Responding to Violence and Abuse: Educating Minnesota Professionals for the Future

DOCUMENT RESUME

ED 392 376 . HE 028 976

TITLE Responding to Violence and Abuse: Educating Minnesota Professionals for the Future. A Report of the Statewide Task Forces. INSTITUTION Minnesota Higher Education Center against Violence and Abuse, St. Paul.; Minnesota Higher Education Coordinating Board, St. Paul. PUB DATE Oct 95 NOTE 64p. PUB TYPE Reports Research/Technical (143) Viewpoints (Opinion/Position Papers, Essays, etc.) (120)

EDRS PRICE MFOI/PC03 Plus Postage. DESCRIPTORS Allied Health Occupations; Blue Ribbon Commissions; *Crime; Crime Prevention; Criminals; Emotional Abuse; Higher Education; Human Services; *Law Enforcement; Legal Education (Professions); Licensing Examinations (Professions); *Professional Educacion; *Sexual Abuse; Standards; State Legislation; *Statewide Planning; Teaching (Occupation); Verbal Abuse; Victims of Crime; *Violence IDENTIFIERS *Minnesota

ABSTRACT In response to a 1993 Minnesota crime bill, four task forces reviewed violence education in professional highereducation programs and made recommendationsfor legislation and law enforcement. The four task forces--in Law, Health Services, Human Services, and Education--made several critical recommendations that applied across professions: interdisciplinary violence education should be taught by knowledgeable faculty for all studentsin professional education programs; victims and offenders should participate as speakers, panelists, and community resources; protocols should be developed in all professions for dealingwith violent or abusive members; cultural competency should be stressed for students and practitioners; pre-admission standardsshould screen students at risk for violent or abusive behavior; andopportunities for service learning should be provided all students. Amongthe 10 recommendations for legislation and 6 recommendations for law enforcement were the following: appropriate certificationboards should create a specialization in law relative tocrimes of violence; law enforcement schools should createexperiential learning opportunities in areas related to violence and abuse; and thePeace Officer Standards and Training Board should define"conduct unbecoming an officer" to include patterns of physical, sexual, or emotional abuse or harassment. Appendixes contain a list of task force members and tables showing the evaluation of graduate professional education programs.(JB)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * *********************************************************************** i hhi fl AGAINSt VIOLENCE AND ABUSE

RESPONDING TO- D BUSE: rek, Educati sionals uture

";- n'" Ai:Rsport of thg Statewide Task Forces 4'sv '- atsxfir:

Ainnesota Higher Educatiorkeepter, Agt: adt.ilk^ - efir, , 'Itiolence and Abose,

October 1995

THIS '; DEPAPTEFE NI Pr Ent, AT PERMISSION TO REPRODUCE GRANTED BY 1- DI ATIO`,At FiE i()Ifill FS .NF MATERIAL HAS BEEN CFNTER &MCI Th.c lortenpnl neon !Of, MN II .E. Center A ,ainst Violence & Abuse

RESOURCES P niyi,. TO THE EDUCATIONAL p . flI'Ijtjnot .,rr..4g, ,or INFORMATION CENTER (ERICI" ..- 41 Or . r r.I ' 2 BEST COPY AVAILABLE V«)lence and abuse in .Amencan s,icictv are This report brings kigether the mirk of ear public health issues that concern all people over one hundred Minnesota professionals Colleagues. in OM' SOClety. As this report vales to press, concerned with higher education's response some areas of the state are reporting record to issues of violence and abuse in our society. le% els ot homicides and other violent crimes. Task force members represent the diverse Never has it been more important for us, as communities of our state, including a variety Minnesotans and citi:ens of oil,- ciiuntry, to of professions, personal histories, ethnic and take an active role in helping to end violence racial groupsind roles. The task forces and and abuse by helping victims find safety, their individual recommendations cover four perpetrators to change their behavior, and specific, interdisciplinary sets of professions: social institutions, from the fanulv network law; health services; human services; and to formal irg,Ini:atitins, to respond differently education. The task forces have worked hard to this problem. to produce practical and timely recommendations in the six months they have deliberated. Minnesotans have long been leaders in Their work speaks for itself. creatively addressing the most difficult social problems of MB' society. People from around This report is a culmination of the task the world look to the numerous "Minnesota forces' work, but it is also a starting point. mOdels," he they in chemical dependency, Now the hard work of implementing these child welfare, or violence and abuse. It is in recommendations begins. We welcome this tradition that Senator Jane Ranum and your participation in the next steps of this her colleagues at the Minnesota Legislature change process. envisioned Minnesota leadership on the issue of professional education in violence and Sincerely, abuse and funded the initial activities of the Higher Education Center Against Violence and Abuse. Christine Imbra, Executitv Director Jeffrey L. Edleson, Professor and Principal Investigumr A report of this magnitude .md scope is In addition, I would like to thank Jeffrey Acknowledgements rarely written by one person. Responding to Edleson, Social Work Professor, and Jamie Violence: Educating Minnesota Professionals Tiedemann, Sexual Violence Program tor the Future is no exception. I believe that Director, both at the University of if it were not for the support, confidence and Minnesota, for writing the grant and for encouragement of many people this report having a clear understanding of the potential would look much different than it does today. impact a Center of this nature could have on Minnesota professionals. Their stellar support First and foremost. I would like to extend my allowed me and the Center's staff to create a sincere appreciation to Senator Jane Ranum project we could all be proud of. for having a vision and for being able to articulate that vision to her colleagues in the Finally. Iwould like to acknowledgeand Minnesota State Legislature. The Legislature thank the Center's staff and Advisory Board put Minnesota at the vanguard once again by members for their assistance, friendship and providing funds for the nation's first Higher support this past year. Their commitment to Education Center Against Violence and this process enabled task force members to Abuse. I would also like to extend my thanks perform their job efficiently and effectively. to Nancy Bunnett, Senior Policy Analyst for the Minnesota Higher Education Services Office. Ms. Bunnett was involved in every stage of the grant and remained enthusiastic Christine Imbra about the Center's activities throughout its October 1995 initial year.

2 Letter to (.olleagues 1 . Ackm)wledgements 2 lixeClalVt: Summary 4 The Nitnnesora I ligher Education Center Against Violence and Abuse 9

History ot Initiative II Charge 11 Task Force Work 13 hrroduction to Recommendations: 20

Reck immendanons ic it c:hange 21

Law Law Enforcement 26 Nursing 30 Nledicine 34 Psychology 17 Social Work 40 Teacher Educatii in 43 School Administration 46 Guidance Counseling 50

Appendix A: A.1 Evaluation of Graduates of Programs in Law 53 A.2 Evaluation of Graduates of Programs in Law Enforcement 54 A.3 Evaluation of Graduates ot Programs in Nursing 55 A.4 Evaluation of Graduates of Programs in Medicine 56 A.5 Evaluation of Graduates of Programs in Psychology 57 A.6 Evaluation of Graduates of Pri igraniin S icial W. irk A.7 Evaluation of Graduates ot Programs in Teaching 59 A.8 Evaluation of Graduates of PrograMS in School Administration and Guidance Counseling 60 rrendix B: List ot Tisk Force Members by Task Force 61

3 The Minnesota I lp.2.her Edikation .knter Violence edueat kin Lim-it:ilium should be Executive A,tainst Violence and Ahuse was estahlished taut.tht iniii interdisciplinary fashion. Summary l9kfi 1111) hinds trom the 19c/1linnesota Faculty members teat:him! violence educa- .1.1111e IiII. Tlie Center is a prollyam tion curriculum should be knowlediNable the Minnesota I liLther Education itt rhe r,,rie are i. (:tiordinatine Roard (now the I hlther Victims/survivors and offenders should

Lineation -zervIk.e,"Ifwe)'11,1 Ited be invited to participate in the delivery At tile (.111\ eNit \ ot curriculum as ,._!tiest speakers, panel inembers and Lommumtv resources. A tumor activity oi the Center included All protesskins shqild haye a protocol the development ot four task forces: Law; for dealinu with individuals within the leak h IA Inman services, .111..t protessi,nn who are exhibitinu violent, Educamm. The task forces were 5ll.11-L:ej abusive or harassint; behavior up to and with reviewunz, revisint: and reettnunendint_! includin i! license revocation. violence edilcath,n 111 nine pr.,tessi, i.'ultural c.,mpeienA is important tor hiLther eduLatk,n prtitJams: students and practitioners, parucul, -1Y as it relates to \ iolence prevenuon l.aw Enforcement .ind intervention. Nursini, Ili:tiler educatatm proaams in the mne Medicine professions studied in this report should have pre-admission standards/cmena that Psycholoo, Social Work determine if a potential student is at risk Teacher Education for violent, abusive or harassmit behavior. School .Administration The purpose is not to exclude these indi- Guidance (.:unselinit, viduals from education but to identit* students in need of additional intervention. Task force membeN examined preparation, Service learninu, durirm t! which students licensini2 and contimumt education and participate in community service efforts developed an intervention stratetzy in the to address issues relatua; to violence and form ot ReLommentlat ions and Stratei_lies abuse. ian imp,rtant educational strateuy tor implementatittn. Recommendatnins are and should be mtused into the curriculum advisory in nature, vet task force members of all hiuller education prourams. chose to use the word 'will" instead ot "shtnild" to provide an aspiratitinal tone. These critical themes helped set the philo- Itis the wish of task force members that the sophical framework f- the development of recommendations Are read with the spirit of the recomniendations and apply to all nine that tone in mind. professions studied in this report. Some of the professions included these ceneral themes in Several critical themes emetued Jen, their recominentlanons and others felt that protessions and task tot,. es: -t.ltUlltellt Ill their introduoion minid help All students in Nlinnesota 1 lit2her set the tone ot their report. Education protgams in the nine professions studied should have violence education t urrikulum in their field ot siuI.

4 Recommendations-for-Law: Recommendations for Law Minnei,ota's law '4ChOtil, will offer .1 Enforcement; comprehensive curriculum that prepares LaW entorcement 6cultv will be knowl- law :chkiol students to understand, edgeable abiiut current violence issues and iklentav and ires, the causes and know how to turn theory into practice. effects of violence ,ind abuse. The Peace Officer Standards and Training Minnesota's law chools will Jesin .md (r.O.S.T.) Board will review current cur- ,iffer internship oppornminesiexpenenLes riculum oblectives relating to violence and relating to viiilence .md abuse kir all laW abuse to determine if they are translating school students. into effective law enforcement practice. Minnesota's Liw schools will encourage and Minnesota's law enforcement schools will support at least ..ne fak idly member kk ho create experiential learning opportunities has expertise in violence education. in areas related to violence and Ibuse for Law school admissions ottlier, v.ullusk all law entorcement students. potential lak school students it they h,,ye Thero.s.T.Board will define "conduct ever been konvicied of or pleaded guilty unbecoming an officer" kkhich will include to a Crime. patterns of ph,steal, sexual or emotional

All applicants to the Bar v.11K. required abuse or harassment, even short of a to disclose criminal convictions. All criminal conviction. practicing attorneys will be required to A comprehensive continuing education

report criminal ciinvictkins prior to curriculum will bek.eve.oped1 1 to addres: license renewal. violence and abuse issues. Appropriate certification boards will create The PO.S.T. Board will centralize a specialization in law relative to crimes of information about violence and abuse violence which requires specific education. training available for licensed peace Providers who produce "Bridge the Gap" officers for continuing education credit. programs for recent law school graduates will include a section on violence and abuse issues. The Higher Education Center Against Violenck .trid Abuse or a similar organra- rim will provide resources for law school and continuing legal educatiim faculty. students and attorneys to access information on violence and abuse issues. The Continuing Legal Education Board will expand their course approval criteria so that courses/workshops addressing violence and abuse education that relate to the prattikk ii km ,Ile rekokini:ed hr rc.ht Minnesota's providers ot Lontintung legal education will sponsiiriprui ide more quality programs on violence and abuse issues. Recommendations for-Nursing: Recommendations-for--Medicine:-- key abilities on issues tit viitlence Educamin on violence and abuse will be a and abuse will be included and integrated part of every medical student's and resident into existing nursing outcomes, as physician's education. arpriirriate ii i the score ot rractice. The Board of Medical Practice and the All nursing students will attend selt. Minnesota 'Medical Association will work awareness st rategt:ing seminars addressing with the stare medical schools to infuse violence and abuse as part ot their issues ot medical turisprudence, including educational curriculum. issues of \lolence and abuse, into medical The National Council of State Boards school curriculum. of Nursing will be requested to include The Minnesota Board of Medical Practice mestk ins addressing violence .111d .1hum: will mirk with the Minnesota Medical 111 the lob Analysis Study so they could Association in contacting the American potentially be included on the National MediCal Association and the Federation Board EN.1111. ot State Medical Boards to urge the the Nlinnesom Nurses Association inclusRin of items related to violence (NINA) in coniunction with other health and abuse ir future standardi:ed associations will lobby for the Legislature protessiona' examinations. to create a statute that woukl mandate The Minne;ota Board of Medical Practice workplace envirorunents that are free will strongh encourage health profession- ot physical violence and verbal abuse als, employrs and professional associations (similar to OSHA standards). to create incentives for all practitioners In the Rules Relating to the Minnemita to take continuing education violence Board of Nursing definitions and abilities prevention training. will re made to include violence and abuse. All specialty boards will include violence A statewide directory of resources of and abuse issues in their educational and contirming education providers for health testing requirements. care professionals in the areas of violence 'and abuse will be developed. Recommendations for With regard to key nursing abilities Psychology: Recommendation = 11 continuing Psychology students at both the education courses will address ethics. undergraduate and graduate levels will 1.10,11, cultural, and sexual orientation be educated on violence and abuse issues sensitivity, utili:ing case discussion and through coursewtirk and/or other learning rractical clinical guidelines. opportunities including practica, internships, research opportunities and independent study. Each higher education institution in Minnesota will ensure the assessment of t heir psych;i1,,g faculty's expertise on violence issues. In order to he re-licensed in the state of Minnesotai psychologist must have four (4) hours of continuing education on violence and abuse issues per renewal period. (N.ontinumg education courses on violence and ,11,Lise will be more diverse and accessible to psychologists aritund the state.

6 Recommendations for Social Recommendations for Teacher Work: Education: Social work students at both the undergrad- Students enrolled in higher education uate and graduate levels will he educated teacher preparatiiin programs will on violence and abuse isNlies throuQh be required to take a course on c,,iirsework.and;or other learning opportu- violence e Iiicat nines including practica. internships, Service learning will be a part of all teacher research ,ipportunit les and independent preparation pnigrains %ith an emphasis stud. on prevention strategies for yiolencie The Minnesota 11,,ard of Social Wiirk and abuse. work to ensure that applicants tor a social The Board oi Tea,:hing will revoke the work lk.ense ate tested on knok ledge ot teaching hcense ot an% icaLher who is violence and abuse-relared issues, including physically, sexually or emotionally abusive mandated reporting laws. or exhibits a repeated pattern of harassing In order to he re-licensed in the state of behavior. if all ft inns of appnipriate Nlinnesota, a social worker 1st have ten remediation have tailed. percent ( l0",1 ot continuing education Any teacher wilt, was sLhooled outside of units on violence and abuse issues per Minnesota will not be licensed until they renewal period. have attended violence education training The Board ot Social Work will recognize in Minnesota. service learning on violence-related issues Continuing education tor teachers will be and allow continuing education units to be restructured into "content areas," one of used for experiential learning. which will include violence education. Continuing education courses on violence Minnesota schools will develop strategies and abuse will be ot high quality, diverse to create a service learning model for and accessible to all social workers. teachers that would put Minnesota at the vanguard in violence prevention and community building.

7 Recommendations for School Recommendations for Guidance Administration: Counseting4 Sch iiiadministrator, will have coursework Effective violence education programming on violence and akise issues in their for guidance counselor,, will include educaniinal preparat ii in. knowledge, skills and diTositions on Faculty teaching in school .hlunnistrator violence issues. programs will be knowledgeable abi iiit The Board Lit Teaching will revoke both and prepared to teach viiileihe itj the teachmi, and counseling license of abuse Lourses. any guidance Lliunsehq who is physically, Rules ;Ind statutes governing principals sexually or emotionally abusive or exhibits and superintendents will be reviewed a repeated pattern ot harassing behavior. t,, mUle vi,,leth.e and abuse issues. It all torms ot appriipnate remcdtation Me State Board ot Education will revoke have failed. the hcense of any school administrator (.3iiidance counselors will have two who is physically, sexual! \r emoti, call% turkti, i-clatcd to \ a lenee eduLati,,i1 ,11'11:Ive or who ex1111`Its .1 repeated pattern in schools: ot harassing hehavior, it.111 torms ot They `A ill provide developmental appropriate remediation have faded. intervention and counseling Continuing education providers will ofter They will provide violence education high quality courses on violence .md abuse. and prevention programming. The State Board of Education, Board or In order to maintain a license, guidance Teaching and school administrators will counselors in the state of Minnesota will support the development of a 1110del tor ;er- attain twenty-five k 25) hours of continuing vice learning as an effective violence pre- education units in violence education and vention strategy for student, and teacher,. training per renewal period. School administrators will be required to The Board of Teaching Rules regarding take ten percent (10%) of their continuing guidance counselors will he amended to education credits in violence and abuse include language that pertains to violence education and ten percent (10"01 ot their prevention and intervention. continuing education credits in diversity, Continuing education for guidance coun- including but not limited to race, colture selors will include performing community- and sexual orientation, per renewal period. based violence prevennim education.

10 M%ssion Activities The Minnesota Tlte Center's primary mission is to revise the Task Forces Higher Education preparation, licensing and continuing educa- Task forces evaluated professions within the Center Against tion of a wide range (A. Minnesota protession- following four professional areas: law; educa- Violence and Abuse al. on issues of violence and abuse. tion; health services; and human services. The focus was on training and licensure of Outcome lawyers, law enforcement officers, nurses, When professionals intervene they will be physicians. psychologist., social workers, more likely to: teachers, school administrators and guidance Provide safety to victims/survivors of counselors. Task forces assessed and recom- violence r (ended changes in current professional pro- Offer a Llear .md consmem messa,ze t, grams, licensing and accreditation standards both perpetrators and victims/survivors relating to professional responsibilities in that violence will not be tolerated addressing violence, abuse and harassment. Alter systems so that they respond in Plans and recommendations for revising a similar manner the preparation, licensing and continuing education of professionals will become the Purpose-an4-Scopc future work of the Center. The Center will The Minnesota Higher Education Center assist all of the professions in formulating the Against Violence and Abuse works in integration of recommended training for cooperation with organi:ations statewide their members by providing a list of trainers. to develop higher education programs that curriculum and resources on all forms of prepare protessionals to provide safety and violence, abuse and harassment. services to victims of violence, hold perpetrators accountable for their actions, and address Clearinghouse the .:oot causes of violence. The Center The Center has developed an electronic serves as a resource to all Minnesota higher Clearinghouse of information that can education institutions and to selected assist faculty and staff in developing higher professional licensing agencies. education curricula on violence and abuse. The Clearinghouse supports professional The work of the Center is to promote education t'or working with victims/survivois professional and general education about and perpetrators. IntOrmation in the prevention, extent, causes and interventions Clearinghouse is available to people in higher for all types of violenLe. Violence is under- eucation statewide and ityludes resources to stood to include not only violent "street" assist all Minnesota colleges, universities and crimes, but also domestic violence, rape, child ca...er schools. The Clearinghouse showcases abuse and neglect, abuse of vulnerable adults, information developed or written hy state and harassment based on gender. race or sexual national experts on violence and harassment. orientation. hate/bias crimes, sexual Staff of the Center maintain existing e\ploitat loll of client., and all other entries and input new information and forms of violenceibuse and harassment. resources regularly.

9 11 Conferences Jeffrey Edleson The Center will facilitate and Lo.sp,insor Lowersit. of Minnesota conferences on topics related to violence and abuse that are initiated by instaffillins Marti Elickson of higher education in collakiration with Uniersity of Minnesota community-based Minnesota orgam:ations. The Center will convene a statewide confer- Susan Furstenberg ence focused (in "1 iigher Education's Role in University of Nlinnesota Ending Violence and Abuse." This confer- ence will feature academic, professional and Eng Her community representatives and will highlight Hmong Minnesota Association ways in which higher education can play multiple roles in ending violence and abuse. Susan Lowe Minneapolis Community College Outreach Staff are committed to holding Center events Mario Prada and activities in various locations throughout UniversitY of Minnesota - Crookston Minnesota. Regional meetini . will be con- vened annually in order to provide access to Jane Ranum and input frorn professionals in each region. MN State Senate Constituents in the state have access to the Center through electronic networking1 Barbara Shank newsletter, a statewide toll free telephone University of St. Thomas and membership on various committees. Matthea Little Smith Members of the Higher MN Coalition for Battered Women Education Center Against Violence and Abuse Advisory Debra Smith-McGee Board-include: Medical Institute of Minnesota Mary Albrecht NW Coalition Against Sexual Assault Donald Streufert Center for Reducing Rural Violence Nancy Bid le Consultant - Violence Prevention Carol Sullivan MN Department of Education Nancy Bunnett MN Higher Education Services Office Jamie Tiedemann University of Minnesota Judith Canney minneap,lis Technic,il t. Ntary Trippler U. S. Department of Justice Barbara Carson Mankato State University Paul Tschida rniversity of Minnesota Melvin Carter St. Paul Police a.partment Sheila Wellstone Senator Wellstone's ()ffice

10 1 2 The Nlannesota State Legislature passed legis- Following the establishment of the Center History of lation in 1002 directing the Ii ilier Education in mid-1904, a plan was developed and Initiative :,,ordinatinii Board (now the Fliiiher implemented to systematically review Fiiicat ion Services l)tt ILC )1,1 starve \ rceen, nine professions tor adequacy (if violence college graduates in the state and evaluate prevention education and to determine if the adettuaLy ot the protessional education students were adequately prepared for their they had iet.ened about violence and abuse. professional work as it pertained to violence- In February I'mthe Inventory ot Post- related issues. Secondary Courses (in Viiikince and Abuse.. wa published by the Higher Education Over a six month period in 1.995 the Higher Co(irdinating Board. A task Nirce (0 higher Education Center Against Violence and education and licensmg board representative, \buse Lonvened titur Task Fiirces: 1..iw: revIt'Wej the survey results as will as an Education: Health Services; and Human inventory 0 current Lourses on violence and Servitis. These task forces were the culmina- abuse. Their recommendation to the State non of a three year effort by the Higher Leiiishuure, ',mild in the Report (it the Task Education Coordinating Board to ascertain Force on Professional Education about the level of preparation students in Vudence and was to establish a Minnesota's higher education system received Higher Education C:enter Against Violence on violence prevention education and train- and Abuse. ing. Once it was determined that student preparation in Minnesota higher education The Legislature recognred the critical role ot institutions is limited in the area of violence professional education m preparing graduates prevention education and training, each task to be part of the state's strategy to reducAtvio- force devoted considerable time and attention knee, and harassment by supporting to the development of recommendations for the task tOrce's recommendation. Legislation revisions in student preparation, licensing and and funding to establish the Higher continuing education, Education Center Against Violence and Abuse was part of the 199 Minnesota report provides an overview of the Omml,us Crime bill. work of the Task Forces, beginning with the Charge and ending with Recommendations tOr Change.

Ita , , ' 1, ,1 la my% ,t from the \ I III!Ileritn.itt,li5,1; I IiLliil 1:.likatbtit5, Ite II

1 3 The Tisk Fiiftes were ,harged with: The Higher Education Center Against Charge Reviewing Violence and Abuse aniftipates that whei i-&evising professionals are adequately prepared to Rel ommend inc intervene they will he more likely to: Provide safety to victims/survivors Violence education in nine priitessional of violence higher edui. itt in pi., igrams: Offer a clear and consistent message Law to both perpetrators .md victims/survivors Law Enforcement that viillence will not be tolerated Nursing Alter systems so that they respond in a Medicine similar manner Psvi. Social Work It is with this thought in mind that the Teacher Education Tint of the Task Force work was established School Administration and sustained. Guidance Counseling

Task Force members examined: Preparation (Curriculum) Licensing (Rules and Regulations) Continuing Education (Training and Workshops) and developed an intervention strategy in the form of recommendations and strategies for implementation.

12 1 4 The I hi.;her Llikat ion CoorLitnatinc I3oard Task F\orce ted the initial -air\ ev of recent Work NlInnesota collet:e Cra,hlates, Recent iraduate, Stirvey Prote..ii Edtitation about Violence and Ahu.e: Re.tilt, and Technical Report,'' to determine the adequacy ot preraration they received on violence Issues k See Arrendix Table 1illthtrate the need tttreLucation on vitilence

Table I Survey of Recent Graduates

Percent saying their professional work required them to have an understanding of violence, Profession Survey responses abuse and harassment

Law 136 80

Law Enforcement 150 93

Nursing 187 77

Medicine 102 86

Psychology 67 100

Social Work S2 98

Teacher Education 287 36

School Administration'4 56 98 Guidance Counseline

fheSe 111.1C the \ hate ttnall

/1,. ,.1111.11, I '11:ft, .01w* t. t Nurt , Risiart ti 1,11PICISI, II 13 Ov. r three hundred tiny3501 person, were no..imated tr the him Ta,k Force,. which were organred by professional affiliation Law Tisk Force Law Law Enforcement Health Ser ie Task Force Nursing Medicine Human Services_Task Force

Social Work Education T.ik Force Teacher Education School .Administration Guidance Counseling

Each Task Force was composed of higher education faculty, practitioners, students, representatives from community organca- tions, licensing agencies, and cati:en representatives. An effort made to include a diverse group of people on each Task Force. Table 2 indicates gender, geographic and racial/ethnic diversity

Table 2 Task Force Member Representation

Greater Persons Total Task Force Male Female Minnesota of Color Members

Law 5(44001 10(56"01 7(10%1 4(22%) IS

Health Services 5(2 ;"0) 16(76%) 4(19%) 2(5%) 21

Human Services 8( 33%) 16(76%) 4(17"b) 8( 33%) 24

Education 6(26%) 17(74"o) 9(39%) 4(17"0) 23

Totals 27( 31 "ii) 59(090, ) 24(28%) 18(21%) 56

14 16 BEST COPY AVAILABLE Members were also selected to represent a Kathy Carr diverse range of organi:ations as indicated by Bemidji State Universit. the Task Force member list that follows k See (rimmal Justice Student Appendix B for a list of task force members by task force): Millie Caspersen Hennepin County Medical Center Task Force Members Jerry Abbott Bonnie Clairmont Bemidji Area Schools Sexual Offense Services of Ramsey County

Jim Ambuehl Michael Cline Morrison County Sheriffs Department Ramsey amid. Physicians

Larry Anderson Peg Corneille *niversity of Minnesota Police Minnesota Board of Law Eyammers

Stephanie Anderson Richard Crawford University of Minnesota - :s12dical Student Minnesota Department of Corrections

William Anderson Pat Cretilli Minnesota Board of Social Work Mankato State University

Richard Auld Mike Cromett Board of Medical Practice William Mitchell College of Liu.

Roberta Ballot Laurie Desiderato University of Minnesota Hospital and Clinic Bem:,lji State Universiry

Jan Bilden George Droubie Grand Rapids Public St Minnesota Department of Education

Lee Bird Pam Elliott St. Cloud State Universirv Abbott aril Associates

John Blanch Adella Espelien St. Cloud State Universiry Minnesota Nurses .Association

Gaylia Borror Patricia Frazier Winona State University L'niversity of Minnesota

Don Bradel Lou Fuller Bemidji State University Minnesota Department 01 Health

Mary Brandt Lila George Minnsota Coalition Nainst Seyual Assault Bemidu State l .niversity

Willie Bridges Al I followay knIle;)111,;1111',\:t .17\ s (

15 1 7 Jan Leslie Holt: Michael NleGrane College of St. Benedict Wilder Commimity Assistance Prugram

Eileen I ludon Tim McGuire Minnesota Coalition for Battered kli:mien Family Service. Inc.

Ann lk Gcneva Nliddleton \.1: Wham Nfitchell G)Ilege of Lau - Student Niffmandale Goninunity College

Barbara E D. Johnson Jeanette Miliaom Minnesota Board of Nursing Walk-In Counseling Center

Roberta 1,,ne, Mindy Mitnick Hennepin County .Attorney's Office Uptown Mental Health Center

Mary Nell Kaiser Ed Nadolnv St. Paul Public Schools W)oilland Center

Vivian Klauber Darcia Narvie: Normandale Cmnmunity College UniversitY of Minnesota

Mary Kay Klein Willie Nesbit Benshoof & Klein, P.A. Lakewood Community College

Judith Knutson Maurice Nins, Jr. College of St. Benedict Save Our Sons, Inc.

Trudy Kunkel Nadya Parker Mankato Department of Public Safety University of Minnesota - Doctoral Student

Julie Landsman Michele Peterson Minneapolis Public Schools University of Minnesota - Medical Student

John Laux/Peg Strand Margaret Dexheimer Pharris Peace Officer Standards and Training Board University of Minnesota - Doctoral Student

Jean Leicester David Power Winona State University UniversitY of Minnesota

larvey Linder Mary Nell Preisler Minnesota Board of P.sychology Private Practice - Mediator

Steve Loren: Pat Prin:evalle Range Technical C;ollegc Alexandra House

William McGee Michelle Prolt

Ilennepin County Attorney's)ifice St. utd s tate l'nwersu). ;raduate Stu, lent

16 1 8 Elaine Prom Th.ki Nlinnesota Board ot Teaelung I Imong Youth Assocuitum

Renee Rau. OSB Renee Van Gorp I 'nivel-qt. oi St. 7ii 'in,i t raduate Student Fridley Public Sch,,ols

Sharon Rice Vaughan \lark S. Vukelich Metrop,,litan State Minnesota Nledical Associatiim

Nancy Riestenberg Ike Welborn Minnesota Department if Educatuni Ramsey Action Programs

Karen Ristau Denise Wilder Lluversit of St. Thumas Associatuni of Minnesota Women Psychologists

Lloyd Rivers Oliver Williams University of Minnemita Minnesota Chiefs JI ILL. :\ssociation

Mark Schmit: Cindy Woki St. Cloud State UniversaN - Graduate Student Universim of Minnesota - Student

Jane Schulz Beth Zemsky Minneapolis Public Schools University of Minnesota

Nancy Schwan: Three meetings were conducted before this Dunwoody Institute report was written and disseminated. Each Task Force met for two days in April, one day Joanne Seaberg in June, and one day in September. The first WiimanKind meeting was an overnight retreat to give members the opportunity to get to know each Barbara Shank other.Iswell as to provide them with a solid University of St. Thmnas understanding of their charge.

Marjory Smgher Task Force members studied the two Sexual Offense Services reports disseminated by the HigherEducation Coordinating Board and the Rules and Susan Smith-Cunmen Statutes governing the related licensing Universtry of St. Thomas agencies. Task Force members were also asked to examine current information on Kate Steffens coursewl irk. licensing and continuing Beinidn State LniversaN education and to determine if students were adequately prepared in the prolessitmal areas Sonya Steven they were assigned (eg: The Law Task Force Hennepm Comity Attorney's ( )Jjtce studied information from Law schools and Law Enforcement programs). Judy TeBeest 0W 'oninuoluN t:orrection

17 1 9 Table ; provides an tverylewti the licensing, curriculam .md continuing education requirements km- the nine professions studied in this report.

Table 3 Overview of Professions

Number of Programs . Profession in State Licensing Agency

Law 3 Admitied to practice by MN Supreme Court upon recommendation of Board of Law Examiners

Law Enforcement 15 Board of Peace Officer Standards and Training

Nursing 21 (RN) Board of Nursing 24 (LPN)

Medicine 3 Board of Medical Practice

Psychology 11 Board of Psychology

Social Work 14 undergraduate Board of Social Work (Exempt: 4 graduate city, county, state employees)

Teacher Education 26 Board of Teaching

School Administration 6 State Board of Education

Guidance Counseling 6 Board of Teaching

A working detinition ot violence was given and/or the threatened or actual use to Task Force members before beginning their of force which results in or has a high work. The Minnesota Vutlence Prevennim likelihood of causing hurt, fear, injury, Advisory Tisk Force &pin (4. lanuarv 19Q5 suffering, or death. defines violence as: Each Task Force approached this definition in Words and actions that hurt people. a different way; some modified the definition eistb, 1`1151,1' unitm cNcrt whde others simply Rita red to it periodic,111\ ot power, intimidation, harassment, throughout their work. 20 . . .

Curriculum Continuing Education

Each law school has broad discretion 45 hours every three years No specific requirements tor violence ,ind abuse curriculum

Nature of violence and abuse and working with victims/offenders 48 hours every three years are integral parts of curriculum

Rules define Outcomes 24 hours - RN No specific requirements for violence and abuse outcomes 12 hours - LPN every two years

Established by degree or training program 75 hours every three years Driven by national resting requirements No specific requirements for violence and abuse curriculum

1 Curriculum requirements determined by faculty 40 hours during preceding renewal period Programs do not have to be approved by Board of Psychology No specific requirements for violence and abuse curriculum

Oppression, discrimination, cultural and social diversity are required 30 hours per biennial license renewal No specific requirements for violence and abuse curriculum

Rules establish skills and knowledge that must be taught 125 clock hours every five years No specific requirements for violence and abuse curriculum

1 No specific requirements for violence and abuse curriculum 125 clock hours every five years

No specific requirements for violence and abuse curriculum 125 clock hours every five years

Violence, for the purpose of the Higher Education Center Against Violence and Abuse, is understood to include not only violent "street" crimes, but also domestic violence, rape, child abuse and neglect, abuse of vulnerable adults, harassment based on gender, race, sexual orientation, hate/bias irlmcs,

.q:Xt1,11.-\11,,it.ition oflicnts, mud all other fit'%Iotliritft' It 1,11 ...III ,111111 ti 1101 Ilk forms ot violence, abuse and harassnwnt. Mumelora I h.turiment 0 Public Nakly. 19 21 The tour task force groups eadi approached [71fiV-sIN ommen,lation, were made, Introduction to their chats,e in .1 different way. I bm ever, all although no Ii Ned number was expected. Recommendations devekiped recommendation, that involve The number ot rec(anmendations is based higher education institutions, licensing on task force members' perceptions of the agencies and continuing education provider,. needs ot their speca ic field. Table 4 illustrates ln addition, ...mane recommendations include the total number of recommendations per statements fo, usedfl the Minnesot., puftessuin and in which area the reconunen- State Le,uslature as well as protessional datIons were made. Recommendations made associatiimsiorgani:atkins. in Preparation will be ot interest to higher education institutions. Recommendations The nine individual reports each focus made in Licensing and Continuing Education on .1pcuiue protession and include: will be of interest to IftensIng boards and An ultroduLtion by .1 task force mcmber pflutessiOnal from that p.m icular protession A list L't recommendations for ea,sh ot the three .1reas explored: Preparati. in Licensing Continuing Education .A rationale for each recommendatum A strategy or ,trategies for each recommendat ion

Table 4 Task Force Recommendations

. . , Continuing Profession Preparation Licensing Education Total

, Law 4 - 4 10

1 Law Enforcement 3 1 - 6

, -, Nursing - 3 - 7

1 1 Medicine I - 5

Psychology _ i 1 4

, , Social Work I - 5

Teacher Education , -1 2 6

, i School Administration - 2 7

Guidance Counseiing i 4 1 (,

Totals 19 IS I Q 50 20 22 Emerging Themes Tile-c Ltancal themes helped set the philo- Recommendtions cruk. al theme, emerged kro-s sophical tramcw,brk tor the development of - for Change protessions and task torces: the rectIIIIIIIendotRins and apply to all nine All students in Minnesota I 1wher protessic ills studied in this report. Some ot the Education programs in the nine protessiims protessions included these general themes in studied should ha\ e VlolenCe educat ion their recommendattons and others telt that a urrlculum in their neld statement in heir introduLtion would help Vioknce set the tone ot their report. taught in ul interdisciplinary taslu,n. Faculty members teaching vtolence educa- Two Final Points: tion curriculum should bc knowled,,eable First, the reader should know that task force in the members struggled '.i h w,.rd us,Ige A hen \ ictim-survivors and ottenders sh,tudd designing their rcLommendations. Although lied to parimpate in the deliver% -should- mai have been more appropriate as curriculum is ,Itest ,reakers, p.mel a directive for making recommendations, members and c,Ininunit% rest tUries. -will- was chiisen to articulate that these :Lomin.ndat iins at. ,Isr 11..1110i:A in nature. il proiessions ,1 tor dealing with individuals \ !dunthe We implore the reader not to ignore the protession who are exhibitIng violent, content ot the recommendations simply abusive or harassing behaviorurto and because of the word "will-. We do not have including license reoL mon. a mandate, nor do we wish to offend anyone. Cultural competency is important tor We simply felt strongly about our charge. students ind practitioners, particularly as it relates to violence prevention Second, the hst of "strategies" following each and intervention. recommendation is certainly not exhaustive. Higher education programs in the nine We encourage the reader to develop and pn)tession; studied in t..-us report should design additional strategies, if necessary, to have pre-admission standards/criteria that assure that the recommendations are imple- determine it a potential student is at risk mented. In addition, the reader is encouraged for vii ilent. akisive or harassing behavior. to review the Executive Summary for a list of The purpose is nilt ti, exclude these indi- all 5t reLonuitendat ions, many ot which arc viduals from education but to identity stu- pertinent to ill professions studied. dents in need ot additional intervention. ServiLe learning, during which student, participate in community service etforts to address issues relatint; to violence and abuse. is an imptirtant educ:ulonal strategy and should he intused into the Of all higher educat ton programs.

21 23 Introduction Thus, lawyers play a critical role in Law. In meeting us charge to prevent .uld shaping our culture's direction. They can respond to viiilence through the education be significant actors in working toward protessionak who are likely to work with a less violent society. victunsisurvivors and tiftenders, the Hu..ther Education (.:enter Against Violence and The Law Task Force reviewed surveys of Abuse appriipriatelv f(ii.:used the attention recent law graduates by the Higher Education of one I its task forcesn the training and (2oordinating Birard and also reviewed course education I law\ ers. otferings from Minnesota law scho()Is. Both reflected the same pattern: integrated training Lawyers are'corded qallis Ind power as to issues ot violence and abuse identifica- through their admissi.in tii the bar. Theyin tion and prevention Is significantly lacking in make :1 significant impact on society through current law school ;mud continuing education their actions as attorneys and citizens. Even curricula. While cknowledging the need for in the face4. contemporary disillusionment specific law-related course content in those ova the lust we system mud its taults, they Venue,, the Law Task Force nonetheless are looked upon to establish and uphold strongly endorses specific training that the aspirational, ethical mores of our society will better enable lawyersthroughout as "ministers of justice.- all aspects of their professional lifeto understand, identify and address the While such a perspective on lawyering causes of violence and abuse. may well seem archaic to some, it is in fact reflected in the view of lawyers incorporated into the preamble to The Minnesota Rules of Professional Conduct for Lawyers, Sonya Sti.venAttorney which states: Law Task Force Member A lawyer is...a public citizen having special responsibility for the quality of justice...As a member of a learned profession, a lawyer should cultivate knowledge of the law beyond its use for clients, employ that knowledge in retorm of the law, and work to strengthen legal education.

22 '4 Preparation Recommendation #2: Recommendation #1: Minnesota's law schools will design and Minnesota's law schools tvIIItiter .1 compre- otter internship ,rtunitiesjexperiences hensive curriculum that prepares law school relating to violence and abuse tor all law students to understand, idenntv and address school students. the c.iues and effects ot violence .md abuse. Rationale: Rati(\nale: Internships in organizations that work with Eighty percent 1:,0e) net- recent law .chool victunsfsiirvivors and perpetrators of violent graduates responding to the Higher EslikatIOn crime will enhance the skills component of Coordinating Re iard survey stated their work curriculum that is not currently found in has required them to understand issues related existing Lt 'tirsewe urk. to violence and abuse t See Appendix .A). Strategies: Strategies: Law schtiIs will require service learning Law school curriculum ,,r1 violence and abuse experience for all law students. issues \\ ill 111,111,1e: Liu.se. he pan nerships Understanding: with community orgam:ations and The dynamics of violence and abuse professional associations to create The definitions of violence, abuse. internship opportunities. harassment, etc. Recommendation # 3: Substance abuse as it relates to violence Minnesota's law schools will encourage and and abuse support at least one faculty member who has The effects and unpactit violence expertise in violence education. Identification: Types of violence (ex: child abuse, Rationale: battering, harassment, etc.) Identifying and designating one or more faculty inember(s) with the knowledge base Forms of violence (ex: physical, and understanding of violence issues would psychole,gical. culotte ,na I. etc.) provide resources at caLii iaw school. Coping and stress responses to violence

Prevention: Strategies: Resources for victims/survivors Identify and designate one or more faculty Conflict resolution, mediation, member(s) to provide leadership on arbitration and their limits in violence issues at each law school. dealing with issues of violence Provide faculty memher(s) with funds and abuse to take celnunuing legal education and professional development in this area. .Authori:e t,iLiiltV member(s) to: Act as guest lecturer in law school classes Provide faculty development opportunities Infuse violence c,lucation into

i.Urricl1111111 Encourage writing and scholarship in the atea et \ e and abuse

23 25 ,19 Recommendation #4: Recommendation #2: Law school admissions otticers nihNls all Appropriate certification hoards will create potential law school students it they have a specialization in law relative to crimes of ever been convicted ot or pleaded tzuiltv vu ilence whic lrequires specmc educat kin to a crime. Ratkmale: Rationale: Violence in our ,oilet\ is escalating. ("reating Standards tor admission io li,d,,,1 tild .1 specialization in this area winild: aire cal- be high. Asking about crumnal backround at :ens ot atrornev c,impetencv; provide support this stage would remforc: the expectation for attormns interested in this issue: recognize that attorneys will be held to the highest the importance ot violence issues in the study standards. law; and pro\ 1,1e other attorneks colleagues that are re,tmrce,, Strategies: D...:sign and incorporate .1 quesritnn law Strategies: school application that inquires about past The Le,ral c:ert meat-ion Board will form rimmal history. a committee to design and develop a Desktn admissions standards and prtivide specialization in this area similar to appropriate career counseling tor potential other current recognized specializations. students who have been convicted of a Minnesota's law schools will develop and violent ermine. design curricula on violence issues so law school students could specialize in this area. Licensing Recommendation #1: ContinuingEducation All applicants to the Bar will be required to Recommendation #1: disclose criminal convictions. All practicing Providers who produce "Bridge the Gap" attorneys will he required to report ct,minal programs for recent law school graduates corlyictions prior to license renewal. will include a section on violence and abuse issues. Rationale: Attorneys are perceived as community lead- Rationale: ers. dedicated to upholding the law. and as Although not mandatory, many attorney, such, should be worthy ot holding a license. attend this course. Including a section on violence and abuse would give new attorneys Strateuies: one more opportunity to gain knowledge The Btvard of Law Examiners will in this area. de:Aign a question on the hcense renewal application that wotild inquire akiut Strategies: criminal e(inviction, C:ontact Minnesota continuing legal Aitt,rnev, v. ill be mandated to report an% education curriculum planners and reqUest criminal convictions since prior renewal to that a section addressing violence and the Professional Respinsibilit ies Board. abuse be added to the curriculum. Appropriate sanctions will result for failure Contac t other continuing legal education to report and/or for intentional misrepre- providers such as Minnesota Women sentatk in about .1 crumnal conviction. Lawyers and MILE, and request the same The Professional Resptufsibilities Board will tor their relevant programs. consider the information and unpact at ,inviction upon the tunes, t,, practke.

24 2 6 Reconunendation #2: Recommendation #3: The I ligher Education C.:enter Against The Continuing Legal Education 13(rard will ViolenLe and Abuse Or a similar organization expand their course approval criteria so that will pro. ide resources liir law school and courses/workshops addressing violence and continumg legal education faculty, students akuse education that relate to the practice and attorneys to access uiformation on of law are recognized for credit. violence nd abuse Issi Ratiimale: Rationale: Current credit approval criteria may exclude A siniile center that would act as a violence and abuse curricula. Expanding ClearirwhouNe tor faculty, students and criteria would allow for more continuing attornec s miuld provide easy access and legal education credit around violence issues. up-to-date infortnation on violence issues. Strategy: raregics: The Continuing Legal Education Board will

...innesiita'ski law sch(iols and protessitinal review and expand criteria to include training legal organizations will c,intract with the related to vhilepee and abuse issues. 1 heher Education Center Against Violence and Abuse or another center to pnwide Recommendation #4: information and assistance to faculty, Minnesota's providers of continuing legal students and practicing attorneys. education will sponsor/provide more quality The professional legal associations, law programs on violence and abuse issues. firms, law schools, and tOundations will provide funding and encourage support Rationale: for such a center. Attorneys have recognized a shortage of quality workshops/courses on violence issues available to attend.

Strategy: The Continuing Legal Education Board will contact continuing legal education providers and request that they make an effort to provide quality protzrams in the area of violence and abuse and to make certain that programs are current and taught by competent, experienced persons.

25 2 7 Introduction All involved in this issue of violence have an Law The Higher Education Center Against important role to play with law enforcement: Enforcement Violence and Abuse describes itself in part, the Peace Officer Standards and Training as working with organizations to develop Board must adopt realistic and effective higher education programs that prepare learning objectives; higher education must professionals to provide safety and services equip candidates with proper foundation; to victims/survivors of violence, hold and administrators must continually train perpetrators accountable for their actions and update their police and peace officers and address the root causes of violence. on state of the art responses.

As with many of our social ills, law entOrce- A collaborative response to violence from ment is the gateway to government's response these entities built on understanding, to the call for help. With rare exception, if compassion and training will ensure the law enforcement, as a first responder. does not response from law enforcement will always answer the call in an appropriate manner, he the best humankind can offer. that which follows may at hest be inadequate or in the least find no subsequent response taking place. Law enforcement officials respond to much more than visible injuries John Laux, Executive Director, when confronted with issues of violence. Minnesota Board of Peace Officer The responding peace officer must be Standards and Training prepared to offer options to the victim, deal Law Task Force Member with the emotional and psychological trauma of the moment, understand the cultural differences of those seeking help, and be knowledgeable al Pout the other important issues involving violence.

2 8 26 Preparatio Law enforcement curriculum on violence Recommendation #1: and abuse issues will include: Law enforcement faculty will be knowledge- Understanding: able about current violence issues and know The dynamics ot violence and abuse how to turn theory Into practice. The defmitions ot violenceibuse, harassment, etc. Ranimale: Law enforcement is a direct-service neld and Substance abuse as it relates to vio- faculty need to provide students with a realis- lence and abuse tic view of what to expect as a licensed peace The effects and impact of violence officer in the areas ot violence and abuse. Identification: Types ot vItilence (ex: child Strateeies: battenne, harassment, etc.) Faculty hired to teach in law enforcement programs will }Live: Forms ot violence (ex: physical, A demonstrated knowledge of psycholiiglcal, emotional, etc.) violence issues ( :opine and stress responses A theoretical framework as well as to violence practical intOrmation im violence issues Prevention: An understanding of the dynamics Resources for victims/survivors of victimi:ation Conflict resolution, mediation, arbi- Law enforcement schools will require tration and their limits in dealing faculty teaching in core ireas of law with issues of violence and abuse enforcement programs to remain current and knowledgeable on violence issues. Recommendation #2: The Peace Officer Standards and Training (P.O.S.T) Board will review current curriculum objectives relating to violence and abuse to determine if they are translating into effective law enforcement practice.

Rationale: Although learning objectives currently address some violence and abuse issues, there is a concern among law enforcement professionals that learning objectives which currently address violence and abuse issues do not include sensitivity and understanding of this issue in practice.

27 2 9 Strategies: Licensi The P.O.S.T. Board will form a Recommendation #1: committee to: The P.O.S.T. Board will define "conduct Review current learning objectives unbecoming an officer" which will include relating to violence and abuse. patterns of physical, sexual or emotional Add violence and abuse issues that abuse or harassment, even short of a are not currently covered in criminal conviction. learning objectives. Rationale: Design and develop an instrument that The citizens of Minnesota must he assured would determine if learning objectives that officers are held to the highest standard. are translating into practice.

The P.O.S.T. Board will review and Strategy: incorporate recommendations made lw The P.O.S.T. Board will amend their Rules the committee into learning objectives. to include this recommendation.

Recommendat ion # 3: Minnesota's law enforcement schools will create experiential learning opportunities in areas related to violence and abuse for law enforcement students.

Rationale: The more exposure a student has to appropriate interventions in violent situations, the more adequately prepared s/he will be for duty.

Strategies: Law enforcement schools will create internship opportunities tOr students in community organizations that work with victims/survivors and perpetrators of violence. Partnerships will be formed between law enforcement schools and agencies and community organizations to provide: Drop-in opportunities Ride-along experiences Mentorships

28 30 Continuing-Education Recommendation #2: Recommendation #1: The P.O.S.T. Board vv ill centrah:e informa- A comprehensive cont inume education tion about violence and abuse traimne avail- curriculum will be developed to address able for licensed peace officers for continume violence and al-use issues. educatIon credit.

Rationale: Rationale: Ninety-three percent (91".t) ot new law Peace officer!. will 're ahle to access intorma . enforcement t dicers respondine to the t ion on violence and abuse in an efficient ;Ind Ehcation tordinatint, 111,ard survey easy manner. Currently, there is not a central stated their work required them to have an location that houses this infOrmation. understandme 01 vittlence and buse issues (See Appendix A). Stratecies: Thep.o.s.T.Board will create a central Stratceies: clearinghouse or contract with the I lieher Develop a commume education curriculum Education ( :enter AL:ain't Violence and to include: Abuse tor continiune education courses Understandint:: available pertainme to violenceand a:use The dk n,unk,s oflolence and abuse which will include 1(Ical community ,ources and expertise. The definitions of violenceibuse. The P.O.S.T. Board will monitor the train- harassment, etc. ing courses on violence and abuse taken by Substance abuse as it relates to peace officers to assure that all officers have violence and abuse a variety of continuint: education credits in The effects and impact of violence the areas of violence and abuse Identification: Types of violence (ex: child abuse, hatteriniz, harassment, etc.) Forms of violence lex: physical. psychological, emotional, etc.) Coping and stress responses to violence Prevention: Resources for victims/survivors Conflict resolution, mediation. arbitration and their limits in dealine with issues of violence and abuse. Four (4) hours of contmume education credit will be devoted to this issue in each renewal period.

29 ntroduction child abuse and neglect; abuse of vulnerable Nursing Nurses, regardless ot their educatkinal adults; identification and prevention of Preparatii in. scope of practice, or practice violence, abuse, and harassment; and sexual setting can expect to trequently interact with YLAence. A survey of all of the schools of victims and perpetratiirs ot violence and nursing in Minnesota showed that all but Assessment. planning, providing one program preparing.registered nurses care and evaluation are the essential actions and two programs preparing practical nurses carried out lw nurses, who k ork either inde- offer courses that include violence and pendently or in collakiration with other abuse issues. health team members tiIrlaNum:e the health p(itenttal of Individuals and populations. In developing recommendations, the Health Increasingly in their practices, nurses are Services Task Force discovered that nursing responsible for the primary care of individuals is unique in the way essential curricula is and primary prevention and health promo- mandated. Unlike boards governing other tion efforts in commumnes. In this capacity, professions. the Minnesota Board of Nursing nurses play .1 significant role in preventing, stipulates a set of necessary nursing abilities. assessing, and treating victuns ot violence. Under this system, schools of nursing are given complete autonomy in determining Recogm:ing the need for nurses to he the method in which they will prepare adequately prepared to intervene in situations their students to meet the essential nursing where involvement in violent behavior is an outcomes. These outcomes are evaluated issue, the Minnesota Higher Education directly as well as by scores on the national Coordinating Board surveyed 187 nurses, licensing exam. Therefore, in order to impact identified through licensing board records, curricula, it is essential that the items on the who are currently employed as nurses and nursing licensing exam include questions who graduated within the past five years with assessing adequacy of knowledge regarding a nursing degree from a Minnesota institution the prevention and treatment of violence, of higher education. The survey was designed abuse and harassment and that the necessary to determine nurses' sense of preparedness in nursing abilities stipulated in the Rules dealing with situations involving violence Relating to the Minnesota Board of Nursing and to develop a plan to adequately educate include abilities related to violence nursing professionals so that they understand prevention, assessment and treatment. the prevalence and causes of violence and respond appropriately to the victims, A working task force group of nurses devel- survivors and perpetrators of violence for oped the following set of recommendations whom it is their duty to care. for state-wide changes in nursing preparation, licensing and continuing education so that The survey results indicated that seventy- adequate training of all nurses could be seven percent (77%) of nurses reported assured in the areas of violence prevention being in .1 work environment requiring and the treatment ot victims, survivors and an understanding of violence, abuse or perpetrators of violent acts. harassment. Between sixty and eighty percent (60% - 80°b) of nurses surveyed reported feeling inadequately prepared by their nursing education to work with victims and offenders, Roberta Ballot, Nurse deal with hate crimes and racism and prevent Margaret Dexheumer Pharns, Mirse violence, abuse, and harassment. The areas I lealth Semees Thsk Force deemed -most important- in developing

30 future curricula by the nurses surveyed were: 32 Preparation Recommendation #2: Recommendation #1: All nursing students will attend self- Key nursing abilities lin issues tit violence awareness strategizing seminars addressing and abuse will be included and intei,rated violence and abuse as part of their into e.ost mg nursing outcomes, as appropriate educatii mai curriculum. for the scope of practice. Ratitmale: Rationale: It is recognized that persons entering helping Currently there are no specific requirements fields otten have their own issues to address for y101enCe ,111d .11`li,e educational iititetmme, and if these issues are not explored they may in nursing school, yet seventy-seven percent interfere in practice. ot recent nursing graduates responding to the I ligher Education Coordinating Board Strategies: survey stated their work has requiredthem to Higher education faculty reachirw in understand issues reLited toittlerwe nursing programs will Lreate seminars al,u5e tSee Appendix A 1. that explore nursing students own history if violence and abuse and substance and Strategy: alcohol abuse. Key nursing abilities wi Incl«de: Faculty will ofkr referral resources to Prevention, identification, screening, nursing students needing to explore issues interviewing, documentatitin, history at a deeper level than can be achieved in and assessment a seminar. Types of victimization and effects on Faculty will model and teach coping victims/survivors across the lifespan mechanisms for stress and self-care issues. Interdisciplinary team coordination Faculty will include knowledge of dynamics Racial, cultural and sexual orientation of vicarious traumatization in seminars. sensitivity Institutions of higher education will create Resources in the community, how referral an environment in which students with systems work, mandatory reporting high risk psychological/behavioral problems Knowledge of crisis intervention tho>rv that would predispose them to violent or and strategy abusive acts are provided access to: Familiarity with the experience of Community mental health centers victims/survivors and offenders Individual or group therapy/counseling Knowledge of the interrelationship between Chemical dependency counseling violence and substance abuse Self-help groups (eg: victims/survivors groups, Alcoholics Anonymous, etc.) The institution will develop a mechanism to provide further strategies for assistance for students who do not benefit from the above services.

31 Licensin Strategies: Recommendation #1: A committee of Nhnnesota Nursing The National Council of State Boards of Associations will review the model Nursing will be requested to include questions contract and draft a document for addressing violence and abuse in the Job the state legislature. Analysis Study so they could potentially be Legislators will be involved in all stages included on the National Board Exam. ofthe document. A lobbyist from MNA will he assigned to Rationale: follow the hill through the legislative One klentifiable way to impact nursing process to assure passage into law. program outcomes is to include questions pertaining to violence and abuse on the Recommendation #3: licensing exam. This would reinforce the In the Rules Relating to the Minnesota Board importance of violence and abuse education. of Nursing definitions and abilities will be made to include vi,ilence and abuse. Strategies: The Nhnnesota Board of Nursing will Rationale: not& the National Council of State Adding definitions and abilities to the Rules Boards that additional key nursing abilities ensures that nursing programs will include have been identified regarding violence this topic in their curriculum. and abuse. The Minnesota Board of Nursing will make Strategies: direct contact with the National Council 6301.0100 - Add "violence" and "abuse" of State Boards recommending that ques- to the definition section. tions relating to violence and abuse issues 6301.1800 - Add cultural competency, are included on the Job Analysis Study. self-care, documentation, recognition and referral, treatment and intervention Recommendation #2: (secondary and tertiary care) related to The Minnesota Nurse- Association violence and abuse, to the abilities that (MNA) in conjunction with other health LPN's would he expected to demonstrate. associations will lobby for the Legislature 0301.19N - Add cultural competency, to create a statute that would mandate work- self-care, documentation, recognition place environments that are free of physical and referral, treatment and intervention violence and verbal abuse (similar to (1st, 2nd and 3rd degree care) related to OSHA standards). violence and abuse to the abilities that RN's would he expected to demonstrate. Rationale: The MNA contract with Twin Cities hospitals provides a model for safe workplace environments, tree of physical violence and verbal abuse. This contract will be used as a statewide model because nurses are at the primary, secondary, and tertiary levels of violence prevention.

32 Continuing Education- Recommendation #2: Recommendation#1: With reuard to key nursing. abilities A statewide directory of resources will be (Recommendation I- Preparation), developed ot continumu education providers continuing education courses will address lkir health c.ite profe,ionals in the areas ot ethics, racial, cultural and sexual orientation violence and abuse. sensitivity, utilinnu case discussion and practical clinical eaidelines. Ratimale: There t, Lurrently a tremendous amtitint Rationale: of variety in how education isind can he, Requirinu continuinu education providers delivered. Nursing educators need to know to include these areas in their programminu how to .1,ess prourams and what continuing will ensure tILIL standards and quality are education programs are available on established and maintained. this Strategies: Strategic,: The Minnesota Nurses' Association will Designate an auency (ex: lituher Education not approve courses that do not include Center Against Violence and Abuse. Office these areas. of Drug Policy and Violence Prevention, The Minnesota Nurses' Association will etc.) to create the directory and update notitY continuinu education providers of annually. this new policy. The Minnesota Nurses Association in conjunction with other health organi:ations will secure fundinc for the development and dissemination of the directory.

33 3 5 Introduction----- The survey Ckinducted by the 1 ligher Medicine iilence in America has been reco-ni:ed Education C:oordinating Board polled recent as both an epidemic and as a public health medical school Qtaduates in Minnesota to emergency. The morbidity and mortality !Tom evaluate the professional education these interpersonal violenceiintinties h eraduate: received regardin, viiii,ence and isestimated that up to twentv-five to thirty- abuse. Eighty-qx percent (86%) of the nve per.ent:5'. to ..;:)°,1 of women who respondents recogni:ed that an understandine seek care in emergency departments are there it violence, abuse and harassment is needed as .1 result of domestic viiilence. In vet-% few to .lo their fobs. Many violence issues were itthese cases is domestic violence identified seen by these individuals as very important to by physician: as a factor in their the education of physicians. The top five present ine condi! ion. issues identified as needing more emphasis were: the identification of violence, abuse, Physk.ians in nearly every field of medicine and harassment; child abuse and neglect; are in a unique position t,, feCos_mix the al,use .ind harassment: domestic abuse: and manifestatl(ins of violence, be advocates li+r abuse of vulnerable adults. IN %lit linsisumvors, and provide the necessary intervention. The American Medical The physicians group of the Health Services Association, state medical ,fssociations Task Force of the Higher Education Center (notably the Minnesota Medical Against Violence and Abuse was charged Associatnin), and nunleRms medleal specialty with the ta:k of determining the adequacy of organi:atiims have recogni:ed the magnitude violence and abuse education in the prepara- of the problem of violence and are promotine tion (medical school and residency training), and supporting educational programs ti, licensing and ciintinuing education of phyq. increase physician knowledge of the cians. Based on that review, the task force has causes, manifestations and harmful made recommendations and advised strategies effects of interpersonal violence. for meeting these education needs.

John Blanch, Physician Health Services Task Force Member

34 :16 Preparation A section on violence and abuse will be Recommendation #1: taught the first quarter of the first year in Education on violence and abuse will be a Clinical Medicine I or equivalent course. part of every medical student's and resident Create service learning opportunities as physici.an's education. part of existing courses which will include working in collaboration with community Rationale: service agencies (ex: battered women's Information impacts behavior; giving shelters, sexual assault programs, victim's medical students the language, vocabulary, services programs, erc.). ,ensitivity and question, to ask will assure Further elective coursework will be offered a more accurate patient history, diagnosis to students interested in this topic. and treatment plan. Violence and abiise education and information will be infused into all Strategies: medical school courses by providing Medical curriculum vilI include an examples and case studies. understanding of the essential but limited role of the physician in addressing violence Recommendation #2: and abuse: The Board of Medical Practice and Identification of violence including the Minnesota Medical Association will prevalence, prevennon and assessment work with the state medical schools to infuse issues of medical jurisprudence, including Definition of violence issues of violence and abuse, into medical Types of violence (ex: child abuse, sexual school curriculum. assault, elder abuse, battering, etc.) Understanding the dynamics of violence Rationale: and abuse Given that there is no Minnesota State Substance abuse as it relates to violence Medical Exam, the task force felt Minnesota medical schools should he the initial focus Violence and abuse as it pertains to of discussion on this topic. professional privilege Victims/survivors res., murces Strategy: (ex: intervention and treatment) The Board of Medical Practice and the Working with victims/survivors Minnesota Medical Assocui, ion will meet and offenders with representatives of medical schools to Racial, cultural and sexual orientation implement this recommendation. sensitivity Forms of violence (ex: physical, emotional, psychological. etc.) Coping and stress responses to violence (ex: conflict resolution) Effects and impact of violence including vicarious or direct traumatimtion Strategies tor physician wellness

35 37 Licensing- Strateetes:

Recommendation # : Encouraee wint ventures on violence The Ilinnemna 11(mrdit Nledical Practice education and prevention between will work with the Minnesota Medical hospitals. HMO's, the Higher Education Association in c,mtactine the American Center Auainst Violence and Abuse. etc. Medical Association and the Federation ot Offer tramines in the workplace. State Nledical Boards to un,e the inclusion of Encouraee use of self-directed items related to vit,lence and abuse in future learnine packets. Internet, videos, case standardi:ed protessional examinations. scenarios, etc. Create topic committees in hospitals Rattonale: (similar to bio-ethics committee), percentv",,) nei( physicians speakers' bureau, etc. surveyed by the I heher Education Coordinatine rilmard stated their work Recommendation #2: required them to understand issues related All specialty hoards will include violence to vh)lence and abuse (See Appendix A). and abuse in their educatumal and testme requirement:. Strateev: The Board of Medical Practice will assien Rationale: someone to review and implement this Within each specialty a sienificant number recommendation. of patients will be affected by violence and abuse. ContinuingEducation Recommendation #1: Stratecies: The Minnesota Board of Nledical Practice Each specialty board will include specialty will strongly encourage health professionals, specific information on violence and employers and professional associations to prevention education. create incentives for all practitioners to A certification for competency tn take continuine education violence violence education and prevention will prevention trainine. be established.

Rationale: All physicians interlace with violence and abuse. Incentives create more of a cooperative effort amone associations, employers and practitioners.

36 :48 I ntroduction Most psychologists currently working were Psychology Violence. abuse and haras,ment .ire issue, not offered violence-related coursework in rhat all psychologists encounter in their their graduate training. These psychologist, work. Wherever rsycholuqust, workm nt...d continuing education opportunities to elinicil, owanizational or academic setting, obtain and maintain the knowledge and knowledge about violence, its causes and skills to work with violence and abuse- effects 1, an essential part of ollr lob. All related issues. psychologists must be prepared. to address these concern, k ith their Llients. students, As a profession-we must recognize the urgent trainees, and colleagues. need for psychology to identit-V and intervene in violence at individual, family, institutional I lowever, there is ,tarthugh little coursework and cultural levels. The g,al of psychologists on violence in the curriculum ot Ntinnesota on the Human Service, Task Force in offering graduate mulling rrot:rams in psychology. the following recommendations, is to increase .Almost three-quarter,t recent graduates the likehho,K1 that we will be able to address from advanced degree program, in psychology that need responsibly and effectively. report that they did not g.un kn,wledge about violence. abuse and harassment from coursework. These recent graduates over- whelmingly deserthe the need to develop Mindy Mitmck, Ps\chologist more graduate coursework on violence-related Denise Wilder, Psychologist issues for future psychologists. Human Services Task Force Members

37 :19 Preparation (:ourses will be interdisciplinary when Recommendation #1: possible. Psycholoey students at both the undergradu- Internships will he created that specifically ate and eraduate levels will be educated on hicus on work in the areas of violence violence and abuse issuc throueh eoursework and abiise. and/or other learning opportunities includine practica. internships. research opportunities Recommendation #2: and indepi..m.h..nt Each higher education institution in Minnesota will ensure the assessment of Rationale: their psychology faculty's expertise on ViolenLe IN .1 pervasive social issue. One violence issues. hundred percent tI L. ot the new psycholoeists surveyed by the Higher Rationale: Education c2oordinat me Board Nted that Instructors teaching psychology courses must their work ha, required them to understand iave knowledge about violence issues or issues related to violence, yet they did not experience in delivering such course work in receive adequate tramine in this area (See order to give students a realistic view of the

rrendix A l profession.

Strateews: Strategies: All students in psychology proljams vill Each higher education institution will receive coursework on violence issues. ensure an assessment is conducted to Curriculum will include: determine levels of understanding among Identification of viiilence its psycholoey faculty on issues of violence Definition of violence and abuse. Higher education institutions will provide Types of violence (ex: child abuse, sexual resources to aid psychology faculty in devel- assault, battering, etc.) oping their knowledge about this issue. Understanding the Anatole, of violetwe Research on violence issues will be encour- and abuse aged by higher education institutions. Substance abuse as it relates to violence Conflict resolution, mediation and arbitration aT ii their limits in dealing with issues of violence Victims/survivors resources Workinc, .vith victuns and offenders Racial, cultural and sexual orientation sensitivity Forms ot Vii ilence (ex: physical, emotional, psvehohiewal, etc.) Coping and stress responses to violence (situatoinal and occupational) Prevalence, prevention, assessment , intervention and treatment Effects nd impak I of ykileiwe

38 40 Licensing Continuing Education Recommendation #1: Recommendation #1: In order to he re-licensed in the state ot (2ontintling educatitin courses on Violence Minnesota, a psychologist must 'Wyk. lour k 4 and abuse \i ill be more diverse and accessible hours ot continuuw. edutation t,11 violence to psychologists around the state. and abuse issues per renewal mita Rationale: Rationale: Given that the vitilence and abuse are a Most LA Force meittherteltI hAt it was statewide prol,lem, and access to continuing important that at least ten percent tI 0",i1 tit education is imps srtant.ntrses should he the continuing education requirement be tittered that are more diverse and accessible devoted it, vitilenLe and abuse issms in order professi, sn.ili.itwide. to correct the deficiency in coursework preparation and ensure that psychologists are cur- Sta ategies: rent in this field. Professional associations will wcirk with contitallne education providers to assure Strategies: diverse, accessible programming. The Psychology Statutes and Rules \\ ill be Tr,unint, in the workplace will be amended to include this requirement. encouraged. Accrediting bodies and the Board of The Board of Psychology will encourage Psychology will work together to ensure continuing education providers to provide passage of this amendment. teleconferencing, distance learning, and The Board of Psychology will keep track conferences held around the state. of continuing education requirements on The Higher Education Center Against violence and abuse. Violence and Abuse or a similar resource will provide a Llearinghouse, conferencing and speakers' bureau as other means of accessing information.

39 41 Introduction- rhe protession's tradition ot meeting Social Work ocial work strives itinderstand people people where they .1re compels socia: workers %ithin their situation. It has recognized the to continue die process ot knowledge building importance ot understanding how people and about the interaction between abusive envi- their environinents ailect each tuber. rtinnients, vit dent people:and those affected Environment, \\ hich are ,ii,usive violent by them. Me purpose ot such knowledge- have aiolent impact on the people wht In e building to better understand and more within them: people who dre violent have .1 effectively intervene with people who are Jest:rm.:me linpaLt on the environment, in violent and abusive situations. tho tkeupv. The ultimate aim ot better understanding

Violent., is endeink. i 11 `,4_ lets. When And eifeetn, intervention change. We live considering the separate processes ot learning in a society which needs to change its habit and applying what one has learned, itis ot resorting to violence to establish and important tor social workers to hear the maintain relationships. t011owing principles in mind: Social workers tie expected to translate I. 'nderstand. Intervene. (lunge. The their diversity training Into culturally recommendations ttt the Social Work competent piactice in the areas of professionals on the Human Services Task violence and abuse Force reflect the importance of this.process Field practice is essential to learning effec- and embody a spirit of urgency directed to all nve social work interventitm in this area those in human service who desire to make Collaboration between the community a difference in responding to violence and and cocral work education k critical abuse. We must continually train ourselves to Curriculum development needs to be recognize and change situations of violence informed by practice taking place in and abuse. By doing so, perhaps we will help the field our society arrive at that point described by There is a relationship between "isms'. the German poet Schiller in which "Peace and violence kex: racism, sexism, is rarely dented to the peaceful." hetentsexism, etc.) These principles need ithe applied at every level of the education process Tim McCiuire, Social Worker 1-Itonan Services Tisk Force Member

40 42 Preparation Assessment will include: Recommendation #1: Basing assessments on ethical, Social work students at both the undergradu- legal and agency requirements ate and graduate levelI. will be educated 4 )11 (kuninunity needs violence and abuse issues through coursework and/or ,ither learnmg opportunities including identification of \it dence practica. internships, research opportunities Know ledge ot community resources and independent study. Intervention and practice will include: Didactic knowledge base about Rationale: the effects and dynamics of living Ninety-eight percent t9801 ot recent social with violence work graduates surveyed by the I ligher Education Coordinating Board stated their Knowledge about working with work has required them to understand issues victims/survivors and offenders related to violence and abuse (See Appendix Strategies and interventions for A). Implementing this recommendation will working with victims and offenders provide students with a comprehensive Field work which assists students curriculum on violence education. in identifying oppression Policy and prevention will include: Strategies: A social work education on violence Systems perspectives on social work and abuse issues will be based on five Policy analysis and policy change - benchmarks of learning. fundamental to prevention of History and philosophy will include: violence Definitions of violence Policy and practice that is grounded Tension and controversy in the field in research History of violence and oppression, Social work faculty who teach curriculum beliefs about power, political origins will be experienced in the field and will invite community :nembers into the Physical and emotional violence classroom to discuss violence issues. Critical thinking and competing Values Ethics, standards and professional responsibility Research and theory will include: Comparative examinations of competing theories Empirical:oundations of theories. Studies of incidence, prevalence and causes Evaluations of social interventions

41 4 3 Licensing- Continuing Education Recommendation #1: Recommendation #1: The Minnesota Board of Social Work will The Board of Social Work will recogni:e work to ensure that applicants for a social service learning on violence-related issues work license are rested on knowledge ot and allow continuing education units to violence and abuse-related issues, ukluding be used for experiential learning. mandated reporting laws. Rationale: Rationale: Experiential learning is a valid and valuable Social workers spend a significant amount form ot learning about violence and abuse of time working with victims and offenders and should be credited toward a social ,4 violent crime. Before being llowed rt wiqker's c,nt muing educ,tt It In requirement. practice, they should be tested for competency in this area. Strategies: The Board of Social Work will develop Strategies: a policy around this recommendation The Minnesota Board of Social Work will and implement as soon as possible. work with AASSWB to ensure that the The Board of Social Work will.contact national licensing exams have an appropri- all social workers to inform them of ate number of violence-related test items. this policy. The Nlinnesota Board of Social Work will develop a state licensing exam that will Recommendation #2: address legal and ethical responsibilities Continuing education courses on violence relating to issues of violence and abuse, and abuse will be of high quality, diverse including mandatory reporting. and accessible to all social workers.

Recommendation #2: Rationale: In order to be re-licensed in thstate of Given that violence and abuse are a statewide Minnesota, a social worker must have ten problem, and access to continuing, education percent (10%) of continuing education statewide is important, courses should be units on violence and abuse issues per offered that are more diverse, of higher renewal period. quality and more easily accessible to professionals statewide (ex: financially, geo- Rationale: graphically, to persons with disabilities, etc.). Mandating continuing education units provides some assurance that all social Strategies: workers are exposed to the issue of violence The Board of Social Work will reinforce and abuse. the importance of this recommendation by requesting providers to address issues, such Stratceies: as cost, quality and access. The,Board of Social Work w ill implement Professional associations will work with this requirement as soon as possible. continuing education providers to assure The Board of Social Work will track diverseiccessible programming. compliance of this requirement through The Higher Education Center Against record-keeping systems. Violence and Abuse or a similar resource will provide a clearinghouse, conferencing and speakers' bureau as other means of accessing information.

4 4 Introdm-tion Educators are giving II,mandate to find Teacher. There is no questkm in the nunds ot useful way!, tI help them ID their classrooms. Education t houghtful cinzens .my rilincil persuasion INe they new te.icher or those with many in the United :-tates that violence in tlus Years behind them. At the present moment country is at a dangerous level. This under- teachers have to learn altilut these issues on standing, Loinkned %sith the laci that there their lit% ii. while at the stifle tune. their work is an increase in violent crnnes committedk in the schools has required them to under- voting people, makes vi,lence preventumand stand issues related to violence and abuse. contlict resoluthql education .1 ninnber one priority I, r all institutions from pre-school There are manv way; to help teachers: to college. training in peer mediation techniques, elassriioni management techniques, Despite the urgenc ,.ot our situation as workshops in identification of abused classroom teachers and as teacher muncrs, children and reporting procedures. Changing there is neitherrequired course in vi,,leuce general attitudes toward women and young prevtmtion nor required ClInunninL: education people ot ctilor can also be part of instructiim work in methods of dealing with abuse and in preventum ot violence. Nlentonng, neglect. In a ',La\ e% conducted by the Higher community involvement and parent surport Education'Gfordinating Board eighty-seven groups are several ways schools can reach out percent 07"o) ot educators saw the necessity to their local districts and neiffhborhoods for for developing new courses and workshops help. It is no longer just a question of such in the areas of child abuse and neglect, coursework being a frill, or an add-on in our prevention of violence and harassment, work in the classrooins of this country. The sexual violence and racial and cultural conclusion of the educators on this Task sensitivity. Their top issueibove all the Force was that violence prevention education others, however, was the need for further is basic to successful education for all teachers work in the identification of violence, and for all students in our schools. The rate at abuse and harassment. which young people are resorting to violence. the availability of weapons and the climate of our country at present make such education a top priority for all of us who are concerned about our studentsmd our sons and daughters.

Julie Landsman, Teacher Educatum Task Force Member

43 45 Preparation Recommendation #2: Recommendation #1: Service learning will he a part of all teacher Students enrolled in higher education teacher preparation programs with an emphasis on preparation programs will he required to take prevention strategies for violence and abuse. .1 course on violence education. Rationale: Rationale: Service learning creates real life experiences Eighty-six percent (86".,) of recent teacher tor students that impacts classroom learning education graduates surveyed by the I ligher and enhances the lives of others. Education Coordinating Board responded that their work requires them to have an Strategies: understanding tit. issues related tviolence Higher educati.)i) faculty in teacher and abuse (See Appendix A). education programs will revise curriculum to include service learning experiences. Strategies: A component of service learning

. Higher education faculty in teacher opportunities will include reflection preparation programs will design, devel.,p, papers/exercises to ensure students are and implement .1 curriculum kin violence. applying theory to practice. The curriculum will focus on process Supervision and guidance will he required and content and will include, but not of all students involved in service learning be limited to: opportunities. Conflict resolution Human relations Licensing Recommendation #1: Racial, cultural and sexual orientation The Board of Teaching will revoke the teach- sensitivity ing license of any teacher who is physically, Substance abuse sexually or emotionally abusive or exhibits a Types of violence (ex: child abuse, repeated pattern of harassing behavior, if all sexual assault, sexual harassment, forms ot appropriate remediation have tailed. battering, etc.) Dynamics of violence - causes, enects, Rationa le: oppression, etc. Teachers have an ethical responsibility to students, colleagues and parents to pertorm their Identification and intervention strategies duties in a professional, non-abusive manner. Laws-mandated reporting Resources available Strategy: Prevention strategies The Board of Teaching will adopt a protocol that teachers will report to their supervisors Forms of violence (ex: physical, a colleague who is demonstrating emotional, psYchillogie;11, etc.) abusive/harassiye hehayitur. Coping and stress responses to violence (situatkinal and liccupational) Philosophy and implementation of service learning The delivery of this curriculum will be specific and concrete and will use real life examples (ex: speakers, community organilit ions, ( tc.). Recommendation #2: Recommendation #2: Any teacher who was scho,,led Minnemaa schools will devel( I, strategies to LA: Minnesota will not he licensed until they create a service learning model for teachers have attended vt,lence educati,m muning that W011 Id put Nlinnesoi,1 at the vanguard in in Minnesota. violence preventum and community building.

Rationale: Rationale: The expectation is that all teaLhers in Teachers have expressed that service learning Minnesota have pertinent and equiv,dent provides them with an opportunity to rejuve- training on violence education issues. nate and to integrate themselves into the communities of their students. Teachers all rate;.aes: over the state would enter their communities The Board of Teachinu wil I desi,,n and become more in touch with and part of training to supplement the education their students lives, families, recreational a teacher transferring to Minnesota centers, churches, etc. from another state. i rk T TE 1 o: .eacaing will not license Strategies: a teacher transferring to Nlinnesota from An implementation committee will be another state unless they have participated established in each school district to in the training. develop and design a service learning model which could include, for example, Continuing-Education- the "four days of classroom/one day of Recommendation #1: service learning" concept. Continuing education for teachers will be The Board of Teaching will support restructured into "content areas," one of passage of this model. which will include violence education. The Board of Teaching will expand continuing education criteria to include service Rationale: learning experiences and attach continuing Currently, there is no structure for one education credit to those experiences. hundred twenty-five (125) clock hours of Professional teacher associations will take continuing education across school dktricts. leadership on this issue and support A structure would provide assurance that teachers in this effort. teachers were competent in certain areas.

Strategies: Violence education content areas will he identified by the Board of Teaching, State Board of Education and teachers. Once content areas are identified. ten percent (10%) of one hundred twenty-five (125) clock hours will he assigned to the violence education content area. School districts and the Board of Teaching will track compliance to ensure content areas are covered.

45 Introduction With this in mind, a committee of school School Increasin Ov, violence in the school, is protessionals sponsored by the Higher Administration becoming a maior c,,ncern. Flyers announcing Education Center Against Violence and educational meetings are. \ ith more frequen- Abuse has been meeting to consider making Lv, a,ldressing the1,111.:'it iolenee and abuse recommendations to the Board of Teaching in the schools. There is hardly a meeting for regarding the preparation of school adminis- ,chool administrator, that does not address trators, and the licensure and relicensure of the issue. Communities all over America are school administrators in the area of violence considering new ways ot combating violence and abuse. All members of the committee in the sch(,(As. Legislation is horn!, proposed agree that more needs to be done to ensure in nearly every state and schools are building proper training in this area. new policies and regulations to deal with these ,enous pmblems. The public school system in America is at risk because of a number of factors. One of You could mit have .1 meeting of teachers them is the increase of violence in the without the ,u1siect being addressed. Eighty- schools. Placing two or three thousand young five percent f.,5",))it the recent teacher people under one roof, many of whom come education graduates said their work has from dysfunctional homes, is a formula for required them to understand issues related trouble. School people are not trained to to violence and abuse. meet the new demand placed on them by these new problems. Therefore, it is critical The Gallup Company, a company with a long that new administrators are prepared to history ot polling people about a number of address school violence. Because most of the subjects, indicates a growing concern on the practicing school administrators have not had part of parents about violence in the schools. any training in the subject, it is critical they At a recent meeting of sixty (60) school he required to learn new skills, attitudes and superintendents at the University of Southern behaviors. This can only happen through California, it was topic of concern. Although licensure requirements. the focus of this meeting was technology, most wanted to discuss violence in the Our children deserve schools where they are schools. When asked about the agenda for tree to learn in a setting free of violence and the next year, most indicated an interest in abuse. Parents expect their children to attend addressing this growing problem. One super- schools free of violence and abuse. This effort intendent from the east indicated that he telt by the Higher Education Center Against it was time to place uniformed officers in his Violence and Abuse aims to make this secondary schook as a deterrent to violence. happen for each and every child and family in Minnesota.

Jerry Abbott, Assistant Superintendent Education Task Ft trce Member

46 4 8 Preparation Forms of violence (ex: physical, Recommendation #1: emotional, psychological, etc.) School administrators will have coursework Coping and stress responses to violence on violence and abuse issues in their (situation and occupational) educational preparation. Prevalence, prevention, assessment, intervention and treatment Rationale: Ninety-eight percent (98%) of school admin- Effects and impact of violence istrators responding to a survey conducted by Violence and the law the Higher Education Coordinating Board Assessment of work place climate stated that their work experience required An understanding that violence issues them to have an understanding of violence pertain to all socio-economic le, els and abuse issues (See Appendix A). Philosophy and implementation of Strategics: :ervice learning Curriculum will include more "hands on" School administrators will he experts information (practical intervention, in conflict resolution, stress responses, etc.) than theory. management/reduction and laws and Curriculum will include: legislative process. Professional education Identification of violence programs in the State of Minnesota will Definition of violence infuse this information into curriculum. Mentorships and/or a component of Types of violence (ex: child abuse, service learning will be required for sexual assault, sexual harassment, school administrators. battering, etc.) Understanding the dynamics of violence and abuse Substance abuse as it relates to violence Conflict resolution, mediation and arbitration and their limits in dealing with issues of violence Victims/survivors resources Working with victims and offenders Racial, cultural and sexual orientation sensitivity

47 4 9 Recommendation #2: Recommendation #2: Faculty teaching in school administrat,,r The State Board ot Education will revoke programs will be knowledgeable aktUr and the licenseit my school administrator who prepared to teach violence and abuse onirses. is physically, sexually or emotionally abusive or who exhibits a repeated pattern of Rationale: harassing behavilir, if all forms of (liven that sch,01 administrators will he at appropriate remediati.in have filled. the foretront in pnividing intormation and expertise on violence intervention to their local schools. their learning must be provided School administrators ha \e an ethical by adequately prepared protessionals and in responsibility to students, colleagues and an open allj hAeralll atmosphere. parents to perttirm their duties in a protessii tnal. non-abusive manner. Strategies: Faculty teaching in school administrator Strate,w: programs will be assessed for knowledge and The Pntard of Educathin will adopt a protcicol experience in violence and ahlise issues. that sclithil personnel will report to their Professional development of faculty will supervisors, or local Board of Education, any include continuing education in violence school administrator who is demonstrating and abuse issues. abusive/harassive behavior. Faculty will demonstrate a commitment to violence education and prevention. Continuing-Education Recommendation #1: Licc -sing C.ontinuing education providers will offer Recoi.iendation #1: high quality courses on violence and abuse. Rules and statutes governing principals and superintendents will be reviewed to infuse Rationale: violence and abuse issues. There are currently courses on violence and abuse. but there is some concern about Rationale: quality. An expectation of high quality would There are currently no specific rules that force continuing education providers to address violence and abiNe. The Task Force deliver training and conferences that telt it was important to add this issue to meet this expectation. the rules. Strategies: Strategies: Higher education institutions will offer For addition to the rules and statutes that courses on violence and abuse for g(wern principals: licensed protessionals. S. - Add "all torms of harassment." Ethics will be addressed in trammg, particularly as it relates to mandated 1 1.- Create a clunate tree ot Violence and abuse changed to "create a school climate reporting, laws, etc. free of violencedsuse, and harassment." The licensing INtards will encourage high quality programming m this area R. - Add "foster a non-violent by developing a list of criteria for environment." cont inuing educatum providers. For addition to the rules and statutes that govern superintendents.: 1. Relate ptlicies and Issues ii dle weltare ot students. 48 50 Course, will tocu, fll Trocess and content Strateeic-: and will include topic. (:ttinnitinity forums will be conducted Empowerment and succes, to brine communities and schools Role modcling and resilienc( clo,er toeether: Forum, will identify areas in which manaeement students and teachers could w(rk "NO tolerance1 vhIlence" and benefit. school climate Community members will provide a Foreiveness and selt-care closer look at tamily and extra-curricular Workine with the media life of student,. Workine with other systems School, will invite community orgam:a- tions addressine violence to the torums. Ethics Identification of violence Support for this model will come from: The St ite Board of Teachme DC111110011 ot The State Board of Education violence (ex: child abuse, Parent Teacher As:ociations sexual assault, battering, .eNt.lal harassment. etc.) Understanding the dynamics ot Violence Recommendation #3: School Administrators will be required to and abu,e take ten percent 1,10%1 of their continuing Substance abuse as it relates to violence education credits in violence and abuse Victims/survivors resources education and ten percent (10%) of their Racial, cultural and sexual continuing education credits in diversity, orientation sensitivity including but not limited to race, culture and sexual orientation, per renewal period. Prevalence, prevention, assessment, intervention and treatment Rationale: Effects and impact of violence There ta need for school administrators to he more knowledeeable in these areas with Recommendation #2: the escalation in violence and diverse The State Board of Education, Board of student/staff populations in schools. Teaching, and school administrators will support the development of a model for Strategies: service learnine as an effective violence pre- The State Board of Education will immedi- vention stratow for students .111d teacher... ately infuse this requirement into the rules. The State Board of Education will keep Rati(male: track ot credit hours to ensure school Service learnme experiences wmild eet administrators are comrivine with student, and teachers into the community, the requirement. which is an effective violence prevention Continume education providers will be strateey. School administrators felt they and encouraged to offer high quality trainine their schools needed to be more in touch in violence and diversity issues. with families and communities.

49 51 Introduction- tiinstill at loll with *.k.hilolstml Guidance Inthis ,It.te tit ever ItleteaNI111.! l unt. and c,ilimunity leaders Counseling hOklk itt ht:Inc called on to provide many Assessment Mtge non-academic services tor students, t :risis intervention teachers. Ommistrators and the .mulluilm. Nlifre iitten thanIlit theseservicses have keen The most important p:trt ot these preventa- reactive rather than prtfactive. A "band-aid" live functions is in the area of classroom gild- approac h to c intervem ton in st, 11(101, Ince. II through dcvelopmental guidance .1 Trenditthe mkt- I lessons that children learn tovalue and respect themselves as well as to learn that lelp Coltles atter a suicide and not betore. violent acts against themselves or others is ian.,1.1,k 1,q-,...esare commissioncd notacceptable. Kindergarten cluldren learn many thousands ot our childrenhavebeen about akoholism, domestic abuse, Ii iSV to lost tothem. Runaway hot lines are estab- deal with divorce. stressmanagement tech- lished atter the tact: vet causative factors niques. how to make friends,problem-solving which necessitated their existence are not techniques. decision making skills, and man\

examined i treated. nit q-e life skills that will enhance their well- being and acadenm success. The Fligher Education Center Against Violenceand AbuseTask Force seeks to By the time children reach sixth grade they addressthe isMles of Violence and abuse has,:i inpleted a Li $mprehensive sequenced wahin a preventative framework by program of developmental guidance which recommending that all Minnesota elementary not onlv gives them knowledge about vio- schools with populations greater than three lence and abuse but also coping skills. Evers. hundred ( 3001 students in grades K-5 be effort will be made to provide immediate required to provide a developmemal guidance service to children and tamilles in crisis. program to be implemented by a licensed This may include individual and/or group elementary counselor. counseling as well as making appropriate reterrais is hen indicated. Elementary guidance is designed spec:au:ally to be preventative in nature by priividing The hdayationTask Force itt theHigher tm-gani:ed coursework tit guidance and Education Center Against Violence and cfunseling services based on children's Abuse nas many recommendations tO Mike, developmental needs and which helps all but the most important recommendation is children achieve their greatest academic, for elementary school counselors to be placed sticial, and personal potential (Glosoff in every Minnesota school. Our children are and Koprifwic:, I99i). our cre.ltesthope for the future. It is critical that they be healthy and strong and capable The elementary guidance program consists ,if addressing conflict and crisis as well as vio- six areas whic h directly unr.10 on children lence in.,1 abuse in a pri fac live rather than in the school environnient. reactivemanner. Through the use ofa coin- Prevention through classroom gutdance prehenstve elementaryQuidance curricula itis lessons which are taught in all classes. helieved that children will gain knowledge This part ot the pr,,gram accounts tor tittv and skills necessary togrow and priisperitt percent (0) otitt elementary the twenty-first century. time durmg the school N. ear. Inch 'dual md group counseling Nell Kaiser, I, filiclance I. ',mnselor

Referral \ agencies iSha R Iror. Assoc kite Protessor 1--,01: Foie,: Member, SO 52 Preparation An understanding that violence issues Recommendation #1: pertain to all socki-o.onomic levels Effective violence education rn,Iranutunt.! Philomiphy and implementation of guidanLe Lounselk %k iiiI Ili ltRie service learning skills and dispositions on violence issues. 1,ervice learning and its philosophical framework will be an integral part of coursework on violence and abuse tor Guilince counselor pr,,grams will be i.!didance designed, developed and implemented to Violence education will be integrated assure that vk lence education and preven- throughout Lurricui:un (existing and tion components are addressed, particulark future courses.). since ninety-eight percent (q:s",:1 01 new guidance L'OtIrrseli,r, respOiliiinC to the Higher Licensing Education Coordinating B,;ard Recommendation #1: that their woik isquires them to ha \ e an The Board ot Teaching will revoke both the understandin, kit %It ilence and abuse issues teaching and counseling license of any guid- (See :Appendix .A). ance counselor who IS physically. sexually or emotionally abusive or exhibits a repeated Strategies: pattern of harassing behavior, II all fiirms Curriculum will inchide: of appropriate remediation have faded. Idennticat ion ot violence

Definition of violence Rationale: Types of violence (ex: child abuse, Guidance counselors have an ethical sexual assault, battering, sexual responsibility to students, colleagues and harassment, etc.) parents to perform their duties in a Understanding the dynamics of violence professional, non-abusive manner. and abuse Strategy: Substance abuse as It relates to violence The Board of Teaching and State Department Ciintlict resolution. mediation and of Education will adopt a protocol that guid- arbitration and their limits in dealing ance counselors and teachers will report to with issues it vkilence their supervisors a colleague who is demon- Victimsisurvwors remIlrie, strating abusive/harassing behavior. Working with victims and offenders Recommendation #2: Racial, cultural and sexual orientation Guidance counsekirs will have two functions sensitivit% related to violence education in schools: Forms ot violence k ex: physical, They will provide developmental emotional, ps\ al, etc. \ inter\ ention and counseling Coping and stress responses to violence They will provide vk ilence education (situational and ,,ccupational) and prevent kin Prevalence. prevention, assessment. intervention, and treatment Effects and impact it vkilence Violence and the law Assessment ot ikork innate

SI 5 3 Rationale: Rgit ii male: All school, in the 'Am. of Nlinnesota ,hottki Rule, set the st.mdard ttt expectations have a guidance cttunselor staff in order to for euidance citunselors. help provide a -.ate, nt n-slent environment for student, and ',LIU'. tdine t r.unint ttn Strategies: violence prevention and Awareness would be In the Board ot Teaching Rules that relate t step ntward early pre% emit tri ,trategle,. to elementary counselors, additions will be made ti, the tollowin;: Strategies: Subpart 2- Couft.elin1;

\'iolence educati tn will be ratiglu at 1-1- to Identify violence/abuse developmentally AppropriAte levels ID all students and situatoms and be l'e,2111I1Ille With elementary ,tudents. ,ibtle to intervene. All elementary school, will work Subpart h - (Iuidance toward .1ik2C toI Lino (students The knowledge and ability to initiate, t,tud,mce counselor). coordinate and interpret A counseling ,md gtudance prouram to address the Recommendation #3: needs of student, and tamales in In order to maintainlicense. t_nudance violence and abuse, for developmental counselors in the state ot Minnesota will age appropriateness. attain twenty-five (25) hours of continuing In the Board ot Teaching Rules that relate education unit, in violence education and to secondary ci tunselors. additions will be training per renewal period. made to the following: Subpart 2 - Development Guidance Rationale: G.- Vocation skills - counselor knows A significant amount of a guidance sources of violence and can teach counselor's job will require attention violence prevention and intervention to violence issues. strategies to students and adults for developmental age Appropriateness. Strategies: The Board ot Teaching will ,unend rules/regulation, to require this Continuing-Education recommendation. Recommendation #1: c, Continuing education provider, \sill he C,ontinuint: eduLation tor guidance counselors made aware of requirements to ensure that svillincl.ade performing community-based they understand the importance ot this violence preventiim education. issue and provide quality training. The Board of Teaching still keep track of Rationale: continuing educanon credits and will not (..juidance counselors need to become more renew a license it this requirement has funilior with the conununuies in which they not been met. work And live. Families also need an opportunity to work with guidance counselors outside Recommendation #4: the school 'cuing. The Board ot Teaching; Rules regarding guidance cimnselors will be amended to Strategy: mclude languaue that pertain, to violence The Board ot' Teachinsi will require that prevention ;Ind intervention. izindancecounselors volunteer at least twelve t 12) hours in the community, providing violence prevention eduk at ion and tramint, per renewal period. 52 5 4 A.I Evaluation of Graduates of Programs in-Law- , Appendix A Courses Taken on Violence, Available But Not Available Abuse and Harassment Did Take Didn't Take Impiicanons tor the profession 0-).. i ',. 30% Ethical standards tor the profession 64 3; Conflict resolution 55 51 14 Racism/discriminm ion 45 2,` 34 Sexual violence 40 14 40 Domestic violence 25 '4 4's Hate cnmes .6 10 1. Physical violence - 71 21 Identification ot violence, abuse, harmsment _ Child abuse/neglect i 2 Racial/cultural sensitivity .20 - Prevalence ot violence, abuse. harassment I.- - Verbal abuse 15 4 . Emotional abuse I - Prevention ot violence, abuse, harassment ll 0 . Abuse Of vulnerable adults 10 76 Causes ot violence, abuse, harassment 7 lc .3 .2 Drug or alcohol abuse 12 Work with ottenders 5 42 53 Work v, uh victims

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate Adequate Adequate Prevention ot violence, abuse, harassment /3" Causes of violence, abuse. harassment 09 25 5 Abuse ot vulnerable adults 67 3i) 3 , -. Drug or alcohol abuse 05 -1 Verbal abuse 64 31 4 Work with victims 61 ii) 7 Emotional abuse 03 10 6 Child abuse/neglect 63 32 5 Racial/cultural sensitivity tscl 30 11 9 Domestic violence 57 34 Prevalence of violence, abuse, harassment 56 37 7 9 Identification of violence, abuse, harassment 56 36 9 Work with offenders 55 16 Physical ,:olence ;1 .1,, Sexual violence 53 33 14 Hate crimes 40 40 11 Racisnvdtscrunination 40 30 15 s 1 Ethical standards for the profession 15 43 -- ;,. Legal implications for the profession 14 36 Conflict resolution 29 40 24

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important important Important Conflict resolution 63% 19% 15% 3,0 0 Racism/discrimination h2 24 1 i,o s ENCIlidesiipotion.- Ethical standards tor the profession _ ) Legal implications for the profession io :4 1' ; Racial/cultural sensitivity 50 2 11 6 l'crcentages \ Sexual violence 54 _-) i3 0 not add toI Child abuse/neglect Prevention ot violence, abuse. harassment 5 i : 6 I I 0 resvent ,ItiC Domestic violence 53 24 I 5 0 suncling Hate crimes 40 27 10 i s Abuse ot vulnerable adults 45 ' (0 Identification of violence, abuse, harassment 44 -., 10 s; cit /uric: Nlinnesota Work with victims 42 29 15 I 1 ,., _ V.,Ithatton Physical violence 3 3,3 s Drug or alcohol abuse )6 50 -c (.:(mrdtnatnn; 0 Catises of violence, abuse, harassnwnt 36 ;0 37 13i ,ard VCia with offenders ; i ;1 IQ I 5 o Prevalence of violence, abuse, harassment 3 ; , '4 \.erhal abuse 21 20 ;3 12 53 Emotional aliuse

5 5 BEST CCM' AVA1IA8LE A.2 Evaluation of Graduates of Programs in Law Enforcement------

Courses Taken on Violence. Available But Abuse and Harassment Did Take Didn't Take Not Available Domestic violetKe o i . I Physical Violcrhe , 12 Sexual violence s7 10 Dnig or alcohol abuse S 7 o s Identification ot violence, .ibuse, harassment 1 1 4

Child abusemegiect S I 2 Legal implications tor the pr,,tession , I 7 Ethical st.indards tor the pnifessl,m .1 10 Causes ot % tolence, abuse, harassment 79 - 19 __ Conflict resolution 17 Racism/discrnnination 1 0 !late c runes ` 17 Prevention ot violence. abuse, harassment _,7 i Prevalence ot violence, abuse, harassment Emotioreal abuse (7 4 29 Racialkulturai sensitivity 04 I1 2) Verbal abuse is I I its Abuse ot vulnerable adults s. 4 17 Work with victims ii I 2 i I Work with ,ittenders 4-, I i

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate Adequate Adequate Work m.ith viLtuns 4;,, 40 ',, I1 Work with offenders 4; 45 I ' Abuse ot vulnerable adults 17 10 7 Prevention of violence. almise. harassment 15 ;6 I 0 Emotional abuse 29 op 1 Verbal abuse 2ti o; 7 Racial/cultural sensitivity 26 (L2 I 2 Hate crimes 2i 59 1(1 flonilicr ros.ilution I''' I s Child abusemeelect -- ;7 __ Racism/discriminat ion I 06 I i Causes of violence, abuse. harassment 20 00 15 Prevalence of violence, abuse, harassment Is, -' II Identification of violence, abuse, harassment I 7 tei IS Legal implications tor the profession 15 s-, 30 ..r.,!;:.i f,t il-...- r7 t.!Xtlai violence 11 01 Is Physical visilence I 0 J 27 Domestic violence I: ;0 40 Drug or kul-ol abuse :, o2 10

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important I Cfidd abuse/neglect .1 I;,, 0,, Domestic violence .; I-I ' I EVCII4,les -it., Annum sexual s iolence i 17 0 Physical violence _ _ 3 0 Conflict resolution c2 1 12

Identification ot violence, abuse. harassnwnt is! ' i 1I Prevention uf violenceibuse, harassment o0 20 11 . not I(' IA' Legal implications for the profession 50 pelient b. Drug sir alc( ihol abuse 57 17 , Toll/IdIM7 Work with victims 5) ,o II Hate crimes 1 i ;4 II Ethical standArds tor the profession ;1 20 10 ource NlInnesoto (1 Abuse ot vulnerable adults i I 1 ) I In,lict ttow% (it VI,IVIICC, IbilW, h iris,mons I- 1." I ' t 'oinclinatint; Racial/cultural sensitivity 44 12 19 4 ;2 Racism/diserimmation 44 20 _ RI kin/ Prevalence ot violence, abuse, harassment 40 4: 17 i Emotional abuse i_c- 4,2 '1 I ...... S orss 1111 011elklel, 54 Verbal abuse 56 A.3 Evaluation of Graduates of Programs in Nursing

Courses Taken on Violence, I Available But I Did Take Didn't Take I Not Available Abuse and Harassment I \bit,. oi vulnerable dulls i ; Lthical standards tor t h. prote.sion .._

Isrug or akohol abuse 1 19

Legal Implications tor the protession 2 i 4 ( :hiLl abusemegleci 71 2t Physical s toienee hs, 1 ; f 42 Identification otiolem e, abuse, harassment o _ Sexual violence ;,, ; 40 ( 'ails,. ot violets, e. .It'll,e. harassment ;4 ' I I Emotional abuse 54 i 4; Pr,..ilence ot violence. buse. h if isinent ; ; 45 \ erbal abuse i - 4, 4...ontlict rc.Aution S 4; Ras LIU% llin11.11 W11,111% II% ..... 4' I )0inestic violence .10 4 4; Prevention ,t1 s i, .lence. abuse. harassment 4's . 4;

4 SO Raci,midiscrumuat tots 4 I ;,s , 62 Work with s let ims I Hate crime, :4 . Work with ottenders 7-

Adequacy of Education in Violence, Better than Abuse and Harassment Inadequate Adequate Adequate Work with oNenders ,;.. Hate crimes 70 , .. Work with victims 70 _ , 3 Racism/discrumnat ion 0 I 14 -3 Prevention ot violence, abuse, harassment ot.' in 4 Racial/cultural sensitivity so 35 n Conflict resolution 54 3, o Domestic violence ;' 41 ; Causes ot violence, abuse, harassment 52 45 Emotional abuse SO 46 ; Sexual violence 4 42 I 0 Verbal abuse 47 4'3 Identim.ation oi vitaeike, wow, !tams:anent 4, I ) Prevalence of violence, abuse, harassment 4; 14 4 t luld abuse/neglect ;0 i- it Physical vtolence 40 s: , N \ Legal implications tor the profession 4.1 I; Drug or alcohol abuse ;(, ; I I 1

-\ huse ot vulnerable adults ! l', Ethical standards for the protession :4 5(5 _,

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important

Child abuse/neglect 1' 0 I1 '0 4-.. 1,, S Abuse of vulnerable adults :. 1 , Prevention of violence, abuse, haras:ment 17 , Sexual violence -; 10 5 ilennti, anon 4 \ n'le:-. ,-.i;!..e. I. nment - PC1:11.C., Physical s iolunce ,,,, riot add t Ethical standards tor the protessim 24 I Legal implications tor the profession ii ; , I . ( ',inflict resolution ors - 4' I TilitIc1171.; Work skull victims p; i 4 _ _

Drug or alcohol abuse 04 1 I. )i. imestic violence airs c imicsi Emotional abuse 1, 14 6 . I I Iit1IiCr bia,,itton i 'auses ot violence, aluse. harassment :, 0 I ; ; I Prevalenceofvioleme, abuse, harassnwiu '1 I 12 Verbal Aim: , :7 ; li hod Racial/cultural :ensitis ity isiii,diseriminat ton I Lite crimes Work with ,ittenders 44

BEST COPY AVAILABLE 5 7 A.4 Evaluation of Graduates of Programs in Medicine

Courses Taken on Violence. Available But Abuse and Harassment Did Take Didn't Take Not Available Drug or alcohol abuse -.3",, s.,, 8% t luld abusemeglect 74 1 23 Ethical standards tor the protession 55 3 42 Physical violence ;4 I 45 Sexual violence 40 6 4$ Idenntication ot violence, abuse. harassment 44 , 48 Abuse ot vulnerable adults 42 4 34 Domestic violence 42 4 34 Legal unplications; tor the profession 40 4 50 Prevalence ot violence, abuse. harassnwnt 3s 0 62

Work with victims 12 . 12 36 hmotk,nal abuse 4 o3 Causes ot violence, abuse. harassment ;0 i o5 ,0 Verbal ablise _ 1 70

Prevention ot vioknce, abuse, harassment 28 3 oti Conflict resolution 2i - 73 Raced/cultural sensitivity 2 1 4 73

Racism/d isv rum nal ion l's _ ..0 Work with Menders I; 13 75 Hate crimes Ii ; '4

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate-- Adequate Adequate Work with offenders ,i0 ,, 0 -s Prevention of violence, abuse. harassment , - 25 3 Hate crimes 70 1 ^i i Conflict resolution o7 Work with victims to 30 4 Racism/discrimination 65 31 4 Racial/cultural sensitivity 01 32 5 Verbal abuse 61 15 4 Emotional ahuse o l 12 7 Abuse of vulnerable adults 60 31 10 Identification of violence, abuse, harassment 59 15 0 Causes of violence, abuse, harassment 59 36 5 Domestic violence 58 34 7 Legal implications for the profession 57 12 11 Prevalence of violence, abuse, harassment 54 3; 9 Sexual violence Physical violence 49 41 10 Ethical standards for the profession 42 45 11 Child abuse/neglect 13 52 It Drug or alcohol abuse 25 46 29

Very Moderately I Slightly Not Importance in Developing Future Curricula* Important Important Important Important Chdd abuse/neglect _,78"0 16% 5% 1% Identification of violence, abuse. harassment , _ 2' 6 0 I.C 1,1c II 3,1115,11 Drug or alcohol abuse os 20 q C Physical violence 04 -1,- 9 0 Sexual violence 64 26 si 0 Now Po, \ Abuse of vulnerable adults ol '0 0 1

not add u IsV Domestic violence ol 27 11 1 Prevention of violence, abuse, harassment 39 '0 0 1 percent to _ Worksktdi victims 33 ;; 8 3 roundnhz Ethical standards for the profession 54 4 12 0 Lontlict resolution 32 22 20 i Legal implications for the poilession ; 1 0 Nourcc \ II/1/10. 40 0 Racial/cultural sensitivity 47 10 17 i l it izher 1-Atwati.m Racism/discrimination 4; 10 20 6 .sinhinating Causes ot violence, abuse. harassment 41 37 19 ; ;6 i;r sIrti Prevalence of violence, abuse, harassment 41 2' 0 Emotional abuse I; 40 22 _ Work with offenders 31 31 s, Veibill al,ie,c , ,; li,` 4 's/ ;s, 56 Hate crimes _ 22 10 A.5 Evaluation of Graduates of Programs in-Psychology

Courses Taken on Violence. Available But Abuse and Harassment Did Take Didn't Take Not Available Ethical standards tor the pratesmon ,2".. _ Raclalkultural sensitivity --,0 II ;1 ,- , s Drug or alcohol abuse 53 _ . _t Lecal implicathms tor the protessi.,n S. 47 Child abusemeglect so 4 I Work with t ictims, 40 .. 47 Conflict re.alution 41 1 4 4 2 Racism/disciimination 44 0 47

Physical violence 42 I 5 54 Emotional abuse ;0 _ 50 _ 8exual violence ;7 o , Pre% alent e at violente, ,II'll C. har.0sInent ,o Causes ot violence. abuse. harassment ;0 o Identification at violence . abu.e. haras.ment 10 0 Domestic violence ,-) 11 S )

Verbal abuse _ oo , Prevention at violence. abuse. harassment 32 _ I 07 , .1 Abuse of vulnerable adults 1 64 Hate crimes -t. s o 74 1

Work tt ith offenders 12 i 14 74

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate Adequate Adequate vorwit I often ers 01"0 :., 0 Hate crimes 78 I 0 1 Prevention of violence, abuse. harassment 78 14 8 Abuse of vulnerable adults 78 22 0 Racism/discrimination 70 25 5 Emotional abuse 69 2 ; Sexual violence 06 27 Prevalence of violence, abuse. harassment 06 25 0 Identification of violence, abuse, harassment 64 28 8 Verbal abuse 64 10 6 Causes of violence; abuse, harassment 63 30 8 Physical violence 61 31 5 Racial/cultural sensuiviry r 1 ;1 . Child abuse/neglect 60 .24 16 Domestic violence 55 ;8: ; Work with victims Conflict resolution 58 34 8 Legal implications for the profession ;2 Drug or alcohol abuse ;,, 44 I 0 Ethical stand irds for the profession 35 17 20

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important Chad abuse/neglect 80"0 14 ' 2"%0 Domestic violence .5 Sexual violence 10 Work with victims 18 Identification of violerwe. abuse. harassment " Ethical standards tor the profession . 8 ni,t LILL! to lit' Racial/cultural sensitivity , 0 2 i - i Prevention of violence, abuse. harassment 7 4 2 I i Physical t iolence :4 20 0 _ oundiniz EmlAional abuse 2 1 I Conflict resolution 0 Causes of violence, abuse, harassment , 0111it' Minnes.ma 08 7 Verbal abuse 05 - II 0 I hither ittc an. I I; 0 Racism/discrimination ,4 - , 32 o.dindune, Legal implications tor the protewon 04 , ; 0 Abuse of vulnerable adults o4 I . , htt,i 20 Work with Menders 02 3; ; - Prevalence at violence, abu.e. harassment o liate trimes 57 Dnig or alcohol abuse

5 9 BEST COPY AVAILABLE A.6Evaluation of Graduates of Programs in-Social-Work

Courses Taken on Violence. Available But Abuse and Harassment Did Take Didn't Take Not Available

Racial/cultural sensitivity 'II', 1 s7 Racism/discriminat1011 I 11

Ethical standards tor the protession s6 I 13 Causes of violence, abuse, harassment -6 20 Physical violence 7S 5 20 _ Conflict resolution 7 1 I' Work with victims 19 Child abuse/neglect '' 15 I 1 Identification ot violence, ahase, harassment -,, -' 4 24 Domestic violence II 17 Prevalence of violence, abuse, harassment 6. 4 2; Sexual violence Hate crones 65 2h Abuse of vulnerable adults 6, 1, 26 Drug or alcohol abuse 61 II 6 Prevention of violence, abuse, harassment 6 I 4 15 Emotional abuse 14 41 Legal implications tor the protessiim s.: ; 41 Verbal abuse .3I 4 46 Work with offenders ;9 14 4:-.

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate Adequate Adequate Work with ottenders 6;e% 21.,",, 4% Hate crimes 47 42 II Prevention ot violence, abuse, harassment 47 41 5 Legal implications for the profession 44 40 16 Verbal abuse 43 45 1 i Emotional abuse 41 44 14 Abuse ot vulnerable adults ;9 52 9 Sexual violence 15 SO 15 Work with victims 15 53 13 Identification of violence, abuse, harassment ;4 49 17 Causes of violence, abuse, harassment 14 51 15 Dnig or alcohol abuse 32 44 23 Child abuse/neglect 10 49 2 1 Prevalence of violence, abuse, harassment ' - ( --), 15 Conflict resolution 24 56 19

Domestic violence 2 i 61 1 7 3 1 Racism/discrimination ,.. 44 4 ,, Physical violence __ m 14 Ethical standards tor the prott.,uon 17 ; I Racial/cultural sensitivity 15 4h 37

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important Sexual violence o 1 0 s% I ", 0% Work with victims ,i I , 1 , 00 -1 \,lii,C, sti., Prevention ot violence, abuse, harassment 0 I , s Causes of violence, abuse, harassment ss I 1 1

Lkntification ot violence. abuse, harassment . II I ,, PocelitaLN., Ma% Racism/discrimination ,-; 1' ; tint add tcc IOC Child abuse/neglect s 5 II i

Racial/cultural sensitivity -,z, k pcncem due , s Domestic % iolence 1 i I 1'1)1110111g Ethical standards tOr the profession .2 1 5 4 Cunt la resolution s I 14 Work with offenders so 14 4 ; !Noirt.L. Mmiscsuto ,o Physical violence 19 1 lifzher aiuctition Abuse of vulnerable :slicks 76 _,LY,__'__ 4 oordmating Emotional abuse 21 4 , ' _ Hate crimes 20 6 0

Prevalence ot violence, abuse, harassment .i. 2" I ,.' Dritg or alcohol abuse k ' '7 t . . . . .1 'list' 58 Legal imphLations tor the protessu in 26 A.7 Evaluation of Graduates of Programs in Teaching

Courses Taken on Violence, Available But Abuse and Harassment Did Take Didn't Take Not Avail le Racial/cultural sensitivity .. . IC Racismidiscrumnatum ' 4 4 Drug or alcohol abuse , IC, , - Ethical standards lin the protession ,,,, ; _ , Child abusemeg ect ,. ,, i Legal implications tor the profession SO ;4 Identification ot violenceibuse, harassment S ; Physical violence S4 0 ;7 Hate crimes .-,_ IC ;. ;p Conflict resolution 51 I; Sexual violence Prevalence .0 violence. abuse, harassment 4 ) 7

Causes ot violence. abuse, harassment 45 I) 42 Emotional abuse 4 1 I 0 4'. Verbal abuse 40 . 12 Preyennon .0 violence. abuse. harassment 40 I 3 4s Domestic violence 4C I i 46 Abuse ot vulnerable adults 15 40 Work with victims I i 24 c,2 Work with offenders o 24 71

Adequacy of Education in Violence, I Better than Abuse and Harassment Inadequate Adequate Adequate Work with ottenders s2.. 17".. __ Work with victims 2 I Prevention of violence, abuse, harassment on _, , Abuse of vulnerable adults 59 16 5 Domestic violence 55 3)) 6 Emotional abuse i; IQ 6 Wrbal abuse 52 4 I t Causes of violence, abuse, harassment 51 42 -t Conflict resolution 50 59 II Sexual violence ii., 41 10 Identification of violence, abuse. harassment 49 42 .1 Prevalence of violence, abuse, harassment 47 47 6 Rite crimes 4; 12 I; Physical violence 42 4s 10 Child abuse/neglect 40 4s 12 Legal implications for the profession ;.i 45 I 0 Drug or alcohol abuse 32 40 -.. Ethical standards for the profession Q ;I 1 Racismidiscommat ion 24 sc Racial/cultural sensitivity 21 50 30

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important 0,,,, Child abuse/neglect 10 '.. 2 ."0 Identification of violence, abuse, harassment 10 1 ' `E\cludcs no opinion Sexual violence 77 19 4 .2, Prevention of violence, abuse. harassment 70 Racial/cultural sensitivity 72 P-1111.1.:c, 01,0 Conflict resolution ; ; ,, not add to Racism/discnmination ;0 21 s 0 . Physical violence ; 5 percent due 0, Legal implications tor the profession ,,,i 2 . .. rounding Ethical standards for the profession to ; ; Emotional abuse pi 31 5 C.11.1MIN i 0 violence, abuse, harassment o ' Nlinnesottl ; Hate crimes 01 ..-) 11 I figher Filication Domestic violence f., '0 0 I l'aiordinciting Work with vICLIMN 0, :0 I 2 Verbal abuse ;; 0 liodrd Drug or alcohol .1 niSe ,I, Prevalence of vioknce, abuse harassmeni '4 ; ; II I . \ iuse .0 0 Ilitler.li'lc.1,11111, ., - , 59 Work with offenders ;4 ;4 Is II

61. BEST COPY AVAILABLE A.8Evaluation of Graduates of Programs in School Administration and Counseling

Courses Taken on Violence, I Available But Abuse and Harassment Did Take I Didn't Take Not Available

Racial/cultural sensuis in- 7 F.thwal standards tor rhe protewon (.0 , Racism/discrunination Druc or ili Oho! abuse ;7 ! ; 2, Child abusemeglect , , 4 4C l. 'flict resolution 57 Legal implications tor the protession 7 1 ;4 i Sexual violence , 4 ; ; s Identification ot violence, abuse, hara.;sment 4 ' 44 Physical siolence 40 4 i 55,

(...auses of violence. abuse. harassment 40 . Prevalence of violence, abuse, harassment 44 4 Domestic siolence 42 4 Preventkin ot violence. abuse, harassment io so Emononal abuse ;7 4 isi Verbal abive ;4 4 62 lbw crimes Work IA ith victims 7.1 :4 5s Abuse ot vulnerable adults 2 I I 4 ol Work ii oh offenders i 7 75

Adequacy of Education in Violence. Better than Abuse and Harassment Inadequate Adequate j Adequate Work with onenders s0",, I ,, ..,, Abuse of vulnerable adults to '4 Prevention of violence, abuse, harassment N..' Hate crimes is; ; ; 10 Verbal abuse 57 ;0 4 Work with victims 5' 4c' : Emotional abuse 4') 45 0 Sexual violence 4ti ii 17 Physical violence 4:, 42 10 Domestic violence 4, 44 s Prevalence of violence, abuse, harassment 45 4 ; IC ConfItct resolution 44 55 20 Causes of violence, abuse. harassment 4 ; 47 10 Identification of violence, abuse, harassment 4 ' 4 I 0 Racism/discrimination isi 4; I ' Drug or alcohol abuse io 4 I') Child abusemeglect ;., ;4 2S Legal implications for the profession ;7 57 _ , RAO al/cu1 tur31 sensawity Ethical standards for the profession 2S 40

Very Moderately Slightly Not Importance in Developing Future Curricula* Important Important Important Important Child abuse/neglect 4,, C". !-zexual violence so ,, o , , \ eludes ig,1111.,11 C. ',inflict resolution ,s , Prevention of violence. abuse, harassnwnt s, i , Physical violence ,o , iici.Ls10,4!,.., Is S. N Idennticat ion ot vii ilence. abuse, harassment 1 i ts not add to IC,` Racial/cultural sCflsitiVt( 4 24 - i Ethical standards tor the profession 0 percent lite .2 71 Legal implications tor the lira CsSli ,Il . _ , 1. nodule, Racism/discrimination '( 1,0 ,s Emotional abuse 24 l Prevalence ot violence. abuse. harassment (.7 SI ' iittrciiMinnesota Work with victims ol ..(s II lighei 1:30caui in Call,ses clf viiilence, abuse, harassment 01 ' Verbal abuse ,o sC o 0 'inirdinating ._ Hate crimes . 5; Ili 'arc( \ Drug or alcohol abuse ;7 . 7 , I lomest lcvi,Ilence ; -I Wrkliiidlenaers 60 Abuse ot Adis

2 BEST COPY AVAILABLE Task Force MembersbyTask-Force Appendix B

Law Health Services Human Services Education

Larry An.let,,n Stephanie Anderson William Anderson Jerre Abbott

\ I:khard Auld Bod,tes JIM Ambuchl

KJ( h arr Roberta Ballot Laurie I Icsklerato Jan Bilden

Bonnie Lee Bird Pam,h.inet Gavha Borfor

C.trne.:le ihn h ;r: Georee Droubie

Ri,hard "rsit ,r,1 Mary Brandt Al I {oli,,% Pam Elliott

Nlike Cioinett Nhlhe Caspersen Lin Lehe I Roberta Jones

Ann II, Nits hael Eileen I hilit Nell Kaiser

Mary Ka% Klein Pat Crctilli I Lirves Linder Julie Landsman

Titidt. Kunkel :Vida Espehen Tun McGuire Jean Leicester

kihn Lau>. Ke2. Strand Lou Feller Jeanette Milerum Michael McGrane

Steve l.tien: Barb.tra Iohnson Mindy Mitniik Geneva Middleton

NI,t ;cc Vivian Klauber Ed Nadoins DarciaNarvik:

Maurice Nins. Ir. Judith Knutson Mare Null Preisier Willie Nesbit

Pat Prtn:evaile Nliehele Peterson Renee Rau Nadya Parker

Lloyd RI Marearet Dexhenner Plums Nano. SchWart: Michelle Prat

Susan SinithA :unnien David Power Barbara Shank Elaine Prom

Sonya Steven Jane Schub. Marjory Singher Nancy Riestenherg

Joanne seabere Sharon Rice Vatiehan Karen Ristau

Bo Thao Ike Welborn Mark Schmitz

Mark Vukelich Denise Wil,kr Kate Steffens Olier Williams Judy TeBeest

Cindy Wtild Renee Van Gorr

Beth Zunisks

61 63 Hiczher Edvcati(ol Ccnter AGAINST ViOLENGE-AND-A$

phone: 16121624-0721 386MeNeal Hall in Minnesota: I8001 646-2282 1985 Buford Avenue facsimile:16121625-4288 St. Paul, Minnesota internet: [email protected] 55108-6142 U.S.A.

Non-CiipyriLhted. You may freely copy and distribute this report for non-profit purposes.

BEST COPY AVAiLABLE 64