| 12/27/2024 8:05:46 AM |
| New Course (First Version) |
| CATALOG INFORMATION
|
| Discipline and Nbr:
GUID 200 | Title:
ADVOCATE TRAINING |
|
| Full Title:
Advocate Training |
| Last Reviewed:12/12/2023 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 14 max. | Lecture Scheduled | 42.00 |
| Minimum | 1.00 | Lab Scheduled | 0 | 5 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 42.00 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 84.00 | Total Student Learning Hours: 126.00 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
Catalog Description:
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This course prepares the student to do advocacy work in the field of domestic violence - presenting a theoretical framework, investigating local resources and procedures, and developing crisis intervention skills. Format includes lecture, guest speakers, class discussion, and role play.
Prerequisites/Corequisites:
Recommended Preparation:
Eligibility for English 100A or equivalent. A basic personal maturity.
Limits on Enrollment:
Schedule of Classes Information
Description:
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INACTIVATED SPRING 1994
(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for English 100A or equivalent. A basic personal maturity.
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
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| CSU GE: | Transfer Area | | Effective: | Inactive: |
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| IGETC: | Transfer Area | | Effective: | Inactive: |
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| CSU Transfer: | Transferable | Effective: | Fall 1999 | Inactive: | |
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| UC Transfer: | | Effective: | | Inactive: | |
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| C-ID: |
Certificate/Major Applicable:
Not Certificate/Major Applicable
COURSE CONTENT
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
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Students will:
1. describe the elements of the cycle of violence.
2. be able to distinguish between the facts and myths of
domestic violence.
3. describe the theory of learned helplessness.
4. identify legal resources for domestic violence.
5. recognize and describe a TRO.
6. recognize "I" and "you" messages.
7. utilize active listening skills.
8. identify community resources for women and children involved
in domestic violence.
9. utilize hotline procedures for crisis intervention.
10. utilize crisis intervention skills.
11. utilize a phone screening sheet.
12. recognize the work done by men.
13. identify personal boundaries and issues of co-dependency.
14. become familiar with the local battered women's shelter.
15. recognize issues of classism, racism, sexism, and homophobia
as they relate to domestic violence.
16. recognize personal needs in crisis intervention work.
17. develop skills to recognize and avoid burnout.
Topics and Scope
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1. Theoretical material
a. domestic violence myths and facts.
b. cycle of violence.
c. learned helplessness.
d. racism, sexism, classism, and homophobia.
2. Local resources
a. local YMCA domestic violence program.
b. legal advocacy.
c. shelter house rules and procedures.
d. men evolving nonviolently.
3. Advocacy skills
a. active listening.
b. telephone crisis intervention skills.
c. taking care of personal needs and avoiding burnout.
Assignments:
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1. Reading BATTERED WOMEN by Lenore Walker.
2. Reading regular handouts.
3. Participating in class discussion.
4. Completing facilitative response sheets.
5. Participating in assigned role play dyads.
6. Completing two telephone role plays.
7. participating in tour of battered women' shelter.
8. Keeping a journal of thoughts, feelings, reactions to course
material.
9. Presenting a creative project.
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
0 - 30% |
| Written homework, JOURNALS | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 35% |
| Class performances | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
0 - 0% |
| None | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
0 - 10% |
| ATTENDANCE | |
Representative Textbooks and Materials:
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REQUIRED: BATTERED WOMEN by Lenore Walker.
RECOMMENDED: BURNING BED by Faith McNulty.
GETTING FREE by Ginny NiCarthy.
WOMEN WHO LOVE TOO MUCH by Robin Norwood.
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