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Syllabus

Master of Social Work

SSWO 611 – Social Work Practice and Intimate Partner Violence

Credits - 3

Description

This course will examine policy, varying service delivery systems, funding and the role of social workers in the areas of partner abuse, child abuse and elder abuse. This course will help students understand the context in which domestic violence practice occurs. The course will also focus on the role of the social worker in assessing for domestic violence with their clients. Culturally sensitive practice issues will be discussed and their impact on individuals seeking services. The course will also focus on developing student’s abilities in assessment and intervention techniques with both survivors and individuals that batter. The course focuses on developing students’ abilities to identify and explore ethical issues in domestic violence practice.

Must be enrolled in: Master of Social Work.

Materials

Required

Peterson, C. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse. Wheatmark. ISBN: 1627877053

Each week has additional articles and multimedia.

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

  1. Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
  2. Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
  3. Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
  4. Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
  5. Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
  6. Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
  7. Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Practice social inclusion by working towards supporting individuals and communities of diverse cultural backgrounds in improving the quality of their life through best practices in IPV and addressing the barriers to resources to enhance safety and accountability. (EPAS #2)
  2. Demonstrate ethical and professional behavior in work with clients by use of self-reflection and self-regulation in managing personal values and maintaining professionalism in practice situations with victims/survivors, children and individuals who abuse their partners. (EPAS # 1)
  3. Critically choose and implement best practices in IPV to assess and intervene, with victims/survivors and individuals who abuse their partners. (EPAS # 7)
  4. Develop skills in interprofessional collaboration to negotiate, mediate, and advocate on behalf of victims/survivors and their children to achieve beneficial practice outcomes. (EPAS # 8)

Assignments

Learning Activities

A variety of learning activities is designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities throughout the course include the following:

Readings and Multimedia

This course will use an array of readings, website resources, and videos to present the important concepts in the various weeks. The readings and media resources provide the foundation and background for student discussions, reflection journals, and other assignments.

Discussions

An important learning method in this course is student participation and interaction in the discussions each week. There will be both written and recorded “podcasts” discussions throughout the course weeks. Students are expected to participate actively and in a respectful manner. Please refer to the discussion rubrics in the course for grading criteria.

Reflective Journals

Using the readings and multimedia from the designated week, you will be provided prompts for your reflective journals. Your reflections must demonstrate comprehension and application of the content introduced in the course week.

Small-Group Curriculum Manual Assignment

Throughout the term, each student will be expected to participate in a small group that develops and presents a curriculum manual designed for a specific audience. The manual must showcase important research and course material in one of several interpersonal violence issues.The final product presentation will be due in Week 7.

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Graded Learning ActivityPoint ValuePercentage of Grade
Acknowledgment of Academic Engagement1 point1%
Full-Class Discussions8 discussions worth 4 points each32%
Reflective Journals3 journals worth 5 points each 15%
Small-Group Podcast Commentaries5 commentaries worth 4 points each 20%
Small-Group Curriculum Manual Assignment 32 points: Final Presentation - 24 points; Self & Peer Evaluation - 4 points; Presentation Participation - 4 points32%
Total100 points100%

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Dates: Wednesday, March 1 – Sunday, April 23, 2023

Week 1: Mar 13 – Mar 19
Week 2: Mar 20 – Mar 26
Week 3: Mar 27 – Apr 2
Week 4: Apr 3 – Apr 9
Week 5: Apr 10 – Apr 16
Week 6: Apr 17 – Apr 23
Week 7: Apr 24 – Apr 30
Week 8: May 1 – May 5

All assignments are to be submitted by 11:59 PM ET on the dates listed below. 

All initial discussion posts are to be submitted by Saturday 11:59 PM ET for all except last week (in Week 8, your initial post is due by Friday 11:59 PM ET); all responses are due by the end of the course week. Active participation is encouraged.

Week 1: Introduction to Intimate Partner Violence

  • Learning Materials:
    • SSWO 611 Introduction (4:33 min)
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction, and Chapters 1, 9, and 10
    • SafeNetwork: California’s Domestic Violence Resource. (1999). History of Battered Women’s Movement.
    • Bent-Goodley, T. B. (2005). Culture and Domestic Violence: Transforming Knowledge Development. Journal of Interpersonal Violence, 20(2), 195-203. doi:10.1177/0886260504269050
    • Goldman, T.D. (2018). Why Do Abused Victims Stay.
    • Cristol, H. (2020). What is Domestic Abuse.
    • Power and Control (65 min)
    • My Girlfriend Did It (2:03 min)
    • Domestic Abuse: Gay Male Victim (2:14 min)
    • Common Myths About Abuse in Lesbian Relationships (2:29 min)
  • Discussions:
    • Introductions
    • Week 1 Discussion: Experience with IPV
  • Assignments:
    • Acknowledgment of Academic Engagement due Sunday
    • Reflective Journal due Tuesday
    • Submit group preferences to instructor due Friday

Week 2: Domestic Violence Laws, Resources and Help-Seeking Experiences with Community Institutions

  • Learning Materials:
    • Coordinated Community Response to Domestic Violence
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction and Chapter 2
    • Amanda Burgess-Proctor. (2012). Backfire: Lessons learned when the criminal justice system fails help-seeking battered women. Journal of Crime & Justice, 35(1), 68.
    • Cattaneo, Lauren Bennett, Grossmann, Jessica, Chapman, Aliya (2015). The Goal of Intimate Partner Survivors Receiving Orders of Protection: An
    • Application of the Empowerment Process Model. Journal of Interpersonal Violence, 1-23.
    • Corbin, J. (2007). Confidentiality & the duty to warn: Ethical and legal implications for the therapeutic relationship. The New Social Worker, 14, 4.
  • Discussions:
    • Week 2 Discussion: Case Study – Jenna and Hal
    • Week 2: Small-Group Podcast Commentaries on Battered Women Who Kill Their Abusers
  • Assignments:
    • Continue working on Curriculum Manual

Week 3: Assessment and Safety Planning for Survivors

  • Learning Materials:
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction and Chapters 3
    • Assessment Tools: Danger Assessment
    • Case: Bograd, M., Mederos, F. (1999). Battering and Couples Therapy: Universal Screening and selection of treatment modality. Journal of Marital and Family Therapy, 25(3), 291-313.
  • Discussions:
    • Week 3 Discussion: Safety Planning Domestic Violence Case Study – Emma and Sam
    • Week 3: Small-Group Podcast Commentaries on Religion and IPV
  • Assignments:
    • Continue working on Curriculum Manual

Week 4: Best Practices and Empowering/Trauma-Informed Interventions with IPV Survivors 

  • Learning Materials:
    • Empowering Interventions with Survivors of IPV Slideshow
    • IPV and Immigrants, Refugees and Asylees Slideshow
    • PODCAST on Lesbian, Gay, Bisexual, Transgendered, and Questioning (LGBTQ) IPV (9 min)
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Foreword, Introduction, Chapters 6, 8 and 9.
    • Therapy for Domestic Abuse Survivors – Lenore Walker (2:20 min)
    • The Abused Woman: A survivor therapy approach – Lenore Walker from Psychotherapy.net (90 min)
    • Motivational Interviewing with Survivors of IPV (23 min, 16:17 min & 18 min)
    • Choice of two journal articles from provided list in module
  • Discussions:
    • Week 4 Discussion: Case Study – Benda and Tina
    • Week 4: Small-Group Podcast Commentaries on “You Are Not Crazy”
  • Assignments:
    • Continue working on Curriculum Manual

Week 5: Children and Domestic Violence

  • Learning Materials:
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Chapter 4
    • Kohl, P. L., & Macy, R. J. (2008). Profiles of victimized women among the child welfare population: Implications for targeted child welfare policy and practices. Journal of Family Violence, 23(1), 57-68. doi:10.1007/s10896-007-9139-2
    • McPhedran, S. (2009). Animal abuse, family violence and child well-being: A review. Journal of Family Violence, 24, 41-52.
    • Miller, L. E., Howell, K. H., & Graham-Bermann, S. A. (2014). Developmental changes in threat and self-blame for preschoolers exposed to intimate partner violence (IPV). Journal of Interpersonal Violence, 29(9), 1535-1553. doi:10.1177/0886260513511533
    • (2014). Developmental changes in threat and self-blame for preschoolers exposed to intimate partner violence (IPV). Journal of Interpersonal Violence, 29(9), 1535-1553. doi:10.1177/0886260513511533
    • Wendt, S., Buchanan, F., & Moulding, N. (2015). Mothering and domestic violence: Situating maternal protectiveness in gender. Affilia, 30(4), 533-545. doi:10.1177/0886109915570925
    • Insetta, E. R., Akers, A. Y., Miller, E., Yonas, M. A., Burke, J. G., Hintz, L., & Chang, J. C. (2015). Intimate partner violence victims as mothers: Their messages and strategies for communicating with children to break the cycle of violence. Journal of Interpersonal Violence, 30(4), 703-724. doi:10.1177/0886260514535264
    • Center for Disease Control: Adverse Childhood Experiences (ACEs)
    • Children & Domestic Violence Slides
    • The Battered Mothers Custody Conference (2018)
    • Patrick Stewart – speaking about his experience as a child witness to DV (5:03 min)
    • Through Their Eyes: Children’s experience of domestic violence (12:54 min)
    • First Impressions: Impact of Domestic Violence on Children (14:43 min)
  • Discussions:
    • Week 5 Discussion: Children and Violence
  • Assignments:
    • Reflective Journal due Tuesday

Week 6: The Impact of Domestic and Dating Violence on Tweens,Teens and Young Adults

  • Learning Materials:
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Chapter 5
  • Discussions:
    • Week 6 Discussion: Case Study – Gilda and Jasper
    • Week 6: Small-Group Podcast Commentaries on Teen Dating Violence
  • Assignments:
    • Continue working on Curriculum Manual

Week 7: Individuals Who Abuse Their Partners

  • Learning Materials:
    • Individuals Who Abuse/Batter: Behaviors & Accountability
    • Screening for Perpetrators of Abuse/Violence in a Mental Health Center
    • Spousal Assault Risk Assessment
    • Coercive Control – Beck, Connie Ph.d., Stark, Evan, Ph.D., Arizona Bar Association Annual Meeting, June 2012. PowerPoint.
    • Understanding Domestic Violence Behaviors: Assailant Interviews (20 min)
    • Text: Peterson, C. A. (2020). Interpersonal Aggression: Complexities of Domestic and Intimate Partner Abuse.
      • Chapter 7
    • Catlett BS, Toews ML, Walilko V. (2010). Men’s gendered constructions of intimate partner violence as predictors of court-mandated batterer treatment drop out. Am J Community Psychol. Mar; 45(1-2):107-23. doi: 10.1007/s10464-009-9292-2. PMID: 20087762.
    • Ebin, C. (2021). Threats to Women/Women as threats: Male supremacy and the anti-statist right. Laws, 10(2), 41. doi: http://dx.doi.org/10.3390/laws10020041
    • Gibbs, A., Dunkle, K., Ramsoomar, L., Willan, S., Jama Shai, N. & Chatterji, S. (2020) New learnings on drivers of men’s physical and/or sexual violence against their female partners, and women’s experiences of this, and the implications for prevention interventions.
    • Schwartz, M. D., & DeKeseredy, W. S. (2008). Interpersonal violence against women: The role of men. Journal of Contemporary Criminal Justice, 24(2), 178-185. doi:10.1177/1043986208315483
    • Tony Porter (TED.com) speaks: A Call to Men (10:57 mins)
    • Power and Control: Sarah Beul, J.D. – Activist and Law Professor (6:07 min)
    • Michael Paymar, Battered Women’s Movement Leader – Duluth Intervention Project (DAIP) (11:16 min)
    • Rigid Roles and Stereotypes 
    • Beyond Mansplaining, A new lexicon of misogynist trolling behaviors
    • Mansplaining explained in one chart
    • Gaslighting explained
  • Discussions:
    • Week 7 Discussion: Case Study – Mary and John
    • Week 7: Small-Group Podcast Commentaries on Can Abusers Change?
  • Assignments:
    • Curriculum Manual Presentation (Link to be posted in discussion topic) due Friday
    • Presentation Participation and Honor Statement due Tuesday

Week 8: Ethical Issues in Social Work Practice with IPV/DV

  • Learning Materials:
    • Week 8: 3-part Lecture (3:27 min, 20:37 min & 5:05 min)
    • Podcast on Ethical Issues in IPV (9 min)
    • Bent-Goodley. (2007). Teaching social workers to resolve ethical dilemmas in domestic violence. Journal of Teaching in Social Work, 27(1-2), 73-88.
    • Busch-Armendariz, N., Johnson, R., Buel, S. & Lungwitz, J. (2011). Building community partnerships to end interpersonal violence: A collaboration of the schools of social work, law and nursing. Violence Against Women, 17(9), 1194-1206. 
  • Discussions:
    • Week 8 Discussion: Case Study – Maggie & Jim
  • Assignments:
    • Small-Group Curriculum Manual Assignment (Answer Presentation Questions and Final Submission) due Saturday
    • Week 8: Curriculum Manual Peer and Self Evaluation due Sunday
    • Reflective Journal due Sunday

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

UNE Libraries:

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.