- Group discussion and exercises
- Student presentations
The following global ideas guide the design and delivery of this course:
- Abuse occurs in the context of family, community, and culture.
- Abuse takes on various forms (i.e., physical abuse, emotional abuse, sexual abuse, neglect).
- The concepts of childhood and abuse are social constructions and are embedded within cultural contexts. The evolution of childhood as a social construct informs our understanding of the rights of children.
- Violence and abuse are reflections of unequal distributions of power within society and necessitate an undertanding of vulnerability and protective factors. This understanding guides our work as trauma-informed practitioners and our interactions with agencies and governmental systems.
- A history of victimization can be a factor in developing a pattern of victimizing others.
- Practitioner self-care is an essential component to ethical and relevant practice.
Upon successful completion of this course, the student will be able to:
- Recognize the roles of history, culture, and society in the conceptualization of violence and abuse.
- Describe the impact of violence and abuse on children, youth, families, and communities through multiple theoretical perspectives.
- Identify and explore the various types of child abuse and family violence and their potential impacts on those affected.
- Explain how to appropriately engage those affected by violence and identify appropriate services and resources for children, youth, families, and communities who have experienced violence.
- Apply self-reflective practices to their learning on family violence and abuse.
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
Typical means of evaluation will include a combination of:
- Written research assignments
- Class presentations
- Class participation
This is a graded course.
Textbooks and materials to be purchased by students.