Working Paper: Domestic Violence Prevention Education for Middle School and High School Students in the State of California

By Sangit, Marina | Pepperdine Policy Review, January 1, 2020 | Go to article overview

Working Paper: Domestic Violence Prevention Education for Middle School and High School Students in the State of California


Sangit, Marina, Pepperdine Policy Review


Executive Summary

California has been a leader in policy across the globe, but still lags behind in responding to research that shows children ages 11-17 are most vulnerable to domestic violence. While California has some of the strongest models of domestic violence prevention education for college campuses, it has failed to institute comparable systems in K-12 public education. States like Virginia and Ohio now surpass California in strong prevention policies, which outline standards for content and mandate timelines for implementation. California should implement a policy that mandates base-level orientation on domestic violence, sets a requirement for Californias health framework that includes a section dedicated to domestic violence, and incorporates out-of-classroom awareness programming.

Introduction

Through movements like Take Back the Night, the Clothesline Project, the #MeToo movement, and Its On Us, cultural attitudes and awareness surrounding domestic and sexual violence have shifted to support survivors. This societal shift, in combination with the traction gained from these movements, has catalyzed government actors and other stakeholders to take measures to prevent domestic and sexual violence. Many states, including California, have led the charge by making prevention an educational priority.

California has created strong prevention policies for college campuses, but these prevention policies often come too late for many students. By the time students enter college, 1 in 5 women and nearly 1 in 7 men have experienced rape, physical violence and/or stalking by an intimate partner first experienced it between 11 and 17 years of age. (California Department of Public Health). This is an incredibly alarming statistic, illustrating a clear need to provide education for one of the states most vulnerable populations-children. Although California is globally renowned as a leader in policy making, it is now lagging behind other states to create a domestic violence prevention education curriculum for its middle school and high school students. One of the many consequences of not having this kind of education is greater negative health outcomes for students. The United States Department of Health and Human Services states that children who witness or are victims of emotional, physical, or sexual abuse are at higher risk for health problems as adults. These can include mental health conditions, such as depression and anxiety. They may also include diabetes, obesity, heart disease, poor self-esteem, and other problems. This statement acknowledges that domestic violence not only harms the adult population, but negatively impacts adolescents as well. The state of California needs to pass a prevention policy that mandates students in grades 7-12 receive domestic violence education.

Background

For the purpose of this paper, domestic violence will be defined "as a spectrum and often a pattern of behaviors that includes physical, sexual, verbal, emotional, and psychological abuse and/or economic control used by adults or adolescents against their current or former intimate partners in an attempt to exercise power and authority, which has a destructive, harmful effect on individuals, the family and the community" (California Department of Public Health). It is imperative to this paper that the definition for domestic violence is inclusive of adolescents. It should also be noted that supporting evidence in this paper refers to the following terms: teen dating violence (TDV) and adolescent relationship abuse (ARA). For the purpose of this paper, these terms should be treated as synonymous with domestic violence. When the paper refers to prevention policy, it refers to primary prevention as defined by the Center for Disease Control: "[activities] that take place before violence has occurred to prevent initial perpetration or victimization" (Lee, 15). Additionally, there will be times when the paper refers to or uses models of prevention against sexual violence and assault. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Working Paper: Domestic Violence Prevention Education for Middle School and High School Students in the State of California
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.