1. AVA 2009 Presentation1 Domestic Violence Content: Infusion in Social Work Curriculum Annelies Hagemeister, PhD, MSW, LISW Fran Danis, PhD, ACSW Beverly Black, PhD, MSSW

2. AVA 2009 Presentation2 IPV/VAW: Cross-cuts fields of Social Work Practice Social Work Fields of Practice Child & Family Services Child Welfare & CPS School Social Work Substance Abuse Medical Social Work Public Assistance Mental Health Employee Assistance Disability & Gerontology

3. AVA 2009 Presentation3 Social Work Education & Research Efforts   National Social Worker Summit on Violence Against Women (2000)   Council on Social Work Education Violence Against Women and their Children Track Breaking the Silence - Publication on Curriculum Modules   Society for Social Work Research   Journal of Social Work Education Special issue

4. AVA 2009 Presentation4 Social Work VAW Centers: Connections and Resources   School of Social Work, University of Minnesota Minnesota Center Against Violence and Abuse Institute on Domestic Violence in the African American Community   School of Social Work, Rutgers University Center on Violence Against Women & Children   School of Social Work, UT-Austin Institute on Domestic Violence and Sexual Assault

5. AVA 2009 Presentation5 Social Work Curriculum Areas   Professional Values and Ethics   Human Behavior in Social Environment   Social Welfare Policy   Diversity & Populations at-risk   Direct Practice skills   Research and Evaluation   Field Education Practicum

6. AVA 2009 Presentation6 Infusion of Domestic Violence Content Across the Social Work Foundation Curriculum Social Work Foundation Curriculum Social Welfare Policy & Services International policies Violence Against Women Act TANF Family Violence Option Child Welfare Policies Employment & Housing Discrimination Field Practicum Opportunity to practice universal screening, assessment, and intervention in field placements Safety plans for students Research & Evaluation Measurement issues Safety for Human subjects Community Needs assessments Effectiveness of Interventions Values & Ethics Right to self- determination Confidentiality & Safety Mandatory reporting issues Duty to warn Diversity & Populations at Risk Issues & services related to age, race, ethnicity, sexual orientation, immigration status, and disability of victims & perpetrators Social Work Practice Universal Screening Risk Assessment Intervention Safety Planning Secondary Trauma Safety risks of couple counseling & family therapy Human Behavior & the Social Environment Theories of Abuse Family vs. Gender- Based Violence Violence across the lifespan Prevalence, Dynamics, Risk Factors & Myths Developed by Fran Danis, Ph.D. University of Missouri - Columbia Developed by Fran Danis, Ph.D. University of Missouri - Columbia Developed by Fran Danis, Ph.D. University of Missouri - Columbia Developed by Fran Danis, PhD U Missouri Columbia

7. AVA 2009 Presentation7 Infusion & Integration  Infusion Model Integrate DV/IPV content to foundation courses Integrate DV/IPV content to foundation courses  Elective Courses Both attracted undergrads/grads in Social Work and other majors Both attracted undergrads/grads in Social Work and other majors Provides opportunity for cross-professional discussion and understanding Provides opportunity for cross-professional discussion and understanding

8. AVA 2009 Presentation8 Danis’ Infusion Model Evaluation  Used Quasi-Experimental Design  Non-equivalent Control Group: All students received DV 101 guest lecture All students received DV 101 guest lecture  Intervention Group: Select group received a 3-hour skills building class on risk assessment in 2 out of 3 course sections Select group received a 3-hour skills building class on risk assessment in 2 out of 3 course sections  Measured: Practice Self-Efficacy pre and post intervention Practice Self-Efficacy pre and post intervention

9. AVA 2009 Presentation9 Danis: Findings   Student Self-efficacy increased for all BSW students Both control and experimental   Self-efficacy increased on 6 out of 11 items for MSW students   Experimental group showed strongest increase in self-efficacy for MSW students

10. AVA 2009 Presentation10 Black: Social Work-Nursing Joint Class   Blended experience and knowledge of two professions   Both victim/survivors and perpetrators are seen by social workers and nurses in many settings   Effectiveness of work depends on understanding of perspectives and roles

11. AVA 2009 Presentation11 Black: Course Content   Readings from both social work and nursing   Assignments varied at times for nursing and social work students   Used case studies that students explored from professional perspectives   Used cross-professional discussion groups

12. AVA 2009 Presentation12 Black: Feedback   Students often focused on clarifying professional identities, professional socialization, and roles   Nursing students: maintained their focus would be medical; eager to call in SW   Social work students: expressed impatience at nursing student’s med focus   Response to class mixed   Many valued hearing from other profession; some felt the differences were too great

13. AVA 2009 Presentation13 Hagemeister: SW & DV   Upper division social work students and others in social and behavioral sciences, education, and other areas   Covers domestic violence and its relationship to levels of social work practice Micro = Direct practice Mezzo = Organizations and service delivery Macro = Social policy and social change

14. AVA 2009 Presentation14 Hagemeister: Responses   Course helped to dispel common myths about domestic violence   Students felt more confident in being able to assess and assist victim/survivors   Students learned to recognize links between DV, CM, CD, and MH issues   Understood connections between/among service providers and other systems

15. AVA 2009 Presentation15 Conclusion   Over the past decade there’s been a steady increase in infusion of content on domestic and sexual violence in curriculum   Has been supported by network stemming from conferences and maintained with listserv   Supported by resource and research centers in schools of SW   Supported by professional education organizations