WESTERN SEMINARY SAN JOSE

CHILD, SPOUSE, AND ELDER ABUSE

CNS 522S; 2 credit hours

Lorraine Kay Hutchinson, Psy. D.

Adjunct Professor

408 996-2533; lk@hutchinsoncounseling.com

Fall Semester, 2004

SYLLABUS

CLASS DATES: SEPT. 18; OCT. 02 & 16 & 30; NOV. 13 & DEC. 4, 2004

CLASS TIMES: 7:45 AM - 12:25 PM (WITH 3 BREAKS TOTALING 30 MINUTES).

CLASS DAY: SATURDAY

Course Description

This course reviews recognition and assessment of abuse, reporting procedures, and prevention programs.

Course Goals

Students will have an overview of the theories behind maltreatment and the parental and child factors associated with child abuse and neglect. Students will also have an understanding of both interpersonal and intrapersonal dynamics of spousal/partner abuse and the role of the police and justice system in trying to curtail this abuse. Students will know the legal definition of elder/dependent person abuse.

For each type of abuse they will learn how to recognize and know the signs and symptoms (physical, behavioral, and emotional) of abuse and how to assess for it, how to provide crisis intervention, main treatment strategies, and what the state of California requires of mandated reporters. They will also learn and understand issues of culture and gender as it relates to abuse.

 

Course Objectives

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

 

Textbooks

Required:

·        Dave Pelzer, A Child Called "It", 1995, Health Communications (4 hrs)

 

·        California Attorney General's Office, Child Abuse Educator’s Responsibilities, http://www.safestate.org/shop/index.cfm?cat=2&navid=107&action=list (2 hrs)

 

·         Elder Abuse Task Force of Santa Clara County, California, Elder Abuse Guidelines for Professional Assessment and Reporting  (copies are on file at Western - San Jose site - and are usually copied and handed out to students on first day of class) (1 hr)

 

 ·         Donald Dutton, The Batterer, 1997, HarperCollins (9 hrs)

 

·         Lenore Walker, The Battered Woman Syndrome, 2000, Springer Publishing (9 hrs) 

Recommended:

· Mary Joy Quinn & Susan K. Tomita, Elder Abuse & Neglect, 2nd edition, 1997 Springer Publishing Co. NY

Note: Amazon.com (to which all the books are linked below) often has used volumes you can order. You may also want to check out http://www.bestwebbuys.com/books/ for a cost comparison for any book at the major online bookstores.

 

ASSIGNMENTS:

  1. Attend all class dates (no exceptions).
  2. In your local area, find out exactly what happens when a child abuse report is made (both if the child is removed from the home and if the child remains in the home). Also, find out what happens when an elder abuse report is made. (5 hours)
  3. Create a bibliography of available resource material on child abuse, domestic violence, and elder abuse for parents, teachers, churches, etc. (i.e. the non-clinical community). (1 hour)
  4. In your local area, create a resource list of services and agencies, support groups, classes, etc. that aid in the issues of child abuse, spousal abuse, and elder abuse. Please include any cost factors for each service you list. (3 hours)
  5. Provide information on how to obtain a restraining order, including any cost and the details the restraining order entails. (3 hours)
  6. Read A Child Called "It" and write an evaluation of this child, recommended treatment, and any reporting issues (include what they are and what you do about them). Please note that the evaluation may be brief. Just include: personal identification information, family of origin, and your clinical analysis of the child. Complete a child abuse reporting form for this child. Also include a page or so at the end of your reactions to this book. Approximately 15 pages. (23 hours)

    7. OR

    6. Write a reading reaction paper on either The Battered Woman Syndrome or The Batterer and also include a profile of the batterer or the battered woman (depending on which book you chose to write your paper). Approximately 15 pages. (23 hours)

  7. We will be doing vignettes and case simulations in class and mock reporting and treatment analysis as well as reviewing books and/or videos relevant to the assigned topics.
  8. In lieu of missing class, visit one of the sites from your resource list and write a one-page reaction paper to this visit.

 

Course Requirements

Reading

Assigned reading is listed in the course outline

According to Western Seminary standards there are two levels

Familiarity level. This level assumes knowledge of the material assigned and leads to accountability in class (45 pages per hour).

Mastery level. Reading at this level will average about 20 pages per hour and assumes careful reflective interaction with the ideas, note taking, and will lead to accountability in class, and papers at a mastery level (1000 pages = 50 hours).

These are intended to serve as flexible guidelines or rules of thumb; they are not thought to be rigid. It is certainly understood that books are printed with varying numbers of words per page and written to varying reading levels.

Each assignment should be completed before the class session so that you will be able to participate in and benefit from the class discussions.

 

Papers must be written to a near-thesis standard. That is, minimum format standards must be met, as defined below. English grammar, idiom and spelling must be up to graduate level. Always include a strong introduction paragraph-declare what you intend to show the reader-and conclusion paragraph. Qualities valued include clarity, succinctness, and precision.

· 1" margins top, bottom and sides

· Double-space (= 3 vertical lines per inch, 27 lines per page)

· 12-point standard font Courier.

· Indent paragraphs 5 spaces or 0.6 inch (Western's Thesis standard is 5/8 inch)

· No extra line-feed between paragraphs (Format-Paragraph-Space After)

· Underline section headings

· Staple; no paper clips, folders, or fanfold

· Page numbers

10% of the grades on the typed papers will be Form, that is, conformity to the above standards. (Our purpose is to motivate all Western Seminary students to present work that consistently looks as good as its content is.)

All work must reflect Master's Level use of the English Language. Plagiarism will result in failure of the first assignment so discovered. A second instance will result in failure in the course.

 

CLASS POLICIES:

Cover page: To safeguard confidentiality please provide a Title Page as a cover for assignments submitted to me. Also, please include your mailbox number.

Absences and late assignments: Students are expected to attend and participate in classroom activities as directed. The student alone is responsible to make arrangements for missed course work and I am under no obligation to assist the student in making up assignments unless the student provides a legitimate reason for the absence (e.g., illness or family emergency). When an absence is anticipated, a student is directed to consult me in advance. Note well: two (2) class absences constitute a drop in the student's overall grade of one letter.

Assignments submitted after the due date and time will not be accepted unless discussed and prearranged at least three (3) weeks in advance of the due date. (However, ANY WORK SUBMITTED EARLY WILL BE APPRECIATED.)

 

Enrichment students: Enrichment Students are encouraged to participate in assignments, although there is no obligation to participate at any level, nor am I obligated to grade or keep record of the student’s participation. Based on class size, I will consider work submitted by enrichment students.

 

 

 

Grading:

Attendance: 10%

Procedures: 10%

Bibliography: 10%

Resource List 10%

Restraining Order: 10%

Vignettes & Simulations: 10%

Evaluation /Profile & Reaction Paper: 40%

 

97-100% = A+ 94-96% = A 90-93% = A-

87-89% = B+ 84-86% = B 80-83% = B-

77-79% = C+ 74-76% = C 70-73% = C-

67-69% = D+ 64-66% = D 60-63% = D-

Below 60%= F

 

Tentative Course Outline

Class Session

Class Date

Topic & Assignment

1.

09/18/04

Child Abuse Reporting Law: Educator’s Responsibilities

2.

10/02/2004

Child Abuse: Role Plays, Lecture, Discussion

3.

10/16/2004

Finish Child Abuse (completed A Child Called "It"), Begin Lecture on Spousal/Partner Abuse

4.

10/30/2004

Spousal Abuse: Video; Begin Elder/Dependent Adult Abuse

5.

11/13/2004

Complete Elder/Dependent Person Abuse; Overview; Comments; Complete Professor Evaluations

All Written Assignments are Due!!

6.

12/4/2004

To Be Announced