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 - 2020
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 Unit and Teaching Evaluation
DFVP20002 required us to analyse research, data, systems and organisational practice. This has really helped me with understanding and being more tolerant with other services I am working with through integrated responses to DFV for our clients. My learning has definitely benefited my practice with colleagues and clients.
Continue providing learning materials focused on research and organisational practice.
Feedback from Student Unit and Teaching Evaluation
The practical application of the assignments helped me apply what I learnt in my daily practice with DFV clients and strengthened my practice. I would recommend anyone working in DFV field to do this course. Very well balanced!
Continue with the focus on personal professional practice in assessment items.
Feedback from Student Unit and Teaching Evaluation
I appreciated the weekly summaries and found them to be comprehensive and in themselves, a resource to draw upon. I think the learning activities within the summaries were a good guide for further reflection on the point of discussion/topic of the week. I also wanted to say that there was so much put into this unit to support students' learning - the printed summaries were supported by pre-recorded video, which was really helpful.
Continue providing weekly learning guides, learning activities, and recorded lectures.
Feedback from Student Unit and Teaching Evaluation
I am sorry to say that I did not enjoy the power point assessment task - its just a personal preference. I guess that when I do a power point for work, what I would say is organically structured. Hence my dislike for the assessment - I had to spell out (in the notes section) what I would say.
Consider the utility of PowerPoint presentations as an assessment strategy.
Feedback from Student Unit and Teaching Evaluation
Accessing the library was difficult and I struggled to find the resources I was looking for, however this challenged me to find other ways to find information through google and other academic sites.
Embed more information on using the library search function in the Moodle site.
- 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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
n.cheyne@cqu.edu.au
e.hurrenpaterson@cqu.edu.au
Module/Topic
Introduction
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Organisational behaviours
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Different perspectives on Domestic and Family Violence
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Victims (1)
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Victims (2)
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: 'at risk populations'
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Perpetrators (1)
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Responding to Domestic and Family Violence: Perpetrators (2)
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Self-reflection: Values, ethics, perspectives
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Self-reflection: Values, ethics, perspectives (2)
Chapter
All readings are provided in the Unit eReading List
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Assessment 1
Type: Portfolio
Due date: Thursday 24th December, Week 6, 5pm AEST
Weighting: 30%
Length: 1,500 words plus or minus 10% (excluding references)
Unit Coordinator: Emily Hurren Paterson
Learning Outcomes Assessed
1. Identify and apply primary, secondary and tertiary prevention responses to domestic and family violence.
2. Evaluate organisational structures and behaviours which are relevant to and impact upon domestic and family violence prevention and responses.
4. Identify treatment modalities for working with people experiencing/ perpetrating domestic violence with a focus on vulnerable populations.
Aim
The aim of this assessment item is for to develop your understanding of primary, secondary and tertiary prevention responses in the domestic and family violence service system in Australia.
Context
During the first half of this term, you will compile a portfolio that demonstrates your understanding of the following key topics:
- The Domestic and Family Violence (DFV) service system in Australia
- Primary, secondary, and tertiary prevention/responses to DFV
- DFV prevention/response: Strengths, limitations and challenges
This portfolio will require you to gather and draw upon a range of research evidence (journal articles and grey literature including government reports/data).
Instructions
The three key topics for the portfolio are elaborated upon below.
Each topic should be addressed in a separate section of your portfolio. Complete the portfolio as a Microsoft Word document.
Your work must be driven by high-quality academic literature. You must include in-text referencing and a reference list for your portfolio containing at least six high-quality academic resources. You must use APA 7th referencing style. Wikipedia and generic websites are NOT to be used as a resource or reference.
1. Complexities and challenges in the DFV service system in Australia (500 words)
Multiple services/organisations play a role in Australia’s response to domestic and family violence, including government and non-government services (e.g. police, probation and parole, child protection, domestic violence services). Demonstrate your understanding of the complexities and challenges this creates in adequately responding to victim/survivors and perpetrators (consider organisational structures/behaviours etc).
2. Primary, secondary, and tertiary prevention/responses to DFV (500 words)
Explain what is meant by primary, secondary, and tertiary prevention/responses to DFV and give Australian examples for each level (make sure this is a specific and implemented program/response e.g., Respectful Relationships program).
- Define key terms and acknowledge complexities and overlaps across these three categories
3. DFV prevention program/response: Rationale, strengths, limitations and challenges (500 words)
Choose one example of a prevention program/response to domestic and family violence (e.g. Respectful Relationships Program, Men’s Behaviour Change Programs, Intensive Family Support etc). Engage with national and international empirical literature and reliable sources and analyse the rationale for the program/response and documented strengths, limitations and challenges.
Literature and References
You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
- Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
- We recommend that you access your discipline specific library guide: the Social Work and Human Services Guide.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 6 Thursday (24 Dec 2020) 5:00 pm AEST
Week 8 Friday (15 Jan 2021)
Feedback will be provided within 10 working days of submission
| DFVP20002 – Assessment 1 Portfolio | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| Complexities and challenges of the multi-service DFV sector in Australia (30%) | Demonstrated well developed understanding of the complexities and challenges in adequately responding to victim/ survivors and perpetrators created by the multiple services in the DFV sector; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information, many original thoughts & ideas, and effective links to cited references (30.0% - 25.35%) | Demonstrated understanding of the complexities and challenges in adequately responding to victim/ survivors and perpetrators created by the multiple services in the DFV sector; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (25.2% - 22.35%) | Demonstrated understanding of the complexities and challenges in adequately responding to victim/ survivors and perpetrators created by the multiple services in the DFV sector and most points were elaborated with details; information is relevant and supported by appropriate references; original thought presented (22.2% - 19.35%) | Demonstrated understanding of the complexities and challenges in adequately responding to victim/ survivors and perpetrators created by the multiple services in the DFV sector, general points with little or no specific details provided and/or irrelevant information provided and/or few references used (19.2% - 14.85%) | Unable to demonstrate understanding of the complexities and challenges in adequately responding to victim/survivors and perpetrators created by the multiple services in the DFV sector, few general points made, with no specific details provided and/or factual errors presented; lack of research to support conclusions (14.7% - 0.0%) |
| Primary, secondary, and tertiary prevention/ responses to DFV (30%) | Provided an excellent outline of the three types of prevention, key terms, overlaps in definitions, and Australian examples of prevention; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information; many original thoughts & ideas demonstrating outstanding critical thinking (30.0% - 25.35%) | Provided a very good outline of the three types of prevention, key terms, overlaps in definitions, and Australian examples of prevention; all points elaborated with illustrative examples and effective; original ideas and thoughts presented; demonstrating critical thinking (25.2% - 22.35%) | Provided a good outline of the three types of prevention, key terms, overlaps in definitions, and Australian examples of prevention, and most points were elaborated with details; information is relevant; original thought presented (22.2% - 19.35%) | Provided an outline of the three types of prevention, key terms, overlaps in definitions, and Australian examples of prevention (general points with little or no specific details provided) and/or irrelevant information provided (19.2% - 14.85%) | Unable to effectively outline the three types of prevention, key terms, overlaps in definitions, and/or Australian examples of prevention, or only a few general points made (14.7% - 0.0%) |
| Rationale, strengths, limitations and challenges of a DFV prevention program/ response (30%) | Effective and insightful overview of rationale, strengths, limitations and challenges of a prevention program/response; using excellent examples/ evidence; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (30.0% - 25.35%) | Provides an effective overview of rationale, strengths, limitations and challenges of a prevention program/response; well supported by appropriate examples/ evidence; most key points are supported with relevant academic literature demonstrating critical thinking (25.2% - 22.35%) | Provides a clear overview of rationale, strengths, limitations and challenges of a prevention program/response; some relevant examples/evidence; relevant supporting academic literature provided demonstrating developing critical thinking (22.2% - 19.35%) | Provides an overview of rationale, strengths, limitations and challenges of a prevention program/response; some errors/ contradictions, some examples/evidence provided but needed to be more relevant; some supporting academic literature provided (19.2% - 14.85%) | Lacks an overview of rationale, strengths, limitations and challenges of a prevention program/response; absence of supporting academic literature (14.7% - 0.0%) |
| Academic writing, structure, paraphrasing, APA referencing spelling and grammar (10%) | Excellent academic writing, structure, referencing style, and spelling and grammar (no apparent errors) (10.0% - 8.45%) | Very good academic writing, structure, referencing style, and spelling and grammar (minor, insignificant errors) (8.4% - 7.45%) | Good writing, structure, referencing style and spelling and grammar – a number of minor errors (more careful editing is required) (7.4% - 6.45%) | Some errors with writing, structure, referencing and spelling and grammar – attention is required to improve academic writing and referencing style (6.4% - 4.95%) | Major difficulties, structure is unclear, inappropriate paraphrasing and referencing, many errors in spelling and grammar (4.9% - 0.0%) |
| Comments /100 /30% | |||||
- 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
Assessment 2
Type: Portfolio
Due date: Friday 22nd January, Week 9, 5pm AEST
Weighting: 30%
Length: 1,500 words plus or minus 10% (excluding references)
Unit Coordinator: Emily Hurren Paterson
Learning Outcomes Assessed
3. Analyse and articulate the differences between perspectives on domestic and family violence.
4. Identify treatment modalities for working with people experiencing/ perpetrating domestic violence with a focus on vulnerable populations.
5. Self-reflect on values, ethics and perspectives in domestic and family violence contexts.
Aim
The aim of this assessment item is for to develop your understanding of domestic and family violence responses to vulnerable populations in Australia.
Context
Throughout this term, you will compile a portfolio that demonstrates your understanding of the following key topics:
- Domestic and Family Violence (DFV) responses and vulnerable populations
- DFV responses for Aboriginal and Torres Strait Islander peoples
- Personal reflection
This portfolio will require you to gather and draw upon a range of research evidence (journal articles and grey literature including government reports/data).
Instructions
The three key topics for the portfolio are elaborated upon below.
Each topic should be addressed in a separate section of your portfolio. Complete the portfolio as a Microsoft Word document.
Your work must be driven by high-quality academic literature. You must include in-text referencing and a reference list for your portfolio containing at least six high-quality academic resources. You must use APA 7th referencing style. Wikipedia and generic websites are NOT to be used as a resource or reference.
1. DFV responses and vulnerable populations (600 words)
In addition to women, some populations are particularly vulnerable to DFV (e.g. CALD peoples, people with disabilities, LGBTIQ+). Choose one vulnerable population and explain why/how this population is particularly vulnerable and note challenges they may experience in accessing and interacting with key DFV services (e.g. police, child safety, health, victim support, advocacy, men’s behaviour change programs, correction, courts, housing etc).
2. DFV responses for Aboriginal and Torres Strait Islander peoples (600 words)
Concerns have been raised regarding the suitability of current DFV responses for Aboriginal and Torres Strait Islander peoples (for example, see Blagg et al., 2015). Draw on key Australian resources to demonstrate your understanding of these concerns and their implications for practice.
3. Personal reflection (approx. 300 words)
In this section, you are required to produce a personal reflection. In your reflection, discuss your key learnings from completing this portfolio and/or discuss how the knowledge you have gained from this portfolio may impact on your future practice (e.g. future interactions with victim/survivors and/or perpetrators of DFV etc).
Literature and References
You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
- Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
- We recommend that you access your discipline specific library guide: the Social Work and Human Services Guide.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned
Week 9 Friday (22 Jan 2021) 5:00 pm AEST
Week 11 Friday (5 Feb 2021)
Feedback will be provided within 10 working days of submission
| DFVP20002 – Assessment 2 Portfolio | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| DFV responses and vulnerable populations (35%) | Demonstrated well developed understanding of how the chosen population is particularly vulnerable and challenges experienced in accessing and interacting with key DFV services; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information, many original thoughts & ideas, and effective links to cited references (35.0% - 29.58%) | Demonstrated understanding of how the chosen population is particularly vulnerable and challenges experienced in accessing and interacting with key DFV services; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (29.4% - 26.08%) | Demonstrated understanding of how the chosen population is particularly vulnerable and challenges experienced in accessing and interacting with key DFV services and most points were elaborated with details; information is relevant and supported by appropriate references; original thought presented (25.9% - 22.58%) | Demonstrated understanding of how the chosen population is particularly vulnerable and challenges experienced in accessing and interacting with key DFV services, general points with little or no specific details provided and/or irrelevant information provided and/or few references used (22.4% - 17.33%) | Unable to demonstrate understanding of how the chosen population is particularly vulnerable and challenges experienced in accessing and interacting with key DFV services, few general points made, with no specific details provided and/or factual errors presented; lack of research to support conclusions (17.15% - 0.0%) |
| Suitability of DFV responses for Aboriginal and Torres Strait Islander peoples (35%) | Effective and insightful overview of concerns around the suitability of DFV responses for Aboriginal and Torres Strait Islander peoples and implications for practice; using excellent examples/ evidence; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (35.0% - 29.58%) | Provides an effective overview of concerns around the suitability of DFV responses for Aboriginal and Torres Strait Islander peoples and implications for practice; well supported by appropriate examples/evidence; most key points are supported with relevant academic literature demonstrating critical thinking (29.4% - 26.08%) | Provides a clear overview of concerns around the suitability of DFV responses for Aboriginal and Torres Strait Islander peoples and implications for practice; some relevant examples/ evidence; relevant supporting academic literature provided demonstrating developing critical thinking (25.9% - 22.58%) | Provides an overview of concerns around the suitability of DFV responses for Aboriginal and Torres Strait Islander peoples and implications for practice; some errors/ contradictions, some examples/evidence provided but needed to be more relevant; some supporting academic literature provided (22.4% - 17.33%) | Lacks an overview of concerns around the suitability of DFV responses for Aboriginal and Torres Strait Islander peoples and implications for practice; absence of supporting academic literature (17.15% - 0.0%) |
| Personal reflection (20%) | Provided an excellent outline of key learnings or the importance of this area for own practice; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information; many original thoughts & ideas demonstrating outstanding critical thinking (20.0% – 16.9%) | Provided a very good outline of key learnings or the importance of this area for own practice; all points elaborated with illustrative examples and effective; original ideas and thoughts presented; demonstrating critical thinking (16.8% - 14.9%) | Provided a good outline of key learnings or the importance of this area for own practice, and most points were elaborated with details; information is relevant; original thought presented (14.8% - 12.9%) | Provided an outline of key learnings or the importance of this area for own practice (general points with little or no specific details provided) and/or irrelevant information provided (12.8% - 9.9%) | Unable to effectively outline key learnings or the importance of this area for own practice, or only a few general points made (9.8% - 0.0%) |
| Academic writing, structure, paraphrasing, APA referencing spelling and grammar (10%) | Excellent academic writing, structure, referencing style, and spelling and grammar (no apparent errors) (10.0% - 8.45%) | Very good academic writing, structure, referencing style, and spelling and grammar (minor, insignificant errors) (8.4% - 7.45%) | Good writing, structure, referencing style and spelling and grammar – a number of minor errors (more careful editing is required) (7.4% - 6.45%) | Some errors with writing, structure, referencing and spelling and grammar – attention is required to improve academic writing and referencing style (6.4% - 4.95%) | Major difficulties, structure is unclear, inappropriate paraphrasing and referencing, many errors in spelling and grammar (4.9% - 0.0%) |
| Comments /100 /30% | |||||
- 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
Assessment 3
Type: Written Assessment
Due date: Friday 12th February, Week 12, 5pm AEST
Weighting: 40%
Length: 2,000 words plus or minus 10% (excluding references)
Unit Coordinator: Emily Hurren Paterson
Learning Outcomes Assessed
2. Evaluate organisational structures and behaviours which are relevant to and impact upon domestic and family violence prevention and responses.
3. Analyse and articulate the differences between perspectives on domestic and family violence.
5. Self-reflect on values, ethics and perspectives in domestic and family violence contexts.
Aim
The objective of this assessment item is to develop and assess your understanding of integrated responses to domestic and family violence.
Instructions
Integrated responses are growing in popularity. Produce an essay that critically evaluates integrated responses to domestic and family violence.
You must use formal academic writing style. Your essay must be based on research evidence/evidence-based practice and include at least ten (10) empirical, peer-reviewed journal articles.
Your essay must include:
- A clear introduction that introduces your topic and notes the key contents/sub-topics addressed in the essay.
- A discussion of what is meant by “integrated responses” (consider challenges and difficulties in relation to terms and definitions, such as differences between “integrated”, “coordinated”, and “collaborative” responses.)
- A discussion of the strengths, weaknesses and challenges associated with integrated responses
- A discussion of the suitability of integrated responses for vulnerable populations
- A discussion of the implications of integrated responses for ethical and evidence-based practice
- A clear conclusion that summarises your key points (do not introduce new information in your conclusion).
Literature and References
You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
Requirements
- Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
- Include page numbers on each page in a footer.
- Write in the third-person perspective.
- Use formal academic language.
- Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
- Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
- We recommend that you access your discipline specific library guide: the Social Work and Human Services Guide.
- For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
- Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be assigned.
Week 12 Friday (12 Feb 2021) 5:00 pm AEST
Exam Week Friday (19 Feb 2021)
Feedback will be provided within 10 working days of submission
| DFVP20002 – Assessment 3 Written Assessment | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| Meaning of integrated responses and strengths, weaknesses and challenges (30%) | Effective and insightful overview of the meaning of integrated responses and their strengths, weaknesses and challenges; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (30.0% - 25.35%) | Provides an effective overview of the meaning of integrated responses and their strengths, weaknesses and challenges, well supported by appropriate examples/ evidence; most key points are supported with relevant academic literature demonstrating critical thinking (25.2% - 22.35%) | Provides a clear overview of the meaning of integrated responses and their strengths, weaknesses and challenges, with some relevant examples/evidence; relevant supporting academic literature provided (22.2% - 19.35%) | Provides an overview of the meaning of integrated responses and their strengths, weaknesses and challenges with some errors/ contradictions, some examples/evidence provided but needed to be more relevant; some supporting academic literature provided (19.2% - 14.85%) | Lacks an overview of the meaning of integrated responses and their strengths, weaknesses and challenges; absence of supporting academic literature (14.7% - 0.0%) |
| Suitability of integrated responses for vulnerable populations (30%) | Demonstrated well developed understanding of the suitability of integrated responses for vulnerable populations; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information, many original thoughts & ideas, and effective links to cited references (30.0% - 25.35%) | Demonstrated understanding of the suitability of integrated responses for vulnerable populations; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (25.2% - 22.35%) | Demonstrated understanding of the suitability of integrated responses for vulnerable populations; most points were elaborated with details; information is relevant and supported by appropriate references; original thought presented (22.2% - 19.35%) | Demonstrated understanding of the suitability of integrated responses for vulnerable populations (general points with little or no specific details given) and/or irrelevant information provided and/or few references used (19.2% - 14.85%) | Unable to demonstrate understanding of the suitability of integrated responses for vulnerable populations, or only a few general points made, and/or factual errors presented; ack of research to support conclusions (14.7% - 0.0%) |
| Implications of integrated responses for ethical and evidence-based practice (30%) | Provided an excellent outline of the implications of integrated responses for ethical and evidence-based practice, insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information; many original thoughts & ideas; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (30.0% - 25.35%) | Provided a very good outline of the implications of integrated responses for ethical and evidence-based practice; all points elaborated with illustrative examples and effective; original ideas and thoughts presented; most key points are supported with relevant academic literature demonstrating critical thinking (25.2% - 22.35%) | Provided a good outline of the implications of integrated responses for ethical and evidence-based practice; most points were elaborated with details; information is relevant; original thought presented; relevant supporting academic literature provided (22.2% - 19.35%) | Provided an outline of the implications of integrated responses for ethical and evidence-based practice (general points with little or no specific details given) and/or irrelevant information provided; some supporting academic literature provided (19.2% - 14.85%) | Unable to effectively outline the implications of integrated responses for ethical and evidence-based practice, or only a few general points made; absence of supporting academic literature (14.7% - 0.0%) |
| Academic writing, structure, paraphrasing, APA referencing spelling and grammar (10%) | Well written paper following all academic writing, structuring and referencing conventions; excellent spelling and grammar (10.0% - 8.45%) | Very good academic writing, structure, referencing style, and spelling and grammar (minor, insignificant errors) (8.4% - 7.45%) | Good writing, structure, referencing style and spelling and grammar – a number of minor errors (more careful editing is required) (7.4% - 6.45%) | Some errors with writing, structure, referencing and spelling and grammar – attention is required to improve academic writing and referencing style (6.4% - 4.95%) | Major difficulties, structure is unclear, inappropriate paraphrasing and referencing, many errors in spelling and grammar (4.9% - 0.0%) |
| Comments /100 /40% | |||||
- 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?
