HU Credits: 4

Degree/Cycle: 2nd degree (Master)

Responsible Department: Social Work

Semester: Yearly

Teaching Languages: Hebrew

Campus: Mt. Scopus

Course/Module Coordinator: Prof. Muhammad Haj-Yahia

Coordinator Email: m.hajyahia@mail.huji.ac.il

Coordinator Office Hours: Wednesday 12:15-13:30 and Thursday 10:15-12

Teaching Staff:
Prof Muhammad M Haj-Yahia

Course/Module description:
This seminar aims to develop and conduct research projects on various topics in the field of family violence. Among other topics, projects relating to the characteristics and profiles of different patterns of family violence and risk factors for such violence will be encouraged. In addition, projects relating to the following topics will be encouraged: various consequences of direct or indirect experiences with family violence; formal and informal patterns of coping with family violence; help-seeking patterns; approaches and attitudes toward family violence and toward the sociocultural and sociopolitical context of family violence among communities and professionals from different disciplines (e.g., the relevance of these contexts to the prevalence of the problem, its consequences, and ways of coping with it). Conceptual, methodological, and ethical issues in research on this problem will be discussed extensively in the seminar sessions. Students will work in groups (2-3 students in each group) on conducting the research in their fields of interest. In so doing, they will use knowledge, skills, and tools they acquired in the course on Research Methods and in other methodological courses. In addition to holding regular meetings with all of the students in the seminar, the lecturer will give separate supervision to each small group in conducting the research projects and in writing the final research reports. Students in the seminar can conduct quantitative as well as qualitative research. The research design will be determined in accordance with the nature and content of the research questions and the aims of the research.

Course/Module aims:
In light of the fact that the students have basic knowledge and skills for conducting research in the social and behavioral sciences, the following aims were set for this course, which relate to the problem of family violence:
1. To enhance the base of theoretical and empirical knowledge about research models and theories that explain various types and patterns of family violence, and to examine the possibilities for applying this knowledge to research on family violence.
2. To explore possibilities for using various conceptual schemes and relevant criteria to critically analyze different methods and research designs for examining family violence.
3. To enhance understanding of the sociocultural and sociopolitical contexts of various patterns of family violence, and the implications of those contexts for research on the problem of family violence.
4. To explore the conceptual, methodological, and ethical issues related to conducting research on various types and patterns of family violence and other issues related to this problem.
5. To increase recognition of the importance of empirical knowledge about various topics relating to different types and patterns of family violence. In this connection, emphasis will be placed on topics such as risk factors for different types and patterns of family violence, the consequences of direct and indirect experience with family violence, patterns of coping with such violence, attitudes and beliefs about the problem, etc.
6. To enhance awareness of the importance of developing valid, reliable, and relevant designs for research on various patterns of family violence and other topics related to the problem.
7. To enhance awareness of the commitment of the social work profession toward the problem of family violence (identification, assessment, prevention, intervention, research, etc.).
8. To enhance awareness of the importance of empirical knowledge to developing programs for prevention of family violence as well as programs and models for intervention with perpetrators and victims of family violence, and various social policy programs relating to this problem.
9. To enhance the students' knowledge about developing universal and specific techniques and approaches for collecting data to examine areas and topics relating to the problem of family violence; to enhance their knowledge about ethical issues relating to these techniques and approaches.
10. To enhance the students' awareness of universal and specific quantitative and qualitative approaches for analysis of empirical data on various areas and issues relating to the problem of family violence.
11. To enhance the students' knowledge and skills for developing and formulating the research problems and questions as well as for carrying out an integrative and critical review of the relevant literature on the problem; to enable the students to critically examine possible research designs for examining the problems they choose to study; to help the students formulate a final evaluation about the most appropriate design to use in examining the problem; to help the students develop an appropriate research instrument for collecting, coding, analyzing, and interpreting the findings as well as for tying the findings with the theoretical and conceptual framework of the study; to help the students identify the limitations of the study as well as the implications of the findings for future research, prevention, treatment, development of services, social policy, and social work education; to supervise the students in writing the final research report.

Learning outcomes - On successful completion of this module, students should be able to:
In light of the fact that the students have basic knowledge and skills for conducting research in the social and behavioral sciences, the following aims were set for this course, which relate to the problem of family violence:
1. To enhance the base of theoretical and empirical knowledge about research models and theories that explain various types and patterns of family violence, and to examine the possibilities for applying this knowledge to research on family violence.
2. To explore possibilities for using various conceptual schemes and relevant criteria to critically analyze different methods and research designs for examining family violence.
3. To enhance understanding of the sociocultural and sociopolitical contexts of various patterns of family violence, and the implications of those contexts for research on the problem of family violence.
4. To explore the conceptual, methodological, and ethical issues related to conducting research on various types and patterns of family violence and other issues related to this problem.
5. To increase recognition of the importance of empirical knowledge about various topics relating to different types and patterns of family violence. In this connection, emphasis will be placed on topics such as risk factors for different types and patterns of family violence, the consequences of direct and indirect experience with family violence, patterns of coping with such violence, attitudes and beliefs about the problem, etc.
6. To enhance awareness of the importance of developing valid, reliable, and relevant designs for research on various patterns of family violence and other topics related to the problem.
7. To enhance awareness of the commitment of the social work profession toward the problem of family violence (identification, assessment, prevention, intervention, research, etc.).
8. To enhance awareness of the importance of empirical knowledge to developing programs for prevention of family violence as well as programs and models for intervention with perpetrators and victims of family violence, and various social policy programs relating to this problem.
9. To enhance the students' knowledge about developing universal and specific techniques and approaches for collecting data to examine areas and topics relating to the problem of family violence; to enhance their knowledge about ethical issues relating to these techniques and approaches.
10. To enhance the students' awareness of universal and specific quantitative and qualitative approaches for analysis of empirical data on various areas and issues relating to the problem of family violence.
11. To enhance the students' knowledge and skills for developing and formulating the research problems and questions as well as for carrying out an integrative and critical review of the relevant literature on the problem; to enable the students to critically examine possible research designs for examining the problems they choose to study; to help the students formulate a final evaluation about the most appropriate design to use in examining the problem; to help the students develop an appropriate research instrument for collecting, coding, analyzing, and interpreting the findings as well as for tying the findings with the theoretical and conceptual framework of the study; to help the students identify the limitations of the study as well as the implications of the findings for future research, prevention, treatment, development of services, social policy, and social work education; to supervise the students in writing the final research report.

Attendance requirements(%):
Attending all sessions of the seminar.

Teaching arrangement and method of instruction: Lectures, discussions, meetings of supervision with research groups,

Course/Module Content:
In light of the fact that the students have basic knowledge and skills for conducting research in the social and behavioral sciences, the following aims were set for this course, which relate to the problem of family violence:
1. To enhance the base of theoretical and empirical knowledge about research models and theories that explain various types and patterns of family violence, and to examine the possibilities for applying this knowledge to research on family violence.
2. To explore possibilities for using various conceptual schemes and relevant criteria to critically analyze different methods and research designs for examining family violence.
3. To enhance understanding of the sociocultural and sociopolitical contexts of various patterns of family violence, and the implications of those contexts for research on the problem of family violence.
4. To explore the conceptual, methodological, and ethical issues related to conducting research on various types and patterns of family violence and other issues related to this problem.
5. To increase recognition of the importance of empirical knowledge about various topics relating to different types and patterns of family violence. In this connection, emphasis will be placed on topics such as risk factors for different types and patterns of family violence, the consequences of direct and indirect experience with family violence, patterns of coping with such violence, attitudes and beliefs about the problem, etc.
6. To enhance awareness of the importance of developing valid, reliable, and relevant designs for research on various patterns of family violence and other topics related to the problem.
7. To enhance awareness of the commitment of the social work profession toward the problem of family violence (identification, assessment, prevention, intervention, research, etc.).
8. To enhance awareness of the importance of empirical knowledge to developing programs for prevention of family violence as well as programs and models for intervention with perpetrators and victims of family violence, and various social policy programs relating to this problem.
9. To enhance the students' knowledge about developing universal and specific techniques and approaches for collecting data to examine areas and topics relating to the problem of family violence; to enhance their knowledge about ethical issues relating to these techniques and approaches.
10. To enhance the students' awareness of universal and specific quantitative and qualitative approaches for analysis of empirical data on various areas and issues relating to the problem of family violence.
11. To enhance the students' knowledge and skills for developing and formulating the research problems and questions as well as for carrying out an integrative and critical review of the relevant literature on the problem; to enable the students to critically examine possible research designs for examining the problems they choose to study; to help the students formulate a final evaluation about the most appropriate design to use in examining the problem; to help the students develop an appropriate research instrument for collecting, coding, analyzing, and interpreting the findings as well as for tying the findings with the theoretical and conceptual framework of the study; to help the students identify the limitations of the study as well as the implications of the findings for future research, prevention, treatment, development of services, social policy, and social work education; to supervise the students in writing the final research report.

Required Reading:
בוכבינדר, א., שרר, מ. ואיזיקוביץ, ד. (1997). פערי דיווח בין גברים ונשים על רמת אלימות אינטימית.
חברה ורווחה, י"ז, 166-145.

Ammerman, R.T., & Hersen, M. (Eds.) (1999). Assessment of family violence: A clinical and legal sourcebook (2nd ed.). New York: John Wiley & Sons. (Chapters 1, 2, 3, 4, and 5).

Arias, H., & Beach, S.R. (1987). Validity of self-reports of marital violence. Journal of Family Violence, 2, 139-149.

Babbie, E. (2001). The practice of social research (9th ed.). Belmont, CA: Wadsworth.

Barata, P., & Senn, C.Y. (2003). When two fields collide: An examination of the assumptions of social science research and law within the domain of domestic violence. Trauma, Violence, and Abuse, 4(1), 3-21.

Barnett, O. W., Miller-Perrin, C. L., & Perrin, R. D. (2011). Family violence across the lifespan (3rd ed.). Thousand Oaks, CA: Sage.

Bartels, L. (2010). Emerging issues in domestic/family violence research. Canberra, Australia: Australian Government, Australian Institute of Criminology.
Becker- Blease, K.A., & Freyd, J.J. (2006). Research participants telling the truth about their lives: The ethics of asking and not asking about abuse. American Psychologist, 61, 218-226.

Besharov, D.J. (1990). Improved research on child abuse and neglect through better definitions. In D.J. Besharov (Ed.), Family violence: Research and public policy issues (pp. 42-52). Washington, D.C.: The AEI Press.

Bradley, E. J., & Lindsay, R.C.L. (1987). Methodological and ethical issues in child abuse. Journal of Family Violence, 2, 239-255.

Brownridge, D.A., & Halli, S.S. (1999). Measuring family violence: The conceptualization and utilization of prevalence and incidence rate. Journal of Family Violence, 14, 333-350.

Chalk, R. (2000). Assessing family violence interventions: Linking programs to research-based strategies. Journal of Aggression, Maltreatment and Trauma, 4, 29-53.

Cicchetti, D. (2004). An odyssey of discovery: Lessons learned through three decades of research on child maltreatment. American Psychologist, 59, 731-741.

Cox, J.W., & Stoltenberg, C.D. (1991). Evaluation of a treatment program for battered wives. Journal of Family Violence, 6, 395-413.

DeLeon. G.W., & Wells, W. (2003). The reliability and validity of measures of domestic violence resources as used in intimate partner homicide research. Violence Against Women, 9, 148-162.

DeVoe, E.R., & Kantor-Kaufman, G. (2002). Measurement issues in child maltreatment and family violence prevention programs. Trauma, Violence, and Abuse, 3, 15-39.

Dobash, R.E., & Dabash, R.P. (1988). Research as social action: The struggle for battered women. In K. Yllo & M. Bograd (Eds.), Feminist perspectives on wife abuse (pp. 51-74). Newbury Park, CA: Sage.

Dobash, R.E., & Dobash, R.P. (1990). How theoretical definitions and perspectives affect research and policy. In D.J. Besharov (Ed.), Family violence: Research and public policy issues (pp. 108-129). Washington, D.C.: The AEI Press.

Dobash, R.P., & Dobash, R.E. (1990). How research makes a difference to policy and practice. In D.J. Besharov (Ed.), Family violence: Research and public policy issues (pp. 185-204). Washington, D.C.: The AEI Press.

Drake, B. & Johnson-Reid, M. (1999). Some thoughts on the increasing use of administrative data in child maltreatment research. Child Maltreatment, 4, 308-315.

Dube, S.R., Williamson, D.F., Thompsom, T., Felitti, V.J., & Anda, R. F. (2004). Assessing the reliability of retrospective reports of adverse childhood experiences among adult HMO members attending a primary care clinic, Child Abuse & Neglect, 28, 729-737.

Ellsberg, M., & Heise, L. (2002). Bearing witness: Ethics in domestic violence research. Lancet, 359, 1599-1604.

Feindler, E.L., Rathus, J.H., & Silver, L.B. (2003). General issues in the assessment of family violence. In J.H. Rathus, E.L. Feindler et al. (Eds). Assessment of family violence: A handbook for researchers and practitioners (pp. 11-37). Washington, DC: American Psychological Association.

Follingstad, Diane (1990). Methodological issues and new directions for research on violence in relationships. In D.J. Besharov (Ed.), Family violence: Research and public policy issues (pp. 13-25). Washington, D.C.: The AEI Press.

Fontes, L.A. (1997). Conducting ethical cross-cultural research on family violence. In G.K. Kantor & J.L. Jasinski (Eds.), Out of the darkness (pp. 296-312). Thousand Oaks, CA: Sage.

Fontes, L.A. (1998). Ethics in family violence research: Cross-cultural issues. Family Relations, 47(1), 53-61.

Geffner, R., Rosenbaum, A., & Hughes, H. (1988). Research issues concerning family violence. In V.B.V. Hasselt, R.L. Morrison, A.S. Bellack & M. Hersen (Eds.), Handbook of family violence (pp. 457-481). New York: Plenum Press.

Gelles, R.J. (1990). Methodological issues in the study of family violence. In M.A. Straus & R.J. Gelles (Eds.), Physical violence in American families (pp. 17-28). New Brunswick, NJ: Transaction Publishers.

Gondolf, E. (1987). Evaluating programs for men who batter: Problems and prospects. Journal of Family Violence, 2, 95-108.

Goodman, L.,& Epstein, D. (2005). Refocusing on women: A new direction for policy and research on intimate partner violence. Journal of Interpersonal Violence, 20, 479-487.

Gordon, R.A., Holmes, M., & Maly. C. (1999). Research productivity in the areas of child abuse and domestic violence. Psychological Reports, 84, 887-898.

Guterman. N.B. (2004). Advancing prevention research on child abuse, youth violence, and domestic violence: Emerging strategies and issues. Journal of Interpersonal Violence, 19, 299-321.

Hamby, S., Sugarman, D.B.,& Boney-McCoy, S. (2006). Does questionnaire format impact reported partner violence rates? An experimental study. Violence and Victims, 21, 507-518.

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage.

Helie, S., Clement, M.E., & Larrivee, M.C. (2003). Epidemiological considerations in the conceptualization and utilization of “prevalence” and “incidence rate” in family violence research: A reply to Brownridge and Halli (1999). Journal of Family Violence, 18, 219-225.

Heyman, R. E., & Slep, A. M. (2009). A translational research orientation to family violence. Violence and Victims, 24, 283-301.

Holden, G.W. (1998). Introduction: The development of research into another consequence of family violence. In R. Geffner, G.W. Holden et al. (eds.), Children exposed to marital violence: Theory, research, and applied issues (pp. 1-18). Washington, DC: American Psychological Association.

Howing, P.T., Wodarski, J.S., Kurtz, P.D., & Gaudin, J.M. (1989). Methodological issues in child maltreatment research. Social Work Research & Abstracts, 25, 3-7.

Jordan, C. E. (2004). Toward a national research agenda on violence against women: Continuing the dialogue on research and practice. Journal of Interpersonal Violence, 19, 1365-1368.

Kelleher, K. J., Barth, R. P., & Edleson, J. L. (2005). The changing lens of research on family violence and child welfare. Children and Youth Services Review, 27, 1163-1166.
Kendall-Tackett, K., & Becker-Blease, K. (2004). The importance of retrospective findings in child maltreatment research. Child Abuse & Neglect, 28, 723-727.

Kilpatrick, D.G. (2004). What is violence against women: Defining and measuring the problem. Journal or Interpersonal Violence, 19, 1209-1234.

Kimmel, M.S. (2002). 'Gender symmetry' in domestic violence: A substantive and methodological research review. Violence Against Women, 8, 1332-1363.

Kinard, E. (2001). Recruiting participants for child abuse research: What does it take? Journal of Family Violence, 16, 219-236.

Kolko, D. (2000). Treatment research in child maltreatment: Clinical and research directions. Journal of Aggression, Maltreatment, and Trauma, 4, 139-164.

Kotch, J.B. (2000). Ethical issues in longitudinal child maltreatment research. Journal of Interpersonal Violence, 15, 696-709.

Kroner, D.G. (2005). Issues in violent risk assessment: Lessons learned and future directions. Journal of Interpersonal Violence, 20, 231-235.

Lalayants, M., & Epstein, I. (2005). Evaluating multidisciplinary child abuse and neglect teams: A research agenda. Child Welfare, 84, 433-458.

Lloyd, S.A. (1990). Asking the right questions about the future of marital violence research. In D.J. Besharov (Ed.), Family violence: Research and public policy issues (pp. 93-107). Washington, D.C.: The AEI Press.

MacMillan, H.L., & Wathen, C.N. (2005). Family violence research: Lessons learned and where from here? JAMA-Journal of the American Medical Association, 294, 618-620.

Malley-Morrison, K., & Hines, D. A. (2007). Attending to the role of race/ethnicity in family violence research. Journal of Interpersonal Violence, 22, 943-972.

Meyers, J.C., & Wilcox, B.L. (1998). Public policy applications of research on violence and children. In P.K. Trickett & C.J. Schellenbach (Eds.), Violence against children in the family and the community (pp. 465-478). Washington, DC: APA.

Miller, J. L. (1991). Family violence research: Some basic and applied questions. In. D.D. Knudsen & J.L. Miller (Eds.). Abused and battered: Social and legal responses of family violence (pp. 5-16). New York, NY: Aldine de Gruyter.
Moore, T. M., Rhatigan, D. L., Stuart, G.L., Street, A., & Farrell, L. E. (2004). Where to publish family violence research? Violence and Victims, 19, 495-503.

Newman, E., Kaloupek, D.G., Keane, T.M. & Folstein, S.F. (1997). Ethical issues in trauma research: The evolution of an empirical model for decision making. In G.K. Kantor & J.L. Jasinski (Eds.), Out of the darkness (pp. 271-281). Thousand Oaks, CA: Sage.

Paavilainen, E., Lepistӧ, S., & Flinck, A. (2014). Ethical issues in family violence research in health care settings. Nursing Ethics, 21, 43-52.

Pearce, C.W. et al. (2003). Translation of domestic violence instruments for use in research. Violence Against Women, 9, 859-878.

Peled, E. (2001). Ethically sound research on children's exposure to domestic violence: A proposal. In J .L. Edleson & S. A. Graham-Bermann (Eds.), Domestic violence in the lives of children: The future of research, intervention, and social policy (pp. 111-132). Washington, DC: American Psychological Association.

Ratiner, C. (2000). Child abuse treatment research: Current concerns and challenges. In R.M. Reece (Ed.), Treatment of child abuse (pp. 362-370). Baltimore, MD: Johns Hopkins University Press.

Resick, P.A. (2004). A suggested research agenda on treatment-outcome research for female victims of violence. Journal of Interpersonal Violence, 19, 1290-1295.

Rosenbaum, A. (1988). Methodological issues in marital violence research. Journal of Family Violence, 3, 91-104.

Saunders, D. G. (1991). Procedures for adjusting self-reports of violence for social desirability bias. Journal of Interpersonal Violence, 6, 336-344.

Shepard, M. (2005). Twenty years of progress in addressing domestic violence: An agenda for the next 10. Journal of Interpersonal Violence, 20, 436-441.

Stover, C. S. (2005). Domestic violence research: What have we learned and where do we go from here? Journal of Interpersonal Violence, 20, 448-454.

Straus, M. A. (1990). The conflict tactics scales and its critics: An evaluation and new data on validity and reliability. In M.A. Straus & R.J. Gelles (Eds.), Physical violence in American families (pp. 49-73). New Brunswick, NJ: Transaction Publishers.

Straus, M. A. (1991). New theory and old canards about family violence research. Social Problems, 38, 180-197.

Straus, M. A. (1992). Sociological research and social policy: The case of family violence. Sociological Forum, 7, 211-237.

Straus, M. A. (2008). Bucking the tide in family violence research. Trauma, Violence, & Abuse, 9, 191-213.

Straus, M. A., Hamby, S.L., Boney-McCoy, S., & Sugarman, D.B. (1996). The Revised Conflict Tactics Scales (CTS2): Development and preliminary Psychometric data. Journal of Family Issues 17, 283-316.

Straus, M.A., & Hamby, S.L. (1997). Measuring physical and psychological maltreatment of children with the Conflict Tactics Scales. In G.K. Kantor & J.L. Jasinski (Eds.), Out of the darkness (pp. 119-135). Thousand Oaks, CA: Sage.

Sugarman, D.B., & Boney-McCoy, S. (2000). Research synthesis in family violence: The art of reviewing research. Journal of Aggression, Maltreatment, and Trauma, 4, 55-82.

Sullivan, M., Bhuyan, R., Senturia, K., Shiu-Thornton, S., & Ciske, S. (2005). Participatory action research in practice: A case study in addressing domestic violence in nine cultural communities. Journal of Interpersonal Violence, 20, 977-995.

Szinovacz, M.E., & Egley, L.C. (1995). Comparing one-partner and couple data on sensitive marital behaviors: The case of marital violence. Journal of Marriage and the Family, 57, 995-1010.

Tausing, H.N. , & Litrowink, A.J. (1997). Methodological issues in classifying maltreatment: An examination of “protective issue” children. In G.K. Kantor & J.L. Jasinski (Eds.), Out of the darkness (pp. 136-147). Thousand Oaks, CA: Sage.

Trickett, P.K., Allen, L., Schellenbach, C.J., & Zigler, E.F. (1998). Evaluation research on violence interventions: Issues and strategies for design. In P.K. Trickett & C.J.
Schellenbach (Eds.), Violence against children in the family and the community (pp. 439-
464). Washington, DC: American Psychological Association.

Urquiza, A.J. (1991). Retrospective methodology in family Violence research: Our study to report past abuse. Journal of Interpersonal Violence, 6, 119-126.

Veltman, M.W.M., & Browne, K.D. (2001). Three decades of child maltreatment research: Implications for the school years. Trauma, Violence, and Abuse, 2, 215-239.

Waltermaurer, E. (2005). Measuring intimate partner violence (IPV): You may only get only what you ask for. Journal of Interpersonal Violence, 20, 501-506.

Weis, J.G. (1989). Family violence research methodology and design. In L. Ohlin & M. Tonry (Eds.), Family violence (pp. 117-162). Chicago: Ill: The University of Chicago Press.

Widom, C.S., Raphael, K.G., & DuMont, K.A. (2004). The case for prospective longitudinal studies in child maltreatment research: Commentary on Dube, Williamson, Thompson, Felitti, and Anda (2004). Child Abuse & Neglect, 28, 715-722.

Williams, L.M. (2004). Researcher-advocate collaborations to end violence against women: Toward liberating methodologies for action research. Journal of Interpersonal Violence, 19, 1350-1357.

Yllo, K. (1988). Political and methodological debates in wife abuse research. In K. Yllo & M. Bograd (Eds.), Feminist perspectives on wife abuse (pp. 28-50). Newbury Park, CA: Sage.

Yoshioka, M.R., & Choi, D.Y. (2005). Culture and interpersonal violence research: Paradigm shift to create a full continuum of domestic violence services. Journal of Interpersonal Violence, 20, 513-519.

מאמרים להצגה בכיתה ע"י סטודנטיות: דוגמאות של מחקרים

Bell, H. (2003). Cycles within cycles: Domestic violence, welfare, and low-wage work.
Violence Against Women, 9, 1245-1262.

Bevan, E., & Higgings, D.J. (2002). Is domestic violence learned? The contribution of five forms of child maltreatment to men’s violence and adjustment. Journal of Family Violence, 17, 223-245.

Briggs, F., & Potter, G.K. (2004). Singaporean early childhood teachers’ responses to myths about child abuse. Early Child Development and Care, 174, 339-355.


Buel, S.M. (2003). Addressing family violence within juvenile courts: Promising practices to improve intervention outcomes. Journal of Aggression, Maltreatment and Trauma, 8,
273-307.

Carr, J.L., & Van Deusen, K.M. (2002). The relationship between family of origin violence and dating violence in college men. Journal of Interpersonal Violence, 17, 630-646.

Chang, H., & Saunders, D.G. (2002). Predictors of attrition in two types of group programs for men who batter. Journal of Family Violence, 17, 273-292.

Coolidge, F.L., & Anderson, L.W. (2002). Personality profiles of women in multiple abusive relationships. Journal of Family Violence, 17, 117-131.

Dimah, K.P., & Dimah, A. (2003). Elder abuse and neglect among rural and urban women. Journal of Elder Abuse and Neglect, 15, 75-93.

Eckhardt, C., & Jamison, T.R. (2002). Articulated thoughts of male dating violence perpetrators during anger arousal. Cognitive Therapy and Research, 26, 289-308.

Gover, A. R., Kaukinen, C., & Fox, K.A. (2008). The relationship between violence in the
family of origin and dating violence among college students. Journal of
Interpersonal Violence 23, 1667-1693.

Haj-Yahia, M.M. (2002). Attitudes of Arab women toward different patterns of coping with wife abuse. Journal of Interpersonal Violence, 17, 721-745.

Hebert, M., Tremblay, C., Parent, N., Daignault, I.V., & Piche, C. (2006). Correlates of
behavioral outcomes in sexually abused children. Journal of Family Violence, 21,
287-299.

Herron, K., & Holtzurworth-Muroe, A. (2002). Child abuse potential: A comparison of subtypes of maritally violent men and nonviolent men. Journal of Family Violence, 17, 1-21.

Higgins, D.J. (2004). The importance of degree versus type of maltreatment: A cluster analysis of child abuse types. Journal of Psychology: Interdisciplinary and Applied, 138, 303-324.

Kelly, D., Faust, J., Runyon, M.K., & Kenny, M.C. (2002). Behavior problems in sexually abused children of depressed versus nondepressed mothers. Journal of Family Violence, 17, 107-116.

Kinstle, T.L., Hodell, E.C., & Golding, J.M. (2008). The impact of juror characteristics and
victim health status on the perception of elder physical abuse. Journal of
Interpersonal Violence, 23, 1143-1161.


Lee, M. (2009). A path analysis on elder abuse by family caregivers: Applying the ABCX
model. Journal of Family Violence, 24, 1-9.


Levendosky, A.A., & Graham-Bermann, S.A. (2001). Parenting in battered women: The effects of domestic violence on women and their children. Journal of Family Violence, 16, 171-192.

McMahon, J., & Clay-Warner, J. (2002). Child abuse and future criminality: The role of social service placement, family disorganization, and gender. Journal of Interpersonal Violence, 17, 1002-1019.


Moon, A., Tomita, S.K., & Jung-Kamei, S. (2001): Elder mistreatment among four Asian American groups: An exploratory study on tolerance, victim blaming and attitudes toward third-party intervention. Journal of Gerontological Social Work, 36, 153-
169.

Reay, A. M. C., & Browne, K.D. (2002). The effectiveness of psychological interventions with individuals who physically abuse or neglect their elderly dependents. Journal of Interpersonal Violence, 17, 416-431.

Salzinger, S., Feldman, R.S., Ng-Mak, D.S. Mojica, E., Stockhammer, T., & Rosario, M. (2002). Effects of partner violence and physical child abuse on child behavior: A study of abused and comparison children. Journal of Family Violence, 17, 23-52.

Sarantakos, S. (2004). Deconstructing self-defense in wife-to-husband violence. The Journal
of Men's Studies, 12, 277-296.

Spilsbury, J.C., Kahana, Sh., Drotar, D., Creeden, R., Flannery, D.L., & Friedman, S. (2008).
Profiles of behavioral problems in children who witness domestic violence. Violence
and Victims, 23, 3-17.

Testa, M., & Leonard, K.E. (2001). The impact of marital aggression on women’s psychological and marital functioning in a newlywed sample. Journal of Family Violence, 16, 115-130.

Additional Reading Material:

Grading Scheme :
Written / Oral / Practical Exam / Home Exam 10 %
Essay / Project / Final Assignment / Referat 65 %
Presentation / Poster Presentation / Lecture/ Seminar / Pro-seminar / Research proposal 25 %

Additional information: