teaching about violence in higher education elaine j. alpert, md, mph mincava april 12, 1999
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Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Why Teach About Violence?
• Prevalent in all stages and contexts– Child abuse and neglect– Child sexual abuse– Intimate partner abuse– Elder mistreatment– Homicide– Suicide– Rape
Why Teach About Violence?
• Important issue in society– Affects everyone’s sense of well-being– Impedes optimum development of children– Adverse effects on physical and mental health– Adverse effects on society
• Deflects and distorts society’s goals
• Criminal justice costs
• Health care expenditure
• Social service costs
• Indirect costs
Why Teach About Violence?
• Germane to students’ future careers– Opportunity to make a difference in society– Intellectually challenging– Multidisciplinary– Competitive edge in job market
Why Teach about Violence?
• Germane to students’ personal lives– Common topic of discussion on campus– News and entertainment media exposure– Video games, music videos
• Many students are personally affected– Witness (child, family member, friend)– Victim– Perpetrator
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Opportunities and Impediments
• Opportunities– Faculty pioneers– Student activism, initiative– Visionary leader (dean, department chair)– Incident or event (on or off campus)– Funding availability
Opportunities and Impediments
• Impediments– Faculty opponents– Lack of student initiative– Presence of student initiative– Not perceived as a “priority”– Resistance by administration– Lack of funding– Few women, minorities in leadership positions
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Approaches and Strategies
• Subject-based approach– Content of entire course or segment
• opportunities, challenges
– Integrated through several segments• opportunities, challenges
Approaches and Strategies
• Subject-based approach– Ex: MMS Seminar Series on DV– Ex: SB750 - Fam. Viol. and Public Health
Approaches and Strategies
• Whole campus approach– Ex, freshman orientation
• opportunities, challenges
– Ex, “Take Back the Night” week• opportunities, challenges
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
What Makes a Great Teacher?*
• Engages minds and curiosity of every student, not just those going into the field
• Opens avenues of exploration• Available• Accountable• Affable
(Thanks to Mort Hoffman, Ph.D)
In Class Teaching
•Cost effective
•Efficient
•One expert, many students
•Easy to communicate expectations
Field / Clinical Teaching
• Skill-based
• Effective
• One-to-one attention
• Feedback on performance
Classroom Presentations
• Should not be boring
• Active process
• Questions can guide presenter
• Clarify, emphasize important points
• Persuasive
• Empathic
Teaching - live, improvisational performance in real time
• Paying audience
• Well-honed script with improvisation
• Set, props, special effects
• Blocking (how you use your space)
• Dramatic (pregnant) pause
Teaching - live, improvisational performance in real time
• Verbal language (how you use your words)
• Body language (how you use your body)
• Feedback from audience
• Real time performance modification
• Stage fright!
How to be Effective in the Classroom
• Emphasize important points, but don’t repeat yourself• Neither too loud nor too soft• Neither too fast nor too slow• Enunciate clearly (but don’t be ridiculous)• Use pauses but don’t fill up with vocalizers• Don’t hide behind furniture!• Make eye contact• Look alive - use facial expression!
Use a Predictable Structure
• Introduce what you are going to do
• Do what you said you would do
• Summarize what you did
Additional Teaching Strategies
• Break up the lecture into segments
• Use directed group discussion
• Repeat each question before answering
• Manage your time
• Lead the discussion
Other Useful Teaching Strategies
• Survivor presentations
• Panel presentations
• Theater presentations
• Video segments
More Useful Teaching Strategies
• Kelly box
• Utilize technology but don’t get crazy
• Be prepared - make sure everything works!
Less is More
• Don’t need to “cover” everything
• Session is a departure point, not a terminus
• Encourage independent learning
• Knowledge is built, not just passed on
Teaching about Violence
• Students may know more than teachers• Teachers may not appreciate scope of problem • Teachers may not value others’ expertise in field• Some students may be victims, perpetrators or
witnesses• Some teachers…• Knowledge isn’t enough. Specific practical skills
are necessary
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Integrating Campus and Community
• Involve others in curriculum planning– colleagues– students– security– health services– theater groups– survivors– advocates– others
Integrating Campus and Community
• Involve others in teaching– within and outside of class– advisory group– seek (and be alert to) diversity– guest faculty from university– guest faculty from community (inc. survivors)– collaborate on each others’ projects– work together towards a common goal
Integrating Campus and Community
• Join in coordinated community-based response– community roundtable– grass roots violence prevention efforts– involve young people - energy and creativity– involve business - money and influence– involve faith community– others
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus and community• Integrating science and advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Integrating Science and Advocacy
• Effective teaching is science-based
• Effective teaching is advocacy-based
• Tension between science and advocacy
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus with community• Integrating science with advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
•Seminar Series Intent
• Non-expert medical faculty can teach effectively about DV
• Target audience - physicians in training and in practice (primary care doctors)
• Non-MD clinicians, others (segments of curriculum)
Seminar Series - Goal
• Enable learners to master skills of:– routine inquiry– assessment– referral– advocacy
Seminar Series Contents
• facilitator notes for 4 sessions• handouts • slides• physician pocket reminder (RADAR) cards• teaching goal cards• 15- minute instructional video• 3-disc interactive CD-ROM• baseline, follow-up evaluation instruments
Seminar Series Components
• Seminar 1 - Background and Dynamics of DV– definition– spectrum– high risk indicators– obstacles to leaving– patient, system barriers to receiving care– physician barriers to providing care
Seminar Series Components
• Seminar 2 - RADAR - a Clinical Model for Screening, Diagnosis and Intervention– interviewing techniques– physical examination– documentation– danger assessment– safety planning
Seminar Series Components
• Videotape - “Diagnosis: Domestic Violence”– summarizes first 2 seminars– learner can “see” model of care
Seminar Series Components
• CD-ROM - “Understanding Partner Abuse”– Disc 1 - 3 model, in-depth virtual interviews– Discs 2,3 - 4-visit scripted virtual “case”
Seminar Series Components
• Seminar 3 - Skills Development for Clinical Practice– 3 role plays– modeled after FUND role plays– learners break into groups of 3 (triads)– 3 roles - physician, patient, observer
Value of Role PlaysValue of Role Plays
• Awareness of personal barriers• Safety to practice and explore• Awareness of non-verbal cues• Identification with “victim”• Opportunity to develop new skills• Group learning and modeling• Increased confidence• Gets everyone actively engaged in learning
Adapted from Carole Warshaw, M.D.Adapted from Carole Warshaw, M.D.
Seminar Series Components
• Seminar 4 - a Team Approach to Violence Prevention and Intervention– cofacilitated with a community-based “expert”– reinforces team concept of care– de-emphasizes role of doctor– introduces learners to real referral experts– strengthens relationship with community
agencies
SB750 - Family Violence and the Practice of Public Health
• Catalog Description:
Prereq: SPH SB 721 Behavioral Sciences and Public Health (recommended). This course provides an overview, from a public health/prevention perspective, of the problem of family violence, focusing on child abuse and neglect, child sexual abuse, domestic or intimate partner abuse, and elder abuse...
SB750 - Catalog Description, cont
The “Spectrum of Prevention” model, developed by Dr. Marshall Swift of Hahnemann College, will be utilized to provide a conceptual framework for primary and secondary prevention. Students who have completed this course will be prepared to approach meaningful community-based or investigative work in the field...
SB750 - Catalog Description, cont
Small group discussion, case analyses, and interviews with providers whose daily work is in the field, will foster the examination of issues related to epidemiology, behavioral dynamics, prevention, intervention, public policy, and research in family violence.
SB750 - Assignments
• In- class participation
• Extensive course reader
• Case analyses
• Interviews
• Agency assessment, or
• Research paper
SB750 - Topics Covered, Spring 1999
Week 1. Introduction; Overview and Definitions, Social and Behavioral Factors in Family Violence; The Spectrum of Prevention
Week 2. Violence Against Women – I
Week 3. Violence Against Women - II, Introduction to child abuse and neglectpresentation by survivor of child abuse
SB750 - Topics Covered, Spring 1999
Week 4. Research in Family Violence
Week 5. Children Who Witness Violence
Week 6. Child Sexual Abuse Investigation and Victim-Witness Assistance Program Development
Week 7. Partner Violence in the Gay, Lesbian, Bisexual, and Transgender Community
SB750 - Topics Covered, Spring 1999
Week 8. Elder Mistreatment
Week 9. Teen Dating Violence - Recognition, Intervention and Prevention
Week 10. The Perpetrators of Family Violence
Week 11. Violence in the Entertainment and News Media
SB750 - Topics Covered, Spring 1999
Week 12. Law Enforcement Issues in Family Violence - Ipanel presentation - Judge, Asst. DA, Detective
Week 13. Law Enforcement Issues in Family Violence – II panel presentation - attorney, victim-witness advocate,
survivor
Week 14. Impact of Intimate Violence and Poverty on the Lives of WomenStudent Presentations – I
SB750 - Topics Covered, Spring 1999
Week 15. Violence Against Women as an International Human Rights IssueStudent Presentations – II
Course evaluation
Week 16. Building a Coordinated Community Response to DV (The primary prevention of family violence)Student Presentations – III
End of Semester Celebration
SB750 - Opportunities
• First course of its kind in public health
• Will likely lead to additional courses
• Potential for further development
• Good for image of school
• Content useful, worthwhile for students
• “Club 750”
SB750 - Challenges
• Difficult to get through curriculum committee
• Emotionally challenging for students
• Emotionally challenging for teachers
• Large time committment in and out of class
• Boundary fortification
• Funding
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus with community• Integrating science with advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Troubleshooting
• Personal issues - gender and culture– Gender socialization - how you were raised– Familial, religious, cultural values– Being male or female in a society or culture that
tolerates abuse
Adapted from Carole Warshaw, M.D.Adapted from Carole Warshaw, M.D.
Troubleshooting
• Personal issues - power and control– Identification with victim or perpetrator– Personal power and control issues– Power by virtue of “position” (within or outside
of class)
Adapted from Carole Warshaw, M.D.Adapted from Carole Warshaw, M.D.
Troubleshooting
• Personal issues - addressing difficult issues– Magnitude of problem– Assumptions about human decency– Assumptions about love and family– Dealing with stereotypes– Dealing with feelings
Adapted from Carole Warshaw, M.D.Adapted from Carole Warshaw, M.D.
Troubleshooting
• Institutional issues
– Curricular time constraints
– Administrative structure of institution
– Departmental structure of institution
– Faculty role definition - boundaries
– Faculty role definition - advocacy for change
Topics
• Why teach about violence?• Opportunities and impediments• Approaches and strategies• Quality teaching - a precious resource• Integrating campus with community• Integrating science with advocacy• Two examples• Troubleshooting• Collaboration to achieve a common goal
Collaboration
• Defining the “team”
• Prerequisites for effective collaboration– listen– respect– communicate– be honest