2/20

The handouts for Week One were distributed to ensure all students had the necessary materials.
Key topics included:
- The criminal legal system's perspective, particularly regarding law enforcement and training.
- Templates for different modules that outline administrative responsibilities.
Two scenarios were discussed:
- Half the class reviewed partner violence.
- The other half reviewed child abuse.

Plan for the session included:
- Facilitating discussions around the scenarios without needing word-for-word responses.
- Collecting and sharing lingering questions about readings.
- Encouraging students who studied the cases to lead discussions on their insights.

Campus police responded to a disturbance at family housing on-campus, involving damaged property and emotional distress.
Victim Details:
- Name: Asharo, Age: 23, Non-permanent resident from Somalia.
- Primary language: Somali with limited English and Arabic proficiency.
Incident Details:
- Items were broken, and the victim was found with minor injuries.
- The assailant, identified as Nigel, is her husband and a graduate assistant with a minor criminal history.
- Following an argument, he threw a diaper bag, causing injuries, and subsequently left.
Witnesses:
- Yasmin: neighbor, fluent in Arabic and English, reported haunting sounds during the incident.
- Jamila: an 18-month-old child present during the altercation.
Victim Services Engagement:
- Services attempted to contact Asharo post-incident; she was reluctant to discuss her situation.
- Eventually disclosed emotional and physical abuse history from Nigel, including threats regarding immigration status.
- She expressed confusion about her rights and concerns regarding her ability to care for her child without Nigel's support.
Concerns: Asharo was fearful of involving police out of fear for her immigration status and compliance with Nigel's coercive controls.

The role of advocates was highlighted during discussions:
- Advocates must facilitate comfort for victims in precarious situations especially if they are financially or socially dependent on abusers.
- The importance of quickly establishing trust and exploring resources was emphasized.
- Students proposed ways to create comfort for victims and consider their emotional and mental health needs.

The psychological forms of abuse recognized, including coercion, emotional distress, and threats.
Discussions centered on the reality that victims may recant or deny abuse due to manipulation or fear.
Concepts of victim autonomy and the psychological impacts of repeated abuse cycles were reiterated.

Another scenario was discussed, involving a child named Quidel experiencing neglect.
Family Background:
- Caddell, a 10-year-old boy, lived with his mother (Nadee) and stepfather (Jim) on a Native American reservation.
Incident Reporting: A teacher reported bruise marks on Quidel during virtual instruction and highlighted troubling family home conditions.
- The mother acknowledged a change in Quidel's behavior and school performance, associating it with recent transitions and stressors.
Investigation Process:
- Forensic interviews were conducted, including statements from the mother, stepfather, and school personnel.
- Initial home assessments showed the environment was deemed safe for the child, although future interactions raised red flags about potential maltreatment.

Multiple forms of neglect were discussed:
- Physical neglect (e.g., visible bruising, inadequate clothing).
- Emotional neglect (e.g., lack of engagement, diminished social interactions).
Importance of continuity in supportive school services was brought forth as a protective factor.

Discussion on key advocacy themes:
- Assessing a victim's needs holistically, including health, safety, and resources.
- Emphasis on documentation, and the ability of advocates to navigate sensitive conversations without contravening confidentiality.
- Skills in correctly leveraging community resources for financial and emotional support were highlighted.