University of Minnesota, Twin Cities School of Social Work SW 8361 Identification & Assessment of Family Violence Fall 2012

Jane F. Gilgun, Ph.D., LICSW Phone: 612/624-3643 Fax: 612/624-3744 toll free: 1 800 779 8636 jgilgun@umn.edu Course Syllabus Violence within families is not a new phenomenon. It has existed since the beginning of time. Whenever one person has power over another, there is a risk of violence when risk factors overwhelm protective factors. What is new are our understandings of violence and the policies, programs, and interventions meant to counter the effects of violence and prevent it in the first place. This course focuses on assessment and treatment planning in families where various types of violence have occurred. As we consider these issues, we will also develop principles and strategies for the prevention of family violence on various systems levels. The course approaches each type of violence through critical examinations of research and policies and the meanings of violence to perpetrators and to survivors. The overall goals of the course are to deepen students skills in the assessment of family violence and in treatment planning for families where violence has occurred. Objectives By the end of this course, students will Understand cultural, social, economic, political, gendered, and familial factors that contribute to the various types of violence that takes place within families; Be knowledgeable about the assessment of various types of violence across the lifespan; Be knowledgeable about treatment planning for family members who have experienced violence; Develop an understanding of what various types of family violence mean to survivors, perpetrators, and other persons that violence affects; Develop an understanding of the risks and protective factors associated with resilience; Develop an understanding of prevention and intervention strategies based on meanings and on risks and protective factors; Develop an understanding of the range of intervention resources, including educational materials and local direct services, available to children, families, elders, and practitioners; Be familiar with ethical issues and dilemmas related to assessment, treatment planning, and prevention. 267 Peters Hall jgilgun@umn.edu Office Hours: Tuesday 11:30 to 12:30 pm or by appointment

SW 8361 2 Course Expectations for Students 1. Students are expected to attend all class sessions, arrive on time, and to participate in class activities and discussion. Therefore, class members are expected to have read assigned materials, prepared to enter into reflective discussion, and willing to participate actively in class exercises. Students are expected to notify the instructor--in advance, whenever possible-regarding absences, including unavoidable reasons to leave class early. Persistent absence, lateness to class, and lateness in submitting papers will be considered in assigning final grades. Missing four or more classes will result in failure of the course except for documented medical circumstances. For students who miss class for medical reasons, the missed work will have to be made up. Please keep in mind that coming to class late is disruptive to other students and to the instructor and can detract from the quality of the class experience. Also, though eating in class may be necessary for health reasons, please refrain from eating food that crackles, crunches, and snaps or whose packaging crackles, crunches, and snaps or otherwise makes noises that are distracting. Students are to turn their phones and pagers off during the class. They are not to surf the web with any electronic devices. Students may NOT use their computers during class time. 2. Students are expected to complete all assigned readings prior to the class for which they has been assigned and are expected to be able to integrate that reading into class discussions and activities. 3. Students are expected to make use of University libraries and resources for assignments; 4 Students are expected to have access to the Internet and to use resources on the World Wide Web as directed in this course; 5. Assignments are to be typed, written in non-sexist language, and follow the format of the American Psychological Association Publication Manual (5th ed.). Papers should be turned in with no errors in spelling, punctuation, or grammar. Papers will not be accepted after the due date without an acceptable reason for a late paper. 6. Submission of an assignment that is not one's own will result automatically in a failing grade for the course. This is in accordance with policies of the School of Social Work and the University Student Conduct Code regarding plagiarism, a form of scholarly dishonesty. Plagiarism involves attaching your name to the writings of others without attribution to the actual author(s); these writings can be published or unpublished materials. Plagiarism is a form of theft of intellectual property. 7. Students are expected to offer the instructor clear, constructive feedback regarding course content and teaching methods. Students are expected to complete confidential evaluations of the course using the University's standardized form at the end of the semester. 8. Students may not use an assignment completed in another course for the present course. This includes papers, answer to test questions, or any other material used for a grade in another class. If students do so, they will not be given credit for the assignment;

SW 8361 3 9. Incompletes are given only in extraordinary circumstances. The School of Social Work's policy on incompletes requires the student to develop a contract with the instructor that will describe the work which remains to be completed and the date by which the work must be submitted to the instructor. In addition to providing the instructor with a copy of the complete contract on incompletes, the student must file a copy of the contract with the director of the undergraduate program at the School of Social Work. The policy states that incomplete course grades will be converted to an F grade if not completed within two semesters. Incompletes are strongly discouraged and will be given by the instructor only in extraordinary circumstances. 10. When students use material from their professional or personal experiences, please remember that as professionals, we have ethical responsibilities to maintain confidentiality and to protect privacy. Your instructor will disguise the identities of clients and expects students to abide by this ethical value. Course Expectations for the Instructor 1. The instructor will use a variety of instructional methods including short lectures, case studies to illustrate points of the lectures, electronic slides, large and small group discussions and exercises, and individual activities to address varieties of learning styles. 2. The instructor will provide a clear structure for the course and each class session through the syllabus, statements of purpose of each class, guiding discussion, providing appropriate linkages between topics, and summarizing main points throughout the semester. 3. Student assignments will include clear expectations and, where possible, opportunities for student selection of alternatives. Barring exceptional circumstances, student assignments will be returned within one week of submission. 4. The instructor will be available on issues related to class assignments or content during office hours, by phone, e-mail, or by appointment. 5. The instructor will work to facilitate an atmosphere in the classroom that is conducive to learning, is non-threatening, and is respectful of a variety of learning styles. 6. When students work together in groups, the instructor will be available for consultation and to assist group members in completing their tasks. 7. The instructor will provide feedback to students that identify strengths and areas for improvement in a constructive manner. Plan of the Course The course meets on Tuesdays from 5 to 7 pm during the fall semester. There will be one 10-minute break half way through the class. Class sessions include lectures, large and small group discussions, small group work, student presentations, and videotapes. During these activities, students are strongly encouraged to apply course learnings to their work with individuals, families, and other systems. During class, we will discuss sensitive topics about family violence. In order to create a constructive and supportive learning environment, your instructor expects all class members to participate in class discussions, to listen well to others, respect

SW 8361 4 varying opinions, avoid degrading or disrespectful language, and to understand the multicultural atmosphere of the learning environment. Please do not share sensitive personal material in class unless you have discussed these issues many times before in public. Readings There are no required texts, but there are required and optional articles. Additional readings will be assigned over the course of the semester. Students will be responsible for developing a reading list that is relevant to their interests. The journal articles are available through University libraries e-journals. You must do the readings and complete class assignments every week in order to understand and contribute to class discussions and other activities, as well as to foster your own learning. Class activities are based on the assumption that students have done the readings and any other tasks the instructor may assign. As you read for this course, you will come upon terms that you may not understand. It is your responsibility to find definitions of these terms and think of how they may apply to assessment, treatment planning, and prevention. Some students may have little background in assessment, treatment planning, and prevention. They may increase their knowledge through reading the following texts. Gilgun, Jane F. (2011). Child sexual abuse: From harsh realities to hope. Amazon: Createspace. Free from instructor. Just ask. Gilgun, Jane F. (2011). Children with serious conduct issues. Amazon: Createspace. Free from instructor. Just ask. Myers, John E. B. (2001). (Ed.). The APSAC Handbook on Child maltreatment rd (3 ed.). Sage: Thousand Oaks, CA. Miller-Perrin, C.L. & Perrin R.D. (2007). Child maltreatment: An introduction. (2nd ed.). Sage: Thousand Oaks, CA. Kidd, Sue Monk (2002). The secret life of bees. New York: Penguin. Course Requirements The requirements are as follows. reading the weekly assignments and sharing your observations in class discussions; completing periodic written assignments and posting them to the courses Google group located at https://groups.google.com/forum/#!forum/assessment-of-familyviolence; commenting on a minimum of two postings of colleagues on Google groups each time a posting occurs; one brief in-class presentation;

SW 8361 5 a midterm project; a final project.

Credit for posting and commenting on posts are included in the 15 points for class participation. Description of Requirements Brief in-Class Presentations. 5 points. Students are required to participate in formalized ways in the presentation and discussion of course readings. About one hour of each class will be devoted to formalized in-class brief presentations. The tasks are headliner, counterpointer, case illustrator, connector, and discoverer. Five students will do the brief in-class presentation per week. Each student will do one brief in-class presentation. If there are less than five students to do the brief in-class presentation, students can chose which roles they would like to take, and the other roles will be unfilled. These roles are Headliner: To present at least two main points from one article for that days reading to the class. Then develop discussion questions, an in-class exercise, or a combination. These discussions and exercises can be in small groups or with the entire class. The exercise can be a brief vignette illustrating one or more points for the article. Counterpointer: Present two points about what is not in an article or book chapter of the students choice and what could be present for the article/chapter to be more helpful to understanding and responding to child abuse and neglect. Provide examples of what you would have liked to have seen in the reading. In other words, an answer such as A case study would have helped is not sufficient, but, for example, a description of a possible case study, how it could be analyzed, and what readers would learn are sufficient. Case illustrator: Provide a brief case example that would illustrate a key point or points from an article/chapter of the students choice. This could be a case study from a journal article, from students workvolunteer, paid, internship, servicelearningor an instructive video or excerpt from a film. YouTube has some educational videos. Connector: Show at least two ways that two articles/chapters in the readings for the day are connected to each other. If you see no connection, provide evidence of the lack of connection. Discoverer. Present an article, a video, or a webinar that you find yourself and that is relevant to the days topic. Present two to three main points from the article and any material that supports or illustrates the main points. Students will schedule the date of their brief in-class presentation through a signup sheet. Students do not hand it any papers for this assignment.

SW 8361 6 Midterm Project. 35 points. The midterm project is a literature review on a topic of students choice. The literature review will cover one or more types of violence that occur in families. I would like students to make a special effort to review articles that show what violence means to perpetrators, survivors, and others affected by the violence. I also would like students as much as possible to review articles that show that individual acts of violence are connected to widely held beliefs and practices that for many others do not result in violent acts. Furthermore, I would like students to review articles that identify both risks and protective factors related to various types of family violence. Finally, I would like students to review articles that suggest effective interventions and prevention strategies. 12 pages. Students may find that the articles and books they review do not cover these topics. If this is so, the topics serve as the basis of an assessment of the state of knowledge of the area in which you are interested. What does interest writers of articles if they are not concerned with these questions? How important do you think what interests them is to the work you do? What would you like to see in articles about the topic of your choice. We will discuss the format of the literature review in class. In general, the format for the lit review will have an introduction that includes the kinds of things you were hoping to find in the literature, what you actually found in the literature, your assessment of the usefulness of what is currently available, your views on what you would like articles to cover in the future, and some kind of wrap-up at the end. I want you to use a minimum of four readings from the class and a minimum of 12 other articles and books chapters. You may substitute interviews with knowledgeable professionals for articles and book chapters. You may work with up to two other students on this assignment. The number of articles and book chapters that you review will reflect the additional person power. Due Class 7, Tues, Oct 16. Final Project. 45 points. The lit review is the first part of the final project. The elements that I want you to add for the final project are the following. Practice Wisdom/Clinical Expertise o a brief statement of your views on what family violence means to you; o a brief statement of your experience in working with persons who have experience family violence; o a brief statement of what you know from experience about working with survivors of family violence; o a brief statement of your personal and professional values that are relevant to your interest in various types of violence that take place in families. o a brief report on interview(s) with persons who work in the area of family violence if you do not have interviews as a section of your literature review; A Presentation of a Case

SW 8361 7 An Assessment of the Case Treatment Planning for this Case

You may work with up to two other students on this final assignment. The assessment and treatment planning section of the final project will require the use of articles and possibly book chapters. You must use a minimum of three course readings and two outsides readings for these two sections of the final project. The number of articles and book chapters that you review will reflect the additional person power. We will discuss the final project further in class. The final project can be up to 14 pages, not including the literature review that you prepared for the mid-term. Students who work up with others can have up to 20 pages not including the literature review. Both the midterm and final projects are students opportunities to demonstrate that they have read, studied, and understood course readings and can apply them. Grading In-Class presentation Midterm project Final project Class participation Points 5 35 45 15 Due Dates variable cl 7 Tues, 10/16 12/17 midnight n/a

The criteria for evaluating these assignments are generally those of any graduate-level course. Papers will be graded on critical thinking, organization, and ability to write clearly. Critical thinking includes supporting ideas with evidence, being even-handed in representing the views of others, evaluating the ideas of others according to explicit criteria, providing alternatives to ideas students find are suboptimal, and demonstrations of abilities to synthesize, critique, and apply course learnings. Organization generally means the work has a logical flow from one main point to the next and that each paragraph begins with a topic sentence followed by elaboration of the point the topic sentence makes. APA style requires the use of headings, and headings help demonstrate the logical flow or organization of papers and other assignments. Be sure to develop an introduction and a concluding discussion for the papers and course projects. Additional markers of excellence include supporting and illustrating general ideas with examples, abilities to apply social work principles, ethics, and empathy to course work, and the ability to show clients' points of view; e.g., to bring client perspectives to life. In addition to having a well-thought out paper with the above characteristics, each paper must have a title page, an introduction, a concluding discussion section, and, of course, a well-designed main body. If students are unclear about or dissatisfied with grading, conversations about grading standards and expectations are welcome. Besides engaging actively in the activities discussed above, in general, class participation means students' active engagement in class discussion and activities in ways that enhance class discussion. In their comments, students demonstrate their

SW 8361 8 understanding of the many ideas--and their applications--important to theory and modeling building in social work. Class participation is a strong indicator that students do the assigned reading every week, complete written assignments conscientiously, and are thinking about the implications of the readings for practice. Respect for and openness to the points of view of others are important dimensions of class participation. Please do not interrupt others, speak without regard for others who might want to speak, and monopolize class time. Your instructor will talk to students who demonstrate these behaviors. Resistance to changing these behaviors will be reflected in the course grade for class participation. Sometimes students are so enthusiastic about course content that they monopolize class time. In these cases, your instructor will gently ask them to save some of their comments for discussion with the instructor after class, over the internet, or during office hours. Lateness to class and missing class also affects quality of students' participation and are considered in the assignment of points for class participation. For this course, the grade of A denotes superior performance that is both consistent and outstanding. A's are given when the point range is between 93 and 100. A-'s are given when the point range is between 92 and 90. The grade of B denotes good, steady adequate performance, with some of the plus values that make for an A. B+'s are given when the point range is between 89 and 88. B's are given when the points are between 87 and 83. B-'s are given when the points range from 82 to 80. The B student shows understanding and ability to integrate learning and ends the course with a comprehensive grasp of the material. The grade of C denotes a performance that is barely acceptable and is probably adequate to complete the next course in a sequence. C+'s are given when the point range is between 78 and 79. C's are given when the points range between 77 and 73. C-'s, are for grades between 72 and 70. The grade of D denotes unacceptable work and some comprehension of course material and no probability of being able to complete the next course in a sequence. The grade of D is given when the point range is between 60 and 69. The grade of F denotes failure--that is, unacceptable performance: an inability to understand the material. F's are given when the total points are 50 or below. P denotes a grade of A to C+. Policy on the Use of Student Papers At times, the professor may ask students for a copy of their papers to use as a sample paper for students in future classes. If asked, students have the right to refuse without fear of reprisals, and your instructor will ask students to sign a form indicating that they have freely given the instructors permission to use their paper as a sample paper. Supportive Learning Environments The development of a supportive learning environment is fundamental to this course. Learning takes place in the free exchange of ideas. In such a course, listening to and appreciating the points of view of others, eliciting ideas from others, and

SW 8361 9 articulating your own points of view will foster a supportive learning environment. As discussed in relation to class participation, some enthusiastic students may talk to the point where others feel they are monopolizing class time. Please monitor yourself and be open if others suggest you may be monopolizing. Please turn off all cell phones and pagers during class time. Do not surf the web or check e-mail during class. If I see you doing any of this, I will ask you to stop immediately. We all have been exposed to sexist, racist, homophobic, classist, and ableist ideas and practices. We cannot be blamed for misinformation we have absorbed, but we will be held responsible for being open to alternative points of view. In addition, we will be held accountable for repeating misinformation once we have learned otherwise. We each have obligations to combat the myths and stereotypes about our own groups and other groups so that we can turn walls into bridges and thus promote the common welfare. As we will discuss in class, these values are deeply embedded in the NASW Code of Ethics and the Code of Ethics of the International Federation of Social Workers. Please do not use scented personal care products when in Peters Hall. Several persons who are part of the School of Social Work community become ill, and sometimes their reactions could be life-threatening, when exposed to a wide variety of scents. I will ask persons who wear scented products in classrooms or other enclosed areas to leave if there are persons with chemical sensitivities in that area. Persons with environmental illnesses greatly appreciate your efforts. The instructor will provide reasonable accommodations to persons with disabilities to give them an equal opportunity to achieve success in their graduate education. Students seeking accommodations must work with the University of Minnesotas Office of Disability Services. This office determines eligibility and makes recommendations for reasonable accommodations. This office can be reached at 612/624-8281. This syllabus is subject to revision over the course of the semester when there is reason to do so. This is in the spirit of the scientific method.

SW 8361 10 CLASS SCHEDULE AND READINGS Tues, Sept 4 Class 1 Introductions Overview of the Course Family Violence: Assessment, Case Planning, & Prevention Social Influences on Family Violence What Violence Means to Perpetrators Assessing Risks for Violent Behaviors Resilience

Tues, Sept 11 Class 2 Readings

Anderson, Kim M., Fran S. Danis, & Kirsten Havig (2011). Adult daughters of battered women: Recovery and post-traumatic growth following childhood adversity. Families in Society, 92 (2), 154-160. Carp, Joel M. (2010) Resiliency: The essence of survival in chaos. Families in Society, 91(3), 266-271. Case Studies Gilgun, Jane F. (2011). Murderous rampages and other essays on violence. Available from instructor. Assessment Tool Gilgun, Jane F. (2010). Detecting the potential for violence. Available from instructor. Writing Assignment Write out your responses to these readings. Then choose two or three main points that you can share in class. Tues, Sept 18 Class 3 Readings Alexander, Pamela C. (2009). Childhood trauma, attachment, and abuse by multiple partners. Psychological Trauma: Theory, Research, Practice, and Policy, 1(1), 7888. Tjaden, Patricia & Nancy Thoennes (2000). Extent, nature, and consequences of intimate partner violence. Washington, DC: National Institute of Justice and the Centers for Disease Control and Prevention. https://www.ncjrs.gov/pdffiles1/nij/181867.pdf Women Who are Battered

SW 8361 11 Assessments Straus, Murray A. Sherry L. Hamby, Sue Boney-McCoy, & David B. Sugarman (1996). The Revised Conflict Tactics Scales (CTSZ) CTSI 5 Development and Preliminary Psychometric Data. Journal of Family Issues, 17(3), 283-316. Tues, Sept 25 Class 4 Readings Roditti, Martha, Pamela Schultz, Madeline Gillette, & Ivan de la Rosa (2010). Resiliency and social support networks in a population of Mexican American intimate partner violence survivors. Families in Society, 91(3), 248-256. Roberts, Albert R. (2007). Domestic violence continuum, forensic assessment and crisis intervention. Families in Society (88, 1), 42-54. Assessments Campbell, Jacquelyn C. (2003). Danger Assessment. Available at Google groups. Glass, Nancy & Jacquelyn C. Campbell (2007). Danger Assessment: Revised for use in abusive female same-sex relationships. Google groups. Case Study Lynnette: From talented child to homeless battered wife and mother Tues, Oct 2 Class 5 Readings Edleson, Jeffrey L. (2012). Groupwork with men who batter: What the research literature indicates. National On-Line Resource Center on Violence Against Women. 14 pages. http://www.futureswithoutviolence.org/userfiles/file/Children_and_Families/Group %20Work%20With%20Men%20Who%20Batter%202_12.pdf Penney, Stephanie R. & Marlene M. Moretti (2007). The relation of psychopathy to concurrent aggression and antisocial behavior in high-risk adolescent girls and boys Behavioral Sciences and the Law, 25, 2141. Case Study Charles Men Who Batter Psychopathy Women Who are Battered

SW 8361 12 Assessment Babcock, Julia, C., Daniela M. Costa, Charles E. Green, & Christopher I. Eckhardt (2004). What situations induce intimate partner violence? A reliability and validity study of the proximal antecedents to violent episodes (PAVE) scale. Journal of Family Psychology, 18(3), 433-442. Supplemental Reading (Not Required) Bennett, Larry W., Chang-Ming Hsieh, & Charles Stoops (2010). Underclass men in batterer intervention programs: Disorders and disparities. Families in Society, 91(4), 394-400. Tues, Oct 9 Class 6 Readings Durfee, Alesha (2011). Im not a victim: Shes an abuser: Masculinity, victimization, and protection orders. Gender and Society, 25, 316-334. Hamby, Sherry. (2009). The gender debate about Intimate partner violence: Solutions and dead ends. Psychological Trauma: Theory, Research, Practice, and Policy, 1(1), 2434 Assessments Gilgun, Jane F. (2003). Sexual intimacy and rape in marriage and other close relationships. Scribd.com. http://www.scribd.com/doc/82460095/Sexual-Intimacy-andRape-in-Marriage-Other-Close-Relationships Tues, Oct 16 Class 7 Readings Edleson, Jefferey, Katy K. Johnson, & Narae Shin (2007). Childrens Exposure to Domestic Violence Scale: User Manual. St. Paul, MN: School of Social Work, University of Minnesota, Minnesota Center Against Domestic Violence. http://www.mincava.umn.edu/cedv. ****Mid-Term Papers Due*** Tues, Oct 23 Attachment & Child Development Children as Witnesses Men who Batter Men who are Battered Gender & Violence

SW 8361 13 Class 8 Readings Bancroft, Lundy (2002). The parenting of men who batter. Court Review, 39(2). http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1149&context=ajacourtreview Gilgun, Jane F. (2011). Attachment & child development. Scribd.com. http://www.scribd.com/doc/105598093/Attachment-and-Child-Development Murray, W. Kantahyanee, Megan H. Bair-Merritt, Kathleen Roche, & Tina L. Cheng (2012). The impact of intimate partner violence on mothers parenting practices for urban, low-income adolescents. Journal of Family Violence (27), 573-583. Assessments Gilgun, Jane F. (2002). A Guided Tour of Risk Assessment in Child Welfare. Washington, DC: Office on Child Abuse and Neglect, Childrens Bureau, Child welfare information Gateway. http://www.childwelfare.gov/permanency/reunification/assessment.cfm Tues, Oct 30 Class 9 Readings Chambers, Ruth M. & Cathryn C. Potter. (2009) Family needs in child neglect cases: A cluster analysis. Families in Society, 90(1), 18-27. Marziali, Elsa, Thecla Damianakis, David Smith, & Nico Trocm (2006). Supportive group therapy for parents who chronically neglect their children. Families in Society, 87(3), 401-408. Assessment DePanfilis, Diane (2006). Assessment of child neglect in Child Neglect: A Guide for Prevention, Assessment and Intervention. Washington, DC: Office on Child Abuse and Neglect, Children's Bureau. http://www.childwelfare.gov/pubs/usermanuals/neglect/chapterfive.cfm Tues, Nov 6 Class 10 Readings Cohen, Judith A., Anthony P. Mannarino, Matthew Kliethermes, & Laura A. Murray (2012). Trauma-focused CBT for youth with complex trauma. Child Abuse & Neglect, 36, 528-541. Child Abuse & Neglect Child Neglect Parenting

SW 8361 14 Office on Child Abuse & Neglect, Childrens Bureau. The role of first responders in child maltreatment cases: Disaster and non-disaster situations. Washington, DC: Author. http://www.childwelfare.gov/pubs/usermanuals/first_responders/firstresponders.pdf Read 20 pages of your choice. Assessments Child Welfare Information Gateway (2007). Recognizing child abuse and neglect. Washington, DC: Office on Child Abuse & Neglect, Childrens Bureau. http://www.childwelfare.gov/pubs/factsheets/signs.pdf Wells, Brett M. Julie L. Crouch, Ralph Schubert, Lauren M. Irwin, Heather J. Risser, & John J. Skowronski (2011) Revisiting the Issue of the Child Abuse Potential Inventorys Internal Consistency in Adolescent Samples, Journal of Adolescent Health, 48, 351-357. Tues, Nov 13 Class 11 Readings Appleyard, Karen, Byron Egeland, Manfred H.M. van Dulmen, & L. Alan Sroufe (2005). When more is not better: the role of cumulative risk in child behavior outcomes. Journal of Child Psychology and Psychiatry 46 (3), 235245. Gilgun, Jane F. (2010). How to raise a sex offender: Its easyprevention is hard. Scribd.com. Gilgun, Jane F. (2002). Two boys: Similar backgrounds, one goes to jail and one does not. Why? Scribd.com. http://www.scribd.com/doc/22619428/Two-Boys-SimilarBackgrounds-Different-Outcomes-Why Assessments van der Kolk, Bessell A. Developmental Trauma Disorder; A new, rational diagnosis for children with complex trauma histories (2005). Psychiatric Annals, 35(5), 401-408. http://www.traumacenter.org/products/pdf_files/preprint_dev_trauma_disorder.pdf Abused and Neglected Children Who Act Out Trauma

SW 8361 15 Case Study Jacintas Lament. Scribd.com. http://www.scribd.com/doc/58391990/Jacintas-LamentHappy-Father-s-Day-Dad Recommended Readings (Not Required) Johnson, Toni Cavanagh (2009). Helping children with sexual behavior problems: A guidebook for parents and substitute caregivers (4th ed.). www.TCavJohn.com Johnson, Toni Cavanagh (2009). Understanding childrens sexual behaviors: Whats natural and healthy. www.TCavJohn.com Tues, Nov 20 Class 12 Readings Cicchetti, Dante, Fred A. Rogosch, Michael Lynch, & Kathleeen D. Holt (l993). Resilience in maltreated children: Processes leading to adaptive outcomes. Development and Psychopathology, 5, 629-647. Masten, Ann. S., & J. Douglas Coatsworth (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205-220. Assessments Gilgun, Jane F. (1998). CASPARS: Clinical assessment package for client risks and strengths. Scribd.com. http://www.scribd.com/doc/105431319/The-CASPARSManual-with-Instruments Tues, Nov 27 Class 13 Readings Foshee, Vangie E., Heath Luz McNaughton Reyes, Susan T. Ennett, Chirayath Suchindran, Jasmine P. Mathias, Katherine J. Karriker-Jaffe, Karl E. Bauman, & Thad S. Benefield, M.S. (2011)Risk and Protective Factors Distinguishing Profiles of Adolescent Peer and Dating Violence Perpetration. Journal of Adolescent Health, 48, 3440350. Gilgun, Jane F. (2006). Children and adolescents with problematic sexual behaviors: Lessons from research on resilience. In Robert Longo & Dave Prescott Overcoming Adversities or Not Dating Violence Bullying Resilience: Coping with, Adapting to, & Overcoming Adversities

SW 8361 16 (Eds.), Current perspectives on working with sexually aggressive youth and youth with sexual behavior problems (pp. 383-394). Holyoke, MA: Neari Press. http://www.scribd.com/doc/21896410/Children-With-Problematic-Sexual-BehaviorsLessons-From-Research-on-Resilience Case Studies Gilgun, Jane F. (2011). Rob and others who show prosocial behaviors and who have experienced various forms of family violence. Available from instructor. Bill: A bully. Available from instructor. Tues, Dec 4 Class 14 Readings Dumaret, Annick-Camille, Marie Constantin-Kuntz, & Maurice Titran (2009). Early intervention in poor families confronted with alcohol abuse and violence: Impact on families social integration and parenting. Families in Society, 90(1), 11-17. Teresa Kilbane & Marcia Spira (2010) Domestic Violence or Elder Abuse? Why It Matters for Older Women. Families in Society, 91(2), 165-170. Case Study "Irene's Journey: Examining the issues of elder abuse". MINCAVA WEBSITE www.globalvp.umn.edu. Select Irenes case study. Follow the directions for completing the case study. Tues, Dec 11 Class 15 Student Projects Wrap Up ***Projects due Monday, December 17 at midnight*** Elder Abuse Treatment Student Projects