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 - 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.
- 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 - 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 - First Nations Knowledges | |||||
| 9 - 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 | 9 | |
| 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.
m.guggisberg@cqu.edu.au
Week 1
Begin Date: 15 Jul 2019Module/Topic
Introduction: The concept of self in practice
Chapter
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
Week 2
Begin Date: 22 Jul 2019Module/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, 525-536
Events and Submissions/Topic
Week 3
Begin Date: 29 Jul 2019Module/Topic
Theorising engagement & assessment processes
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, 27–43.
Events and Submissions/Topic
Week 4
Begin Date: 05 Aug 2019Module/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, 817-841.
Events and Submissions/Topic
Week 5
Begin Date: 12 Aug 2019Module/Topic
Integrative theories of the change process
Chapter
Fanslow, J., &
gulliver, P. (2015). Exploring risk and
protective factors for recent and past intimate partner violence against New
Zealand Women. Violence and Victims, 30, 960
– 983.
Events and Submissions/Topic
Portfolio Activity 1
Portfolio Activity 1 Due: Week 5 Monday (12 Aug 2019) 11:55 pm AEST
Vacation Week
Begin Date: 19 Aug 2019Module/Topic
Chapter
.
Events and Submissions/Topic
Week 6
Begin Date: 26 Aug 2019Module/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, 530-536.
Events and Submissions/Topic
Week 7
Begin Date: 02 Sep 2019Module/Topic
Indigenous modalities
Chapter
Guggisberg, M. (2019).
Aboriginal women’s experiences with intimate partner sexual violence and the
dangerous lives they live as a result of victimization. Journal of Aggression, Maltreatment & Trauma, 28, 186 – 204.
Events and Submissions/Topic
Week 8
Begin Date: 09 Sep 2019Module/Topic
Systemic modalities
Chapter
Loxton, D., Townsend, N.,
Forder, P., & Coombe, J., (2018). Domestic
violence, risk factors and health. Herston, QLD and Callaghan, NSW: Women’s
Health Australia. Retrieved from: http://www.alswh.org.au/images/content/pdf/other_reports/Domestic-violence-risk-factors-and-health-2018-ALSWH.pdf
Events and Submissions/Topic
Portfolio Activity 2
Portfolio Activity 2 Due: Week 8 Monday (9 Sept 2019) 11:55 pm AEST
Week 9
Begin Date: 16 Sep 2019Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds (Part 1)
Chapter
Siegel, J. (2013) Breaking the Links in intergenerational Violence: An Emotional Regulation Perspective. Family Process, 52,, 163-178.
Events and Submissions/Topic
Week 10
Begin Date: 23 Sep 2019Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds (Part 2)
Chapter
Douglas, H. (2018). Domestic violence protection orders and
their role in ensuring personal security. In K. Fitz-Gibbon, S. Walklate, J.
McCulloch & J. M. Maher (eds.). Intimate
partner violence, risk and security: Securing women’s lives in a global world,
(pp. 216 - 232). London, UK: Routledge.
Events and Submissions/Topic
Week 11
Begin Date: 30 Sep 2019Module/Topic
Application of ethical and social responsibilities to working with clients (Part 1).
Chapter
O’Brien, C. (2015).
Working with domestic violence: A clinician’s guide to ethical and competent
practice. InPsych, 37. Available from: https://www.psychology.org.au/inpsych/2015/october/obrien
Events and Submissions/Topic
Written Assessment
Written Assessment Due: Week 11 Monday (30 Sept 2019) 11:55 pm AEST
Week 12
Begin Date: 07 Oct 2019Module/Topic
Application of ethical and social responsibilities to working with clients (Part 2)
Chapter
Fitz-Gibbon, K., Walklate, S., McCulloch, J., & Maher, J.
(2018). Securing women’s lives – making them count and accounting for men’s
violence. In K. Fitz-Gibbon, S. Walklate, J. McCulloch & J. M. Maher (eds.).
Intimate partner violence, risk and
security: Securing women’s lives in a global world, (pp. 269 - 274). London,
UK: Routledge.
Events and Submissions/Topic
Review/Exam Week
Begin Date: 14 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 21 Oct 2019Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
You are asked to discuss the
importance of safety and risk assessment for clients attending Domestic and
Family Violence (DFV) services. This includes a consideration of what the term
‘risk’ means and how ‘harm’ is defined. Furthermore, you should examine the
three elements of a risk assessment process:
·
Risk
assessment
·
Risk
communication
· Risk management
After a theoretical examination, you should provide a case example where you illustrate your approach (you may use a specific case or make one up). Please use at least eight academic references published 2012 or later. The assignment should be presented using Times News Roman 12 point font with 1.5 spacing and all pages should be numbered. Please attach the provided assessment cover page to the assignment and submit it for grading as ONE Word Document.
Week 5 Monday (12 Aug 2019) 11:55 pm AEST
Assessments will be returned within 10 working days
|
DFVP20003
– Portfolio Activity 1: Risk Assessment |
|||||
|
|
Fail |
Pass |
Credit |
Distinction |
High Distinction |
|
Discussion of safety, harm and risk |
Identification
and definition of concepts fully or partially absent |
Identification and definition of concepts –
somewhat simplistic and superficial |
Provides appropriate definition of concepts
with some important considerations |
Provides insightful identification and
definition of the concepts with appropriate considerations interrelationships |
Provides elaborate identification and
definitions of concepts with most appropriate considerations of
interrelationships |
|
Explanation of the three elements of risk
assessment (20%) |
Explanation
is not clear or absent; no recognisable effort to understand the task |
Explanation is attempted but limited
knowledge and understanding observable
|
Well considered presentation of the three
elements with developing knowledge and understanding evident |
Excellent presentation of the three elements
with appropriate demonstration of knowledge and understanding |
Outstanding
presentation of the three elements with appropriate demonstration of
knowledge and understanding |
|
Part B – Case
Presentation, Approach and Argument (40%) |
Lacks logical presentation and relevance,
topic not appropriately addressed, absence of cohesion |
Illustrative example provided,
content addresses the topic; at times not well sought out and/or repetitive;
cohesion developing |
Clear presentation and
illustration – case is well assessed and practice considerations are
identified; argument shows assessment of family’s needs and there is evidence
for suitability |
Well sought out case
assessment, argument shows skillful
assessment of family’s needs and there is evidence for suitability |
Effectively and insightfully presented
and developed case assessment, suitable for the family selected – case is
extremely well assessed and argument shows skillful assessment of the
family’s needs and there is evidence for suitability |
|
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) |
Major
difficulties, inappropriate paraphrasing and referencing |
Some errors with writing and
referencing – focus of attention is required to improve academic writing and
referencing style |
Good writing and referencing style–
some minor errors (more careful editing is required) |
Good academic writing and
referencing style, (minor,insignificant errors) |
Well written paper following all
academic writing and referencing conventions – fully correct, no errors |
|
Comments
/100 /30% |
|||||
- Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
- 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
2 Portfolio
For this portfolio activity, you are asked to identify and discuss domestic and family violence (DFV) that occurs after separation in the context of child contact. The academic literature consistently indicates that abusive men often continue to exercise control and other forms of violence, even finding new ways to inflict harm through visitation and shared parenting arrangements.
Guidelines
Discuss
the potential for post-separation continuation of DFV and how children may be
used as tools along with the impact on the non-abusive parent-child
relationship. Indicate practice considerations – what are implications for
working with mothers, fathers, children and relevant others?
Demonstrate your knowledge and understanding of the importance of anticipated challenges and how you would go about addressing them.
A minimum of eight academic references (i.e. journal articles) published 2012 or later are required for this assessment piece. In addition, you may draw on grey literature. 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 specifics of the case and DFV and relevance to service delivery and concluding remarks.
Week 8 Monday (9 Sept 2019) 11:55 pm AEST
Assessments will be returned within 10 working days
|
DFVP20003
– Portfolio Activity 2: Post-Separation DFV |
|||||
|
|
Fail |
Pass |
Credit |
Distinction |
High Distinction |
|
Discuss post-separation continuation of DFV
in context of child contact (40%) |
Identification
of post-separation DFV fully or partially absent |
Attempt of identification of post-separation
DFV evident – insight developing |
Appropriate identification and discussion of
post-separation DFV; solid knowledge and understanding demonstrated |
Insightful discussion of post-separation DFV
provided – excellent knowledge and understanding demonstrated |
Elaborate and insightful discussion of
post-separation DFV provided – outstanding knowledge and understanding
demonstrated |
|
Practice considerations (20%) |
Implications
for practice not clear, absent of recognisable effort to understand the task |
Implications for practice are discussed,
albeit in somewhat basic terms |
Implications for practice are well
considered and feasible |
Excellent presentation of implications for
practice with clear directions and professionally presented |
Outstanding
practice considerations demonstrating insight in the complex interpersonal
interactions and professionally presented |
|
Approach and Argument |
Lacks logic andrelevance, topic
not appropriately addressed, absence of cohesion |
Key relevant elements are presented; content addresses
the topic; appropriate cohesion
developing |
Key relevant elements well chosen and presented; content
addresses the topic, relevant and cohesion is demonstrated |
Effective presentation of key
relevant elements, cohesion is well demonstrated |
Most effective presentation of key
relevant elements, cohesion is
skillfully demonstrated |
|
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) |
Major
difficulties, inappropriate paraphrasing and referencing |
Someerrors with writing and
referencing – focus of attention is required to improve academic writing and
referencing style |
Good writing and referencing style–
some minor errors (more careful editing is required) |
Good academic writing and
referencing style, (minor,insignificant errors) |
Well written paper following all
academic writing and referencing conventions – fully correct, no errors |
|
Comments /100 /30% |
|||||
- 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
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
You are required to thoroughly investigate and address a key issue in Domestic and Family Violence (DFV) practice – the debate over theories underpinning DFV practice with focus on Aboriginal and Torres Strait Islander families.
Several theories have been used to inform domestic and family violence practice modalities. Some current thinking has challenged the orthodoxy of ‘industry-standard’ theoretical approaches as embodied in the Duluth model. Compare and contrast the Duluth model with alternative theories relevant to domestic and family violence practice. In constructing your argument, you should demonstrate your knowledge of the Duluth model and critically evaluate it in relation to its appropriateness for Aboriginal and Torres Strait Islander clients.
You are asked to identify
the Duluth model’s origins and evolution in relation to the field of domestic
and family violence practice; and assess its breath and versatility in application
for a specific client group, namely Aboriginal and Torres Strait Islander
clients. You may wish to compare the Duluth model with a chosen alternative
theory in relation to its applicability and effectiveness.
A minimum of 10 academic references (i.e. journal articles) published 2012 or later are required for this assessment piece. In addition, you may draw on grey literature.
You
are required to present this assignment in essay format using Times News Roman
12 point font with 1.5 spacing. The essay should contain a brief introduction
to the topic, a discussion of the specifics and relevance to service delivery
and concluding remarks.
Week 11 Monday (30 Sept 2019) 11:55 pm AEST
Assessments will be returned within 10 working days
|
DFVP20003 Written
Assessment–Academic Essay |
|||||
|
|
Fail |
Pass |
Credit |
Distinction |
High Distinction |
|
Identification and appraisal of the Duluth Model for Aboriginal and
Torres Strait Islander clients (40%) |
Identification and appraisal of the Duluth Model for Aboriginal and
Torres Strait Islander clients (partially or fully) absent |
Identification and appraisal of
the Duluth Model for Aboriginal and Torres Strait Islander clients
presented in basic terms; clear attempt made |
Identification and appraisal of the Duluth Model for Aboriginal and
Torres Strait Islander clients presented – developing insight demonstrated |
Identification and appraisal of the Duluth Model for Aboriginal and
Torres Strait Islander clients presented – excellent insight demonstrated |
Identification and appraisal of the Duluth Model for Aboriginal and
Torres Strait Islander clients skilfully presented and outlined in great
detail; - outstanding insight demonstrated |
|
Approach
and Argument (20%) |
Lacks
logical structure and examples, reasons or evidence. Essay is disorganised
with little or no structure; difficult to understand what is being argued,
and/or missing introduction and/or conclusion |
Structure
is evident but at times unclear and inconsistent use of examples reasons or
evidence. Essay is adequately organised; appropriate introduction and conclusion |
Clear
structure including provision of adequate examples, reasons and evidence.
Good organisation with information in effective order & argument flows; paragraphs
well constructed; adequate introduction and conclusion |
Effectively
presented analysis, well supported by appropriate examples, reasons and
evidence, demonstrating critical thinking. Strong organisation
with all information in effective order & argument flows well; paragraphs
well constructed; effective introduction and conclusion |
Effectively
and insightfully presented and developed analysis using excellent examples,
reasons and evidence, demonstrating outstanding critical thinking. Excellent
organisation - argument flows powerfully and seamlessly; extremely well
constructed paragraphs; highly effective introduction and conclusion |
|
Knowledge
of content
area & development of ideas (20%) |
Unable to
demonstrate understanding of content or only a few general points made,
and/or factual errors presented |
Demonstrated
understanding of content (general points made with little specific details
given) and/or irrelevant information given and/or inappropriate references
used |
Demonstrated
good understanding of content
presented and points were elaborated with details; information is relevant
supported by appropriate references; Some
original thought presented |
Demonstrated
understanding of all content with all points elaboratedwith illustrative
examples and effective links to cited references with original ideas &
thoughts presented |
Demonstrated
well developed understanding of all content; insightful discussion of fully
elaborated points with effective illustrative examples; clear & detailed
information, excellent original thoughts & ideas, and effective links to
cited references |
|
Academic
writing, paraphrasing and referencing (in-text and end-text) style |
Major
difficulties with academic writing, inappropriate paraphrasing and
referencing |
Some errors
with writing and referencing – focus of attention is required to improve
academic writing and referencing style |
Good
writing and referencing style – some minor errors (more careful editing is
required) |
Good academic
writing and referencing style, (minor and insignificant errors) |
Well
written paper following all academic writing and referencing conventions – fully
correct, no errors |
|
Comments /100 /40% |
|||||
- Analyse the theories underpinning different treatment perspectives 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
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?
