Overview
This unit will provide you with specialist knowledge of child safety and risk in domestic and family violence practice. Critical use is made of evidence-based research, and practice and policy documents addressing issues related to children in a domestic and violence context. You will be encouraged to critically appraise the practical and theoretical considerations inherent in working with statutory and community responses to the needs of children in the context of family violence. You will explore the issues of ethnicity, class, and gender in the analysis of care and protection of children in domestic and family violence contexts. Legal and safety considerations that arise from working with this client group will be addressed and you will consider ethical, professional and self-management implications for practice.
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 Formal student feedback
Assessment due dates should fall within standard working periods
In this term assessment dates coincided with primary/secondary school holiday periods - this created challenges for students with school-aged children. In future offerings, efforts should be made to avoid overlap with school holidays and restrict due dates to standard working periods.
Feedback from Self-reflection and formal/informal student freedback
Pre-recorded lectures should be uploaded at the beginning of the term, with separate recordings for each week of content and the three key assessment items
Pre-recorded lectures for each week's content and each assessment item will be uploaded to the Moodle site at the beginning of term - this will enable students to engage with learning materials at times/places/rates that suit their individual needs.
- Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families
- Examine the relationship between policy, legislation and practice responses in the domestic and family violence field
- Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain
- Apply ethical values to domestic and family violence practice
- Formulate a safety plan for vulnerable families 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)
- Access to webcam or other recording device for presentation (assessment piece)
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.
e.hurrenpaterson@cqu.edu.au
Module/Topic
Introduction to child safety and domestic and family violence
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Reforms in child safety and domestic and family violence
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
The role of children’s voices
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Prioritising children and their safety in different service responses
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Impact of domestic and family violence on children
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The overlap of domestic and family violence exposure and child abuse/neglect
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Domestic homicide involving children
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
The intersection of domestic and family violence and child safety in practice: Working with affected families
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
The intersection of domestic and family violence and child safety in practice: Risk assessment and safety planning
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
The intersection of domestic and family violence and child safety in practice: Recent shifts and practice models
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Culturally specific considerations at the intersection of domestic and family violence and child safety
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Summary and future directions
Chapter
All readings are provided in the Unit eReading list
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
- The intersection of child maltreatment and DFV
- Child safety and DFV intersections: Complex cases
- Challenges for service providers
- Reflection for your own practice
This portfolio will require you to gather and draw upon a range of research evidence (journal articles and grey literature including government reports/data).
- explain the intersections/overlaps of child maltreatment and domestic violence
- discuss prevalence rates of child maltreatment and domestic violence among Australian children (you can choose to focus on your own State/Territory)
- note differences across race/ethnicity (particularly compare Aboriginal and Torres Strait Islander families and non-Indigenous Australian families)
- comment on challenges/limitations associated with data on child maltreatment, DFV and their overlaps.
- Analyse the complexities/challenges for service providers in ensuring Mason’s safety
- Discuss one issue that arises when children are the primary client (e.g. child protection, child mental health services)Discuss one issue that arises when children are the primary client (e.g. child protection, child mental health services)
- Discuss one issue that arises when children are the secondary client (e.g. services where the mother/father is the primary client)
For example, you could consider concepts like child protection and DFV legislation, mandatory reporting, information sharing, or confidentiality, and reflect on the challenge of balancing these requirements with the rights and needs of children and parents.
- Use headings to identify the different sections of the portfolio
- Write in paragraph format (avoid bulletpoints/dotpoints)
- Include in-text referencing and a reference list for your portfolio including a minimum of six high quality academic references.
- Use American Psychological Association (APA 7th) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide
- Include a cover page (template provided on Unit Moodle site).
- Use size 12 Times New Roman font with double-line spacing and 2.54cm page margins.
- The word count (1,500 words +/- 10%) excludes the cover page and reference list
- You can use unit provided materials and other credible sources to reference your argument. The quality and credibility of your sources are important.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- 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.
- You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report before making a final submission.
- Knowledge: Acquire and apply a body of knowledge and appropriate professional judgment relevant to a discipline.
- Communication: Communicate and interact with others and in culturally diverse contexts.
- Cognitive, technical and creative skills: Investigate, analyse and synthesise complex information, problems and concepts.
- Research: Critically appraise outcomes and products of research for translation into the discipline.
- Self-management: Reflect on and critically evaluate one’s performance.
- Ethical and professional responsibility: Demonstrate ethical, legal, social and civic responsibility.
Week 6 Friday (28 Aug 2020) 5:00 pm AEST
Week 8 Friday (11 Sept 2020)
| DFVP20004 – Assessment 1 Portfolio | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| Intersections of child maltreatment and DFV (20%) | Effective and insightful overview of intersections, prevalence rates, race/ethnicity, data challenges/limitations, using excellent examples/ evidence; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (20.0% – 16.9%) | Provides an effective overview of intersections, prevalence rates, race/ethnicity, data challenges/limitations, well supported by appropriate examples/ evidence; most key points are supported with relevant academic literature demonstrating critical thinking (16.8% - 14.9%) | Provides a clear overview of intersections, prevalence rates, race/ethnicity, data challenges/limitations, with some relevant examples/evidence; relevant supporting academic literature provided demonstrating developing critical thinking (14.8% - 12.9%) | Provides an overview of definitions, intersections, prevalence rates, race/ethnicity, data challenges/limitations, with some errors/ contradictions, some examples/evidence provided but needed to be more relevant; some supporting academic literature provided (12.8% - 9.9%) | Lacks an overview of overview of intersections, prevalence rates, race/ethnicity, data challenges/limitations; absence of supporting academic literature (9.8% - 0.0%) |
| Complex cases: Mason Jet Lee (20%) | Excellent analysis of the complexities/challenges for service providers in ensuring Mason’s safety, all key points supported with examples/evidence, demonstrating outstanding critical thinking. (20.0% – 16.9%) | Very good analysis of the complexities/challenges for service providers in ensuring Mason’s safety, well supported with examples/evidence, demonstrating critical thinking. (16.8% - 14.9%) | Good analysis of the complexities/challenges for service providers in ensuring Mason’s safety, some key points supported with examples/evidence, demonstrating developing critical thinking. (14.8% - 12.9%) | General outline of the complexities/challenges for service providers in ensuring Mason’s safety, general points with few or no examples/evidence provided. (12.8% - 9.9%) | Unable to demonstrate an understanding of the complexities/challenges for service providers in ensuring Mason’s safety, few general points made with no examples/evidence provided. (9.8% - 0.0%) |
| Challenges for service providers (30%) | Demonstrated well developed understanding of practice challenges when children are primary and secondary clients, with consideration of key concepts; 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 practice challenges when children are primary and secondary clients, with consideration of key concepts; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (25.2% - 22.35%) | Demonstrated understanding of practice challenges when children are primary and secondary clients, with consideration of key concepts 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 practice challenges when children are primary and secondary clients, with consideration of key concepts (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 practice challenges when children are primary and secondary clients, with consideration of key concepts, few general points made with no specific details provided, and/or factual errors presented; lack of research to support conclusions (14.7% - 0.0%) |
| Reflection for practice (20%) | Provided an excellent outline of 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 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 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 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 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% | |||||
- Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families
- Examine the relationship between policy, legislation and practice responses in the domestic and family violence field
- Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
- Risk indicators at the intersection of child safety and DFV
- Legislation, policy and practice challenges: Mandatory reporting
- Reflection for your own practice
This portfolio will require you to gather and draw upon a range of research evidence (journal articles and grey literature including government reports/data).
- What are the vulnerabilities of children in the context of DFV?
- What process should practitioners follow when assessing risk in DFV cases involving children?
- For example, discuss the multiple factors and parties that should be considered when assessing risk, and processes that should be followed such as use of actuarial tools and practitioner judgement
- Use headings to identify the different sections of the portfolio
- Write in paragraph format (avoid bulletpoints/dotpoints)
- Include in-text referencing and a reference list for your portfolio including at least six high-quality academic references.
- Use American Psychological Association (APA 7th) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
- Include a cover page (template provided on Unit Moodle site).
- Use size 12 Times New Roman font with double-line spacing and 2.54cm page margins.
- The word count (1,500 words +/- 10%) excludes the cover page and reference list.
- You can use unit provided materials and other credible sources to reference your argument. The quality and credibility of your sources are important.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- 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.
- You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report before making a final submission.
- Knowledge: Acquire and apply a body of knowledge and appropriate professional judgment relevant to a discipline.
- Communication: Communicate and interact with others and in culturally diverse contexts.
- Cognitive, technical and creative skills: Investigate, analyse and synthesise complex information, problems and concepts.
- Research: Critically appraise outcomes and products of research for translation into the discipline.
- Self-management: Reflect on and critically evaluate one’s performance.
- Ethical and professional responsibility: Demonstrate ethical, legal, social and civic responsibility.
Week 9 Friday (18 Sept 2020) 5:00 pm AEST
Week 11 Friday (2 Oct 2020)
| DFVP20004 – Assessment 2 Portfolio | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| Risk indicators at the intersection of child safety and DFV (35%) | Demonstrated well developed understanding of the complexities of risk assessment at the intersection of child safety and DFV and relevant processes; 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 the complexities of risk assessment at the intersection of child safety and DFV and relevant processes; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (29.4% - 26.08%) | Demonstrated understanding of the complexities of risk assessment at the intersection of child safety and DFV and relevant processes 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 the complexities of risk assessment at the intersection of child safety and DFV and relevant processes, 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 the complexities of risk assessment at the intersection of child safety and DFV and relevant processes, few general points made, with no specific details provided and/or factual errors presented; lack of research to support conclusions (17.15% - 0.0%) |
| Legislation, policy, and practice challenges: Mandatory reporting (35%) | Effective and insightful overview of the practice challenges associated with mandatory reporting legislation and policy; 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 the practice challenges associated with mandatory reporting legislation and policy; 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 the practice challenges associated with mandatory reporting legislation and policy; some relevant examples/evidence; relevant supporting academic literature provided demonstrating developing critical thinking (25.9% - 22.58%) | Provides an overview of the practice challenges associated with mandatory reporting legislation and policy; 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 the practice challenges associated with mandatory reporting legislation and policy; absence of supporting academic literature (17.15% - 0.0%) |
| Reflection for practice (20%) | Provided an excellent outline of 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 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 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 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 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% | |||||
- Examine the relationship between policy, legislation and practice responses in the domestic and family violence field
- Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain
- Apply ethical values to domestic and family violence practice
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
Objectives and Outcomes
The objective of this assessment item is to develop and assess your capacity to determine evidence-based practice and apply ethical values to formulate a safety plan for vulnerable families in DFV contexts.
The Task
For this assessment item, you are required to write an essay on safety planning at the intersection of child safety and 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.
- an explanation of the purpose and value of a safety plan for DFV victim/survivors (adults and children)
- a discussion of key ethical challenges/controversies associated with safety planning
- a discussion of culturally appropriate practice in relation to safety planning with Aboriginal and Torres Strait Islander families
- a clear explanation of the process of developing a safety plan (e.g. Who should be involved? What are the key concepts to consider? What are the processes that should be followed?)
- a description of at least three (3) safety measures that may be included in a safety plan for victims who have a child/children (note factors that should be considered in relation to these safety measures, such as the contexts in which they are appropriate and the information that is appropriate to communicate to the child/ren)
- a clear conclusion that summarises your key points (do not introduce new information in your conclusion).
Requirements
- You must use formal academic writing style with paragraph format and in-text referencing.
- You must reference at least 10 empirical, peer-reviewed journal articles
- You must use APA 7th referencing style
- Academic Learning Centre has an online APA Referencing Style Guide
- Include a cover page (template provided on Unit Moodle site).
- Use size 12 Times New Roman font with double-line spacing and 2.54cm page margins.
- The word count excludes the cover page and reference list. It includes in-text references and direct quotations.
Resources
- You can use unit provided materials and other credible sources to reference your argument. The quality and credibility of your sources are important.
- We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
- 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.
- You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report before making a final submission.
Submission
Please submit your assessment via Moodle in Microsoft Word format only. Do not submit in PDF or any other format.
Learning Outcomes Assessed
1. Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families
4. Apply ethical values to domestic and family violence practice
5. Formulate a safety plan for vulnerable families in domestic and family violence contexts.
Graduate Attributes Assessed
- Knowledge: Acquire and apply a body of knowledge and appropriate professional judgment relevant to a discipline.
- Communication: Communicate and interact with others and in culturally diverse contexts.
- Cognitive, technical and creative skills: Investigate, analyse and synthesise complex information, problems and concepts.
- Research: Critically appraise outcomes and products of research for translation into the discipline.
- Self-management: Reflect on and critically evaluate one’s performance.
- Ethical and professional responsibility: Demonstrate ethical, legal, social and civic responsibility.
- Leadership: Exercise initiative and responsibility, taking action and engaging others to make a positive difference as a global citizen
Week 12 Friday (9 Oct 2020) 5:00 pm AEST
Review/Exam Week Friday (16 Oct 2020)
| DFVP20004 – Assessment 3 Written Assessment | |||||
| High Distinction 100-85% | Distinction 84-75% | Credit 74-65% | Pass 64-50% | Fail 49-0% | |
| Purpose, value and ethical challenges of safety planning (30%) | Effective and insightful overview of the purpose, value, and ethical challenges of safety planning; all key points are supported with relevant academic literature demonstrating outstanding critical thinking (30.0% - 25.35%) | Provides an effective overview of the purpose, value, and ethical challenges of safety planning, 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 purpose, value, and ethical challenges of safety planning, with some relevant examples/evidence; relevant supporting academic literature provided (22.2% - 19.35%) | Provides an overview of the purpose, value, and ethical challenges of safety planning 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 the purpose, value, and ethical challenges of safety planning; absence of supporting academic literature (14.7% - 0.0%) |
| Culturally appropriate practice (20%) | Demonstrated well developed understanding of culturally appropriate practice in safety planning; insightful discussion of fully elaborated points with effective illustrative examples; clear & detailed information, many original thoughts & ideas, and effective links to cited references (20.0% – 16.9%) | Demonstrated understanding of culturally appropriate in safety planning; all points elaborated with illustrative examples and effective links to cited references; original ideas and thoughts presented (16.8% - 14.9%) | Demonstrated understanding of culturally appropriate in safety planning; most points were elaborated with details; information is relevant and supported by appropriate references; original thought presented (14.8% - 12.9%) | Demonstrated understanding of culturally appropriate in safety planning (general points with little or no specific details given) and/or irrelevant information provided and/or few references used (12.8% - 9.9%) | Unable to demonstrate understanding of culturally appropriate in safety planning, or only a few general points made, and/or factual errors presented; lack of research to support conclusions (9.8% - 0.0%) |
| Developing a safety plan and key safety measures (40%) | Provided an excellent outline of the process of developing a safety plan and key safety measures, 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 (40.0% - 33.8%) | Provided a very good outline of the process of developing a safety plan and key safety measures; 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 (33.6% - 29.8%) | Provided a good outline of the process of developing a safety plan and key safety measures; most points were elaborated with details; information is relevant; original thought presented; relevant supporting academic literature provided (29.6% - 25.8%) | Provided an outline of the process of developing a safety plan and key safety measures (general points with little or no specific details given) and/or irrelevant information provided; some supporting academic literature provided (25.6% - 19.8%) | Unable to effectively outline the process of developing a safety plan and key safety measures, or only a few general points made; absence of supporting academic literature (19.6% - 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 child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families
- Apply ethical values to domestic and family violence practice
- Formulate a safety plan for vulnerable families 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?
