Intimate Personal Violence in Canada

Canadian 1st Edition Bake Solutions

Manual
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 CHAPTER 6
Violence in Same-Sex Relationships

The worst loneliness is not to be comfortable with yourself.

Mark Twain, American writer (1835–1910)

A. Chapter Objectives
1. Identify the different forms of violence in same-sex intimate relationships.
2. Describe the consequences and impact of violence in same-sex intimate relationships.
3. Interpret the statistics regarding the prevalence of violence in same-sex intimate
relationships

B. Chapter Outline

Introduction
6.1 Same-Sex Intimate Violence
Same-Sex Intimate Violence Defined
Forms of Same-Sex Intimate Violence
Issues Unique to Same-Sex Intimate Violence
Gay Male Intimate Violence
Lesbian Intimate Violence
Violence Over Time: Why They Stay
Gay Men Who Stay in Abusive Relationships

6.2 Impact of Same-Sex Intimate Violence

Marginalized Status
Internalized Homophobia
Identity Abuse
Gay Male Victims of Same-Sex Intimate Violence
Conclusion

6.3 Statistics and Prevalence of Same-Sex Intimate Violence

Lesbian Studies
Chapter Conclusion
Multiple Choice Questions
Discussion Question
Key Terms

Copyright © 2013 Pearson Canada Inc. 6-1

C. Key Terms
coming out cycle of violence fusion
heterocentrism heterosexism homophobia
gender stereotypes identity abuse internalized homophobia
pathologizing
Note: There is a Key Terms Word Puzzle included in Section K:

D. Introduction to Class: Lecture Launchers and Learning Activities

1. The chapter begins by reminding the present day reader of the historical reality of our
homosexual citizens shaped by the “definitions, beliefs, and words” associated with
homosexuality. The exploration of violence in same-sex relationships must be presented
and understood within this context. “When the right to choose the person one loves and
how and when to express intimacy can lead to disdain, a discriminatory reaction, or even
legislated violence, it will be difficult to seek out help when an intimate partner becomes
abusive. Yet, as you will soon read, similar to heterosexual spousal violence, same-sex
intimate violence also exists.”

2. Choose a multi-media introduction to begin this chapter. Specific issues or subgroups

within the overall topic could also be the focus of a lecture launcher. Movie trailers,
music lyrics, YouTube videos, PSAs, etc. provide thought provoking discussion starters.
A number of websites provided below can be used to focus on key areas that immediately
connect students to the historical treatment of gays in Canadian society.

a. 1961 Homosexual Warning Video (10.31)

http://www.youtube.com/watch?v=jxOXoi2olB8
b. The events of 1974; the declassification of homosexual as an illness in the DSM;
the following clip would be impactful.
i. Not sick. http://www.mindofmodernity.com/not-sick-the-1973-removal-
of-homosexuality-from-the-dsm
ii. Homosexuality is not a mental disorder.
http://www.youtube.com/watch?v=JhJmMhXUrP8

c. The right to marry. Discussion regarding Bill C-38.

i. Canadians provide opinions.
http://www.youtube.com/watch?v=VgunTJvFow8
ii. C-38 Part 11... History of the Gay Rights Movement (8.24).
http://www.youtube.com/watch?v=PMH1EorVjiM

(Chapter Objectives 1, & 2)

Copyright © 2013 Pearson Canada Inc. 6-2

 3. Additionally, present day derogative lyrics in songs, or video clips from television shows
that demonstrate homophobia also illuminate the fact that despite legal protection,
societal beliefs continue to shape image and resultant treatment of gay citizens.

(Chapter Objectives 1, & 2)

E. The Canadian Headline News Stories: Learning Activities

1. Canadian Headline News: Ontario Court Rules Student Can Take His Same-Sex Date to
the Prom. Seventeen year old Marc Hall’s request to his Catholic High School principle
for permission to attend the school’s prom with his boyfriend resulted in intense
controversy. Initially prohibited from attending the prom with his date, Jean-Paul
Dumond, Marc Hall legally challenged the decision all the way to the Supreme Court of
Canada. The Supreme Court ruled that a ban on same-sex dates at the prom was
unconstitutional. The ban discriminated against Mr. Hall on the basis of sexual
orientation and violated his constitutional rights to equality.
Book Reflection Suggestion: Each Canadian Headline News segment ends with
reflection questions that can be used for in-class or online discussion based assignments.
Reflection Questions. 1. What type of impact do you think this event had for not only
Marc Hall but also all gay youth who were struggling with their own sexual identity and
the fears of coming out? 2. This event took place in 2002; do you think these thoughts are
still present in Canada?

Learning Activity: Using the case’s timeline, have students discuss and reflect on Mr.
Hall’s situation and the sequence of events that took place in the early to late 2000s that
led to a favourable human rights decision for GLBT citizens.

(Chapter Objectives 1, & 2)

F. From the Pen of: Learning Activities

1. From the Pen of Jane Oxenbury, M.Ed., R. Psych. 6.1
This “From the Pen Of” feature by registered psychologist Jane Oxenbury documents her
journey to provide relevant domestic violence services to GLBT citizens in her community.
Drawing on the content of chapter 6, highlight the critical counselling needs specific to
GLBT citizens, compared to the heterosexuals. What services exist in your community to
provide protection from harm, and treatment? This activity could be used as a written
assignment or as an in-class or online discussion.

(Chapter Objectives 1, & 2)

Copyright © 2013 Pearson Canada Inc. 6-3

G. Content Projects

1. Historical Reflection. Here in Canada and elsewhere around the world, the belief that
homosexuality is a sin and an “unnatural act” persists to this day. Content previously
presented in chapter one, “The History of the Diagnostic and Statistical Manual of
Mental Disorders (DSM)” and “The Gay Rights Movement and Challenges to the
DSM” demonstrates how entrenched this faulty hypothesis once was in our society.
To be openly homosexual before 1974 was an admission of mental illness. Instruct
students to revisit and review Chapter 1; 1. 3. Enhance the content with an audio clip
from the National Public Radio which describes the story of the American Psychiatric
Association’s decision to remove homosexuality as a category of mental illness in
1973. Title: The story of a definition! Length: 59.18 minutes.
http://www.thisamericanlife.org/radiarchives/episode/204/81-Words.

What has been the societal outcome, regarding this “revolutionary moment” in the
gay rights movement? This question can be posed for written or discussion based
assignments, or in class-debates.
(Chapter Objectives 1 & 2)

2. Show and Tell: Have students select and bring to class a “show and tell” item (print
media, advertisement, YouTube clip, joke, picture, greeting card, etc.) that deliver
social messages about GLBT Canadians. Students will briefly present their selections.
Discuss as a class, the true impact of these ingrained messages and stereotypes on the
treatment of GLBT. How do these views support/not support homophobic beliefs,
lack of respect or even hate crimes?

(Chapter Objectives 1, 2, & 3)

3. Figure 6.2 Power and Control Wheel for Lesbian, Gay, Bisexual, and Transgender
People presents the indicators of harm for GLBT persons involved in an intimate violent
relationship.
Project Suggestion:
Brain Storming: In working groups, have students brainstorm the question of barriers
to reporting intimate personal violence from the perspective of a gay or lesbian
victim. Consider the variables that might influence a victim’s decision to not report
the crime, delay reporting the crime or even withdraw a complaint. Focus specifically
on the obstacles faced by same-sex violence victims. Capture ideas on flipchart paper for
class sharing. The activity can be used to explain truths, dispel myths and sensitize
students to the victim's experience in reporting abuse.
(Chapter Objectives 1 & 2)

Copyright © 2013 Pearson Canada Inc. 6-4

 4. Group Research and Class Presentation Project: Assign group research and
presentation projects related to statistics and prevalence of same-sex intimate
violence. Ask students to research and identify Canadian sources that could help shed
light on, and consequently unearth the scope of the problem. Gaps in statistical
knowledge should be identified and possible explanations and solutions to the
problem suggested. This activity could be used as a written assignment or an in-class
or online discussion.

(Chapter Objectives 1, 2, & 3)

5. Jigsaw: Use a jigsaw method to explore topics related to the theme of same-sex
violence. Briefly, in the jigsaw method, individual groups are assigned a topic to
research. Members become topic experts. The original group experts form new
groups with each new group having one expert per assigned topic. After the new
groups have been organized each topic expert shares their knowledge with the other
group members. Suggested topics include: Issues Unique to Same-Sex Intimate
Violence; Gay Male Intimate Violence; Lesbian Intimate Violence; Violence Over
Time: Why They Stay; The History and Evolution of the "Duluth Model.
(Chapter Objectives 1, 2, & 3)

6. Wiki Project: Wikis can be used for shorter term projects such as a book chapter.
Using information presented in Chapter 6, as well as module content from Chapter 1;
1.3., and Chapter 7; Laws (GLBT rights; same sex marriages), and module 7.5., have
students create a wiki exploring and listing the government agencies and
organizations that advocate on behalf of GLBT citizens in their province. National
resources should also be included.

(Chapter Objectives 1, 2, & 3)

H. Online Learning Activities

Online suggestions are referenced throughout the manual. The course content is
transferable to an online format with multiple teaching options including, online lectures,
tutorials, PowerPoint, Webquests, discussion boards, journals, blogs, wikis, etc. The
majority of the films and documents are available in the public domain and can be
accessed by students to view online.

I. Opening Quote Wrap-Up Activity

Chapter 6 begins with a quote from the famous American writer Mark Twain, (1835–
1910). Twain is known by many as the father of American literature. His most famous
literary achievements were The Adventures of Tom Sawyer and Adventures of
Huckleberry Finn (1876).

Copyright © 2013 Pearson Canada Inc. 6-5

 Learning Activity: Consider Twain’s quote, “The worst loneliness is not to be
comfortable with yourself.” Find an image to accompany the quote that reflects the
quote’s relevance as a motivational statement for same-sex victims of violence. Put the
quote and your image together to create an inspirational poster to be shared in class.
Submit a brief written statement with the poster explaining your choice of images and the
message you hoped to convey. The exercise could also be done online and posted.

(Chapter Objectives 1, 2, & 3)

J. Guest Speaker Suggestions

Appropriate speakers would vary depending on the topic being discussed and the various
professionals available in your community. Examples include:
 a representative from a local GLBT organization
 a representative from a women’s shelter
 a representative from a feminist group or organization
 a representative from a social justice group, organization, or coalition
 a human rights lawyer
 a community development worker

(Chapter Objectives 1, 2, & 3)

K. Working for Positive Change

Supporting the theory and research contained in Chapter 1, encourage students to get
involved! Have students engage in a participation project with an advocacy or social
justice theme related to content in Chapter 1. Students explore opportunities available in
their own community and brainstorm these options as a group prior to selecting a
participation activity (subject to professor approval). Upon completion of the assignment,
students write a brief report describing:
1) the activity
2) the interpersonal violence and social justice connections
3) personal reflections about their learning experience.
The assignment preparation, brainstorming, and concluding report can easily be adapted
for online delivery through an online lecture or PowerPoint instructions, discussion
boards, and an assignment dropbox.

Copyright © 2013 Pearson Canada Inc. 6-6

L. End of Chapter Discussion Questions
1. This chapter presents the added burden GLBT citizens face to seek out support if they are
a victim of intimate personal violence. What societal factors do you think add to their
burden?
Answer
 Students will provide a variety of answers. Many specifics are discussed within
the content of this chapter.

2. What efforts should be made to address these issues?

Answer
 Legislation
 Personal Testimonies

M. Additional Resources: Films, Websites, and Key Terms Word Puzzle

Films
Prisoners of Violence; Same-sex Partner Abuse. (2003). 29 minutes. Available through the
National Film Board of Canada.

Description/ Storyline
This film underscores the content and issues specific to victims of Same-sex intimate personal
violence. Abuse is often unreported due to the victim's isolation and society's misperception
about the issue. This video stresses the importance of education and awareness to break down
barriers.
(Chapter Objectives 1, & 2)

My Girlfriend Did It. (1995). 40 minutes

Description/ Storyline
Women who have been in same-sex abusive relationships tell their stories, and offer testimony
about the unique situations faced by women with same-sex partners. Their terror of coming out,
the complexity finding resources in rural areas, the impact on family and friends, as well as the
victimized woman are all discussed. Specialists address the required responsibility for
community education, community resources, more research on the issue, and the profound need
for support for women victimized by women.

(Chapter Objectives 1, & 2)

Copyright © 2013 Pearson Canada Inc. 6-7

Forbidden Love: The Unashamed Stories of Lesbian Lives. (1992), 85 minutes.
Description/ Storyline
Although this is not a film depicting same-sex partner violence, it does however present a the
story of nine lesbian, who discuss their sexuality against a backdrop of tabloid headlines, book
covers and dramatizations from lesbian pulp novels.
This film is available through the National Film Board of Canada.
(Chapter Objectives 1, & 2)

Websites
Also see Sections D-E

The American Psychiatric Association website

http://www.psychiatry.org/practice/dsm

Duluth Model Website

http://www.theduluthmodel.org/

Equality for Gays and Lesbians Everywhere (EGALE)

http://archive.egale.ca/

BILL C-38: The Civil Marriage Act

http://www.parl.gc.ca/About/Parliament/LegislativeSummaries/bills_ls.asp?ls=c38&Parl=38&Se
s=1

Same-sex marriage law change addresses divorce

http://www.cbc.ca/news/canada/story/2012/02/17/gay-marriage-loophole.html

MP Judy Foote Debates Bill C-38

http://www.youtube.com/watch?v=zQomXmFdBac

C-38 Part 11... History of the Gay Rights Movement (8.24).

http://www.youtube.com/watch?v=PMH1EorVjiM

Copyright © 2013 Pearson Canada Inc. 6-8

Key Terms Word Puzzle:

The puzzle can have a few purposes.

 It can be administered to students and used as a pre-test ~ post-test evaluative tool.
 It can be used as an in-class group activity.
 It can be introduced before the content is presented, or after, to assess whether or not the
chapter learning objectives have been addressed
 It can be part of a course review; to prepare for exams.

Please note; two combined words might be necessary to secure the accurate answer however
there will be no space; for example CriminalCode.

Chapter 6 Key Word Puzzle: Violence in Same-Sex Relationships

Across
2. a theory developed by Lenore Walker to explain that violence in intimate
7. the application of the belief or attitude that certain characteristics are specific to one’s gender
that indirectly affect one’s abilities; such attitudes are based on beliefs of traditional stereotypes
10. the implicit assumption that everyone is heterosexual
12. the process of establishing a personal self-identity and communicating it to others
13. interpreting a victim’s reaction to their victimization as an “illness,” sickness, or pathology
14. an extreme form of sexism, which refers to the fear, hatred, and mistreatment of women

Down
1. the act of blaming the victim of a crime rather than the person who committed the crime
3. an irrational fear or hatred of or discomfort with homosexual people or homo-sexuality; often
manifested in individual violence or structural discrimination
4. the exercise of authority or power in a cruel or unjust manner
5. an unhealthy collapse of boundaries between partners those results in the loss of individuality
6. the threat of outing and exposing someone to homophobia
8. is not even, but waxes and wanes
9. a form of oppression whereby heterosexuality is considered to be the only acceptable and
viable life option. It is considered natural by society, and all other alternatives are considered
unnatural
11. negative feelings that a gay person has toward themselves because of their homosexuality

Copyright © 2013 Pearson Canada Inc. 6-9

Chapter 6 Key Word Puzzle: Violence in Same-Sex Relationships

Copyright © 2013 Pearson Canada Inc. 6-10