children
Required Reading
Bennett, L. (1995). Substance abuse and the domestic assault of women.
Social Work 49(6), 760-771.
Bograd, M., & Mederos, F. (1999). Battering and couples therapy: Universal
screening and selection of treatment modality. Journal of Marital & Family
Therapy 25(3), 291-312.
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*Danis, F. S. (2003). The Criminalization of domestic violence: What social workers
need to know. Social Work 48(2), 237-246.
Folsom, W. S., Christense, M. L., Avery, L.oore, C. (2003). The co-occurrence of child
abuse and domestic violence: An issue of service delivery for social service
professionals. Child and Adolescent Social Work Journal 20(5), 375-387.
Kamphuis, J. H., & Emmelkamp, P. M. G. (2005). 20 Years of Research into Violence
and Trauma : Past and Future Developments. Journal of Interpersonal Violence,
20(2), 167-174.
Levin, A., & Mills, L. G. (2003). Fighting for child custody when domestic violence is at
issue: Survey of state laws. Social Work 49(4), 463-471.
Presser, L., & Gaarder, E. (2000). Can restorative justice reduce battering? Some
preliminary considerations. Social Justice, 27, 175-195.
*Roberts, A. R. (2002). (Ed.). Handbook of Domestic Violence Intervention
Strategies:Policies,Programs, and Legal Remedies. New York: Oxford
University Press.
Chap.1: Myths, facts, and realities regarding battered women and their
children: An overview, pp.3-22; Chap.2: Domestic violence theories,
research, and practice implications, pp.23-28;
LAW - Chap. 6: Police response to battered women: Past, present and future,
pp.101-126; Court responses to battered women and their children, pp.127146; A national study of the integration of DV assessment into child welfare
practice, pp.202-215; Preparing for expert testimony in DV cases, pp. 216-254;
MENTAL HEALTH TREATMENT- Chap. 13: Mental health assessment tools
and techniques for working with battered women, pp.278-297; Battered women:
Treatment goals and treatment planning, pp.298-320; Chap. 16: Children
exposed to DV: The role of impact, assessment, and treatment, pp.343-364;
Chap. 17: A Comprehensive model for crisis intervention with battered women
and their children, pp.365-395; Chap. 18: Beyond shelters: Support groups and
community-based advocacy for abused women, pp.396-418.
ELDERS: Chap. 23: Elder abuse and gerontological social work, pp.483-500.
WOMEN OF COLOR: Chaps. 21 & 22: Latina battered women: Barriers to
service delivery and Cultural considerations, pp.464-471; Asian battered women:
assessment and treatment, pp.472-482;
SEXUAL ORIENTATION: Chap. 20: Domestic violence among lesbian couples,
pp.451-463;
SUBSTANCE ABUSE: Chap.15: Promising directions for helping chemically
involved battered women get safe and sober, pp.321-342.
Stith, S. M., Rosen, K. H., & McCollum, E. E. (2003). Effectiveness of couples
treatment for spouse abuse. Journal of Marital and Family Therapy 29(3), 407Washington, P.A. (1999). Second assault of male survivors of sexual violence. Journal
of Interpersonal Violence 14(7), 713-730.
Week 11 & 12
Nov. 4 & 11
ADULT SURVIVORS OF CHILDHOOD PHYSICAL/SEXUAL
ABUSE
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- Characteristics
-PTSD
- Long-term Correlates and Symptoms
-False Memory Syndrome
- Treatment modalities: Individual, Couple, Family, Group
- Web sites: Illinois Coalition Against Sexual Assault – www.icasa.org
Incest Survivors’ Aftereffects Checklist http://www.bearingthroughit.org/ChecklistJuly2004.pdf
Rape, Abuse and Incest National Network (Rainn) - http://www.rainn.org/
Male Survivors of Childhood Sexual Assault – www.menweb.org/sexabupg.htm
www.malesurvivor.org
See Bookstore for list of books for men
Required Readings
Courtois, C. (2001). Recollections of Sexual Abuse. New York: Norton.
Chap.1: Establishing the context; Chap 2: The Present context; Chap 3: Trauma
& Memory; Chap. 6: The Evolving consensus model of posttrauma treatment;
Handouts of various relevant tables from the text will be distributed in class.
Lab, D. D., Feigenbaum, J. D., & DeSilva, P. (2000). Mental health professionals’
attitudes and practices towards male childhood sexual abuse. Child Abuse &
Neglect 24(3), 33391-409.
Stermac, L., Reist, D., Addison, M. M., & Golden, M. (2002). Childhood risk factors for
women’s sexual victimization. Journal of Interpersonal Violence 17(6), 647-670.
PART FOUR
Week 13
Nov. 18
CLINICAL SOCIAL WORK WITH OFFENDERS
JUVENILE AND ADULT SEXUAL OFFENDERS AND
BATTERERS:
JUVENILE and ADULT SEX OFFENDERS
- Characteristics of juvenile and adult sex offenders
- Individual and group treatment
- Pedophiles
Web Sites: National Violence Against women Preventions Research Center –
http://www.musc.edu/vawprevention/
Center for Sex Offender Management - www.csom.org/ ( Site Links. References. )
(Myths & Facts about Sexual Violence)
National Center on Sexual Behavior of Youth
www.ncsby.org
See ( J-Soap-II) : Juvenile Sex Offender Assessment Protocol-II
Video: Juvenile Sex Offenders: Voices Unheard
Anything more recent
Speaker:
staff at The Ctr for Contextual Change
Required Readings
Ertl, M.A., & McNamara, J. R. (1997). Treatment of juvenile sex offenders: A review of
the literature. Child and Adolescent Social Work Journal 14 (3) 199-220.
Fritz, G. (2003). The juenile sex offender: Forever a menace? Brown University Child
and Adolescent Behavior, February, 19 : 1 page Commentary
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Greenland, C. (2003). Perspectives on female sex offending: a culture of denial.
Canadian Journal of Human Sexuality 12(3/4), 199-203.
Hunter, J., & Lexier, L. J. (1998). Ethical and legal issues in the assessment and
treatment of juvenile sex offenders. Child Maltreatment 3, 340-349.
Laflen, B. & Sturm, W.R. (1994). Understanding and working with denial in
sexual offenders. Journal of Child Sexual Abuse 3(4), 19-36.
Marques, J. K. (1999). How to answer the question: “Does sex offender
treatment work?” Journal of Interpersonal Violence 14(4), 437-451.
Shaw, J. (2000). Summary of practice parameters for the assessment and treatment of
children and adolescents who are sexually abusive of others. Journal of American
Academy of Child and Adolescent Psychiatry, January, 39, 127-130.
Veneziano, C., & Veneziano, L. (2002). Adolescent sex offenders. Trauma, Violence &
Abuse 3(4), 247-260.
Worling, J.R., & Curwen, T. (2000). Adolescent sexual offender recidivism: Success of
specialized treatment and implications for risk prediction. Child Abuse and Neglect,
7
Zolondek, S., C., Abel, G. G. F., & William, Jordan A. D. (2001). The Selfreported behaviors of juvenile sexual offenders. Journal of Interpersonal
Violence 16(1), 73-85.
Week 14
ADULT BATTERERS / PERPETRATORS OF PHYSICAL ABUSE
Nov. 25
- Characteristics of adult batterers
- Individual and group treatment
- Cycle of Abuse
- The Humiliation Dynamic Handout
- Women as batterers
- Same sex battering
- Web Sites: Do Batterer’s Programs Work? http://www.mincava.umn.edu/documents/battererprogram/battererprogram.html
Intervention for Men Who Batter: A Review of Research; Richard M. Tolman, University of Michigan
& Jeffrey L. Edleson, University of Minnesota http://www.mincava.umn.edu/documents/toledl/toledl.html
Partner Abuse Intervention Programs - http://www.ilcadv.org/batterersprogs/default.asp
Anti-Violence Project. (2003). Lesbian, gay, bisexual and transgender domestic violence: 2003
Supplement - www.avp.org/publications/reports/2003NCAVPdvrpt.pdf
-Speaker: Mike Feinerman, CADC, Program Manager
Westside Domestic Violence Project
Required Reading
Anderson, K. L. (2002). Perpetrator or victim? Relationships between intimate partner
violence and well-being. Journal of Marriage & Family 64(4), 851-863.
*Bennett, L., & Williams, O. (2003). Controversies and Recent Studies of Batterer
Intervention Program Effectiveness. Violence Against Women On-Line Resources
14
Print from on-line resource.
Busch, A. L., & Rosenberg, M. A. (2004). Comparing men and women arrested for
domestic violence: A preliminary report. Journal of Family Violence 19(1), 49-57.
Henning, K., & Feder, A. (2004). A comparison of men and women arrested for
domestic violence: Who presents the greater risk? Journal of Family Violence 19(2),
69-80.
Pandya, V., & Gingerich, W. J. (2002). Group therapy intervention for male
batterers: A microethnographic study. Health & Social Work 27(1), 47-55.
Presser, L., & Gaarder, E. (2000). Can restorative justice reduce battering? Some
preliminary considerations. Social Justice 27(1), 175-195.
*Roberts, A.. R. (2002). (Ed.). Handbook of Domestic Violence Intervention Strategies:
Policies, Programs, and Legal Remedies. New York: Oxford University Press.
Chap.3: Comparative analysis of battered women in the community with
battered women in prison for killing their intimate partners, pp.49-63.
http://new.vawnet.org/category/Main_Doc.php?docid=373
PART FIVE
Week 15
Dec 2
CONCLUSIONS / RECOMMENDATIONS
PREVENTION
THE ISSUE OF INDIVIDUAL RIGHTS;
THEORETICAL INTEGRATION; PREVENTION
- Collaboration between mental health and DV
- Discussion of theoretical integration: A post course evaluation
- Social work advocacy and clinical social work treatment
- Prevention
- Web Sites: National Center for Injury Prevention and Control , Division of Violence Prevention www.cdc.gov/ncipc/dvp/dvp.htm
National Children’s Coalition, Violence Prevention Resources http://www.child.net/violence.htm
Required Readings
Anderson, K. L. (1997 ). Gender, status, and domestic violence: An integration
of feminist and family violence approaches. Journal of Marriage and the
Family, 59 (3), 655-669.
*Barnes, B. M. (2001). Family violence knows no cultural boundaries. Journal of
Family & Consumer Services 93(1), 11-14.
*Barnitz, L. (2001). Effectively responding to the commercial sexual exploitation of
children: A comprehensive approach to prevention, protection, and reintegration
services.Child Welfare 80(5), 597-610.
*Edleson, J. (2000). Primary Prevention and Adult Domestic Violence. Minnesota
Center Against Violence and Abuse.
http://endabuse.org/programs/children/files/prevention/PrimaryPrevention.pdf
Heise, L. L. (1998). Violence against women: An integrated, ecological
15
framework. Violence Against Women 4(3), 262-290.
Spears, L. (2000). Building Bridges Between Domestic Violence Organizations and
Child Protective Services. Violence Against Women On-Line Resources.
http://www.vaw.umn.edu/documents/dvcps/dvcps.html
Print from the on-line web site
Tutty, L. M. (2000). What children learn from sexual abuse prevention
programs: Difficult concepts and developmental issues. Research on Social
Work Practice 19(3), 275-300.
Ulman, A., & Straus, M. A. ( ). Violence by children against mothers in relation to
violence between parents and corporal punishment by parents. Journal of
Comparative Family Studies
*Warshaw, C., Gugenheim, A. M., Moroney, G., & Barnes, H. (2003). Fragmented
services, unmet needs: Building collaboration between the mental health and
domestic violence communities. Health Affairs 22(5), 230-234. (also week 10)
16