UNIVERSITY OF SOUTHERN MAINE SCHOOL OF SOCIAL WORK

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1 UNIVERSITY OF SOUTHERN MAINE SCHOOL OF SOCIAL WORK SWO 384 Empowerment Practice with Victims and Survivors of Violence SUMMER, June 29-July 2, 8:15-5:00 pm daily Instructor: Connie Ostis, PhD, LCSW COURSE DESCRIPTION Within the generalist social work practice paradigm, this course offers students the opportunity to understand empowerment practice as it is applied in victim advocacy work aimed at improving the condition of both individuals and society. The interdisciplinary work of victim advocates arises from the theory, methods, and ethics of a variety of fields including social work, criminal justice, public health, psychology, theology, women s studies, sociology, victims rights/victimology, the law, and others. Victim advocates provide a variety of job functions within a variety of organizations and agencies to support and empower individual victims and their families: advocacy; public education; training to other professionals; consultation; and, social change activism. While responding to crime victims mental, physical, financial, social, emotional, and spiritual needs, victim advocacy broadens individual knowledge of criminal victimization and thereby helps individuals and the public develop informed choices concerning victim-related issues, services and policies. Over five intense days, leaders and expert practitioners provide a rich educational foundation, grounded in the knowledge, skills and values that are needed for practical application of new learning. Additionally, the course offers a unique opportunity to work, study, and interact with people from a variety of programs and victim populations. COURSE RATIONALE & PURPOSE In keeping with the rationale and purpose of the Victim Assistance Academy upon which this course is based, and which in prior years has been offered under the auspices of DHHS and USM s Muskie School of Public Service, this course aims to promote a standard of skills and responsibilities common to the practice of victim assistance, and to bring consistency to the education and training of victim advocates, regardless of discipline or agency-base. BSW PROGRAM OBJECTIVES RELEVANT TO THIS COURSE 1. To be able to apply the specialized victim assistance and advocacy knowledge and skills of generalist social work practice at an entry-level with diverse populations within systems of all sizes. 2. To be able to use theoretical frameworks and practice knowledge relevant to victim advocacy work and to understand the relevant interactions among individuals, families, groups, organizations and communities, specifically, to be able to: a. Demonstrate understanding of trauma and vicarious traumatization;

2 SWO 384 EMPOWERMENT PRACTICE Ostis June-July b. Identify both short- and long-term impact of trauma, and implications for therapeutic responses; c. Distinguish the different roles and duties of advocates and the major challenges of enhancing effective collaboration; d. Demonstrate an understanding of how to determine victim needs and how to implement a successful crisis intervention; e. Describe the dynamics of sexual assault and its mental and physical health impact on victims and secondary victims adults as well as children and how to create a comprehensive/collaborative response to sexual assault victims; f. Explain the dynamics of domestic violence, including power and control issues, barriers to leaving, minimization, civil and legal options available, impact on children and child maltreatment, and best practices; g. Describe the overall structure, case flow process, and roles of professionals in the adult and juvenile justice processes h. Describe the scope and impact of homicide on survivors; i. Explain the relationship between substance abuse, animal abuse, and violence within domestic as well as societal situations (such as drunk driving). 3. To be able to understand the forms and mechanisms of oppression and discrimination, and to practice social work with respect, knowledge, skills regarding ethnicity, gender, sexual orientation, socio-economic status, age, color, culture, disability, family structure, relationship status, national origin, immigration status, race, religion, and sex. Specifically, students will be able to: a. List the personal attitudes and beliefs that influence perspective and/or create personal barriers to providing services to people from diverse populations; b. Demonstrate knowledge of cultural differences and diversity and its effects on victimization and healing; c. Describe the crimes and costs covered by the victim compensation programs and the importance of financial assistance to crime victims. 4. To understand the need to gain sufficient understanding or and the ability to influence social policies that promote social and economic justice, specifically to be able to: a. Describe the difference between traditional and restorative/community approaches to justice; b. Describe the victim advocate s role in restorative/community justice approaches aimed at achieving justice. COURSE FORMAT & TEACHING METHODS A variety of teaching methods are used, including lecture and interactive discussion, films/videos, and guest speakers. Daily required readings and papers are incorporated into class discussions.

3 SWO 384 EMPOWERMENT PRACTICE Ostis June-July THE AMERICANS WITH DISABILITIES ACT (ADA) OF 1992 The Americans with Disabilities Act is a federal law that mandates the elimination of discrimination against persons with a variety of disabilities. If you need course adaptations or accommodations because of a disability, please make an appointment with me as soon as possible. At any point in the semester, if you encounter difficulty with the course or feel that you could be performing at a higher level, please consult with me. Students experience difficulties in a course for a variety of reasons. For problems with writing skills and time management, make an appointment to see a student tutor at the Academic Support Center located at 302 Payson Smith (Tel.: ), and the Office of Academic Support for Students with Disabilities at 122 Payson Smith (Tel.: ). COURSE ASSIGNMENTS NOTE: After scheduling this course for 2015, this instructor learned that the University is closed on Friday, July 3 rd, due to the holiday weekend. Therefore, this summer s course is being taught in 4 instead of the traditional 5 days. This means a lot of intense work in a few longerthan-usual days: 8:15-5:00. There will be lots of breaks, but still it will be an emotionally and mentally challenging week of exposure to many forms of trauma. To earn academic credit, we must make up for the lost day, so online work is expected before the start of the course. This work will not be graded per se, but it must be completed and will be included in the grade percentage under class participation 20%. So assignments include the following: 1. participation in victim assistance advocacy online preparation module pg 17 Pre-Academy Assignment: Instruction Sheet with link pg 18-19: TEST on history of Victim s Rights Movement in USA 2. 4 reaction papers (Can be done before the onset of the course) and turn in at the beginning or during the week, but definitely by July 2 nd. 3. final take home exam, due July 9 th. Daily Reaction Papers Assignment: Out of the required readings, read two articles on varied topics each day. Choose 1 article daily on which to write a thoughtful, reflective reaction papers. The papers should be no longer than two pages double spaced, and should demonstrate solid academic level writing skills. Format for Reaction Paper: in 4 distinct paragraphs: 1. Summarize main points/position of article. 2. Address the relevance of this article to the course focus on empowerment practice with victims and survivors. 3. Share your thoughts/reactions/opinions with regards to this article. Did you agree/disagree with author? Did you gain new information? Why did you pick this article? 4. How does this article inform your practice? Do you see yourself incorporating aspects of information/insights/concepts in your practice? Specifically write about self-awareness with regards to personal attitudes and beliefs that influence your perspective and/or may create

4 SWO 384 EMPOWERMENT PRACTICE Ostis June-July personal barriers to providing services to victims, including people from diverse populations. Exam On the last day of class, Thursday, July 2, you will be given a final take-home exam, due the following week by Thursday, July 9, The exam will be based on daily class content. All information is contained within the course content as provided on the CD of the course text. This exam is to be completed by individual NOT group effort. No rescheduling. To be mailed in hard copy to: Connie Ostis 68 Morton Road, Yarmouth, ME Please enclose self-addressed stamped envelope if you want your exam returned, or you may pick up in SW department mailboxes. Electronic submission is NOT acceptable. GRADING AND COURSE POLICIES Grading Weight Attendance 10% Participation (in class and online) 20% Reaction Papers over 4 articles from list 30% Final Exam 40% Total 100% Grade: Grades will be assigned on an A, A-, B+, B, B-, C+, C, C- or F basis. An Incomplete (I) grade can only be applied if a medical or personal emergency arises during the semester. If an I grade is not removed by the end of the subsequent semester (not including a summer session), it automatically changes to an F grade. In that circumstance, the student must repeat the entire course and fulfill all of its requirements. According to the University policy, an I grade cannot be extended beyond the next semester. To remove an I grade, the final exam and any missing assignments must be turned in no later than the Monday of exam week (by 4:00 PM) of the next semester (Fall). Papers turned in late, including those to remove an I grade, are subject to a 10% reduction in points. Grading Scale A %; A %; B %; B 83-86%; B %; C %; C 73-76%; C %; F 69% or lower. Class Attendance Policy

5 SWO 384 EMPOWERMENT PRACTICE Ostis June-July One of the goals of the social work program is to prepare students for accountable professional practice. Attendance in class enhances learning and provides students with rich opportunities to dialogue with and learn from peers. Therefore, students are expected to attend ALL class sessions. It is especially imperative that students come to class on time and remain for the entire class session. Leaving during the break period is considered an absence for that class session. Chronic tardiness or leaving early will result in a lower grade and may be counted as a class absence. Regardless of the nature of extenuating circumstances, a student will receive a failing grade, F, if he/she misses more than two of the class sessions. The attendance sheet will be passed around at the beginning of each class session. It is the student s responsibility to sign the attendance sheet that will serve as the official attendance record. For any unexpected absences, please contact the professor prior to the absence if possible. Policy on Written Work Professional social workers rely on effective written communication as well as effective verbal communication skills. Written communication (e.g. court reports, letters written regarding clients, case assessment, etc.) is often the vehicle through which social workers professionally represent clients. Therefore, it is imperative that students write clearly using proper grammar, punctuation, and spelling on all written assignments. A portion of the grade for each written assignment will be based on the quality of writing that follows the APA style. If needed, student may seek assistance at the Academic Support Center. Late Assignments Through learning assignments, students are prepared for professional practice that includes efficient time and task management skills. Therefore, each student is expected to turn in all papers on their due dates. All late papers will be penalized 10% of earned points regardless of extenuating circumstances that led to a late submission. Missed Exam: Students must take the exam on the scheduled date. No rescheduling. Policy on Incomplete Grades According to the USM policy, an incomplete grade can only be considered when the student has completed 75% of class requirements. Faculty are not to give an incomplete grade as a remedy for overload, failure in examination(s), absence from final examination (for other than an emergency situation), or a low grade to be raised with extra work. It is the student s responsibility to request an incomplete grade from the instructor by completing the Petition to Receive Incomplete Grade form and following the procedure outlined on this form. To request an incomplete grade does not automatically assure that the instructor will approve the request. REQUIRED TEXTBOOK: Empowerment Practice with Victims and Survivors: Maine and New Hampshire Victim Assistance Academy Instructor Manual (2013). University of Southern Maine, Muskie School of Public Service. The text will consist of power point and other presentation material and will be

6 SWO 384 EMPOWERMENT PRACTICE Ostis June-July available on a website, details to be sent prior to the beginning of the course. If Possible, Muskie should will provide a CD of the course. You may print out the material and put in your own 3- ring notebook. You may bring that notebook to class. It is a useful vehicle for keeping track of the information and for reference for the exam. LAPTOP USE IN CLASS: Because of the experiential nature of this course, and the need to be respectful and attentive as survivors tell their stories, laptops will not be allowed in class. You may take notes on pads of paper, or in your 3-ring notebook if you choose to print out the pages. Required Readings: Readings are grouped in the syllabus roughly by topic and in the order that topics are presented in class (see class agenda schedule). The readings are on E-RESERVES at Glickman library where they are listed alphabetically by author. Please choose your daily readings with several things in mind: The topic and how it fits with the speaker-agenda for the week. It s relevance to your developing practice skills. Choose from a variety of topic areas. If you choose a 2-page article, please choose a 2 nd one to supplement your efforts. NOTE: *Readings with asterisks may be of special interest to MSW students who are required to write a paper for their final assignment. All students, however, are welcome to choose from any of the listed readings. Trauma and Vicarious/Secondary Trauma Bogat, G.A., DeJonghe, E., Levendosky, A. A., Davidson, W. S., & von Eye, A. (2006). Trauma symptoms among infants exposed to intimate partner violence. Child Abuse and Neglect, 30(2), Bride, B. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), Chaumba, J., & Bride, B.E. (2010). Trauma experiences and posttraumatic stress disorder among women in the United States military. Social Work in Mental Health, 8(3), Fournier, A.K., Hughes, M.E., Hurford, D.P. & Sainio, C. (2011). Investigating trauma history and related psychosocial deficits of women in prison: Implications for treatment and rehabilitation. Women & Criminal Justice, 21(2) Harms, L. & Talbot, M. (2007). The aftermath of road trauma: Survivors' perceptions of trauma and growth. Health & Social Work, 32(2) Jager, K.B. & Carolan, M.T. (2010). The influence of trauma on women s empowerment within the family-based services context. Qualitative Social Work, 9(2),

7 SWO 384 EMPOWERMENT PRACTICE Ostis June-July *Kanno, H. (2010). Supporting indirectly traumatized populations: The need to assess secondary traumatic stress for helping professionals in DSM-V. Health & Social Work, 35 (3) Maschi, T. & Schwalbe, C.S. (2012). Unraveling probation officers practices with youths with histories of trauma and stressful life events. Social Work Research, 36(1) Maschi, T., Baer, J., Morrissey, M. B. & Moreno, C. (2013). The aftermath of childhood trauma on late life mental and physical health: A review of the literature. Traumatology, 19(1), *Tarocchi, A., Aschieri, F., Fantini, F. & Smith, J. D. (2013). Therapeutic assessment of complex trauma: A single-case time-series study. Clinical Case Studies, 12(3), *Ting, L., Jacobson, J. M., Sanders, S., Bride, B. E., & Harrington, D. (2005). The secondary traumatic stress scale (STSS): Confirmatory factor analyses with a national sample of mental health social workers. Journal of Human Behavior in the Social Environment. 11, 3/4, Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, Violence, & Abuse. Domestic Violence Bent-Goodley, T.B. & Fowler, D.N. (2006). Spiritual and religious abuse: Expanding what is known about domestic violence. Affilia, 21(3), Brush, L.D. (2004). Battering and the poverty trap. Journal of Poverty, 8(3), Buchbinder, E. (2004). Motherhood of battered women: The struggle for repairing the past. Clinical Social Work Journal, 32(3), Danis, F. S. (2003). The criminalization of domestic violence: What social workers need to know. Social Work, 48(2), Faver, C.A. & Strand, E.B. (2003). Domestic violence and animal cruelty: Untangling the web of abuse. Journal of Social Work Education, 39(2), Fraser, H. (2005). Women, love and intimacy gone wrong : Fire, wind, and ice. Affilia, 20(1), Hazen, A.L., Connelly, C.D., Kelleher, K., Landsverk, J. & Barth, R. (2004). Intimate partner violence among female caregivers of children reported for child maltreatment. Child Abuse & Neglect, 28(3), Humphries, C. & Thiara, R. (2003). Mental health and domestic violence: I call it symptoms of abuse. British Journal of Social Work, 33(2), *Humphreys, C., Lowe, P., & Williams, S. (2009). Sleep disruption and domestic violence: Exploring the interconnections between mothers and children. Child & Family Social Work, 14, (1) Hoyle, C. (2008). Will she be safe? A critical analysis of risk assessment in domestic violence cases. Children and Youth Services Review, 30(3), Laakso, J.H. & Drevdahl, D.J. (2006). Women, abuse and welfare bureaucracy. Affilia, 21(1),

8 SWO 384 EMPOWERMENT PRACTICE Ostis June-July Loring, M.T. & Bolden-Hines, T.A. (2004). Pet abuse by batters as a means of coercing battered women into committing illegal behavior. Journal of Emotional Abuse, 4(1), Meltzer, H., Doos, L., Vostanis, P., Ford, T. & Goodman, R. (2009). The mental health of children who witness domestic violence. Child & Family Social Work, 14(4), Pyles, L. (2006). Toward safety for low income battered women: Promoting economic justice strategies. Families in Society, 87(1), Pyles, L., Katie, M., Mariame, B., Suzette, G. & DeChiro, J. (2012). Building bridges to safety and justice: Stories of survival and resistance. AFFILIA: Journal of Women and Social Work, 27(1), Postmus, J.L. & Ortega, D. (2005). Serving two masters: When domestic violence and child abuse overlap. Families in Society, 86(4), Wolff, D. A., Burleigh, D., Tripp, M., & Gadomski, A. (2001). Training clergy: The role of the faith community in domestic violence prevention. Journal of Religion and Abuse: Advocacy 2(4), Victimization of People with Disabilities Cramer, E.P., Gibson, S.F. & DePoy, E. (2003). Women with disabilities and experiences of abuse. Journal of Human Behavior in the Social Environment, 7(3/4), Kvam, M. H. (2004). Sexual abuse of deaf children: A retrospective analysis of the prevalence and characteristics of childhood sexual abuse among deaf adults in Norway. Child Abuse and Neglect, 28(3), Saxton, M., Curry, M,. Powers, L.E., Maley, S., Eckels, K., & Gross, J. (2001). "Bring my scooter so I can leave you": A study of disabled women handling abuse by personal assistance providers. Violence Against Women, 7 (4), Wescott, H. L. & Jones, D.P.H. (1999). Annotation: The abuse of disabled children. Journal of Child Psychology and Psychiatry, 40(4), Stalking and Sexual Assault Boehm, A. & Itzhaky, H. (2004). The social marketing approach: A way to increase reporting and treatment of sexual assault. Child Abuse & Neglect, 28(3) Bruns, E. J., Lewis, C., Kinney, L. M., Rosener, L, Weist, M. D., & Dantzler, J. A. (2005). Clergy members as responders to victims of sexual abuse and assault. Journal of Religion and Spirituality in Social Work, 24(3), Cox, L. & Speziale, B. (2009). Survivors of stalking: Their voices and lived experiences. AFFILIA: Journal of Women and Social Work, 24(1), Sinwelski, S. A. & Vinton, L. (2001). Stalking: The constant threat of violence. Affilia - Journal of Women and Social Work 16(1), Sullivan, C.M.; Hagen, L.A. (2005). Survivors' opinions about mandatory reporting of domestic violence and sexual assault by medical professionals. AFFILIA: Journal of Women and Social Work, 20(3),

9 SWO 384 EMPOWERMENT PRACTICE Ostis June-July *Wasco, S. M. (2003). Conceptualizing the harm done by rape: Applications of trauma theory to experiences of sexual assault. Trauma, Violence, & Abuse, 4(4), Advocacy and Ethics Dunn, J. L. & Powell-Williams, M. (2007). Everybody makes choices : Victim advocates and the social construction of battered women s victimization and agency. Violence Against Women, 13(10), Kanuha, V.K., Erwin, P. & Pence, E. (2004). Strange bedfellows: Feminist advocates and U.S. Marines working to end violence. AFFILIA: Journal of Women and Social Work, 19(4), Kolb, K. (2011). Victim advocates perceptions of legal work. Violence Against Women, 17(12), Lysack, M. (2005) Empowerment as a relational and ethical stance. Canadian Social Work Review, 22(1), Payne, B. K. (2007). Victim advocates perceptions of the role of health care workers in sexual assault cases. Criminal Justice Policy Review, 18(1), Postmus, J.L. & Hahn, S.A. (2007). The collaboration between welfare and advocacy organizations: Learning from the experiences of domestic violence survivors. Families in Society: The Journal of Contemporary Social Services, 88(3) Stone, C. B. (2000). Advocacy for sexual harassment victims: Legal support and ethical aspects. Professional School Counseling, 4(1), 23. Weed, F. J. (1997). The framing of political advocacy and service responses in the crime victim rights movement. Journal of Sociology and Social Welfare, 24(3), Homicide Burman, S. & Allen-Meares, P.N. (1994). Neglected victims of murder: Children's witness to parental homicide. Social Work, 39(1) Sprang, G. (1997). PTSD in surviving family members of drunk driving episodes: Victim and crime-related factors. Families in Society, 78(6), Tuck, I., Baliko, B., Shubert, C. M. & Anderson, L. (2012). A pilot study of a weekend retreat intervention for family survivors of homicide. Western Journal of Nursing Research,34(6), Zinzow, H., Rheingold, A. A., Hawkins, A., Saunders, B. E. & Kilpatrick, D. G. (2009). Losing a loved one to homicide: Prevalence and mental health correlates in a national sample of young adults. Journal of Trauma Stress, 22(1), Violence among New Americans: Refugees and Immigrants Ben-Porat, A. (2010). Connecting two worlds: Training social workers to deal with domestic violence against women in the Ethiopian community. The British Journal of Social Work, 40(8), Benson, M.L, Wooldredge, J; Thistlethwaite, A. B., & Fox, G. L. (2004). The correlation between

10 SWO 384 EMPOWERMENT PRACTICE Ostis June-July race and domestic violence is confounded with community context. Social Problems, 51(3), Bhandari, S. (2008). Analysis of Violence Against Women Act and the South Asian immigrants in the United States. Advances in Social Work, 9(1), Chan, K.L. (2006). The Chinese concept of face and violence against women. International Social Work, 49(1), Euser, E. M., van IJzendoorn, M. H., Prinzie, P. & Bakermans-Kranenburg, M. J. (2010). Elevated child maltreatment rates in immigrant families and the role of socioeconomic differences. Child Maltreatment, 16(1), Kasturirangan, A., Krishnan, S. & Riger, S. (2004). The impact of culture and minority status on women s experience of domestic violence. Trauma Violence Abuse, 5(4), Keller, E. M. & Brennan, P. K. (2007). Cultural considerations and challenges to service delivery for Sudanese victims of domestic violence: Insights from service providers and actors in the criminal justice system. International Review of Victimology, 14(1), Kinzie, J. D. (2006). Immigrants and refugees: The psychiatric perspective. Transcultural Psychiatry, 43(4), Ramos, B.M. & Carlson, B.E. (2004). Lifetime abuse and mental health distress among Englishspeaking Latinas. Affilia, 19(3), Salami, S. O. & Uganda, K. (2010). Moderating effects of resilience, self-esteem and social support on adolescents reaction to violence. Asian Social Science, 6(12), 101. Sharyne Shiu-Thornton, S., Senturia, K. & Sullivan, M. (2005). Like a bird in a cage : Vietnamese woman survivors talk about domestic violence. Journal of Interpersonal Violence, 20(8), Silva-Martinez, E. & Murty, S. (2010). Ethics and cultural competence in research with battered immigrant Latina women. Journal of Ethnic & Cultural Diversity in Social Work, 20(3), Sokoloff, N.J. & Pearce, S.C. (2011). Intersections, immigration, and partner violence: A view fromanew gateway Baltimore, Maryland. Women & Criminal Justice, 21(3), Sullivan, M., Senturia, K., Negash, T., Shiu-Thornton & Giday, B. (2005). For us it is like living in the dark : Ethiopian women s experieniences with domestic violence. Journal of Interpersonal Violence, 20(8), Walter, J. A. (2001). Refugees and domestic violence: Model-building as a prelude to services research. Journal of Social Work Research and Evaluation, 2(2), West, C. M., Kantor, G. K., & Jasinski, J. L. (1998). Sociodemographic predictors and cultural barriers to help-seeking behavior by Latina and Anglo American battered women. Violence and Victims, 13(4), Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, Violence, & Abuse. Zahradnik, M., Stewart, S.H., O Connor, R. M., Stevens, D., Ungar, M. & Wekerle, C. (2010) Resilience moderates the relationship between exposure to violence and posttraumatic

11 SWO 384 EMPOWERMENT PRACTICE Ostis June-July reexperiencingin Mi kmaq youth. International Journal of Mental Health and Addiction, 8(2), Zannettino, L. (2012).... There is no war here; it is only the relationship that makes us scared : Factors having an impact on domestic violence in Liberian refugee communities in South Australia. Violence Against Women, 18(7), Child Victimization Rich, C.L., Gidycz, C.A., Warkentin, J.B., Loh, C. & Weiland, P. (2005). Child and adolescent abuse and subsequent victimization: A perspective study. Child Abuse & Neglect, 29(12), Boroughs, D.J. (2004). Female sexual abusers of children. Children and Youth Services Review, 26(5), Kendall-Tackett, K. (2002). The health effects of childhood abuse: Four pathways by which abuse can influence health. Child Abuse and Neglect, (6)7, *Maschi, T., Baer, J., Morrissey, M. B. & Moreno, C. (2013). The aftermath of childhood trauma on late life mental and physical health: A review of the literature. Traumatology, 19(1), Nelson-Gardell, D. (2001). The voices of victims: Surviving child sexual abuse. Child and Adolescent Social Work Journal, 18(6). Edinburgh, L., Saewyc, E. & Levitt, C. (2008). Caring for young adolescent sexual abuse victims in a hospital-based children's advocacy center. Child Abuse & Neglect, 32(12), Finkelhor, D. & Jones, L. (2006). Why have child maltreatment and child victimization declined? Journal of Social Issues, 62(4), 2006, Finkelhor, D., Ormrod, R. K. & Turner, H. A. (2007). Poly-victimization: A neglected component in child victimization. Child Abuse & Neglect, 31, Hizli, F.G., Taskintuna, N., Isikli, S., Kilic, C. & Zileli, L. (2009). Predictors of posttraumatic stress in children and adolescents. Children and Youth Services Review, 31 (3) Hopper, E. K. (2004). Underidentification of human trafficking victims in the United States. Journal of Social Work Research and Evaluation, 5(2), *Humphreys, C., Lowe, P., & Williams, S. (2009). Sleep disruption and domestic violence: Exploring the interconnections between mothers and children. Child & Family Social Work, 14, (1) Meltzer, H., Doos, L., Vostanis, P., Ford, T. & Goodman, R. (2009). The mental health of children who witness domestic violence. Child & Family Social Work, 14(4), Postmus, J.L. & Ortega, D. (2005). Serving two masters: When domestic violence and child abuse overlap. Families in Society, 86(4), Summit, R. C. (1983). The child abuse accommodation syndrome. Child Abuse & Neglect, 7, Impact and Clinical Treatment for Victims of Violence

12 SWO 384 EMPOWERMENT PRACTICE Ostis June-July *Beckerman, N.L. & Pass, J. (2008). After the assault: Cognitive trauma therapy with a single event trauma survivor. Clinical Social Work Journal, 36(3), Black, C.J. (2003). Translating principles into practice: Implementing the feminist and strengths perspectives in working with battered women. Affilia, 18(3), Cohen, J.A., Mannarino, A.P. & Murray, L.K. (2011). Trauma-focused CBT for youth who experience ongoing traumas. Child Abuse & Neglect, 35(8), Craig, C.D. & Sprang, G. (2010). Factors associated with the use of evidence-based practices to treat psychological trauma by psychotherapists with trauma treatment expertise. Journal of Evidence-Based Social Work, 7(5), *Doane, L.S., Feeny, N.C., Zoellner, L.A. (2010). A preliminary investigation of sudden gains in exposure therapy for PTSD. Behaviour Research and Therapy, 48(6), *Edmond, T., Rubin, A. & Wambach, K.G. (1999). The effectiveness of EMDR with adult female survivors of childhood sexual abuse. Social Work Research, 23(2), *Feeny, N.C., Zoellner, L.A. & Kahana, S.Y. (2009). Providing a treatment rationale for PTSD: Does what we say matter? Behaviour Research and Therapy, 47 (9), *Ford, J.D., Hawke, J., Alessi, S., Ledgerwood, D. & Petry, N. (2007). Psychological trauma and PTSD symptoms as predictors of substance dependence treatment outcomes. Behaviour Research and Therapy, 45(10) Fournier, A.K., Hughes, M.E., Hurford, D.P. & Sainio, C. (2011). Investigating trauma history and related psychosocial deficits of women in prison: Implications for treatment and rehabilitation.women & Criminal Justice, 21(2) Holzer, S.R., Uppala, S., Wonderlich, S.A., Crobsy, R.D., & Simonich, H. (2008). Mediational significance of PTSD in the relationship of sexual trauma and eating disorders. Child Abuse & Neglect.32, 5, **Horton, E.G., Diaz, N., Peluso, P.R., Mullaney, D., Weiner, M. & McIlveen, J.W. (2009). Relationships between trauma, posttraumatic stress disorder symptoms, dissociative symptoms, and lifetime heroin use among individuals who abuse substances in residential treatment. Journal of Addictions & Offender Counseling, 29(2), *Kendall-Tackett, K. (2002). The health effects of childhood abuse: Four pathways by which abuse can influence health. Child Abuse and Neglect, (6)7, *Lee, M.Y., Zaharlick, A., & Akers, D. (2011). Meditation and treatment of female trauma survivors of interpersonal abuses: Utilizing clients' strengths. Families in Society: The Journal of Contemporary Social Services,92(1), Littrell, J. (2009). Expression of emotion: When it causes trauma and when it helps. Journal of Evidence-Based Social Work, 6(3), *Maxfield, L. (2003). Clinical implications and recommendations arising from EMDR research findings. Journal of Trauma Practice, 2(1), *Morgan, O.J. (2009). Thoughts on the interaction of trauma, addiction, and spirituality. Journal of Addictions & Offender Counseling, 30(1), 5-15.

13 SWO 384 EMPOWERMENT PRACTICE Ostis June-July Newmann, J.P. & Sallman, J. (2004). Women, trauma histories and co-occurring disorders: Assessing the scope of the problem. Social Science Review, 78(3), *Rizvi, S.L., Vogt, D.S. & Resick, P.A. ((2009). Cognitive and affective predictors of treatment outcome in cognitive processing therapy and prolonged exposure for posttraumatic stress disorder. Behaviour Research and Therapy, 47(9), *Russell, P.L. & Davis, C. (2007). Twenty-five years of empirical research on treatment following sexual assault. Best Practices in Mental Health, 3(2), *Savage, A., Quiros, L., Dodd, S.J. & Bonavota, D. (2007). Building trauma informed practice: Appreciating the impact of trauma in the lives of women with substance abuse and mental health problems. Journal of Social Work Practice in the Addictions, 7(1/2), Schacht, L.,Pandiani, J.A., & Banks, S.M. (2007). Access to community mental health services: A study of adult victims of trauma. Best Practices in Mental Health, 3(2), 1-8. *Struwig, E. & Breda, V. (2012). An exploratory study on the use of eye movement integration therapy in overcoming childhood trauma. Families in Society: The Journal of Contemporary Social Services, 93(1), *Tarocchi, A., Aschieri, F., Fantini, F. & Smith, J. D. (2013). Therapeutic assessment of complex trauma: A single-case time-series study. Clinical Case Studies, 12(3), VanWormer, K. & Berns, L. (2004). The impact of priest sexual abuse: Female survivors narratives. Affilia, 19(1), Elder Victimization Ansello, E.F. & O'Neill, P. (2010). Abuse, neglect, and exploitation: Considerations in aging with lifelong disabilities. Journal of Elder Abuse & Neglect, 22(1-2), Bowland, S., Edmond, T. & Fallot, R.D. (2012). Evaluation of a spiritually focused intervention with older trauma survivors. Social Work, 57(1), Fisher, B.S. & Regan, S.L. (2006). The extent and frequency of abuse in the lives of older women and their relationship with health outcomes. The Gerontologist, 46(2), Hightower, J., Smith, M.J. & Hightower, H.C. (2006). Hearing the voices of abused older women. Journal of Gerontological Social Work, 46(3/4), Roberto, K.A., Teaster, P.B. & Duke, J.O. (2004). Older women who experience mistreatment: Circumstances and outcomes. Journal of Women & Aging, 16(1/2), Teaster, P.B. & Roberto, K.A. (2004). Sexual abuse of older adults: APS cases and outcomes. The Gerontologist, 44(6),

14 SWO 384 EMPOWERMENT PRACTICE Ostis June-July MAINE/NEW HAMPSHIRE VICTIM ASSISTANCE ACADEMY Pre-Academy Assignment: Instruction Sheet All ME/NH VAA participants are required to complete a pre-academy assignment as part of the training. This assignment involves completing part of an online training offered through the Office for Victims of Crime (OVC). While this online training will not be graded, all participants need to be familiar with the material in this module prior to the academy. FREE REGISTRATION 1. Go to 2. Under the heading Get Started, click on the link to Register for this training. 3. Once you have clicked on Register, you will be brought to the Request Account page. Please complete the form by entering the required information (marked by asterisks). You will be required to select a training type from a drop down menu select the VAT Online option. After you complete the form, click on Create Account in the lower right hand corner. (Note: Please remember your username and password in order to access the training in the future) 4. Once you have clicked on Create Account, you will automatically be logged into the system. ACCESSING THE ONLINE TRAINING 1. Once you ve logged into the OVC TTAC Training Gateway, select the Courses tab on the vertical navigation bar on the left of the screen. (If you have logged out since you created your account, access the sign in page by going to the website given above, scroll to the header Take Training and select Take Course.) 2. Select Catalog tab. Here, you will find all the modules available to you. The ones we will be focusing on for the Academy begin with VAT Online. (Victim Assistance Training) PRE-ACADEMY ASSIGNMENT 1. Participants must complete the Basics : Victim s Rights module prior to the academy. 2. To access this module, repeat steps 1 and 2 from accessing the online training. 3. Scroll down to VAT Online Basics: Victim s Rights. This is the only module you are required to complete before the Academy. 4. Select Details. 5. To begin, click Enroll. Select Launch. (Be sure to disable any pop up blockers for this site.) 6. Use the arrows on the screen to navigate through the module. 7. Pay particular attention to document link in Activity 1: History of the Crime Victims Rights Movement in the United States, by Steve Derene, Steve Walker, Ph.D, and John Stein, JD. 8. This module should take about minutes to complete. 9. Please bring any notes and/or study questions with you to the Academy. History of the Victim s Rights Movement in the United States DIRECTIONS

15 SWO 384 EMPOWERMENT PRACTICE Ostis June-July Please read History of the Crime Victims Rights Movement in the United States, by Steve Derene, Steve Walker, Ph.D., and John Stein, JD. The link to this document is provided in Activity 1 in the online module. For step-by-step instructions on how to access this online module, please refer to the Pre- Academy Assignment Instruction Sheet. STUDY QUESTIONS What crusader and public policy pioneer was among the first to introduce victim-related issues to the public by addressing such subjects as domestic violence and sexual harassment? What women s movement book helped changed attitudes and laws about sexual assault victims? What was the first state to establish direct support to victims of crime through Crime Victim Compensation? What federal agency started funding victim/witness assistance programs as part of the Law and Order movement? Who created the first victim-impact statement? What does NOVA stand for? Written by Morton Bard and Dawn Sangrey wrote, what is the title of the first bible for victim services? What does NCADV stand for? Founded in 1978, what was the first national grassroots organization to support survivors of homicide? What organization was established by Candy Lightner and Cindi Lamb in 1980? What does VALOR stand for?

16 SWO 384 EMPOWERMENT PRACTICE Ostis June-July What state passed the first law mandating arrest in domestic violence cases? What state enacted the first statutory Bill of Rights for Victims and Witness of Crime? What President was the first to proclaim National Crime Victims Rights Week in addition to establishing the National Task Force on Victims of Crime? Lois Haight Herrington was the chair of what Presidential Task Force? What was included in the Presidential Task Force on Victims of Crime s 1982 report? What does VOCA stand for? What does OVC stand for? In what year was Post Traumatic Stress Disorder (PTSD) first officially recognized by the American Psychiatric Association s Diagnostic and Statistical Manual to describe the psychological response of crime victims to their victimization? As of 1998, thirty-three states have adopted what fundamental protection for victims rights? What university developed the first U.S. academic program in victim services? Senator John Kyl and Senator Dianne Feinstein were the primary sponsors of what proposed amendment to the U.S. Constitution? What federal law, first enacted in 1994, provides protections and services for victims of domestic violence, sexual assault, and stalking? Called the Crime Victims Rights Act (CVRA), what did Title I of the Justice for All Act (JFA) establish?

17 What state was the first to establish a public prosecutor s office? SWO 384 EMPOWERMENT PRACTICE Ostis June-July