|
|
|
Family Violence Syllabus |
| Required Readings: Barnett, O. W., Miller, C. L., & Perrin, R. D. (1997). Family Violence Across the Lifespan: An Introduction. Thousand Oaks: CA: Sage Bergen, R. K. (1998). Issues in Intimate Violence. Thousand Oaks, CA: Sage. Photocopied article (See copy center) Course Description: This course is a comprehensive look at family violence. Throughout the quarter we will explore the historical context, theoretical explanations, social character, causes, consequences of and possible solutions to family violence, including intimate partner violence and child abuse. We also will consider methodological and ethnical issues in family violence research. Course Objectives:
Class Ground Rules: 1. Family violence is a sensitive and painful topic. However, this course will address family violence research. Students are encouraged to contact the following resources if they need help with disability issues or personal problems: Lisa Tice (Counselor, Disability Support Services) 692-4493, Pierce County Domestic Violence Helpline (1-800-764-2420), Sexual Assault Crisis Center of Pierce County (1-800-756-7273). 2. Confidentiality. In a family violence course it is important that students feel comfortable sharing their opinions about the research. Please do not discuss the experiences of other students outside class. 3. We cannot all agree. However, it is important that you acknowledge and respect the different experiences, values, and beliefs of other classmates. 4. To the extent that you feel comfortable you may ask appropriate questions anytime. 5. Class will start and stop on time. 6. This is not a hostage situation. If you are dissatisfied, you are free to drop the course. Instructional Methods: Students should be warned that controversial topics will be discussed. Also, films will be shown that depict graphic violence. Attendance is not required when the class views these films. However students who have strong objections to the discussion of abuse should consider dropping this course. Course Assignments: 1. Attendance and participation. Your success in the course depends upon regular attendance and active participation in discussion of readings and films. Therefore, students are expected to come to class regularly and be prepared to raise and respond to questions concerning assigned reading. Each class meeting is designed as a flexible combination of lecture and discussion. 2. Weekly discussion papers: (worth 30 possible points). A one page discussion paper is required at the START of class each Thursday, starting March 30, 2000 and ending June 1, 2000. The paper should be typed and double-spaced. See page 6 of the syllabus for each discussion question and due dates. When you respond to the discussion question, remember to use the research to support your answer. Merely paraphrasing the book will result in a lower grade. Important Note: The following types of papers will not be accepted: a. No handwritten papers. b. No LATE papers (this includes papers stuffed underneath my door or in my mailbox after class), regardless of the reason (e.g., "My dog ate it," "I forgot," "My computer crashed"). c. No emailed papers d. No papers printed on colored ink. Please use black ink. 3. 3 In-class exams: (worth 100 possible points each). Make up exams are NOT given without prior permission. Please be prepared to provide documentation if you have an emergency. In the case of make-up exams, they will be given on the next exam day and will be essay. This means that you will have to take the make-up exam and the exam scheduled for that day. Study Tips Avoid these common mistakes: 1. Assuming this is going to be my "easy" class. 2. Cramming/waiting until the last minute to study for exams. 3. Not making good use of study questions. 4. Thinking my personal beliefs and attitudes will compensate for knowing the literature. In other words, psychology is not just common sense. Grading: There are 330 possible points for the course. Final grades will be calculated as follows: 330 - 290 = A 289 - 250 = B 249 - 210 = C 209 - 170 = D 169 - = F If a grade is in question, you must submit a formal, typewritten request for a grade change. There is a seven day time limit on requesting a grade change. This request must include the following information: Name Course Section Date of Grade Change Request Title of Assignment Assigned Grade Justification for a Grade change I will then schedule a conference to discuss the request. No grade change will be considered without a formal request. Reading and Discussion Schedule (in chronological order) Historical Context Barnett (1997) Family Violence Across the Lifespan Ch 1 Theories and Methodology Barnett Ch 2 Discussion paper due Courtship Violence Barnett Ch 7 Bergen (1998) Issues in intimate violence Ch 5, 6 Date Rape Bergen Ch 9,10, 11 Discussion paper due Marital Rape Bergen Ch 15,16 Marital Violence, Overview Barnett Ch 8 Discussion paper due EXAM 1 Marital Violence, Battered women and men Barnett Ch 9 Discussion paper due Marital Violence, Battered women Bergen Ch 13 Marital Violence: Batterers Barnett Ch 10 Bergen Ch 12 Discussion paper due Ethnic minority family violence Bergen Ch 14 West, C. M. (1998). Lifting the "political gag order": Breaking the silence around partner violence in ethnic minority families. Same-Sex couples Bergen Ch 7, 8 Discussion paper due Children exposed to Marital Violence Barnett Ch 6 Bergen Ch 2 EXAM 2 Discussion paper due Physical Child Abuse Barnett Ch 3 Child neglect & psychological abuse Barnett Ch 5 Bergen Ch 1 Discussion paper due Child sexual abuse Barnett Ch 4 Child sexual abuse Bergen Ch 3, 4 Discussion paper due Elder Abuse Barnett Ch 11 Bergen Ch 17, 18 Social Change Barnett Ch 12 Discussion paper due FINAL EXAM (Remember to bring a self-addressed stamped envelope if you want me to return your exam) Discussion Questions Family Violence Spring, 2000 Instructions: Please answer each question. Each paper is worth 3 points. Your paper is due at the beginning of class. Late papers will not be accepted. 1. There are various theories that explain family violence. In your opinion, which theory is the most accurate and why? 2. Compare and contrast two theories that may or may not explain courtship violence and date rape. 3. What is your level of acceptance of systems theory as an explanation of family violence? 4. What is your reaction to entrapment theories that explain battered women's decisions not to leave? 5. Based on the research, which treatment approach to batterer treatment do you favor? Why? 6. Compare and contrast the similarities and differences between battering among heterosexual couples and gay and lesbian couples. 7. There have been four theories explaining the effects of exposure to marital violence on children. Which of the four theories do you believe has the greatest explanatory power? 8. Why are lower socioeconomic (SES) children more than five times as likely as higher SES children to be psychological maltreated? How should society approach this problem? 9. Do you think children fabricate reports of child sexual abuse? Defend your answer. 10. What is your evaluation of Murray Straus's ten myths about spanking? WRITING STYLE EXPECTATIONS A Excellent An A paper is outstanding in the way ideas are developed. It is well organized, complete and reflects the thoughtful integration of concepts. Ideas are clear and logical. Sentences and paragraphs are carefully constructed. Words and phrases are chosen with care. It is free of grammatical and spelling errors. B Superior The B paper is logically and adequately developed. The ideas are clear and it contains qualities of good writing. It is comparatively free of errors in the use of English, but it lacks the degree of development of the A paper. The writer demonstrates clear understanding and integration of concepts and shows an ability to utilize them. C Satisfactory The average paper is relevant and conveys an adequate understanding of concepts. It avoids serious errors in the use of English. It lacks the clarity and thoughtfulness of expression which would entitle it to an above average rating. D Unsatisfactory The grade of D indicates below-average writing. Many D papers contain serious grammatical and spelling errors. F Failing A failing grade will be given for poor writing, which usually includes one or more of the following problems: 1. A paper with vague generalities which does not demonstrate adequate understanding and utilization of concepts. 2. A paper which has little relationship to the assignment 3. A general lack of unity, coherence, and development within the individual paragraphs or in the paper as a whole 4. A paper containing frequent errors and awkward or poorly constructed sentences. 5. Numerous misspellings. |
| Back to top |
|
Produced and designed by Mama Shawna's Web Designs. Copyright 2000 |
||
 |
|||
