Overview
This unit will provide you with specialist knowledge of responses and interventions to domestic and family violence, with a focus on the concepts of risk and safety as they apply to victims and perpetrators in the domestic and family violence context. Critical use is made of evidence-based research and practice and policy documents addressing domestic and family violence issues. This will enable you to explore some of the complex practice and theoretical challenges that arise from working to prevent domestic and family violence at a community level and working with distinct client groups of victims and perpetrators. You will learn more about domestic and family violence as it affects people from vulnerable populations, such as Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander communities. Legal and safety considerations that arise from working in this context and ethical, professional and self-management implications for practice are explored in this unit.
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 3 - 2018
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
Assessment Feedback
Alignment of marking criteria with overall feedback to allow students a clearer breakdown of marks
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
- Identify and apply primary, secondary and tertiary prevention responses to domestic and family violence.
- Evaluate organisational structures and behaviours which are relevant to and impact upon domestic and family violence prevention and responses.
- Analyse and articulate the differences between perspectives on domestic and family violence.
- Identify treatment modalities for working with people experiencing/ perpetrating domestic violence with a focus on vulnerable populations.
- Self-reflect on values, ethics and perspectives in domestic and family violence contexts.
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
Introduction
Chapter
Pease, B. (2008). Engaging men in men’s violence prevention: Exploring the tensions, dilemmas and possibilities, Issues Paper, 17, Sydney, NSW: Australian Domestic & Family Violence Clearinghouse.
Events and Submissions/Topic
Module/Topic
Chapter
World Health Organization. (2014). Global status report on violence prevention.
Retrieved from:http://www.who.int
Events and Submissions/Topic
Module/Topic
Chapter
Bowstead, J.C. (2015). Why women’s domestic violence refuges are not local services, Critical Social Policy, 35, 327-349.
Events and Submissions/Topic
Module/Topic
Organisational behaviours
Chapter
Humphreys, C. (2008). Problems in the system of mandatory reporting of children living with domestic violence. Journal of Family Studies, 14, 228-239. doi:10.5172/jfs.327.14.2-3.228
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Different perspectives on Domestic and Family Violence
Chapter
Leone, J. M., Johnson, M. P., & Cohan, C. L. (2007). Victim help-seeking: Differences between intimate terrorism and situational couple violence. Family Relations, 56, 427-439. doi: 10.1111/j.1741-3729.2007.00471.
Events and Submissions/Topic
News media analysis Due: Week 5 Monday (10 Dec 2018) 11:45 pm AEST
Module/Topic
Responding to Domestic and Family Violence: Victims (1)
Chapter
Eckhardt, C. I., Murphy, C. M., Whitaker, D. J., Sprunger, J., Dykstra, R., & Woodard, K. (2013). The effectiveness of intervention programs for perpetrators and victims of intimate partner violence. Partner Abuse, 4, 196-231. doi: 10.1891/1946-6560.4.2.196.
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Victims (2)
Chapter
Meyer, S. (2014). Victims’ experiences of short- and long-term safety and wellbeing: Findings from an examination of an integrated response to domestic violence. Trends and Issues in Crime and Criminal Justice Series, No 478, Canberra, ACT: Australian Institute of Criminology.
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: 'at risk populations'
Chapter
Marchetti, E. (2010). Indigenous sentencing courts and partner violence: Perspectives of court practitioners and elders on gender power imbalances during the sentencing hearing. Australian and New Zealand Journal of Criminology, 43, 263-281. doi: 10.1375/acri.43.2.263
Events and Submissions/Topic
Factsheet Due: Week 8 Monday (7 Jan 2019) 11:45 pm AEST
Module/Topic
Responding to Domestic and Family Violence: Perpetrators (1)
Chapter
ANROWS (2016). Perpetrator interventions in Australia.
Retrieved from: http://anrows.org.au
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Perpetrators (2)
Chapter
Lucas, P., Winter, R., Hughes, C., & Walsh, K. (2016). Increasing men’s awareness of the effects on children exposed to family and domestic violence. Tasmania: University of Tasmania.
Events and Submissions/Topic
Module/Topic
Self-reflection: Values, ethics, perspectives
Chapter
Kondrat, M. E. (1999). Who Is the “Self” in self-aware: Professional self-awareness from a Critical Theory Perspective, Social Service Review, 73, 451-477.
Events and Submissions/Topic
Academic Essay - Integrated Responses Due: Week 11 Monday (28 Jan 2019) 11:45 pm AEST
Module/Topic
Self-reflection: Values, ethics, perspectives (2)
Chapter
Iliffe, G. & Steed, L.G. (2000). Exploring the Counselor’s Experience of Working With Perpetrators and Survivors of Domestic Violence, Journal of Interpersonal Violence, 15, 393-412. doi: 10.1891/0886-6708.23.2.133
Events and Submissions/Topic
1 Portfolio
1000 words
This assessment allows you to examine news media reporting of DFV and discuss its implications on victim-survivors, their families and the broader community. You are asked to highlight key features of specific news reports, identify concerns reported in the academic literature and what implications they have for service delivery for either victim-survivors OR perpetrators of DFV. Please note that you need to write about only one of these client groups. Discuss how media news reporting may improve or hinder service delivery for your target population (victim-survivors OR perpetrators).
Task
Critically analyse the following statement by Lloyd and Ramon (2017): ‘News media are in a position to project certain perspectives on domestic violence while marginalizing others, which has implications for public understanding and policy development’ (p. 114).
Guiding questions:
What is the nature of the reporting – what types of DFV are discussed / omitted?
What contentious issues are highlighted – what issues are not reported?
What benefits and challenges are associated with framing DV in the news reports?
What implications are there for your target client group, family members/friends, and the broader society?
A minimum of six academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may utilise as many news media reports as you deem appropriate.
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 relevant key issues and implications for service delivery; and a conclusion (no new information and no citations) that summarises the key points and provides suggestions for future directions.
Week 5 Monday (10 Dec 2018) 11:45 pm AEST
Week 6 Friday (21 Dec 2018)
Feedback will be provided within 10 working days of submission
Key features and nature of reporting (20%)
Identification of benefits and challenges to client group (30%)
Approach, argument and structure (30%)
Academic writing, paraphrasing, referencing (in-text and end-text (20%)
- Identify and apply primary, secondary and tertiary prevention responses to domestic and family violence.
- Evaluate organisational structures and behaviours which are relevant to and impact upon domestic and family violence prevention and responses.
- Identify treatment modalities for working with people experiencing/ perpetrating domestic violence with a focus on vulnerable populations.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
750 words
This assessment provides you with the opportunity to thoroughly investigate a key issue in Domestic and Family Violence (DFV): the complex and specific concerns associated with DFV as experienced by Aboriginal and Torres Strait Islander peoples as it is related to women with disabilities.
‘The issue of violence against women with disabilities is complex and profound. However, a proactive approach that is sensitive to the additional needs and vulnerabilities of these women can help to prevent further violence and increase safety.’ (1800 RESPECT, 2015).
Task
In your role as practitioner of a DFV support service, you have been asked by your manager to develop a ‘Factsheet’ that could be used as a hand out to clients and/or poster specifically addressing the issue of DFV with reference to working with Aboriginal and Torres Strait Islander women with disabilities. The manager wants you to integrate the quote above as well as identification of the target audience, as well as definition(s), prevalence data, specific key issues, and intervention/prevention-related information.
Guidelines
You should provide an aesthetically appealing ‘Factsheet’ with information that demonstrates understanding of the specific vulnerability of Aboriginal and Torres Strait Islander women with disabilities (you may address a specific form of disability if you wish), barriers the target group faces and how these can be addressed and overcome through considerate human service delivery and cultural sensitivity.
A minimum of five references (including journal articles published 2010 or later) should be integrated. In addition, you may draw on Australian statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
Week 8 Monday (7 Jan 2019) 11:45 pm AEST
Week 10 Monday (21 Jan 2019)
Feedback will be provided within 10 working days of submission
Creativity, aesthetics, cultural appropriateness, organisation of information (20%)
Quote, complexity and vulnerabilities identified (20%)
Analysis, data synthesis, and use of evidence (40%)
- Analyse and articulate the differences between perspectives on domestic and family violence.
- Identify treatment modalities for working with people experiencing/ perpetrating domestic violence with a focus on vulnerable populations.
- Self-reflect on values, ethics and perspectives in domestic and family violence contexts.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
2500 words
Task
You are asked to review national and international literature on ‘best practice’ in integrated responses to Domestic and Family Violence (DFV). You are required to write an academic essay that provides you with the opportunity to thoroughly investigate and critique integrated service responses to DFV.
Guidelines
The following information should be integrated:
· Definition of the concept ‘integrated response’
· Explanation of what makes an effective ‘integrated response’ a best practice approach
· Comparison and differentiation of the concepts of ‘integrated response’ with ‘inter-agency responses, ‘collaborative responses’ or ‘partnership responses’
· Identification and discussion of challenges associated with forming integrated responses to DFV (e.g. agency specific, legislative) and how these might be overcome
· Consideration of the benefits of integrated responses for victim-survivors, perpetrators, and services involved
· Discussion of relevance for highly vulnerable population groups
A minimum of ten academic references (i.e. journal articles) published 2010 or later are required for this assessment piece. In addition, you may draw on relevant practice guidelines and published reports or service manuals.
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 key points, and a conclusion (no new information and no citations) that summarises the key points and provides suggestions for future directions.
Week 11 Monday (28 Jan 2019) 11:45 pm AEST
Monday (11 Feb 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 (20%)
- Evaluate organisational structures and behaviours which are relevant to and impact upon domestic and family violence prevention and responses.
- Analyse and articulate the differences between perspectives on domestic and family violence.
- Self-reflect on values, ethics and perspectives in domestic and family violence contexts.
- 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?
