Domestic Violence Services Take Home Exam

HDFS/CRJU/WOMS 409: Domestic Violence Services

Take Home Exam 1

This exam is worth 60 points toward your final grade. All responses must be typed. You must use your

class notes, texts, and readings, and you must do your own work. You may take your exam to the

writing center for assistance (but you must follow all writing center policies). Please feel free to contact

me with any questions or concerns. Exams are due by the beginning of class on Tuesday March 21.

Early exams will be accepted. HINT: Think broadly as you answer the questions, particularly with

regard to readings/discussion information to support your answers.

Citations: When referring to information from class readings or discussion, make sure the supporting

information is clearly cited with either the author and year (for readings) or with the phrase “(class

discussion on date).” If you use exact quotes from the readings, you must put them in quotation marks

and include the page number in the citation. You do not need a reference list for required class readings.

If you bring in information from other sources, you must cite them in the text and include them in a

reference list.

Question #1

What is intimate partner violence? Different researchers and advocates define this term in different

ways; how will you define it in your work with clients and/or your future research endeavors? Provide

examples of what is and is not IPV. Support your definition with information from the readings and

class discussion.

Question #2 Imagine you are working at a domestic violence shelter, and you answer a hotline call. The woman

calling was just assaulted by her ex-boyfriend. She doesn’t want to stay at the shelter, but she also

doesn’t know what to do now. What would you do? Think about both what you could do for/with her

and about how you would approach working with her. What are the advantages and disadvantages of

your approach (no approach is perfect)? Support your arguments with information from the readings

and class discussion.

Question #3

In doing individual advocacy, one must be sensitive to the unique needs of each individual client. This

includes being aware of an individual’s race and ethnicity, gender identity, sexual orientation, age,

cultural norms, and immigration status. Based on what you know of current policies and services (e.g.,

police responses, controversies around VAWA, shelter services), do they adequately address the needs

of diverse populations? Why/why not? If not, what changes should be made? Why? Be specific in

describing changes. Support your arguments with information from readings and/or class discussion.

Grading Scale for Midterm Examination

Quality and Completeness - Is the question answered thoughtfully and thoroughly? Is the information

accurate and relevant to the question asked? Are all parts of the question addressed? Are there holes or

gaps in the response? 8 points possible per question

Supporting information - Is relevant information from both class discussion and the readings used to

support the answer? Is the reader clearly able to understand what information is from the

readings/discussion and what information is from the student? When appropriate, is the supporting

information clearly cited with either the author and year (for readings) or with the phrase “(class

discussion on date)”? 8 points possible per question

Writing quality - Is the answer well-organized and logical? Are there grammar and/or spelling

problems? When appropriate, is supporting information is clearly cited with either the author and year

(for readings) or with the phrase “(class discussion on date)?” Are direct quotes cited using page

numbers? 4 points possible per question.