BEHS 453 Week 3 Group Project Part 1: Group Proposal

BEHS 453 Week 3 Group Project Part 1: Group Proposal

In Week 3 the group should give itself a name and submit one proposal consisting or a one page abstract, summary or outline of your Group Project idea. Again, one proposal will be submitted per group.

First, your proposal should identify the community you are targeting. One way to find a community is to use information gathered from the 2010 Census that presents a profile of a community (http://www.census.gov/2010census/data/). For example, use the demographic profile of your community to justify the need for a domestic violence awareness project. The Census is only intended to help narrow down a community.
Once you identify a community, identify the type of domestic violence (e.g. elder abuse, bullying, child abuse, stalking, etc.) you will address in your project. For example, if your community is the aging veteran population (between the ages of 65 to 75) in the East Coast who live in a nursing home, the type of domestic violence you might be interested in is elderly abuse with a specialization in financial abuse.
Once you complete Step 1 and Step 2, you will identify a specific activity, event, or “deliverable” (brochure, pamphlet, handbook, poster, presentation, writing and performing a song using online media, etc.) that will promote awareness of domestic violence and advocate for its victims. Be creative!  You will be creating this so make sure it is a feasible endeavor. For example, if your community is the female adolescent group (between the ages of 16 to 19) in NYC school system, the  type of domestic violence you might be interested in is child abuse and a specific activity can be creating a Facebook page that promotes awareness, resources, and advocacy.

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.

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.

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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.