Overview
This unit will provide you with opportunities to develop specialist knowledge of men’s behaviour change interventions and practice with a specific focus on working with voluntary and involuntary clients in domestic and family violence work. Critical use is made of evidence-based research, and practice and policy documents addressing issues related to working with users of violence. Research and writing on a selection of group work modalities and applied group work skills will be taught in this unit. You will explore legal and safety considerations that arise from working with this client group and consider ethical, professional and self-management implications for practice. You will learn more about domestic and family violence perpetration as it affects people from vulnerable populations, such as Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander communities.
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 1 - 2021
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 evaluation
Ensure feedback on assignments is returned to students within the 2 weeks after submission.
Unit coordinator to ensure marking and return of assignments is done within 10 working days as a priority.
Feedback from Student feedback
Increase flexibility for students in accessing zoom sessions
Record and download mini-lectures more frequently as students requested flexibility in accessing the zoom recordings rather than live sessions.
- Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity and culture
- Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts
- Formulate strategies to address the safety issues for the family members of users of violence
- Analyse critically prevailing evaluation research on individual and group work modalities for working with users of violence
- Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Portfolio - 30% | |||||
| 3 - Portfolio - 30% | |||||
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 - Written Assessment - 40% | ||||||||
| 2 - Portfolio - 30% | ||||||||
| 3 - Portfolio - 30% | ||||||||
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.
b.sullivan@cqu.edu.au
Module/Topic
What is the DFV state of the nation? What does the data tell us?
Chapter
World Health Organization:
https://www.who.int/news-room/fact-sheets/detail/violence-against-women
ANROWS: Violence Against Women; Accurate use of key statistics
https://www.anrows.org.au/publication/violence-against-women-accurate-use-of-key-statistics
Fact check Q&A: Are Indigenous women 34-80 times more likely than average to experience violence?
https://theconversation.com/factcheck-qanda-are-indigenous-women-34-80-times-more-likely-than-average-to-experience-violence-61809
Creative Spirits - Domestic and Family Violence:
https://www.creativespirits.info/aboriginalculture/people/domestic-and-family-violence
Events and Submissions/Topic
Module/Topic
Aren't women violent too? What are the statistics?
Chapter
Pence, E. and Dasgupta, S. D. (2006). Re-examining 'battering': Are all acts of violence against intimate partners the same? Praxis International - praxisinternational.org
Events and Submissions/Topic
Module/Topic
Characteristics and profiles of men who are identified as DFV offenders.
Chapter
Stark, E. (2006). Commentary on Johnson's "Conflict and control: Gender symmetry and asymmetry in domestic violence." Violence Against Women, 12(11), 1019-1025
Events and Submissions/Topic
Module/Topic
How do men change from abusive to respectful?
Chapter
Buchbinder, E. L. and Ming, W. (2018). Metaphors of transformation: Change in male batterers. Psychology of Men and Masculinity, 19(3), 352-361
Vlais, R. (2014). Domestic violence perpetrator programs: Education, therapy, support, accountability 'or' struggle? Melbourne, VIC: No To Violence. Male Family Violence Prevention Association. Retrieved from http://www.ntv.org.au/wp-content/uploads/2016/12/Elements-of-DV-perpetrator-program-work.pdf
Events and Submissions/Topic
Module/Topic
The history and evolution of men's DFV intervention programs.
Chapter
Barney, J.R. and Carney, M.M. (2011). Interventions for intimate partner violence: A historical review. Journal of Family Violence, 26(3), 235-244.
Brown, J. and James, K. (2014). Therapeutic Responses to Domestic Violence in Australia: A History of Controversies. Australian and New Zealand Journal of Family Therapy 2014, 35, 169–184
Events and Submissions/Topic
Assessment 1: Report due Monday 5.00pm 05/04/21
Essay (2000 words) Due: Week 5 Monday (5 Apr 2021) 5:00 pm AEST
Module/Topic
VACATION WEEK
Chapter
Events and Submissions/Topic
Module/Topic
Different models and approaches to men's behaviour change.
Chapter
ANROWS (2015). Perpetrator interventions in Australia: Key findings and future directions. Compass research to policy and practice (issue PP01). Retrieved from https://anrows.org.au/publications/compass-0/perpetrator-interventions-in-australia-key-findings-and-future-directions
Events and Submissions/Topic
Module/Topic
What does the research tell us about the effectiveness of these programs?
Chapter
Gondolf, E. (2012). The debate about program effectiveness, pp 46-81. In The Future of Batterer Programs. Northeastern University Press.
Events and Submissions/Topic
Module/Topic
Program content and curriculum.
Chapter
Henning, K and Holdford, R. (2006). Minimization, denial and victim-blaming by batterers: How much does the truth matter? Criminal Justice and Behavior, (33)1, 110-130
Events and Submissions/Topic
Module/Topic
Coordinated community responses with a focus on safety and accountability.
Chapter
Clarke, M. Martinez Lotz, L. and Alzuru, C. (2014). Enhancing Local Collaboration in the Criminal Justice Response to Domestic Violence and Sexual Assault: A CCR/SART Development Toolkit
https://nccadv.org/images/pdfs/2020/CCR-SART_Toolkit.pdf
Events and Submissions/Topic
Assessment 2: Portfolio Activity 1 due Monday 5.00pm 10/05/21
REPORT (1500 words - 30%) Due: Week 9 Monday (10 May 2021) 5:00 pm AEST
Module/Topic
What are the critical elements for safe program?
Chapter
Babcock, J., et al. (2016). Domestic violence perpetrator programs: A proposal for evidence-based standards in the United States. Partner Abuse, (7)4, 355-468.
Events and Submissions/Topic
Module/Topic
Striving for safety and accountability in all programs.
Chapter
Centre for Innovative Justice RMIT University (2016). Pathways towards accountability: mapping the journey of perpetrators of family violence– Phase 1. Report to Department of Premier and Cabinet Centre for Innovative Justice. https://ntv.org.au/wp-content/uploads/2020/06/Pathways-towards-accountability_CIJ.pdf
Find your state's DFV Practice Standards
Events and Submissions/Topic
Module/Topic
What you need to do this work?
Chapter
Stover, C. S., & Lent, K. (2014). Training and certification for domestic violence service providers: The need for a national standard curriculum and training approach. Psychology of Violence, 4(2), 117–127
Events and Submissions/Topic
Assessment 3: Portfolio Activity 2 due Monday 5.00pm 31/05/21
Critical Reflective Journal - (8 entries x 200 words per entry = 1600 words) Due: Week 12 Monday (31 May 2021) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
UNIT CODE - DFVP20005
UNIT TITLE – Men’s Behaviour Change: Interventions and Practice
Assessment 1 – Why the focus on men?
Type: Written assessment
Due date: 5.00pm (AEST) Monday 05/04/2021(Week 5) Weighting: 40%
Length: 2000 words
Unit Coordinator: Dr. Brian Sullivan
Learning Outcomes Assessed
· 4. Analyse critically prevailing evaluation research on individual and group work modalities for working with users of violence.
· 5. Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.
Aim
The aim of this assessment is to have you prepared to manage misunderstandings, misconceptions, and mistaken beliefs around the topic of men’s use of violence against intimate partners and in their families. This assessment will have you read, critique, and weigh research evidence and respond in a balanced and reflective way.
Instructions
You are writing an analytic response to the charge that domestic and family violence is not a gendered issue, that men and women are equally as violent as each other.
Please follow the steps below to complete your assessment task:
1. Read and critique the literature about men’s and women’s use of domestic and family violence.
2. Identify the opposing sides of the argument and what their cases are.
3. Weigh the evidence for whether this is a gendered issue or not.
4. Outline the major points for whether DFV is a gendered issue or not.
5. Summarise your argument in your conclusion.
Literature and references
In this assessment use at least 10 contemporary references (<10 years) to support your discussion. You may also use seminal scholarly literature where
relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider
the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites
such as from government, university, or peak national bodies: for example, ANROWS, NTV, .
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a header.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources
(e.g. journal articles, books, grey literature ) 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.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be allocated.
Some suggested references (this is only a start - please undertake your own search)
Dobash, R.P. and Dobash, R.E. (2004) ‘Women’s violence to men in intimate relationships. Working on a Puzzle’, British Journal of Criminology, 44(3), pp. 324–349
Hester, M. (2013) ‘Who Does What to Whom? Gender and Domestic Violence Perpetrators in English Police Records’, European Journal of Criminology, 10: 623- 637
Myhill, A. (2015) ‘Measuring coercive control: what can we learn from national population surveys?’ Violence Against Women. 21(3), pp. 355-375
Myhill, A. (2017) ‘Measuring domestic violence: context is everything.’ Journal of Gender-Based Violence, vol 1, no 1, 33–44
Walby, S. and Allen, J. (2004) Domestic Violence, Sexual Assault and Stalking: Findings from the British Crime Survey. Home Office Research Study 276. London: Home Office
Walby, S. and Towers, J. (May 2017) ‘Measuring violence to end violence: mainstreaming gender’, Journal of Gender-Based Violence, vol. 1, no.
Walby, S. and Towers, J. (2018) ‘Untangling the concept of coercive control: Theorizing domestic violent crime’, Criminology & Criminal Justice, Vol 18, Issue 1, pp 7-28
Week 5 Monday (5 Apr 2021) 5:00 pm AEST
Assessment will be returned 10 working days after submission.
UNIT CODE - DFVP20005
UNIT TITLE - Men’s Behaviour Change: Intervention and Practice
ASSESSMENT 1: Essay – Why Focus on the Men? – 2000 words - 40% of Final Grade
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% |
| Completion of required task, appropriately structured. (10%) | Exemplary effort and structure in your work. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.45-10) | Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.45-8.44) | Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.45-7.44) | Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (4.95-6.44) | Submission is missing aspects of task or task requirements have been misunderstood, or structure is not evident. (<4.95) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Coverage and critique of the literature, identifying the various sides to argument. (40%) | Comprehensive coverage of the literature, with astute critique, show very clearly the opposing points of view. (33.80-40) | Strong coverage of the literature, with strong critique, showing clearly the opposing points of view (29.8-33.7) | Good coverage of the literature, with good critique, showing quite well the opposing points of view. (25.8-29.7) | Adequate coverage of the literature, with sufficient critique, showing the basic opposing points of view (19.8-25.7) | Inadequate coverage of the literature, with insufficient critique, and not understanding the opposing points of view (<19.8) | No coverage or critique of the literature, and no identification of the opposing points of view. (0) |
| Outlining major points of arguments, weighing the evidence, and making your case for whether DFV is a gendered issue or not, with a strong summary. (40%) | The evidence for whether DFV is a gendered issue has been anaylsed comprehensively and summarised articulately. (33.8-40) | The evidence for whether DFV is a gendered issue has been analysed strongly and summarised clearly, with only minor missing information. (29.8-33.7) | The evidence for whether DFV is a gendered issue has been analysed well and summarised quite clearly, with some missing information. (25.8-29.7) | The evidence for whether DFV is a gendered issue has been analysed sufficiently and summarised adequately, although with missing information. (19.8-25.7) | The evidence for whether DFV is a gendered issue has been analysed insufficiently and summarised inadequately. Important information is missing. (<19.8) | There is no evidence for whether DFV is a gendered issue. There is no analysis or summary of the available information. (0) |
| Ability to write, reference, and present effectively, using APA 7 Style. (10%) | Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No or very minor mistakes evident. (8.45-10) | Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.45-8.44) | Quality of writing is of a good standard with a few grammar, spelling punctuation and referencing mistakes evident. (6.45-7.44) | Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (4.95-6.44) | Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<4.95) | Little to no meaningful writing. (0) |
- Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity and culture
- Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts
- Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Portfolio
UNIT CODE - DFVP20005
UNIT TITLE – Men’s Behaviour Change: Interventions and Practice
Assessment 2 – Group work with male DFV offenders.
Type: Report
Due date: 5.00pm Monday (AEST) 10/05/21 (Week 9).
Weighting: 30%
Length: 1500 words
Unit Coordinator: Dr. Brian Sullivan
Learning Outcomes Assessed
· 1. Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity and culture.
· 2. Identify defusing strategies for users of violence and reflect on the applicability of these approaches across a range of contexts.
Aim
The aim of this assessment is to report on the evidence-based research for men’s domestic violence behaviour change programs so as to advise your organisation of the likelihood of implementing program in your community.
Instructions
You have been asked by your organisation to write a report on the effectiveness of men’s domestic and family violence behaviour change programs.
Please follow the steps below to complete your assessment task:
1. Search for a literature base that assesses the complexities of determining the effectiveness of men’s programs and read it critically.
2. Identify the various sides of the argument and explain what their cases are.
3. List the benefits and the potential problems of men’s programs.
4. Argue the case ‘for’, based on the research, while showing an awareness of the challenges of these programs.
Literature and references
In this assessment use at least 10 contemporary references (<10 years) to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, ANROWS, NTV, and other valid organisations.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a header.
· Write in the third-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g., journal articles, books, grey literature) 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.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be allocated.
References (these are a start only – you will need to extend your search for this assignment)
Australia’s National Research Organisation for Women’s Safety. (2019). Men’s behaviour change programs: Measuring outcomes and improving program quality: Key findings and future directions (Research to policy and practice, 01/2019). Sydney, NSW: ANROWS
Day, A., Vlais, R., Chung, D., & Green, D. J. (2019). Evaluation readiness, program quality and outcomes in men’s behaviour change programs (Research report, 01/2019). Sydney, NSW: ANROWS.
Katharine Herman , Robert Rotunda , Gail Williamson & Stephen Vodanovich (2014) Outcomes From a Duluth Model Batterer Intervention Program at Completion and Long Term Follow-Up, Journal of Offender Rehabilitation, 53:1, 1-18
Gondolf, E. (1999). A comparison of four batterer intervention systems: Do court referral, program length, and services matter. Journal of Interpersonal Violence, 14(1), 41-61
Gondolf, E. (1997). Batterer programs: What we know and need to know. Journal of Interpersonal Violence, 12(1), 83-98
Gondolf, E. (2012) The future of batterer intervention systems. Chapter 2 The debate about program effectiveness pp.. 46-83. Northeastern University Press.
O’Connor, A., Morris, H., Panayiotidis, A., Cooke, V., and Skouteris, H. (2020). Rapid review of men’s behaviour change programs. Violence and Abuse, 1-18
Westmarland, N. and Kelly, L. (2013). Why extending measurements of ‘success’ in domestic violence perpetrator programmes matters for social work. The British Journal of Social Work, 43960, 1092-1111
Week 9 Monday (10 May 2021) 5:00 pm AEST
Within 10 working days of submission
- Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts
- Formulate strategies to address the safety issues for the family members of users of violence
- Analyse critically prevailing evaluation research on individual and group work modalities for working with users of violence
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Portfolio
UNIT CODE - DFVP20005
UNIT TITLE – Men’s Behaviour Change: Interventions and Practice
Assignment 3 - CRITICAL REFLECTIVE JOURNAL
Due date: 5.00pm Monday (AEST) 31/05/21 (week 12)
Weighting: 30%
Length: 1600 words (+/- 10%).
___________________________________________________________________________
Unit Learning Outcomes
This assessment item relates to unit learning outcomes 1, 3, & 5
· 1. Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity, and culture.
· 3. Formulate strategies to address the safety issues for the family members of users of violence.
· 5. Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.
Assessment 3: Portfolio (Critical Reflective Journal)
Aim
The aim of this assessment is for students to critically reflect upon the readings, concepts, and issues that arise in this unit that are relevant for interventions and professional practice with male offenders of domestic and family violence.
Instructions
1. Compile a critical reflective journal of 8 entries (300 words each).
2. In your Introduction, please explain your understanding of critical reflective practice and why it is such a significant skill for domestic violence intervention workers, especially for facilitators of men’s behaviour change groups.
3. Consider and critical reflect on your experience of reading, engaging with, and responding to the literature in this unit from a personal and professional point of view. How has this confirmed and/or challenged your understanding of professional practice. Some of the topics to consider will be:
a. Government legislation, policies, and standards
b. Men’s violence compared to women’s violence.
c. The change processes.
d. Evidence for the effectiveness of group work
e. Facilitators and selfcare.
f. The context of this work.
g. Self-care.
h. Beliefs, assumptions, and behaviour (yours and the men’s).
i. Content and curriculum.
4. Your critical reflection journal may incorporate some of the following ideas, as you reflect on interventions and practice and the place of the men’s behaviour change programs:
· Consider and critically reflect on your experience of or perceptions of how men’s behaviour change programs function, and the evidence for the effectiveness of these programs.
· Consider and critically reflect on your experiences of or perceptions of the principles of safety and accountability for men’s programs.
· Critically reflect on some of the controversies and challenges associated with men’s programs.
· Your critical reflection journal shows evidence of an engagement with peer reviewed and grey literature (no less than 5 peer reviewed articles and 3 entries of grey literature)
5. Reference list (not included in word count)
Please refer to the Introduction to Critical Reflective Practice in the Domestic and Family Violence Practice Program at the beginning of this unit (in Moodle). This assessment requires you to begin your journal entries very early in the term (Week 2 at the latest) and regularly add entries.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 1.5 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on each page in a header.
· Write in the first-person perspective.
· Because this is a journal, there is less need to use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g., journal articles, books, grey literature) 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.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Marking Criteria
Refer to the marking rubric on the Moodle site for more detail on how marks will be allocated.
Week 12 Monday (31 May 2021) 5:00 pm AEST
Within 10 working days of submission
UNIT CODE - DFVP20005
UNIT TITLE - Men’s Behaviour Change: Intervention and Practice
ASSESSMENT 3: – Critical Reflection Journal - 30% of Final Grade – 8 entries of 200 words = 1600 words
| Key Criteria | High Distinction 84.5 – 100% | Distinction 74.50 – 84.49% | Credit 64.50 – 74.49% | Pass 49.50 – 64.49% | Fail <49.5% | Fail (content absent) 0% |
| Completion of required task, appropriately structured. (10%) | Exemplary effort and structure in your work. Professional approach with no or very minor gaps. Attention to detail is without fault and all requirements of task have been met. (8.45-10) | Excellent effort attending to requirements of the tasks. All items demonstrate due attention to detail with some minor gaps. (7.45-8.44) | Good effort attending to requirements of the task. All items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (6.45-7.44) | Satisfactory effort attending to requirements of the task. Most items demonstrate due attention to detail with some gaps that impact on presentation and understanding by the reader and/or audience. (4.95-6.44) | Submission is missing aspects of task or task requirements have been misunderstood, or structure is not evident. (<4.95) | Submission is missing most aspects of task. Little evidence of task requirements. (0) |
| Relevance and depth of critical reflection and response, focused on the course content and reading material. (40%) | Shows comprehensive engagement with course content and reading material, responding with excellent relevance and depth in your critical reflection (33.80-40) | Shows excellent engagement with course content and reading material, responding with strong relevance and depth in your critical reflection (29.8-33.7) | Shows strong engagement with course content and reading material, responding with appropriate relevance and depth in your critical reflection (25.8-29.7) | Shows good engagement with course content and reading material, responding with sufficient relevance and depth in your critical reflection (19.8-25.7) | Shows limited engagement with course content and reading material, responding with inadequate relevance and depth in your critical reflection (<19.8) | No focus on course content or reading material, with no relevance or depth of critical reflection and response (0) |
| Understanding one’s assumptions, prejudices, beliefs, practice bases, and areas for growth (40%) | Comprehensive evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with an excellent understanding of one’s areas of growth (33.8-40) | Strong evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with a strong understanding of one’s areas of growth (29.8-33.7) | Good evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with good understanding of one’s areas of growth . (25.8-29.7) | Sufficient evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with adequate understanding of one areas of growth (19.8-25.7) | Little evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with little or no understanding on one’s areas of growth. (<19.8) | No evidence of awareness of one’s assumptions, prejudices, beliefs, and practice base, with no understanding of one’s areas of growth (0) |
| Ability to write, reference, and present effectively, using APA 7 Style. (10%) | Exemplary writing standard. Correct grammar, spelling and punctuation. Uses appropriate writing and referencing styles. No or very minor mistakes evident. (8.45-10) | Quality of writing is of a high standard with only minor grammar, spelling, punctuation and referencing mistakes evident. (7.45-8.44) | Quality of writing is of a good standard with few grammar, spelling punctuation and referencing mistakes evident. (6.45-7.44) | Quality of writing and presentation is of a satisfactory standard with quite a few grammar, punctuation, spelling and referencing mistakes evident. (4.95-6.44) | Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident. (<4.95) | Little to no meaningful writing. (0) |
- Formulate strategies to address the safety issues for the family members of users of violence
- Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
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?
