BEHS 453 Discussion 6: Reporting Elder Abuse

BEHS 453 Discussion 6: Reporting Elder Abuse

In this discussion, we’re going to take a look at issues associated with reporting known or suspected cases of elder abuse and the abuse of persons with disabilities.

Helpful web sites:

  • RAINN (Under Search type in “State Law Database” then choose your state. Click on “Mandatory Reporting: The Elderly”)
  • National Domestic Violence Hotline
  • National Committee for the Prevention of Elder Abuse

Choose a state that you are interested in and respond to all of the following questions and at least 2 of your classmates’ posts.

Name of state:

  1. Who are the mandated reporters?
  2. Who is exempt from reporting (if applicable)?
  3. What is the definition of an “adult”?
  4. What are the penalties for failing to report?
  5. What information is needed for the report?
  6. Is there anything particularly helpful and/or harmful about the manner in which your state deals with reporting elder abuse and/or abuse against a person with disabilities?
  • Post your original discussion response by Saturday, 11:59 p.m. ET.
  • Post replies in two other students’ threads by Tuesday, 11:59 p.m. ET.
  • See the Syllabus under “Project Descriptions” for a detailed description of expectations for both original question posts and replies to others.

Week 6: Special Populations

Last week, we talked about child abuse. This week, we’ll take a more in-depth of all the victims and survivors of domestic violence. While domestic violence researchers have focused primarily on “traditional” marriages in which there is abuse, this does a disservice to many victims. It is important to recognize that intimate partner violence occurs in all types of partnerships. This course will discuss the domestic violence in special populations including among gay and lesbian couples, among the elderly, and among teen dating relationships.

As we continue to discuss domestic violence, this week we must also consider elder abuse, parent and sibling abuse, husband abuse, adolescent abuse, violence in gay and lesbian relationships, and verbal and emotional abuse. Recent media have begun to recognize these hidden forms of abuse, in particular by calling attention to the plight of the elderly. We’ll also explore these trends in this module, which culminates in an in-depth look at elder abuse. Furthermore, increased attention of the media to child and wife abuse, although certainly not unwarranted, has had the unfortunate consequence of diverting public and professional attention from the other victims of domestic violence. This week we will explore violent relations within domestic units that, until recently, have been overlooked. We will dive deeper into the six most overlooked forms of hidden violence are (1) sibling abuse, (2) parent abuse, (3) elder abuse, (4) adolescent abuse, (5) emotional and verbal abuse,  (6) violence in gay and lesbian relationships, and (7) husband and male partner abuse.

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BEHS 453 Discussion 6: Reporting Elder Abuse
BEHS 453 Discussion 6: Reporting Elder Abuse

Lastly, this week we will gain more understanding of violence in the home, as we’ll recognize that all domestic relationships can be and sometimes are violent, that inherent in intimacy is the potential for violence. The domestic unit is not always a safe haven; violence and love can and do coexist.

Estimated Time

Over the next week, you should spend approximately 9 – 12 hours to fully engage in the materials and to complete all the activities. Note, this is just an estimate of the time you will need to complete this week’s work. Each student works at a different pace, so you may spend more time or less; however, be sure to keep this estimate in mind when planning your week. Remember to build in time to work on longer term projects as well.


  • Compare and contrast the six major types of hidden abuse
  • Summarize the central issues associated with each of the five major forms of hidden abuse
  • Delineate the systems issues that complicate the identification of elder abuse
  • Summarize the personal, family, and system vulnerabilities associated with sibling, parent, and husband abuse
  • Identify and describe the central issues in the victim and offender response system for dealing with domestic abuse
  • Describe the verbally abusive relationship in terms of underlying dynamics, victim and offender characteristics, consequences and feelings, obstacles and indicators, and therapy and recovery
  • Discuss and articulate  what you have learned about the reporting elderly abuse with other students in this week’s discussion


  • Read and explore all required and optional materials. This will provide you the background knowledge to successfully engage in the content.
  • Complete Discussion 6.
    • Post your original response to the discussion prompt by Sunday evening at 11:59 p.m. ET.
    • Post high quality responses to at least two classmates by Tuesday evening at 11:59 p.m. ET.
  • Complete Quiz 3.
  • Looking Ahead: Work with group on Applied Final Project (due end of Week 7).

If you have any questions, please send an email or add your question on “Ask the Professor.”

APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.