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 - 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 feedback via the unit Evaluation Report
Students highlighted that they valued the personalised interaction such as reminders regarding upcoming assessment tasks.
Continuie to be proactive using personalised communication with students via Moodle.
Feedback from Student feedback via the Unit Evaluation Report
Students indicated that the tutorials were helpful and that they valued to watch the recordings at their own convenience.
Continue to use the tutorials and upload the recordings onto the Moodle site for those students who are unable to attend in person.
Feedback from Marker via email and personal communication
Academic writing and referencing issues were noticed across assessments
Continue to promote ALC resources and Studiosity including in personal emails and assessment feedback.
- 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 - 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.
m.guggisberg@cqu.edu.au
Module/Topic
Introduction: The concept of self in practice
Chapter
Grobbelaar, M., Strauss, Y., & Guggisberg, M. (2020). Victims of Violence: Support, Challenges and Outcomes.
Nova Science Publishers Inc Publication Date: 2020 Pages: 99-128 Editor:
Mathias L. Knudsen
Events and Submissions/Topic
Module/Topic
Mediating change
Chapter
Eaton, A. A, Noori, S., Bonomi, A., Stephens, D. P., & Gillum, T. L. (2020). Porn as a form of intimate partner violence: Using the Power and Control
Wheel to understand nonconsensual Porn perpetration in intimate relationships.
Trauma, Violence & Abuse, Online First
Events and Submissions/Topic
Module/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
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, 817-841.
Events and Submissions/Topic
Module/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 (10 Aug 2020) 11:45 pm AEST
Module/Topic
Chapter
.
Events and Submissions/Topic
Module/Topic
Core practices
Chapter
Jumarali, S., Nnawulezi, N., Williams, E., & Burk, C. (2020). The impact of mandatory reporting laws on survivors of intimate partner violence: Intersectionality, Help-Seeking and the Need for Change. Journal of Family Violence, 35, 255 - 267.
Events and Submissions/Topic
Module/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
Portfolio Activity 2
Portfolio Activity 2 Due: Week 7 Monday (31 Aug 2020) 11:45 pm AEST
Module/Topic
Systemic modalities
Chapter
Seymour, K. (2018).“Stand up, speak out and act”: A critical reading of Australia’s White Ribbon campaign. Australian & New Zealand Journal of Criminology, 51, 293 - 310.
Events and Submissions/Topic
Module/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
Written Assessment
Written Assessment Due: Week 9 Monday (14 Sept 2020) 11:45 pm AEST
Module/Topic
Identifying and responding to the needs of clients from diverse backgrounds (Part 2)
Chapter
Douglas, H. (2019). Policing Domestic and Family Violence. International Journal for Crime, Justice and Social Democracy, 8, 31 - 49.
Events and Submissions/Topic
Module/Topic
Application of ethical and social responsibilities to working with clients (Part 1).
Chapter
Cowan, C.,El-Hage, N., Green, J., Rice, L.,Young, L., & Whiteside, M. (2019). Investigating the readiness of hospital social workers to respond to Domestic and Family Violence. Australian Social Work, 1 - 11.
Events and Submissions/Topic
Module/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). . and DeKeseredy, W. (pp 137 - 139). London, UK: Routledge
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
This assessment provides you with an opportunity to use your practice skills and to demonstrate your understanding of client needs in domestic and family violence contexts and appropriately evaluate a range of practice modalities.
Please carefully read the following case notes:
Referral notes 1: Family violence coordinator
Verbal conflict. Argument over finances; Partners – Gaye (female) and Arich (male) – are a migrant couple with refugee status. They say they are separating as a couple. Significant history, including physical violence, with infant (Eli) present during the episodes. The couple has been together for 5 years, after each having arrived from Sudan separately. Usually they report everything is fine after an episode.
Referral notes: Police
Quite a lot of DFV history (4 episodes reported – 1 in last year), mostly verbal and property damage, with pushing and throwing things. Both can be violent towards each other. No charges recorded and no known alcohol involvement during episodes. Arich: has a historic conviction for possession of cannabis when he was 21 and has also been convicted for fraud.
Use this information together with readings, weekly modules and the academic literature to write up a case assessment. This should include a plan to respond to immediate safety needs. Justify your decisions and consider appropriate and effective responses for this population group.
Please write up the assessment as if you would write a report that will go into the clients’ case file. It should be phrased professionally, being aware that case files can be subpoenaed by the court.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 (10 Aug 2020) 11:45 pm AEST
Assessments will be returned within 10 working days
DFVP20003 – Assignment 1: Assessment of Family Needs – Plan to Respond | |||||
Fail | Pass | Credit | Distinction | High Distinction | |
Part A – Plan to address immediate safety needs (20%) | 0 - 9 Plan absent | 10 - 12 Plan developed – somewhat simplistic and superficial | 13 - 15 Provides appropriate plan with some important considerations | 16 - 17 Provides insightful plan with appropriate considerations of risk | 18 - 20 Provides elaborate plan to respond effectively to immediate safety needs |
Structure (20%) | 0 – 9 Structure is not clear, absent of recognisable effort to understand the task | 10 - 12 Structure is clear and logical. | 13 - 15 Structure is well considered and portfolio is professionally presented with introduction and conclusion | 16 - 17 Excellent structure, well presented outlining the direction of the work and a logical approach that would work in practice, having a logical introduction and conclusion | 18 - 20 Outstanding structure, very well presented outlining the direction of the work and a logical approach that would work exceptionally well in practice, having a logical introduction and conclusion |
Part B – Case Assessment, Approach and Argument (40%) | 0 - 19 Lacks logical structure and relevance, topic not appropriately addressed, absence of cohesion | 20 - 25 Structure is evident and content addresses the topic; at times not well sought out and/or repetitive; cohesion developing | 26 - 30 Clear structure and content addresses all issues – case is well assessed and practice modalities are identified; argument shows assessment of family’s needs and there is evidence for suitability | 31 - 35 Well sought out case assessment, suitable for the family selected – case is very well assessed and practice modalities are identified; argument shows skillful assessment of family’s needs and there is evidence for suitability in relation to this population group. | 36 - 40 Effectively and insightfully presented and developed case assessment, suitable for the family selected – case is extremely well assessed and practice modalities are identified; argument shows skillful assessment of the family’s needs and there is evidence for suitability in relation to this population group. |
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | 0 - 9 Major difficulties, inappropriate paraphrasing and referencing | 10 - 12 Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | 13 – 15 Good writing and referencing style– some minor errors (more careful editing is required) | 16 - 17 Good academic writing and referencing style, (minor,insignificant errors) | 18 - 20 Well written paper following all academic writing and referencing conventions – fully correct, no errors |
Comments |
- 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 answer the following 2 questions:
· How may children be used as tools along with the impact on the non-abusive parent-child relationship?
· 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 2015 or later are required for this assessment piece with appropriate in-text and end-text referencing. In addition, you may draw on grey literature.
The assignment should be presented in a professional 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 answers (dot points are allowed) and DFV and relevance to service delivery. Please attach the provided assessment cover page to the assignment and submit it for grading as ONE Word Document.
Week 7 Monday (31 Aug 2020) 11:45 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%) | 0 - 19 Identification of post-separation DFV fully or partially absent | 20 – 25 Attempt of identification of post-separation DFV evident – insight developing | 26 - 30 Appropriate identification and discussion of post-separation DFV; solid knowledge and understanding demonstrated | 31 - 35 Insightful discussion of post-separation DFV provided – excellent knowledge and understanding demonstrated | 36 - 40 Elaborate and insightful discussion of post-separation DFV provided – outstanding knowledge and understanding demonstrated |
Practice considerations (20%) | 0 - 9 Implications for practice not clear, absent of recognisable effort to understand the task | 10 - 12 Implications for practice are discussed, albeit in somewhat basic terms | 13 - 15 Implications for practice are well considered and feasible | 16 - 17 Excellent presentation of implications for practice with clear directions and professionally presented | 18 - 20 Outstanding practice considerations demonstrating insight in the complex interpersonal interactions and professionally presented |
Approach and Argument (20%) | 0 - 9 Lacks logic and relevance, topic not appropriately addressed, absence of cohesion | 10 - 12 Key relevant elements are presented; content addresses the topic; appropriate cohesion developing | 13 - 15 Key relevant elements well chosen and presented; content addresses the topic, relevant and cohesion is demonstrated | 16 - 17 Effective presentation of key relevant elements, cohesion is well demonstrated | 18 - 20 Most effective presentation of key relevant elements, cohesion is skillfully demonstrated |
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | 0 - 9 Major difficulties, inappropriate paraphrasing and referencing | 10 - 12 Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | 13 - 15 Good writing and referencing style– some minor errors (more careful editing is required) | 16 - 17 Good academic writing and referencing style, (minor,insignificant errors) | 18 - 20 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.
Guidelines:
Identify the Duluth model’s origins and evolution in relation to the field of domestic and family violence practice. 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 2015 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 9 Monday (14 Sept 2020) 11:45 pm AEST
Assessments will be returned within 10 working days
DFVP20003 Assignment 3 – Academic Essay Duluth Model | |||||
Fail | Pass | Credit | Distinction | High Distinction | |
Identification and appraisal of of the Duluth Model as it relates to Aboriginal and Torres Strait Islander clients (20%) | 0 - 9 Identification and/or appraisal of the Duluth Model as it relates to Aboriginal and Torres Strait Islander clients absent | 10 - 12 Identification and appraisal of the Duluth Model as it related to Aboriginal and Torres Strait Islander clients presented in basic terms; Clear attempt to compare and contrast made | 13 - 15 Identification and appraisal of the Duluth Model as it relates to Aboriginal and Torres Strait Islander clients presented and outlined; Comparison and Contrast presented | 16 - 17 Identification and appraisal of the Duluth Model as it relates to Aboriginal and Torres Strait Islander clients presented and outlined with some detail; Comparison and Contrast presented | 18 - 20 Identification and appraisal of the Duluth Model as it relates to Aboriginal and Torres Strait Islander clients skilfully presented and outlined in great detail; Comparison and Contrast effectively presented |
Approach and Argument (30%) | 0 - 15 Lacks logical structure and examples, reasons or evidence. Paper is disorganised with little or no structure; difficult to understand what is being argued, and/or missing introduction and/or conclusion | 16 - 19 Structure is evident but at times unclear and inconsistent use of examples reasons or evidence. Paper is adequately organised; appropriate introduction and conclusion | 20 - 23 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 | 24 - 27 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 | 28 - 30 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 (30%) | 0 – 15 Unable to demonstrate understanding of content or only a few general points made, and/or factual errors presented | 16 – 19 Demonstrated understanding of content (general points made with little specific details given) and/or irrelevant information given and/or inappropriate references used | 20 – 23 Demonstrated good understanding of content presented and points were elaborated with details; information is relevant supported by appropriate references; Some original thought presented | 24 – 27 Demonstrated understanding of all content with all points elaboratedwith illustrative examples and effective links to cited references with original ideas & thoughts presented | 28 – 30 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 (20%) | 0 - 9 Major difficulties, inappropriate paraphrasing and referencing | 10 - 12 Someerrors with writing and referencing – focus of attention is required to improve academic writing and referencing style | 13 - 15 Good writing and referencing style – some minor errors (more careful editing is required) | 16 - 17 Good academic writing and referencing style, (minor,insignificant errors) | 18 - 20 Well written paper following all academic writing and referencing conventions – fully correct, no errors |
Comments |
- 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.