COURSE SYLLABUS. HSV 342 Counseling for Sexual and Domestic Violence. Instructor Information: Dr. Eileen Stenzel
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1 COURSE SYLLABUS Term: Fall 2014 (2014-1) Instructor Name Office Number: 506 HSV 342 Counseling for Sexual and Domestic Violence Phone Number: Other Contact : Hours Available: Instructor Background: Instructor Information: Dr. Eileen Stenzel estenzel@ccsj.edu Note: Optional Course Time: Wed. 5:30-7:30 Classroom: 208 Prerequisites: HSV 100 and 220 Mon-Wed. 2:00-5:00; Thur. & Fri by phone after 10:00am Licensed Professional Counselor, Illinois Certified Sports Counselor Ph. D. Theology, The University of Notre Dame M.A. Counseling, The University of South Florida M.A. Theology St. Xavier University B.A. Political Science, Rosary College (Dominican University) Course Information: Textbooks: Patricia A. Resick and Monica Schnicke Cognitive Processing Therapy for Rape Victims: A Treatment Manual (1 st. ed) ISBN-13: SAGE Mari McCaig and Edward S. Kubany. Healing the Trauma of Domestic Violence: A Workbook for Women: New Harbinger Self-Help Workbook New Harbinger Publications; 1 edition (August 15, 2004) ISBN-10: ISBN-13: Free On-line Training Program Earn the certificate of competencies NEW YORK AVE. WHITING, IN TEL FAX
2 Supplements: We will also use Support for Survivors Training for Sexual Assault Counselor (2008) published by the California Coalition Against Sexual Assault. This project was supported by Grant No WF-AX awarded by the Office on Violence Against Woman, U.S. Department of Justice, and through Grant Award No. TE from the California Governor s Office of Emergency Services (OES). Points of view, opinions, findings and conclusions in this publication are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice or OES. OES reserves a royalty-free, nonexclusive, and irrevocable licenses to reproduce, publish, and use these materials and to authorize others to do so. This is available at: Book.pdf Verona E. Singer (2012). Tensions in the dominant domestic violence discourse and the high risk case coordination protocol. Retrieved from May% pdf?sequence=5 This is a Ph.D. dissertation. It was selected to give students an opportunity to read a dissertation as part of the preparation for graduate school. Master s theses are generally much shorter but this will give students an opportunity to experience the type of research and writing expected of graduate students. Mark Crake, WHO IS THE RAPIST? A SERIES OF CASE STUDIES Department of Corrective Services, Western Australia at: The psychological adjustment of the rape victim Author: South Eastern CASA Rape and Sexual Assault: What is the difference and why the distinction? Rape and Sexual Assault Dean G. Kilpatrick, Ph.D.National Violence Against Women Prevention Research Center Medical University of South Carolina Types of Sexual Violence Definitions of Rape and Sexual Assault Rape and Sexual Violence 2
3 Alcohol and Sexual Assault Date Rape Pandora s Project Penn State Measuring Rape and Sexual Assault in Bureau of Justice Statistics Household Surveys ASSE_
4 Learning Outcomes/ Competencies: Students in this course will be able to: 1. explain Post Traumatic Stress Disorder; 2. analyze the impact of a cultural sexism on violence against women-as-women; 3. develop entry-level skills in intervention and treatment of sexual and domestic violence. Course Description: This course will introduce students to the theory and practice of counseling individuals and families impacted by sexual and domestic violence. The psychological dimensions of rape, battering and other forms of sexual and domestic violence will be explored. Special attention will be given to treatment methods and the various roles of mental health counselors, pastoral counselors and criminal justice counselors in responding to offenders and victims Learning Strategies: Blackboard, YouTube, Group Discussions, Lecturing Experiential Learning Opportunities Students are encouraged to contact a shelter program in their community and learn about the services that are available to victims of sexual and domestic violence. 4
5 Learning Strategies: Blackboard, Group Discussions, Lecture, Discussion Peer Review Assessment 1. Blackboard Discussion Forums 2. Increased self-awareness: Sexism Inventory: Through completion of in-class, on-line self-assessment exercises, and a reflection paper, students will be able to identify and discuss their underlying beliefs and values about the origins of and responses to sexual and domestic violence. (Reflection Paper One) 3. Upon Completion of weekly readings and seminars, students will write a 1 2 page summary of what they have learned about sexual and domestic violence and the needs of victims as well as an assessment of the impact of what they are learning on their personal and professional values. These weekly summaries will serve as the basis for of completing the next two assessments. Their function is to capture what was learned by working with the workbook for each section as well as the discussions in our seminar. Students will begin each class working in small groups doing blind peer review of these papers. More detailed instructions will be given in the first class. Given the results of the peer review students can revise their summaries. They are submitted as part of the Part I and Part II assessments. See 4 and 5 below. 4. Upon completion of Part I, students will write a 7 10 page Part I Critical Reflection and Analysis Paper in which they identify and discuss the challenges of counseling victims of domestic violence and assess the viability of a treatment model that rests heavily on PTSD. 5. Upon completion of Part II, students will write a 7 10 Part II Critical Reflection and Analysis Paper page paper in which they identify and discuss the challenges of counseling victims of sexual assault and assess the viability of Cognitive Processing Therapy for victims. 6. Through in-class simulation exercises, students will demonstrate the ability to use intervention strategies with victims of sexual and domestic violence. 5
6 HSV 342 Counseling for Sexual and Domestic Violence Course Outline Sept. 3 Introduction and Overview of the Course Assignment for Sept. 10: Ambivalent Sexism Inventory: Discussion of Self - Assessment: The Role of Personal Values in Working with Victims of Sexual and Domestic Violence PART I: SEPT. 11 NOV. 13 th : DOMESTIC VIOLENCE Primary Resource: Mari McCaig and Edward S. Kubany.(2004) Healing the Trauma of Domestic Violence: A Workbook for Women: New Harbinger Self-Help Workbook Sept. 10 Discussion of the, Ambivalent Sexism Inventory An Overview of the Text Sept. 17 The Cycle of Domestic Violence - Handout Introduction and Chapter One: What is PTSD and DO You Have It? Sept. 24 Chapters 2, 3 &4: Self-advocacy, anger and negative self-talk Oct. 1 Oct. 8 Chapters 5, 6 & 7: Breaking negative self-talk, stress and dealing with memories. Chapters 8, 9 & 10: learned helplessness and guilt Oct. 15 Chapters 11, 12 & 13: Challenging the supposed to s and becoming more assertive. Oct. 22 Chapters 14, 15, & 16: dealing with grief, identifying potential abusers Chapter 16 repeats the self-advocacy assessment done in ch. 2. We will not do that but it is important to recognize that a goal of treatment is to strengthen one s ability to be a strong self-advocate. PART II: Oct. 29 DEC. 3: SEXUAL VIOLENCE Begin Free On-line Training Program Earn the certificate of competencies. Primary Resource: Patricia A. Resick and Monica Schnicke. Cognitive Processing Therapy for Rape Victims: A Treatment Manual (1 st. ed). SAGE ISBN-13: RAPE AND ITS AFTERMATH Oct. 29 Introduction 6
7 Information Processing Theory and Relevant Treatments Diagnosis and Assessment COGNITIVE PROCESSING THERAPY: SESSION BY SESSION Nov. 5 Introduction and Education Phase The Meaning of the Event Identification of Thoughts and Feelings Remembering the Rape Nov. 12 Identification of Stuck Points Challenging Questions Faulty Thinking Patterns Nov. 19 Safety Issues Trust Issues Power and Control Issues Esteem Issues Intimacy Issues and Meaning of the Event PART THREE: SPECIAL CONSIDERATIONS Nov. 26 Group Versus Individual Treatment Practical Considerations for Running Groups Dec. 4 Client Characteristics That May Affect Treatment Therapist Considerations Results of CPT Alcohol and Sexual Assault Dec. 11 Finals Week 7
8 Policies and Procedures Class Policy on Attendance: Class Policy on Electronic Devices Class Participation: Statement of Plagiarism: Citation Guidelines: Withdrawal from Classes Policy: Students are expected to attend all scheduled sessions. Electronic devices are to be silenced. Human Services students are professionals- in- training. It is expected that students classroom behavior and level of engagement will reflect that professional level. If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. PLEASE NOTE: All papers can and may be submitted for checks on plagiarism from the Internet/Electronic sources/databases. Calumet College of St. Joseph uses citation guidelines, generally MLA or APA format, to document sources quoted or paraphrased in student papers. Check the syllabus for each course to see what each instructor requires. The Library has reference copies of each manual; the Follett has copies for sale when required by the instructor. In addition, there are brief MLA and APA checklists in your spiral Student Handbook and Planner and on the Library website and literature rack. These texts show how to cite references from many sources, including electronic media, as well as how to space and indent the Works Cited and References pages respectively. EBSCO and ProQuest articles provide both formats for you to copy and paste. Proper documentation avoids plagiarism. After the last day established for class changes has passed (see College calendar), students may withdraw from a course in which they are registered and wish to discontinue. A written request detailing the reason(s) for the withdrawal must be completed with the Office of Academic Advising and filed with the Registrar. The Office of Academic Advising must receive written request for withdrawal by the last day of classes prior to the final examination dates specified in the catalogue. Written requests should be submitted in person or, when an in-person visit is not possible, may be mailed to the Office of Academic Advising, ed, or faxed to Students are to make note of the refund schedule when withdrawing from courses. If the request requires instructor approval per the College calendar, it must be forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored by the faculty member, the student will receive notification of official withdrawal from the Registrar after meeting or speaking with a member from Academic Advising, Financial Aid and Athletics (if applicable). These departments will notify the student of academic, financial, and athletic eligibility effects of a possible withdrawal. 8
9 If the request is denied by the faculty member, the notification will indicate why the withdrawal is disallowed. Please note that if the request does not require instructor approval, the student must still meet or speak with a member from Academic Advising, Financial Aid and Athletics (if applicable) before the withdrawal will be processed. An official withdrawal is recorded as a "W" grade on the student's transcript. Discontinuing a course without a written request for withdrawal automatically incurs an "FW" grade for the course (see Refund Schedule). Failure to Withdraw (FW) is indicated when the student does not complete withdrawal paperwork with the Office of Academic Advising nor does the student notify the instructor of their intent to withdraw due to an illness, accident, grievous personal loss, or other circumstances beyond the student s control. This grade is submitted by the instructor at the end of term. Student Success Center: Disability Services: CCSJ Alert: Resources The Student Success Center supports Calumet College of St. Joseph students through an interactive learning experience. Students work with faculty tutors to develop course competencies and study skills such as time management, test preparation, and note taking. In addition, students are provided with tutoring support to help pass courses, to improve grade point average, and to promote continuing education and career advancement. Tutors have a specific charge: to help students learn how to master specific subject matter and to develop effective learning skills. The Student Success Center is open to all students at Calumet College of St. Joseph at no charge and is available to support academic courses at the introductory and advanced levels. For assistance, please contact the Student Success Center at or stop by the Library. Disability Services strives to meet the needs of all students by providing academic services in accordance with Americans Disability Act (ADA) guidelines. Students must meet with the Coordinator of Disability Services to complete an intake form in order to request an accommodation and/or an auxiliary aid (e.g., additional time for tests, note taking assistance, special testing arrangements, etc.). It is the student s responsibility to contact the Academic Support Programs Office to request an accommodation at least one month prior to enrollment for each academic term. Students who are requesting an accommodation and/or an auxiliary aid must submit documentation from a professional health care provider to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of The cost of obtaining the professional verification is the responsibility of the student. If a student believes that he or she needs a reasonable accommodation of some kind because of a physical, psychological, or mental condition, he or she should contact Disabilities Services. The Coordinator will secure documentation pertinent to the disability and work with faculty and staff, if necessary, to address the matter. All questions and inquiries pertaining to disability services should be directed to the Disability Services Coordinator at Calumet College of St. Joseph utilizes an emergency communications system that transmits messages via text, , and voice platforms. In the event of an emergency, of weather related closings, or of other incidents, those students who are registered for the system shall receive incident specific message(s) notifying them of the situation. Please sign-up for this important service at any time on the College s 9
10 website. Alternatively, you can register at the time you register for classes. This service requires each user to register once per academic year. Therefore, at the beginning of each academic year, please remember to re-register for the system. This can be done at: School Closing Information: Internet: Facility: Calumet College of St. Joseph Phone: Radio: WAKE 1500 AM WGN AM WIJE FM WLS 890 AM WZVN FM WBBM NEWS RADIO 78 TV Channels: 2, 5, 7, 9, 32 10
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