BEHS 453 Discussion 3: Preventing Domestic Violence–Men’s Work

BEHS 453 Discussion 3: Preventing Domestic Violence–Men’s Work

BEHS 453 Discussion 3: Preventing Domestic Violence–Men’s Work

In discussing domestic violence, it is important to note that most men in this country aren’t abusive. The question emerges, however, of the role that non-violent men have in preventing violence against women.

Rus Erin Funk, author of Stopping Rape: A Challenge for Men, writes “I want to see men come together to discuss these issues, and to plan how to dismantle this system of domination and control that keeps men in a position as victimizer or threat. That is our, men’s work…We have the ability to create a world where all women, children and men are safe from the threat of men’s violence.” (Funk, 1993, p. 129)

For the purposes of this discussion topic please complete the following:

1. Watch the video: Violence against Women: it’s a Men’s Issue:   http://www.ted.com/talks/jackson_katz_violence_against_women_it_s_a_men_s_issue
2. Click on this link to hear spoken word artist Dasan Ahanu read his poem Can I, which he wrote while conducting sexual-assault awareness and education training with men in Durham,N.C.:  http://www.npr.org/templates/story/story.php?storyId=6367602&sc=emaf
3. Locate a web site of your choice that provides information about men’s efforts to stop violence against women.
   1. Post the web site address or create a link so that others may access the information if they desire.
   2. Provide a brief summary of the information located at the site.
4. Respond to the following question:
   1. What role do non-violent men play in helping to prevent domestic violence? Please explain.
5. Use proper in-text citations and references

Reference: Funk, R.E. (1993). Stopping rape: A challenge for men. Philadelphia, PA: New Society Publishers.

• Post your original discussion response by Saturday, 11:59 p.m. ET.
• Post replies in two other students’ threads by Tuesday, 11:59 p.m. ET.
• See the Syllabus under “Project Descriptions” for a detailed description of expectations for both original question posts and replies to others.

Week 3: Partner Abuse/Intimate Partner Violence

Last week, we talked about the dynamic and forms of domestic violence. This week we will begin the first part of a two part series on partner abuse/ intimate partner violence. Intimate partner violence (IPV) is a serious, preventable public health problem that affects millions of Americans. The term “intimate partner violence” describes physical violence, sexual violence, stalking, or psychological harm by a current or former partner or spouse. This type of violence can occur among heterosexual or same-sex couples and does not require sexual intimacy.

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This week we will continue to discuss how the vast majority of acts of violence against women are perpetrated by men who have some sort of relationship with their victims. Most often, this is an intimate relationship. Domestic violence against women takes many forms including, but certainly not limited to, battering, sexual harassment, and rape. Furthermore, in partner violence, the relationship often mirrors what may be occurring in the educational setting, the workplace, the community, and society as a whole. In other words, although each act of violence is committed by an individual, such behavior cannot be explained as solely the product of faulty communications or individual psychopathology. Violent behavior of this magnitude exists foremost in a sociocultural context. However, it is important to remember that anyone can be the perpetrator and anyone can be the victim.

This week, in addition to examining the sociocultural climate of violence toward women in contemporary society, we will also discuss an historical perspective. We’ll examine relevant psychological characteristics and patterns for both victim and offender as well as relationship dynamics. Lastly, we’ will discuss the effects of domestic violence as well as intervention and treatment options.

Estimated Time

Over the next week, you should spend approximately 9 – 12 hours to fully engage in the materials and to complete all the activities. Note, this is just an estimate of the time you will need to complete this week’s work. Each student works at a different pace, so you may spend more time or less; however, be sure to keep this estimate in mind when planning your week. Remember to build in time to work on longer term projects as well.

Objectives

• Analyze sociocultural determinants of male domestic violence and the role they play in initiating and perpetuating violence against women
• Synthesize the central vulnerabilities in the relationship that place a couple at risk for domestic violence and a woman at risk for partner violence
• Apply the cycle of violence to battered women, including psychological characteristics of both victims and offenders
• Evaluate issues affecting the help-seeking behavior of battered women, including issues in the victim and offender response system that inhibit appropriate intervention
• Summarize the battered-woman syndrome and the related concept of learned helplessness
• Analyze sexual harassment and rape within the context of a domestic relationship
• Discuss and articulate what you have learned about the man’s roe in preventing domestic violence with other students in this week’s discussion

Activity List

• Read and explore all required and optional materials. This will provide you the background knowledge to successfully engage in the content.
• Complete Discussion 3.
  • Post your original response to the discussion prompt by Sunday evening at 11:59 p.m. ET.
  • Post high quality responses to at least two classmates by Tuesday evening at 11:59 p.m. ET.
• Submit Group Project Part 1: Group Proposal (graded – one for each group).
• Looking Ahead: Work with your group on the Annotated Bibliography assignment (due end of Week 4).

If you have any questions, please send an email or add your question on “Ask the Professor.”

APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.