Assault against spouses and partners arise in part from power struggles between men and women. Men have an advantage in these struggles because of their greater physical strength, and because of a social system that often reinforces male dominance. But most men do not hit their wives, so other explanations are needed for domestic violence. According to the social learning approach, children from violent homes will learn that violent behavior is an acceptable and often successful means of controlling others; consequently, they will be more likely as adults to use violence against spouse and children. The frustration-aggression approach emphasizes that individuals who are blocked from attaining a goal may displace their frustration and anger onto their spouses and children. The social exchange approach suggests that people calculate the rewards and costs of violent behavior and the alternatives to it. According to this approach, women who have some economic resources are less likely than others to be victimized, as cross-cultural studies show.

The most common kind of situational incidents in which spouses become angry and engage in minor violent acts. Women seem as likely to initiate these incidents as men. The less common but more serious kind is a pattern of serious violent acts carried out by a man against a woman. In many of these cases, the man is seeking to control his partners behavior. Women are more likely to be the victims of aggressive acts over their lifetimes than are men. Domestic violence is more common among cohabiting couples than among married couples, and more common among low-income families than higher-income families. Cross-cultural studies show that wife beating occurs in most societies.

Domestic violence has been a social issue at various points throughout U.S. history. The Puritans, who took a strong stand against wife beating, passed the first laws against it. A period of renewed interest occurred in the late 1800s, and another in the 1960s. Two theoretical models, a medical model and a political model, have been applied to this social problem. The current interest and activity are largely a result of political and social action by feminist groups and by health and social welfare professionals.

Anyone finding themselves in a domestic violence situation please know that there is help available. Here is one of the many resources available in San Diego ready to help you.

24-Hour Domestic Violence Hotline:
Staffed by certified advocates, our bilingual hotline provides crisis counseling, and critical resource referrals for victims and the community 24 hours a day, seven days a week.

ADDITIONAL RESOURCES
: or
: or
: dial from any phone
Discussion Instructions
In your text there are 3 perspectives described that relate to domestic violence, the Social Learning Perspective, the Frustration-aggression Perspective, and the Social exchange Perspective. Which of these makes the most sense to you as an explanation for domestic violence? Explain your choice, be sure to identify which choice you are discussing in your response.

Response: Please expand this discussion by responding to at least one of your classmates comparing their response to your own. Your response should be meaningful and relevant to the discussion as well as sensitive to the information your classmates may be sharing in this discussion.

Building Responsive Curriculum for Infants and Toddlers

The readings from Chapters 3234 highlight a key message: curriculum for infants and toddlers is not just about activities; it’s about relationships, observation, and responsiveness.

In Chapter 32, we learn that strong, trusting relationships are the foundation of curriculum. Relationships shape how infants and toddlers experience the world. Temperament also matters; a flexible curriculum adapts to each childs unique way of engaging. Play, routines, the environment, and meaningful experiences aren’t extrasthey are the curriculum. Every moment, from diaper changes to free play, is an opportunity for learning when thoughtfully planned.

Chapter 33 shifts into the process: observe, document, reflect, and plan. Responsive curriculum starts by noticing what infants and toddlers show us about their needs, interests, and abilities. Then, we interpret those observations to design experiences that fit them, not just a pre-set schedule. Planning isn’t staticit evolves daily. Including infants and toddlers in the planning, even by simply noticing and responding to their cues, builds a more authentic, holistic curriculum.

Chapter 34 reminds us that planning is only the beginning. We must put plans into action, constantly reflect, and be willing to adjust. Evaluation isnt just about what went wrong or right but about understanding how the curriculum is serving the childrens growth.

Overall, these chapters push us to think about curriculum not as a checklist, but as a living, breathing process built from relationships, careful attention, and intentional action.

DISCUSSION PROMPT:
How do you personally balance the need for a structured curriculum with the need to stay flexible and responsive to each childs moment-to-moment needs?