Unit Profile Correction added on 27-07-17
Under Schedule in Week 12 under the Column 'Events and Submissions' Portfolio Activity 3 should be removed - there is no Portfolio Activity 3
Under Conditions the minimum mark should be removed - it should be blank
Overview
The unit will provide you with opportunities to develop specialist knowledge, in the context of domestic and family violence, of how victims, perpetrators and their families may change. The modalities to support/ guide change, the impact of “self” on the case work process, as well as the influences of culture, gender and power on interpersonal communication are explored in this unit. The ethical and social responsibilities that accompany working in this area are also identified. You will critically reflect on comparative methodologies relevant to researching domestic and family violence that can be applied to practice. You will be encouraged to develop a sense of professional identity and recognise the impact of undertaking this unit on your own professional practice and/or professional development through reflection.
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 2 - 2017
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 feedback
Student experience assessment lacking specificity
Changes implemented that will reflect a higher level of specificity in assessment tasks and requirements while retaining an acceptable level of flexibility.
Feedback from Student feedback
Student experience of work overload
Changes implemented to limit the number and range of required tasks while maintaining the standards required for academic attainment at this level. Requirements for online tutorial participation will be made less formal.
- Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- Determine the impact of “self” on casework practice in domestic and family violence contexts
- Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
- Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 60% | |||||
| 2 - 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 - 60% | ||||||||
| 2 - 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.
m.guggisberg@cqu.edu.au
Module/Topic
Introduction: The concept of self in practice
Chapter
Haldane, H. (2013). Working at the frontline in domestic violence. In A. Taylor & M. Connolly (Eds.), Understanding violence: Context and practice in the human services. (2nd ed., pp.118-130). Christchurch: Canterbury University Press.
Brown, J. & James, K. (2014) Therapeutic responses to domestic violence in Australia: A history of controversies. Australian & New Zealand Journal of Family Therapy, 35, 169-184.
Events and Submissions/Topic
Module/Topic
Mediating change
Chapter
Murphy, C.M. & Maiuro, R.D.(2008). Understanding and facilitating the change process in perpetrators and victims of intimate partner violence: Summary and commentary. Violence & Victims 23(4), 525-536
Events and Submissions/Topic
Module/Topic
Theorising engagement & assessment processes
Chapter
Breckenridge, J. & Hamer, J. Traversing the maze of ‘evidence’ and ‘best practice’ in domestic and family violence service provision in Australia. Australian Domestic & family Violence Clearinghouse. Issues Paper 26, May 2014.
Events and Submissions/Topic
Module/Topic
Core theories of the change process
Chapter
McPhail, B.A., Busch, N.B., Kulkarni, S. & Rice, G. (2007). An integrative feminist model: The evolving feminist perspective on intimate partner violence. Violence Against Women 13 (8) 817-841
Events and Submissions/Topic
Module/Topic
Integrative theories of the change process
Chapter
Avert Family Violence (2010) Screening, risk assessment and safety planning- Paper. Commonwealth of Australia.
Gulliver, P. & Fanslow, J. (2015) Risk assessment: What is it and how can it be applied in family violence? New Zealand Family Clearinghouse. Issues Paper 9, October 2015.
Events and Submissions/Topic
Portfolio Activity 1
Module/Topic
Chapter
.
Events and Submissions/Topic
Module/Topic
Core practices
Chapter
Mandel, D. (2010) Child welfare and domestic violence: Tackling the thorny questions that stand in the way of collaboration and improvement of child welfare practice. Violence Against Women 16 (5), 530-536.
Events and Submissions/Topic
Module/Topic
Indigenous modalities
Chapter
Hovane, V. (2015) Improving outcomes through a shared understanding of family violence in Aboriginal communities. InPsych: Australian Psychological Society. October
Events and Submissions/Topic
Module/Topic
Systemic modalities
Chapter
Bullock, K. (2014) Integrated approaches to domestic violence? An exploration of the role of the victim and women’s safety work in cognitive-behavioural programmes. Probation Journal 61 (10), 27-43
Events and Submissions/Topic
Portfolio Activity 2
Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds: Trauma and intergenerational violence.
Chapter
Becker-Blease, K.A. & Frey, J.J. (2005) Beyond PTSD: An evolving relationship between trauma theory and family violence research. Journal of Interpersonal Violence, 20 (4) 403-411.
Siegel, J. (2013) Breaking the Links in intergenerational Violence: An Emotional Regulation Perspective. Family Process, 52, (2), 163-178.
Events and Submissions/Topic
Module/Topic
Application of ethical and social responsibilities to working with clients: Trauma and intergenerational transmission
Chapter
McMaster, K. (2016) Restoring the balance: Restorative justice and intimate partner violence. In Hayden, A.,Gelsthorpe, L. & Morris, A. A restorative approach to family violence: Changing Tack. Farnham, UK: Routledge. 93-108.
Events and Submissions/Topic
Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds: Restoration and accountability
Chapter
Jenkins, A. (2009) “Violence, resistance and restorative practice”. In Becoming Ethical: A parallel, political journey with men who have abused. Lyme Regis: Russel House. 3-26.
Events and Submissions/Topic
Written Assessment
Written Assessment - Essay Due: Week 11 Friday (29 Sept 2017) 11:45 pm AEST
Module/Topic
Application of ethical and social responsibilities to working with clients: Rights and responsibilities
Chapter
McDowell, T., Libal, K. & Brown, A.E. (2012). Human rights in the practice of family therapy: Domestic violence, a case in point. Journal of Feminist Family Therapy, 24 1-23.
Events and Submissions/Topic
Portfolio Activity 3
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
Portfolio Activity 1 - 1000 words (250 + 750), 30%
In preparation:
Carefully read through the Portfolio Case Studies document (provided on Moodle) and select one of the two studies as the reference study for these portfolio activities.
Use these two documents (available in Moodle) as the basis for this activity:
1. Avert Family Violence (2010) Screening, risk assessment and safety planning- Paper, Commonwealth of Australia.
2. Gulliver, P. and Fanslow, J (2015) Risk assessment: What is it and how can it be applied in family violence? New Zealand Family Clearinghouse. Issues Paper 9, October 2015.
You do not need to retrieve additional references.
This activity has two parts: Part A (250 words) - Plan and Part B (750 words) - Case Assessment. Further details are provided through Moodle.
Portfolio Activity 2 - 1000 words, 30%
Identify key relevant practice elements implicit in the modality chosen in Portfolio Activity 2 and provide behavioural examples of their application with the selected family.
Reflect on the ways in which, in this case, the practitioner’s use of self, management of ethical issues and observation of social responsibility may impact on practice.
You should include a brief introduction and conclusion and at least eight references including academic journal articles.
Portfolio Activity submission is at the end of Weeks 5 and 8
Assessment will be returned approximately 10 working days after submission
|
Structure (15%)Approach & Argument (70%)Academic writing and referencing (15%) See marking key on Moodle |
|||||
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- Determine the impact of “self” on casework practice in domestic and family violence contexts
- Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
- Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Written Assessment
You are required to write an essay to thoroughly investigate and address a key issue in domestic and family violence practice: the debate over theories underpinning domestic and family violence practice in relation to the Duluth Model.
At least six journal articles should be used with a total of 10 references.
Further details are provided through Moodle.
Week 11 Friday (29 Sept 2017) 11:45 pm AEST
Assessment will be returned approximately 10 working days after submission.
Structure (15%)
Approach & Argument (70%)
Academic writing and referencing (15%)
A detailed marking key is provided on Moodle
- Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts
- Determine the impact of “self” on casework practice in domestic and family violence contexts
- Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
