Overview
In this unit you will gain a deeper understanding of violence and other forms of conflict that impact on practice in the justice system. You will explore the social history of violence in civil society. You will critically examine different techniques to manage and control violence and the theories of punishment that underpin these responses. You will be required to compare different causes of violence and conflict and discuss how these have shaped broader justice policy and individual practitioner responses to managing difficult situations. You will also evaluate the impact that conflict has on individual and organisational wellbeing by developing personal conflict management techniques.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE survey
Some students struggled with the practical nature of conflict resolution assessment tasks
Alternative conflict resolution options will be provided for students who are overwhelmed by the anxiety of in-class performance.
Feedback from SUTE survey
Some students struggled with accessing Google Docs
All documents will be provided as pdfs in the future
Feedback from Email, workshops
Some students really appreciated the difference of this unit and the opportunity to develop practical conflict management skills that will be useful in future work.
While assessments will provided different alternatives, the original core skills-based options will be retained for those who get benefit from them
- Evaluate programs for reducing violence and conflict
- Examine conflict resolution and management skills within a justice setting
- Interpret conflict via theoretical understandings of violence and power
- Outline various causes of violence and conflict in society.
No external accreditation is relevant to this award.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 30% | ||||
| 2 - Learning logs / diaries / Journal / log books - 30% | ||||
| 3 - Reflective Practice Assignment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom
All submissions for this unit must use the referencing styles below:
- Australian Guide to Legal Citation, 4th ed
- American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
s.beattie@cqu.edu.au
Module/Topic
Module 1 Conflict, Power and Violence
Chapter
World Health Organisation. (2014). WHO Global Status Report on Violence Prevention. Retrieved from https://www.who.int/violence_injury_prevention/publications/violence/en/ Executive summary and pp 1-51
Events and Submissions/Topic
Module/Topic
Module 2 Nature vs Nurture
Chapter
Lee, Bandy X. (2019). Violence: An Interdisciplinary Approach to Causes, Consequences and Cures. Wiley. Chapter 2: The Biology of Violence
Events and Submissions/Topic
Module/Topic
Module 3 Life Course Development
Chapter
Benedini, Kristen M. & Fagan, Abigail, A. (2018). A Life-Course Developmental Analysis of the Cycle of Violence. Journal of Developmental Life-Course Criminology, 4, 1-23.
Events and Submissions/Topic
Module/Topic
Module 4 Systemic Violence
Chapter
Arendt, Hannah. (1969) On Violence. Harvest Books, Ch 2
Events and Submissions/Topic
Module/Topic
Module 5 Non Violence
Chapter
Coleman, Peter T., Deutsch, Morton & Marcus Eric C. (2014). The Handbook of Conflict Resolution: Theory and Practice (3rd ed). Wiley.
Chapter 43 Nonviolent Struggle: An Overview, Gene Sharp
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Module 6 Radicalised Violence
Chapter
Richardson, Louise (2007). What Terrorists Want. Random House.
Chapter 3: What Causes Terrorism, 38-70
Events and Submissions/Topic
Module/Topic
Module 7 Toxic Masculinity
Chapter
Kimmel, Michael. (2017). Angry White Men: American Masculinity at the End of an Era (2nd ed). Bold Type Books.
Chapter 1: Manufacturing Rage: The Cultural Construction of Aggrieved Entitlement, pp 31-67
Events and Submissions/Topic
Module/Topic
Module 8 Police Violence
Chapter
Jones, James M. (2017). Killing Fields: Explaining Police Violence against Persons of Color. Journal of Social Issues, 73(4). 872-883.
Events and Submissions/Topic
Module/Topic
Module 9 Trauma
Chapter
McMahon, Sheila M. & Pederson, Shelby. (2020). “Love and compassion not found Elsewhere”: A Photovoice exploration of restorative justice and nonviolent communication in a community-based juvenile justice diversion program. Children and Youth Services Review, 117, 105306.
Events and Submissions/Topic
Module/Topic
Module 10 Designing for Violence
Chapter
Stenslie, Stahl. (2017). Designing for Violence. And its undoing. The Design Journal, 20:sup1, S4319-S4330.
Events and Submissions/Topic
Module/Topic
Module 11 Community Justice Innovation
Chapter
Kia-Keating, Maryam., Santacrose, Diana, E., Liu, Sabrina R. & Adams, Jessica. (2017). Using Community-Based Participatory Research and Human-Centred Design to Address Violence-Related Health Disparities Among Latino/a Youth. Family and Community Health. 40(2), 160-169.
Events and Submissions/Topic
Module/Topic
Final dispute resolution workshops
Chapter
N/A
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
1000-1500 words
This unit explores your understanding of conflict and the measures which may be taken to manage or resolve it. In the first part of the unit you will train in conflict resolution techniques, From weeks 6 to 12 you will engage in simulated scenarios that will develop your conflict management skills and apply the knowledge you have gained from this unit about the causes of conflict.
You will be writing one of these scenarios, guided by a scenario writing kit and supported through workshops. You will have the opportunity to see your scenario explored by peers and the option to add it to an online archive.
Week 5 Friday (5 Apr 2024) 5:00 pm AEST
Week 6 Friday (19 Apr 2024)
- Development of complex conflict scenarios that demonstrate understanding of context and emotional intelligence.
- Application of concepts from unit materials in the design of scenarios.
- Practical design of materials that can be used in a learning environment.
- Creativity and effective writing.
- Evaluate programs for reducing violence and conflict
- Examine conflict resolution and management skills within a justice setting
- Interpret conflict via theoretical understandings of violence and power
2 Learning logs / diaries / Journal / log books
Six reports, approximately 300-500 words each, total 2000-3000 words
This unit emphasises practical and applied learning, to draw connections between the reading/preparatory material and the real world context in which it is used. Each workshop is designed around a challenge that tests your skills, with the support of a small group of peers. To evidence what you have learned, you will write individual reflective reports on each of the workshop activities in which you participate.
Your Workbook will include a total of six reports of your choice. Each report is approximately one half to one page in length and worth 5% for a total of 30%.
If you are unable to attend any workshops, these challenge tasks may be completed in a study group that you organise with peers at your own convenience.
Review/Exam Week Friday (7 June 2024) 5:00 pm AEST
- Use creative problem solving in response to challenges.
- Report succinctly on challenge task activities and what you have learnt from them.
- Reflect on your learning process and set educational goals for the future.
- Understand how theories and concepts from the coursework integrate into practical and applied situations.
- Participate in small team activities and actively support peers’ learning.
No submission method provided.
- Evaluate programs for reducing violence and conflict
3 Reflective Practice Assignment
1500 words + video
In the Conflict Scenario assessment, you will be creating scenarios that will then be used by other students as training materials in class. You will have at least one opportunity to perform the role of moderator in one of these simulated scenarios. You will create a video recording of your session which will assist you in reflecting on what you have learned from the activity. A reflective report containing a link to this video will be submitted and also be suitable for inclusion in your professional portfolio.
Week 12 Friday (31 May 2024) 5:00 pm AEST
Exam Week Friday (14 June 2024)
- Demonstration of conflict moderation skills including reframing, enabling negotiation and setting agendas.
- Facilitation of process and consideration of power imbalances.
- Reflection on the experience and ability to set goals for self improvement.
- Application of unit theory to practical scenarios.
- Support of peers, exercising respect and providing positive feedback.
No submission method provided.
- Examine conflict resolution and management skills within a justice setting
- Interpret conflict via theoretical understandings of violence and power
- Outline various causes of violence and conflict in society.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
