Email: violenceandtrauma@gmail.com
Office Hours: By appointment: please email to arrange.
Group Blog: http://violenceandtrauma.blogspot.com
Bspace: "Violence and Trauma" http://bspace.berkeley.edu
1. General Description: Students will focus on problems and interventions related to violence and trauma as a field of social work inquiry and intervention. Areas that will be covered include biopsychosocial perspectives on violence, trauma, and abuse, violence and major social identifiers, violence in the family or between intimate partners, violence and public discourse, war and genocide, and interventions for trauma survivors. Students will provide course content through in-class presentations based on scholarship in particular areas of the violence and trauma literature.
2. Objectives
Individual Student Objectives
- Students will critically assess the role of social work and social welfare in the assessment and treatment of the problems associated with violence and trauma.
- Students will develop knowledge of the biopsychosocial factors at the micro, mezzo, and macro levels that may impact or be influenced by violence and trauma.
Group Objectives
- The group will create an annotated bibliography (a collection of critical summaries) of key works in the violence and trauma literature.
3. Teaching Methods: Students and invited guest speakers will provide lecture/discussion content to the group using a seminar framework. The format will include discussion, lecture, interactive exercises, and multi-media presentations, which will vary depending on the topic and the presenter. Contributions from all group members are considered valuable and welcome. The student facilitators will coordinate the schedule of presentations.
The group study also maintains a blog that contains information, polls, videos, and helpful links: enrolled students can contribute if they wish. http://violenceandtrauma.blogspot.com
4. Student Requirements
The Social Welfare department has authorized course credit for this student-led group study, provided students fulfill requirements of attendance and workload inline with Social Welfare and Graduate Division standards.
- Attendance and Participation:
Students must attend sessions and must notify the student facilitators of any absences as soon as possible. Students will be expected to participate in active discussion and consideration about a range of topics relating to violence and trauma. If a student misses three or more sessions, course credit cannot be granted.
Herman, J. (1992/1996*). Trauma and Recovery. New York: Perseus. *=we will use the 1996, but the 1992 is OK if you already have it.
Lieberman & Van Horn. (2005). Don’t Hit My Mommy! New York: Zero to Three
Readings on BSpace: “Violence and Trauma” http://bspace.berkeley.edu
- Presentation of an Area of Violence and Trauma:
- Each student will:
- Take responsibility for presenting one or more areas within the violence and trauma literature. Meet with the student facilitators to discuss the presentation.
- Summarize key findings in the area of violence/trauma under focus and present a brief overview of the field, classic works, newest discoveries, and the role of social work/social welfare in that area.
- Include submissions for the course reader and the annotated bibliography. Provide the group with citations or links (or copies) of any additional readings at least 2 weeks ahead of the presentation.
- Students may invite experts in the field to present to the group if appropriate.
- Written Assignments:
- Each student will:
- Provide at least 10 submissions for the annotated bibliography, consisting of full citations paired with a <500 word critical summary of each article/book
- Write and present to the group a 2-3 page statement about the relationship between violence/trauma and social welfare in the student’s opinion/experience.
5. Grading Procedures:
The grading will be S/U. Students earn 2 credits for participation in the group study.
Students are expected to attend sessions regularly, participate actively, share resources with the group, give a quality presentation, and complete the written assignments in order to receive an “S” grade. Students missing three or more sessions cannot be granted course credit.
6. Diversity and Values:
This group study is based on a human rights framework and addresses diversity content as it relates to violence and trauma. Several topics under study focus specifically on the relationship between violence and elements of human diversity such as gender, socioeconomic status, race, ethnicity, religion, power, and trauma history.
Social work ethics and human rights values are woven in to the framework of the group study, culminating with the last session devoted to a discussion about the ethical responsibility of social welfare to respond to the problems of violence and trauma. Readings and discussions incorporate the NASW Code of Ethics and the United Nations Universal Declaration of Human Rights, focusing on the human rights, dignity, and worth of each person.
Populations “at-risk” are featured in the group study, such as civilians in war, socioeconomically disadvantaged families, survivors of violence and abuse, women, children, minority religious and ethnic groups, people with injuries, and individuals with posttraumatic stress.
Strength and empowerment perspectives form the basis for discussion of problems and interventions for members of disadvantaged groups.
Week 1 January 22 | Introduction and Self-Care - NASW. (1999). Code of Ethics.
- World Health Organization Report on Violence and Health. (2002). Abstract.
http://www.who.int/violence_injury_prevention/violence/world_report/en/ - Stamm, BH. (1999). Secondary traumatic stress: Self-care issues for clinicians, researchers, and educators. MD: Sidran Press. Pgs. 3-28.
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Week 2 January 29 | Historical and Theoretical Perspectives on Violence - Harvey, M. (1996). An ecological view of trauma and trauma recovery. Journal of Traumatic Stress, 9(1), 3-23.
- Gobodo-Madikizela, P. (2003). Remorse, Forgiveness, and Rehumanization: Stories from South Africa. Journal of Humanistic Psychology, 42, 7-32.
- United Nations. (1948). Universal Declaration of Human Rights.
Recommended: - Grob. (1994). The Mad Among Us.
- Naylor. (1982). The Women of Brewster Place.
- Beyond Hate: With Bill Moyers, 88 minutes (International Cultural Programming, 1991).
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Week 3 February 5 | Biopsychosocial Impact of Violence and Trauma *DUE TODAY= 1 critical summary of Herman (1997) - Herman. (1997). Trauma and Recovery (Each student will sign up to focus his/her summary on a particular chapter—not the whole book).
Recommended: - Gilligan (1999). Reflections on a National Epidemic. “The Biology of Violence”
- Pynoos, Steinberg, and Piacentini. (1999). A Developmental Psychopathology Model of Childhood Traumatic Stress and Intersection with Anxiety Disorders, Society of Biological Psychiatry.
- Chase (1987). When Rabbit Howls.
- Seyle, Hans. (1978). The Stress of Life. New York: McGraw-Hill.
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Week 4 February 12 | Violence and Major Social Identifiers 1: Violence and Gender - Heise. (1998). Violence Against Women: An Integrated, Ecological Framework..
- Hirsi Ali, Ayaan (excerpts from Infidel and The Caged Virgin on Bspace)
- Stiglmeyer. (1996). Mass Rape: The War Against Women in Bosnia-Hercegovina
Recommended: - Heise, Ellsberg, & Gottmoeller. (2002). A global overview of gender-based violence. International Journal of Gynecology & Obstetrics.
- United Nations. (1993). Declaration on the Elimination of Violence Against Women.
- United Nations. (1974). Declaration on the Protection of Women and Children in Emergency and Armed Conflict.
- Canada (1995). Fist, Stick, Knife, Gun.
- Baro. (1994) Writings for a Liberation Psychology. Harvard Univ. Press
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Week 5 February 19 | Violence and Major Social Identifiers 2: Religion, Race/Ethnicity, and Violence Recommended: - Fanon. (1963) “Concerning Violence” in The Wretched of the Earth.
- Crawford and Lipshutz. (1998). The “Myth” of Ethnic Conflict: Politics, Economics, and “Cultural” Violence
- Suny. (2004). Why We Hate You: The Passions of National Identity and Ethnic Violence.
- Appleby. (2000). The Ambivalence of the Sacred: Religion, Violence, and Reconciliation, pp. 81-207.
- Sells. (2003). Crosses of Blood: Sacred Space, Religion and Violence in Bosnia-Hercegovina. Sociology of Religion, 64(3), pp. 309-331).
- Townes, Emilie. (1998). Breaking the Fine Rain of Death: A Womanist Perspective on Health Care in the United States. New York: Continuum.
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Week 6 February 26 | Intimate Partner Violence, Domestic Violence (Micro) *DUE TODAY= 3 bibs (from the syllabus or your presentation) - Lawson, D. (2003). Incidence, explanations, and treatment of partner violence. Journal of Counseling and Development, 81(1), 19-33.
- Jacobson & Gottman, (1998). When men batter women: New insights into ending abusive relationships. New York: Simon and Schuster.
Recommended: - Peterman, L. & Dixon, G. (2003). Domestic violence between same-sex partners: Implications for counseling. Journal of Counseling and Development, 81(1), 40-8.
- Island, D. & Letellier, P. (1991). Men who beat the men who love them. Binghamton, New York: Harrington Park Press.
- Cavanaugh & Gelles. The Utility of Male Domestic Violence Offender Typologies: New Directions for Research, Policy, and Practice. 2005; 20; 155 J Interpers Violence
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Week 7 March 4 | Family Violence; Children and Violence (Mezzo) - Fraiberg et al. (1975). Ghosts in the Nursery: A Psychoanalytic Approach to the Problems of Impaired Infant-Mother Relationships.Journal of the American Academy of Child Psychiatry, 14(3), 387-421.
- Barnett, Miller-Perria, and Perrin. Family Violence Across the Lifespan (pp 1-69 and 273-297).
Recommended: - Osofsky. (1997). Children in a Violent Society.
- Gordon. (2002). Heroes of Their Own Lives: The Politics and History of Family Violence: Boston, 1880-1960.
- Anderson. (1997). Gender, Status, and Domestic Violence: An Integration of Feminist and Family Violence Approaches. Journal of Marriage and the Family, 59, pp. 655-669.
- Loseke, Gelles, and Cavanaugh (1993). Current Controversies on Family Violence. (Cavanaugh & Gelles: Association is not causation)
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Week 8 March 11 | War, Crimes Against Humanity, and Genocide (Macro) - Gourevitch. (1998). We Wish to Inform You that Tomorrow We Will Be Killed With Our Families: Stories from Rwanda.
- United Nations. (1948/1951). Convention on the Prevention and Punishment of the Crime of Genocide.
- Wiesel. (1960). Night.
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Week 9 March 18 | Violence, Poverty, and Crime *DUE TODAY= 3 bibs (from the syllabus or your presentation) - Gilligan, J. (1996). Violence: Reflections on a National Epidemic.
- Teplin, L.A., McClelland, G.M., Abram, K.M. and Weiner, D.A. (2005). Crime victimization in adults with severe mental illness — Comparison with the national crime victimization survey. Archives of General Psychiatry 62, 911—21.
- World Health Organization. (2002). World Report on Violence and Health: http://www.who.int/violence_injury_prevention/violence/world_report/en/summary_en.pdf
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(March 25) | (NO GROUP MEETING => SPRING BREAK!!!!) |
Week 10 April 1 | Sexual Violence and Rape - Brownmiller, S. (1996). "Making Female Bodies the Battlefield" in Stiglmeyer. (1996). Mass Rape: The War Against Women in Bosnia-Hercegovina, pages 180-3.
- MacKinnon, C. (1996). "Rape, Genocide, and Women's Human Rights." in Stiglmeyer. (1996). Mass Rape: The War Against Women in Bosnia-Hercegovina, pages 183-96.
- Cahill. (2001). Rethinking Rape.
Recommended: - Brownmiller, S. Against Our Will
- Watts et al. (1998). Withholding of Sex and Forced Sex: Dimensions of Violence against Zimbabwean Women. Reproductive Health Matters.
- Gilligan (1999). Reflections on a National Epidemic (Excerpt from Chapter 5: Shame: The Emotions and Morality of Violence). pp. 151-161.
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Week 11 April 8 | Interventions for Trauma Part 1: GREG MERRILL (& students) Narrative Therapy; Cognitive-Behavioral Therapy (Micro) *DUE TODAY= 3 bibs (your choice) - Draucker. (1998). Narrative Therapy for Women who have Lived Through Violence. Archives of Psychiatric Nursing, 12(3), pp. 162-168).
- Freeman, Epston, and Lebovits. (1997). Playful Approaches to Serious Problems: Narrative Therapy with Children and their Families.
- O’Connor et al. (1997). On the Right Track: Client Experiences of Narrative Therapy. Contemporary Family Therapy, 19(4), pp. 479-495.
- Foa and Rothbaum. (1998). Treating the Trauma of Rape: Cognitive-Behavioral Therapy for PTSD.
- Marques et al. (1994). Effects of Cognitive-Behavioral Treatment on Sex Offender Recidivism. Criminal Justice and Behavior, 21(1), pp. 28-54.
- Bryant et al. (1999). Treating Acute Stress Disorder: An Evaluation of Cognitive Behavior Therapy and Supportive Counseling Techniques. American Journal of Psychiatry, 156, pp. 1780-1786.
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Week 12 April 15 | Interventions for Violence and Trauma Part 2: Child-Parent Psychotherapy; Family Therapy (Mezzo) - Lieberman, A. & Van Horn, P. Don’t Hit My Mommy!
- Lieberman, Padron, Van Horn, and Harris. (2005). Angels in the Nursery: The Intergenerational Transmission of Benevolent Parental Influences. Infant Mental Health Journal., 26(6), pp. 504-520.
- Osofsky. (2005). Ghosts and Angels: How Can We Find Them in the Nursery and Beyond?. Infant Mental Health Journal., 26(6), pp. 525-528.
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April 21 Monday 4-6 pm | Dr Alicia Lieberman will be speaking at a School of Social Welfare Colloquium, hosted by the Violence and Trauma Group Study. Dr. Lieberman will discuss Child-Parent Psychotherapy as an intervention for young children exposed to violence and trauma. |
Week 13 April 22 | Community-Based Interventions for Violence and Trauma (Macro) *DUE TODAY= Social Work, Violence, and Trauma Papers (2 pages) - David Androff Presents his Dissertation Work on Community Interventions (Truth & Reconciliation Commissions) in the aftermath of violence.
- Tutu, Desmond (19991). No Future Without Forgiveness.
- Minow. (1998). Between Vengeance and Forgiveness: Facing History After Genocide and Mass Violence.
- Stover and Weinstein. (2004). My Neighbor, My Enemy.
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Week 14 April 29 | Violence, Trauma, and Social Welfare - Student presentations about the relationship between violence/trauma and social welfare.
- Complete Evaluations
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Week 15 May 6 | Violence, Trauma, and Social Welfare Symposium - Continue student presentations about violence/trauma and social welfare.
- Lunch celebrating the group’s work.
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