Overview
This foundation unit will introduce you to core concepts in the field of domestic and family violence practice including the influence of socio-political structures, particularly as they impact on Aboriginal and Torres Strait Islander peoples. There is a specific focus on investigating terminology issues and the prevailing understanding of domestic and family violence at state, national and global levels. Critical use is made of contemporary research, and practice and policy documents that address domestic and family violence (including intimate partner violence and the abuse of children, older persons, parents, siblings and animals). You will explore legal and safety considerations that arise from working in this context and consider ethical, professional and self-management implications for practice.
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 - 2019
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 Postgraduate 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 Student evaluation
Overall feedback summary
A clearer breakdown of marks in the overall feedback summary will be provided
Feedback from Student evaluation
Resources
Continue to provide a variety of resources (including extra readings) as this seems to be appreciated by students
Feedback from Student evaluation
Weekly interaction
Continue to provide weekly and personalised interaction with students as this seems to be appreciated
Feedback from Student evaluation
Zoom meetings
Student preference of time and weekday will be gauged - continue to provide recordings as this seems to be appreciated by those who cannot attend in real-time
- Critique the socio-political structures associated with domestic and family violence; particularly as they impact on Aboriginal and Torres Strait Islander peoples.
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Examine the ethical and legal context of professional practice in domestic and family violence.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 30% | |||||
| 2 - Portfolio - 30% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 30% | ||||||||
| 2 - Portfolio - 30% | ||||||||
| 3 - Written Assessment - 40% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
n.cheyne@cqu.edu.au
Module/Topic
Chapter
Phillips & Vandenbroek (2014). Domestic, family and sexual violence. Parliamentary Library Research Paper.
World Health Organization (WHO) (2013). Global and regional estimates of violence against women: prevalence and health effects of intimate partner violence and non-partner sexual violence. Geneva, Switzerland: Author.
Events and Submissions/Topic
Module/Topic
Key concepts and definitions - Domestic and Family Violence: Intimate Partner Violence; Elder Abuse; Sibling Abuse
Chapter
Australian Bureau of Statistics (ABS) (2009). Issues in defining family, domestic and sexual violence. Canberra, ACT: ABS.
Krug, E. G., Dahlberg, L. L., Mercy. J. A., Zwi, A. B. & Lozano, R. (Eds.) (2002). World report on violence and health. Geneva, CH: World Health Organization.
Events and Submissions/Topic
Module/Topic
Contemporary theories of Domestic and Family Violence
Chapter
Lawson, J. (2012). Sociological theories of intimate partner violence. Environment, 22, 572-590
Events and Submissions/Topic
Module/Topic
Contemporary theories of Domestic and Family Violence (continued)
Chapter
Bograd, M. (1999). Strengthening domestic violence theories: Intersections of race, class, sexual orientation, and gender. Journal of Marital and Family Therapy, 25, 275-289.
Meyer, S. (2012). Why women stay. A theoretical examination of rational choice and moral reasoning in the context of intimate partner violence. Australian & New Zealand Journal of Criminology, 45, 179-193.
Sokoloff, N. J.,& Dupont, I. (2005). Domestic violence at the intersection of race, class and gender challenges and contributions to understanding violence against marginalized women in diverse communities. Violence Against Women, 11, 38-64.
Victorian Health Promotion Foundation. (2014). Australian’s attitudes to violence against women. Findings from the 2013 National Community Attitudes towards Violence Against Women Survey (NCAS). Melbourne, VIC: Author.
Events and Submissions/Topic
Module/Topic
Data sources and challenges: Retrieving and analysing data; identifying data challenges
Chapter
Australian Bureau of Statistics. (2013). Defining the data challenge for family, domestic and sexual violence. Canberra, ACT: ABS.
Kavanagh, A. & Robinson, S. (2015). We count what matters, and violence against people with disability matters. The Conversation.
Nursing and Midwifery Board of Australia (NMBA). (2018). Code of conduct for nurses. Principle 3: Cultural practice and respectful relationships. Melbourne, VIC: NMBA.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The impact of Domestic and Family Violence: Short- and long-term health, economic and social consequences; global and national perspectives
Chapter
Braaf, R. & Barrett Meyering, I. (2011). Seeking security: Promoting women's economic wellbeing following domestic violence. Australian Domestic and Family Violence Clearinghouse, Sydney.
Morgan, A., & Chadwick, H. (2009). Key issues in domestic violence. Canberra, ACT: Australian Institute of Criminology.
VicHealth. (2011) Preventing violence against women in Australia: Research summary: Addressing the social and economic determinants of mental and physical health. Melbourne, Victorian Health Promotion Foundation.
Events and Submissions/Topic
Module/Topic
History and legislation: Violence against women movement; implications of legislation for victims and perpetrators
Chapter
Ailwood, S., Esteal, P., & Kennedy, J. (2012). Law’s indifference to women’s experience of violence: Colonial and contemporary Australia. Women’s Studies International Forum, 35, 86-96.
Douglas, H. (2008). Criminal Law's Response to Domestic Violence: What's Going On? Sydney Law Review, 30, 439-469.
Longbottom, M. (2018, June 8). Systemic responses continue to fail and traumatise Aboriginal women who survive violence. IndigenousX. Retrieved from https://indigenousx.com.au
Weldon, S. L. & Htun, M. (2013). Feminist mobilisation and progressive policy change: Why governments take action to combat violence against women. Gender & Development, 21, 231-247.
Events and Submissions/Topic
Module/Topic
At-risk groups: Socio-political structures and Aboriginal and Torres Strait Islander peoples
Chapter
Cheers, B., Binell, M., Coleman, H., Gentle, I., Miller, G., Taylor, J., & Weetra, C. (2006). Family violence: An Indigenous community tells its story. International Social Work, 49, 51-63.
Events and Submissions/Topic
Module/Topic
At risk groups: Socio-political structures and other groups, including CALD communities, women with disabilities, older people, women in rural/ remote communities
Chapter
Mays, J.M. (2006). Feminist disability theory: Domestic violence against women with a disability. Disability & Society, 21, 147-158.
Guggisberg, M., Henricksen, J., & Holt, A. (2017). Violence against women with intellectual disability: A quest for special sexual violence prevention education in tandem. Global Journal of Intellectual & Developmental Disabilities, 2, 1-3.
Events and Submissions/Topic
PowerPoint Presentation Due: Week 9 Wednesday (15 May 2019) 11:45 pm AEST
Module/Topic
Ethical and legal context of professional practice
Chapter
Queensland Government. (2002). Practice standards for working with women affected by domestic and family violence. Brisbane, QLD: Department of Families.
Events and Submissions/Topic
Module/Topic
Ethical and legal context of professional practice (continued)
Chapter
Healey, L., Humphreys, C., & Howe, K. (2013). Inclusive domestic violence interventions for women with disabilities. Violence & Victims, 28, 50-68.
Events and Submissions/Topic
Module/Topic
Contemporary portrayals and debates in domestic and family violence
Chapter
Allen, M. (2011). Is there gender symmetry in intimate partner violence? Child & Family Social Work, 16, 245-254. doi:10.1111/j.1365-2206.2010.00735.x/pdf
Events and Submissions/Topic
Essay Due: Week 12 Wednesday (5 June 2019) 11:45 pm AEST
1 Portfolio
1000 words
For this portfolio activity, you are asked to identify and unpack the key features of the theoretical perspective of Intersectionality as it relates to Aboriginal and Torres Strait Islander victim-survivor experiences of Domestic and Family Violence (DFV) and service delivery in this area. NOTE: family violence is a preferred term amongst Indigenous communities. You should review and analyse national and international theoretical and empirical evidence to address where the theory’s origins are situated and more broadly how it relates to Aboriginal and Torres Strait Islander victim-survivors’ experiences in the Australian context.
A minimum of six academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may draw on Australian statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
The following points should be embedded in your assignment:
· Key features and origins of this theoretical perspective in relation to DFV
· How this theoretical perspective is applied specifically to Aboriginal and Torres Strait Islander victim-survivors of family violence
· Illustrative examples explaining service delivery considerations
The assignment should be presented in essay format using Times News Roman 12 point font with 1.5 spacing. You should provide a brief introduction to the topic, a discussion of the origins and features of the theory, the theory’s relevance to understanding Aboriginal and Torres Strait Islander victim-survivors of family violence, and relevance to service delivery and a conclusion (no new information and no citations in the conclusion) that summarises the key points and provides suggestions for future directions.
Week 6 Wednesday (24 Apr 2019) 11:45 pm AEST
Week 8 Wednesday (8 May 2019)
Feedback will be provided within 10 working days of submission
Key features and origins of Intersectionality theory in relation to DFV (20%)
Application of Intersectionality theory to DFV using illustrative examples (20%)
Approach, argument and structure (40%)
Academic writing, paraphrasing, referencing (in-text and end-text) (20%)
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
750 words in notes pages (additional words allowed on PowerPoint slides)
Domestic and Family Violence (DFV) covers a range of different types of abuse and victim-offender relationships. These include ‘child abuse’; ‘sibling abuse’; and ‘elder abuse’. You are asked to select ONE of these three types of violence and to develop a PowerPoint presentation that highlights the following aspects for a non-specialist community audience.
The following topics should be covered in your presentation:
Outline – provide an outline/overview of your presentation
Definition – provide a definition of the chosen type of DFV, explain the victim-offender relationship
State legislation – outline your relevant State legislation, discuss whether it is relevant to your chosen type of DFV, discuss the limitations of that legislation in terms of capturing your chosen type of DFV
Prevalence data – provide prevalence information AND critically examine the data challenges associated with identifying prevalence rates (i.e. discuss the difficulties in identifying prevalence rates; discuss the difference between ‘incidence rates’ and ‘prevalence rates’; give illustrative examples)
Impact – articulate the nature and extent of the impact (short-term and long-term) of the chosen type of DFV (e.g. physical wellbeing, safety of children, financial stability, social and emotional wellbeing)
Guidelines for the assessment:
· Your presentation should be between eight and 10 slides in length (without the title page and end-text references)
· Each slide should contain succinct bullet points (maximum six per slide)
· Information on the slides does not count towards the word limit of 750 words (+/- 10%)
· Your notes should form the ‘script’ of your presentation (approx. 100 words per slide in the Notes section of the slide - what you would say if you were presenting the slides to an audience)
· You may wish to include images (need to be appropriately referenced) or web links to bring the presentation to life
· The presentation should be composed in a style appropriate for your community audience (no colloquial language should be used but provide information in a way that does not require expert background knowledge)
· A PowerPoint template is provided for you on the Moodle site with additional information
· There is also a guide on Moodle regarding how to turn your PowerPoint presentation into a pdf that displays the notes pages for submission
The assignment should be presented as a PowerPoint with notes pages. No specific font is required (although a font size of 20 is generally recommended to assist your audience to see the slides) – the PowerPoint should be aesthetically pleasing, free of grammatical and spelling errors and include appropriate in-text and end-text citations.
Week 9 Wednesday (15 May 2019) 11:45 pm AEST
Week 11 Wednesday (29 May 2019)
Feedback will be provided within 10 working days of submission
Chosen topic outline (definition and relationship) (20%)
Identification and outline of State legislation (20%)
Data challenges in relation to prevalence and impact of chosen type of DFV (40%)
Aesthetics, spelling, grammar, referencing (in-text and end-text) (20%)
- Analyse the basis for contemporary theories of domestic and family violence, with a focus on gender.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Examine the ethical and legal context of professional practice in domestic and family violence.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
2500 words
This assessment provides you with the opportunity to thoroughly investigate and critique a key issue in Domestic and Family Violence (DFV): the complex and specific concerns associated with DFV as experienced by people with disabilities, particularly as it impacts on women.
You are asked to critique the following statements with reference to working with women with disabilities who are subjected to DFV:
Laing (2001) described DFV as ‘both a personal problem and a social issue’ (p. 2), while Grealy and colleagues (2008) indicated that ‘practitioners working with women (and children) who have experienced family violence work within the context of an interplay between the structural and social dynamics of family violence and the personal experiences of clients (p. 17).
References:
Grealy, C., Humphreys, C., Milward, K., & Power, J. (2008). Practice guidelines: Women and children’s family violence counselling and support program. Melbourne, VIC: Department of Human Services.
Laing, L. (2001). Working with women: Exploring individual and group work approaches to counselling. Sydney, NSW: Australian Domestic and Family Violence Clearinghouse, Issues Paper 4.
Guidelines:
Analyse and explain the meaning of the statements, discuss arguments for and against the notions outlined above, and provide relevant considerations in relation to victim-survivors’ help-seeking and service needs. Provide a discussion on the implications for service delivery and what recommendations follow from the analysis for practitioners working in the DFV field.
There is an essay guide/template on the Moodle site which outlines how to write this argumentative essay.
A minimum of six academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may draw on Australian statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
The assignment should be presented in essay format using Times News Roman 12 point font with 1.5 spacing. You should provide a brief introduction to the topic, a discussion of the different perspectives, and a conclusion (no new information and no citations) that summarises the key points and provides suggestions for future directions.
Week 12 Wednesday (5 June 2019) 11:45 pm AEST
Exam Week Wednesday (19 June 2019)
Feedback will be provided within 10 working days of submission
Development of Thesis (20%)
Knowledge of Content Area & Development of Ideas (40%)
Organisation (20%)
Academic writing, paraphrasing, referencing (in-text and end-text) (20%)
- Critique the socio-political structures associated with domestic and family violence; particularly as they impact on Aboriginal and Torres Strait Islander peoples.
- Identify and describe relevant research and other sources of data related to domestic and family violence integrating terminology appropriate to the field.
- Evaluate a range of types of domestic and family violence and related impacts, theories, history and legislation.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
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?
