CQUniversity Unit Profile
DFVP20006 Working with Victims/Survivors of Domestic and Family Violence
Working with Victims/Survivors of Domestic and Family Violence
All details in this unit profile for DFVP20006 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

This unit will provide you with opportunities to develop specialist knowledge of safe and respectful approaches to working with victims/survivors of domestic and family violence. It provides a theoretical framework of trauma as it relates to victims/ survivors of this violence and the effect it has on personal development and relationships. Using a gendered approach, critical use is made of evidence-based research, and practice and policy documents addressing issues related to victims/ survivors of violence. You will explore legal and safety considerations that arise from working with this client group and you will consider ethical, professional and self-management implications for practice. Particular consideration will be given to Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander communities and victims/survivors.

Details

Career Level: Postgraduate
Unit Level: Level 8
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

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 - 2018

Distance

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Portfolio
Weighting: 30%
2. Portfolio
Weighting: 30%
3. Written Assessment
Weighting: 40%

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.

Previous Student Feedback

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 n/a

Feedback

n/a because the single course evaluation results have not been made available

Recommendation

n/a

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Examine safe approaches to working with victims/ survivors of domestic and family violence and ethical and legal implications in practice
  2. Identify issues considered to be precipitants or causal factors in domestic and family violence victimology and how these intersect with gender, culture and ethnicity.
  3. Formulate safety and self-care plans for victim/survivors and those who work with them in domestic and family violence contexts.
  4. Evaluate the diversity of factors that influence program development and policies nationally and internationally in domestic and family violence contexts.
  5. Evaluate specific system and program initiatives related to the provision of social services for victims of domestic and family violence in Queensland and Australia.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Portfolio - 30%
2 - Portfolio - 30%
3 - Written Assessment - 40%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Access to webcam or other recording device for presentation (assessment piece)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Silke Meyer Unit Coordinator
s.meyer@cqu.edu.au
Schedule
Week 1 Begin Date: 05 Mar 2018

Module/Topic

Introduction to working with victims/ survivors of domestic and family violence: legislation & policy

Events and Submissions/Topic

Week 2 Begin Date: 12 Mar 2018

Module/Topic

Introduction to victimology: constructing the victim of crime

Chapter

Strobl, R. (2004). Constructing the Victim: Theoretical Reflections and Empirical Examples. International Review of Victimology, 11: 295-311.

Events and Submissions/Topic

Week 3 Begin Date: 19 Mar 2018

Module/Topic

Professional practice: ethical considerations, safety implications and self care

Chapter

Seeley, J. and Plunkett, C. (2002). Women and domestic violence: standards for counselling practice. The Salvation Army Crisis Service. Retrieved from: http://wesnet.org.au/wp-content/uploads/2011/11/womendomestic_violence_counselling_standards.pdf

Events and Submissions/Topic

Week 4 Begin Date: 26 Mar 2018

Module/Topic

Domestic homicide: nature, extent and risk indicators

Chapter

Salari, S., & Sillito, C. L. (2016). Intimate partner homicide–suicide: Perpetrator primary intent across young, middle, and elder adult age categories. Aggression And Violent Behavior, 2626-34.

Events and Submissions/Topic

Week 5 Begin Date: 02 Apr 2018

Module/Topic

Working with victims: the role and nature of different services

Chapter

Arroyo, K., Lundahl, B., Butters, R., Vanderloo, M., & Wood, D. S. (2015). Short-Term Interventions for Survivors of Intimate Partner Violence: A Systematic Review and Meta-Analysis. Trauma, Violence & Abuse, first published on September 2, 2015 doi:10.1177/1524838015602736.

Events and Submissions/Topic


Vacation Week Begin Date: 09 Apr 2018

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 16 Apr 2018

Module/Topic

Working with victims: the role and nature of trauma-informed practice

Chapter

Wilson, J. M., Fauci, J. E., & Goodman, L. A. (2015). Bringing trauma-informed practice to domestic violence programs: A qualitative analysis of current approaches. American Journal Of Orthopsychiatry, 85(6), 586-599.

Events and Submissions/Topic

Video presentation Due: Week 6 Monday (16 Apr 2018) 11:45 pm AEST
Week 7 Begin Date: 23 Apr 2018

Module/Topic

Victims’ help-seeking: nature, extent and predictors

Chapter

Meyer, S. (2010). Responding to intimate partner violence victimisation: effective options for help-seeking, Trends and Issues in Crime and Criminal Justice Series, No. 389. Canberra, Australian Institute of Criminology.

Events and Submissions/Topic

Week 8 Begin Date: 30 Apr 2018

Module/Topic

Culturally specific considerations: working with Indigenous and CALD victims

Chapter

Messing, J. T., Amanor-Boadu, Y., Cavanaugh, C. E., Glass, N. E., & Campbell, J. C. (2013). Culturally Competent Intimate Partner Violence Risk Assessment: Adapting the Danger Assessment for Immigrant Women. Social Work Research, 37(3), 263-275.

Events and Submissions/Topic

Week 9 Begin Date: 07 May 2018

Module/Topic

Working with diverse victim populations: understanding the role of gender, age, sexual orientation and identity

Chapter

Alon, S., & Berg-Warman, A. (2014). Treatment and prevention of elder abuse and neglect: Where knowledge and practice meet—A model for intervention to prevent and treat elder abuse in Israel. Journal Of Elder Abuse & Neglect, 26(2), 150-171.


Peterman, L. M., & Dixon, C. G. (2003). Domestic Violence Between Same-Sex Partners: Implications for Counseling. Journal Of Counseling & Development, 81(1), 40-47.

Events and Submissions/Topic

Safety Plan Due: Week 9 Monday (7 May 2018) 11:45 pm AEST
Week 10 Begin Date: 14 May 2018

Module/Topic

Working with victims who are mothers – considerations at the intersection of domestic and family violence and child safety

Chapter

Humphreys, C., Thiara, R. K., & Skamballis, A. (2011). Readiness to Change: Mother–Child Relationship and Domestic Violence Intervention. British Journal Of Social Work, 41(1), 166-184.

Events and Submissions/Topic

Week 11 Begin Date: 21 May 2018

Module/Topic

Improving practice responses through staff/ sector education and training

Chapter

Feder, G., Davies, R. A., Baird, K., Dunne, D., Eldridge, S., Griffiths, C., & ... Sharp, D. (2011). Identification and Referral to Improve Safety (IRIS) of women experiencing domestic violence with a primary care training and support programme: a cluster randomised controlled trial. The Lancet, 378, 1788-1795.

Events and Submissions/Topic


Week 12 Begin Date: 28 May 2018

Module/Topic

Contemporary national and international approaches to working with victims

Chapter

Coliandris, G., & Rogers, C. (2013). Policing domestic abuse effectively: A blueprint for success?, Australasian Policing, Vol. 5(2), 2-6.

Events and Submissions/Topic

Review/Exam Week Begin Date: 04 Jun 2018

Module/Topic

Chapter

Events and Submissions/Topic

Final Essay Due: Review/Exam Week Monday (4 June 2018) 11:45 pm AEST
Exam Week Begin Date: 11 Jun 2018

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Students need to make an attempt at each individual assessment piece in order to pass this unit. A minimum mark of 50/100 is required as a unit total in order to pass. 

Assessment Tasks

1 Portfolio

Assessment Title
Video presentation

Task Description

Assessment 1 – presentation of overview of the issue from your service perspective

For this assignment you will need to prepare a 10 minute presentation that outlines your service delivery model and identifies the biggest challenges for responding to Aboriginal and Torres Strait Islander women and children in terms of addressing clients’ priority needs in a culturally appropriate way. Your target audience are practitioners from various practice backgrounds including specialist and mainstream service providers.

You will need to address the following questions:

  • How do you incorporate the knowledge base around Indigenous victims’ help-seeking into your service framework (e.g. how do you become more accessible and visible as a service)?
  • How do you develop a whole-of-community approach around working with women and children affected by DFV (e.g. community education, awareness raising activities).
  • How do you overcome limitations in service provision (e.g. address the role of culturally appropriate referral pathways, partnerships, and integration of responses)?

This assignment should be presented in the form of a recorded video presentation. Your slides should offer a guide through your presentation in form of succinct dot points. Avoid lengthy sentences or paragraphs on your slides. Overloading your slides with written information is a poor substitute for your own words. There is no word limit but your presentation should not exceed 10 minutes in length and your slides should not be overloaded with written information. You may wish to use some images to bring your presentation to life. You should draw on the academic and grey literature around the intersection of culture (Indigeneity) and DFV to substantiate any claims you make around the nature and extent of the issue (i.e. DFV and Indigenous victims’ barriers to help-seeking), implications for community-based education and interventions as well as culturally appropriate referral pathways and responses to DFV. A minimum of six references should be incorporated. References may include academic publications, government publications and grey literature. Please ensure your final slide contains a list of references used throughout the presentation.

As part of this assignment you will need to upload your PowerPoint slides along with your video recording. Video recordings will need to be uploaded to YouTube or Cloudstor and a link to the recording will need to be emailed to the course coordinator by the specified due date. Instructions on how to upload videos to YouTube or Cloudstor will be provided via Moodle. For this assignment, you will be marked based content and presentation style reflected in your recording as well as your slides.

Additional notes to students:

For this assignment you will either require a webcam and relevant presentation capturing software or any video recording device if you choose to capture yourself next to a computer with your PowerPoint presentation. I would encourage you to use the webcam and presentation capturing software option as it will help you capture consistent voice, video and slide quality. For this purpose you may wish to use something like Screencast-O-Matic (which you can access free of charge for presentations of up to 15 minutes here) or Camtasia, which also offers free trial access here. These software tools will allow you to share your screen (i.e. your PowerPoint presentation) while talking to the camera (attached to or integrated into your computer) and record your presentation at the same time (similar to the Echo360 lecture recordings you are used to). However, if you are familiar with another software tool or you wish to record yourself using another recording device (e.g. an iPhone) while delivering your presentation next to a computer screen, that is also acceptable. Your choice of recording or software will not affect your mark as long as both your slides and you as the presenter are captured in the recording and video and voice recording quality is adequate.


Assessment Due Date

Week 6 Monday (16 Apr 2018) 11:45 pm AEST


Return Date to Students

Week 8 Monday (30 Apr 2018)


Weighting
30%

Assessment Criteria

HD D C P F
Structure (15%)
Slides and notes are used very effectively. There is a clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to a logical close. Slides and notes are used effectively. There is a clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to a coherent close. Slides and notes are used very well. There is an appropriate introduction/ conclusion and the direction of the presentation is logical. Slides and notes are clear. The introduction/ direction/ conclusion are mostly apparent. Slides and notes are not clear. There is no recognisable introduction/ and/or direction in the presentation and/ or no clear conclusion.
Excellent presentation of assignment. The presenter demonstrates an expert command of the topic and the presentation is well-paced, confident and compelling. The submitted written material (i.e. presentation slides) is very well- presented and free from errors. A very good presentation. The presenter demonstrates a very sound understanding of the topic and the presentation is delivered confidently. The written material (i.e. presentation slides) has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). A good presentation. The presenter demonstrates a sound understanding of the topic and the presentation is delivered well. The written material (i.e. presentation slides) has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). The presenter demonstrates an understanding of the topic and the presentation conveys this. This assignment could be improved through improved pacing/ other delivery style matters etc. The written material (i.e. presentation slides) has 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). Poorly presented assignment. The presentation style is not engaging/ credible and presenter does not demonstrate a grasp of the content. The written material (i.e. presentation slides) has many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors).

Approach and Argument (70%)
ACTIVITY ONE (Learning Outcomes 2, 4, 5) Articulation of how the knowledge base around Indigenous victims’ help-seeking is incorporated into service framework Identification of how to develop a whole-of-community approach around working with women and children affected by DFV Formulation of how to overcome limitations in service provision Content is entirely relevant to the topic, the approach comprehensively addresses the task and the presentation proceeds logically and is within the set time/ word limit. Content is very relevant to the topic, the approach clearly addresses the task and the presentation proceeds logically and is within the set time/ word limit Content is appropriate to the topic, the approach mostly addresses the task and the presentation for the most part proceeds logically and is within the set time/ word limit Content addresses the topic but the presentation is at times repetitive or lacks cohesion and is within the set time/ word limit with a 10% allowance (under or over the set limit) Content is irrelevant and or does not address the topic and the presentation lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance and/ or time limit has not been observed.

Audience appropriateness Content is entirely relevant for the audience. The presentation fully caters for a practitioner audience with varying levels of understanding of culturally- specific considerations around domestic and family violence. The presentation conveys complex material in a very accessible and respectful manner. Content is very relevant for the audience. The presentation generally caters for a practitioner audience with varying levels of understanding of culturally- specific considerations around domestic and family violence and presents complex material in an accessible manner. Content is relevant for the audience. The presentation partly caters for a practitioner audience with varying levels of understanding of culturally- specific considerations around domestic and family violence and mostly presents complex material in an accessible manner. Content is somewhat relevant for the audience. The presentation barely caters for a practitioner audience with varying levels of understanding of culturally- specific considerations around domestic and family violence and only in parts presents complex material in an accessible manner. Content is not relevant for the audience. It is not respectful of their needs and is either unlikely to be understood or too simplistic for them.
Referencing (15%)
Consistently integrates up-to- date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate up-to- date references to support and reflect ideas, factual information and quotations.
Consistently accurate with referencing. A minimum of 6 references used including journal articles and relevant web-sites. 1 or 2 consistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. 3 or 4 consistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. 3 or 4 inconsistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. Many inaccuracies with referencing (>5). Less than 6 references used. Few or no journal articles sourced. Presentation relies primarily on website information.

Portfolio Activity is worth 30% of the total assessment for this subject. /100


Referencing Style

Submission
Online

Submission Instructions
presentation slides must be uploaded via Moodle; a link to the video recording needs to be emailed to the unit coordinator by the due date

Learning Outcomes Assessed
  • Identify issues considered to be precipitants or causal factors in domestic and family violence victimology and how these intersect with gender, culture and ethnicity.
  • Evaluate the diversity of factors that influence program development and policies nationally and internationally in domestic and family violence contexts.
  • Evaluate specific system and program initiatives related to the provision of social services for victims of domestic and family violence in Queensland and Australia.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility

2 Portfolio

Assessment Title
Safety Plan

Task Description

Assessment 2 – Developing a safety plan (1,000 words, +/-10%)

For this assignment you will need to develop a safety plan for a female, adult client accessing your service. Based on the vignette provided below, you will need to identify the level of risk to the client’s (and her children’s) safety along with resources the client can draw on (e.g. informal, formal and tangible support). You will also need to consider external safety mechanisms that need to be put into place (e.g. involvement of other agencies/service sectors).

This is Marlene’s story. Marlene has left the residence she shares with her abusive partner the day prior to accessing the victim support service where you work as a case worker. She took her 5 year old daughter and her 12 year old son with her and spent the night at her sister’s place. This is no long-term solution because her sister has limited space and Marlene’s partner knows where she lives and has already rang the sister to try and get to Marlene. This is the first time Marlene has actually left the house with her children. She has rung DFV support services in the past for information but had not made the decision to leave previously. Marlene is worried about returning to the family home because the emotional and physical abuse has been escalating in recent weeks but she is also unsure where to find safe and sustainable accommodation. You will need to consider safety measures suitable for someone who has left an abusive partner very recently and has two minor children in her care.

Kieran and I have been together for 14 years. He has always been jealous but didn’t touch me to start with. He starting calling me all sorts of names after our son was born and I became a stay at home mum. He made me feel useless, like I was too stupid to do anything on my own. He always pretends to be the caring nice guy when we’re with other people but as soon as it’s just the two of us it’s like he becomes this other person. Initially he would never call me names or hurt me in front of the children but this has changed. Over the last two years he has often put me down in front of the children and calls me a bad mother.

He always controlled our finances. His money goes into his own bank account and my paycheck goes into our joint account. As soon as my paycheck comes in he clears the account and only gives me some cash to buy the groceries and stuff for the kids schooling. I have thought about leaving him before but he always threatened to hurt the children or get them taken off me by the family court if I left him. He has a lot of money and control and I don’t really have any of that. I don’t even have family to stay with in the long run. Last night he rang my sister. He knew we would be there because I don’t really have anywhere else to go. I lost most of my friends over the years because of Kieran’s behavior.

In 1,000 words, identify the key risk indicators that emerge from this vignette. You will need to draw on the relevant academic literature around risk assessment and safety planning to identify why Marlene and her children are at an increased risk of harm and what mechanisms need to be put in place to maximise their safety. You will need to incorporate what research and practice has to say about crisis responses and protection for mothers with dependent children and some of the challenges that may be associated with this (e.g. access to accommodation; children’s contact with the abusive parent). A minimum of six references should be incorporated. References may include academic publications, government publications, grey literature and relevant practice guidelines.


Assessment Due Date

Week 9 Monday (7 May 2018) 11:45 pm AEST


Return Date to Students

Week 11 Monday (21 May 2018)

Feedback will be provided via Moodle.


Weighting
30%

Assessment Criteria

HD D C P F
Structure (15%)
An excellent identification and presentation of key risk factors and suitable safety measures. The safety plan is logical and free from spelling, grammar and formatting errors. A very good identification and presentation of key risk factors and suitable safety measures. The safety plan is logical with minor (1-2) spelling, grammar and formatting errors. A good identification and presentation of key risk factors and suitable safety measures. The safety plan is logical with some (3-4) spelling, grammar and formatting errors. An average identification and presentation of key risk factors and suitable safety measures. The safety plan is logical with minor (3-4 ) spelling, grammar and formatting errors. A poorly presented identification and presentation of key risk factors and suitable safety measures. The safety plan lacks a logical structure and has substantial (> 5) spelling, grammar and formatting errors.
Approach and Content (70%)
ACTIVITY TWO (Learning Outcomes 1, 2, 3) A safety plan for a female, adult client accessing your service. a) Identified risk indicators, substantiated through theoretical and empirical evidence.


b) Identified resources the client can draw on (e.g. informal, formal and tangible support). c) Recommended safety measures for individual client situation (e.g. recommended safety measures need to address clients current living situation and situational circumstances); choice of recommended measures or strategies should be supported by relevant literature and practice guides on safety planning with clients affected by DFV, d) Consideration of other support mechanisms, supported by a rationale (e.g. consideration of a protection order and what this is expected to achieve). Content is entirely relevant to the topic, the approach comprehensively addresses the Content is very relevant to the topic, the approach Content is appropriate to the topic, the approach mostly Content addresses the topic but is at times repetitive or lacks Content is irrelevant and or does not address the topic and


task and presentation of content is logical and within the set time/ word limit. All aspects have been addressed. clearly addresses the task and the presentation of content is logical and within the set word limit All aspects have been addressed. addresses the task and the presentation of content is for the most part logical and is within the set word limit. All aspects have been addressed. cohesion. It is within the set word limit with a 10% allowance (under or over the set limit). All aspects have been addressed. the presentation of content lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. Not all aspects have been addressed/ have been inadequately addressed.
Referencing (15%)
Consistently integrates up-to- date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. Occasionally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. Fails to or infrequent attempts (>7 errors) to integrate up-to- date references to support and reflect ideas, factual information and quotations.
Consistently accurate with referencing. A minimum of 6 references used including journal articles, govt. publications, grey literature and practice guidelines. 1 or 2 consistent referencing errors identified. A minimum of 6 references including journal articles, govt. publications, grey literature and practice guidelines. 3 or 4 consistent referencing errors identified. A minimum of 6 references used including journal articles, govt. publications, grey literature, practice guidelines and practice guidelines. 3 or 4 inconsistent referencing errors identified. A minimum of 6 references used including journal articles, govt. publications, grey literature and practice guidelines. Many inaccuracies with referencing (>5). Less than 6 references used. Few or no journal articles sourced. Assignment relies heavily on web-site information.

Portfolio Activity is worth 30% of the total assessment for this subject. /100


Referencing Style

Submission
Online

Submission Instructions
To be submitted via Moodle.

Learning Outcomes Assessed
  • Examine safe approaches to working with victims/ survivors of domestic and family violence and ethical and legal implications in practice
  • Formulate safety and self-care plans for victim/survivors and those who work with them in domestic and family violence contexts.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility

3 Written Assessment

Assessment Title
Final Essay

Task Description

Written Assignment – Essay (2,000; +/-10%)

You are required to write an essay which provides you with an opportunity to thoroughly investigate and address a key issue in domestic and family violence practice: factors enabling or hindering victims’ help-seeking decisions

Research identifies a range of factors that may enable or hinder the disclosure of DFV to external support sources. What are these factors and how do/can they affect help-seeking decisions?

Seeking help when experiencing domestic and family violence plays a crucial role in (re)-establishing safety and overcoming experiences of trauma and abuse. However, disclosing domestic and family violence to external support sources can also be a point of heightened risk because it challenges the abuser’s power and control over the victim. For most victims, help-seeking is a process that evolves over time and is shaped by experiences of abuse as well as opportunities to respond. While some victims remain silent for years, many engage in proactive help-seeking decisions.

For this essay, you need to critically discuss the factors that may hinder and/ or encourage those affected by domestic and family violence to seek help. You are expected to demonstrate a high level understanding of how different factors can influence victims’ help-seeking decisions. You will need to consider that different factors may act as a deterrent factor at one point in time but as a push factor to seek support at another. Where research suggests that some factors can be a hindering as well as enabling factor, you are expected to identify and discuss this.

The essay needs to address the following aspects:

· The importance of help-seeking (introduction)

· A brief overview of types of abuse to refer back to when unpacking how certain abusive tactics may keep victims from or encourage them to seek support;

· A brief distinction between informal and formal sources of support and the role these play in the help-seeking process;

· At least four factors that may hinder victims’ decision or ability to seek help and at least four factors that may enable help-seeking;

· A critical discussion of how and why the factors you identified act as barriers to or enablers of help-seeking;

· A consideration of the role of intersectionality as it applies to Aboriginal and Torres Strait Islander women, i.e. how may culturally specific factors further complicate victim’s help-seeking decisions?;

· Implications for service responses when victims do seek help (i.e. what is seen as good/ best practice in supporting victims who disclose domestic and family violence and ensure their safety.

You will need to identify and critically review the help-seeking literature as it relates to enabling and hindering factors. You will further need to link the help-seeking and intervention literature to establish how service responses can best support victims who disclose experiences of abuse. You need to demonstrate a high level understanding of why victims may or may not seek help at different points in time, how situational circumstances may affect help-seeking decisions and how some factors may on the one hand be used to silence victims but also act as an enabling factor under different circumstances or at a different point in time. Your essay needs to link what we know about victims’ help-seeking decisions to the support required when external support sources are expected to respond. You will also need to consider how help-seeking decisions may further be complicated by culturally specific experiences. This should be done summarising how challenges associated with seeking help may be further exacerbated by the role of culture more broadly rather than for each of the hindering factors you have identified.

You will need to draw on national and international literature around theory and practice as it relates to help-seeking. You should include at least fifteen references in your essay. At least eight of these should be academic journal articles based on empirical and/ or theoretical examinations of the issues relevant to the essay question. Remaining references can be sourced from the grey literature. Please avoid using website information as a reference.


Assessment Due Date

Review/Exam Week Monday (4 June 2018) 11:45 pm AEST


Return Date to Students

Final essays will be marked within two weeks of submission; essays submitted by the due date will be returned via Moodle on Monday 18/06/2018; late submissions will be marked and returned within two weeks of submission


Weighting
40%

Assessment Criteria

HD D C P F
Structure (15%)
Clear and succinct introduction that introduces the topic and outlines the direction of the paper. Clear and appropriate introduction that introduces the topic and outlines the direction of the paper Appropriate introduction that introduces the topic and outlines the direction of the paper Introduction is apparent and the topic is introduced but there is no clear direction to the paper No recognisable introduction-the topic is not introduced and/or there is no direction of the paper
Clear and succinct conclusion that outlines the main points brings argument to a logical close. Clear and appropriate conclusion that outlines the main points and brings the argument to a close Conclusion outlines most of the main points and brings some sense of closure Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity No recognisable conclusion-little reference to the main points and no clear conclusion to the paper.
Excellent presentation of assignment, double spaced with 12 point font. Consistently accurate with spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12 point font. 1 or 2 errors spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12 point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12 point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure Poorly presented assignment. Double spacing not used. 12 point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors).
Approach & Argument (70%)
Overall, content is entirely relevant to the topic, the approach comprehensively addresses the task and the argument proceeds logically and is within the set word limit. Overall, content is very relevant to the topic, the approach clearly addresses the task and the argument proceeds logically and is within the set word limit Overall, content is appropriate to the topic, the approach mostly addresses the task and the argument for the most part proceeds logically and is within the set word limit Overall, content addresses the task but the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) Overall, content is irrelevant and or does not address the task and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance
An articulate and comprehensive piece of work. Clear definition of informal and formal sources of support Clear identification of the role of informal and formal support sources in the help-seeking process An articulate and comprehensive piece of work. Definition of informal and formal sources of support Identification of the role of informal and formal support sources in the help-seeking process A comprehensive piece of work. The characteristics of informal and formal support sources are defined and there is some identification of their role in the help-seeking process. The discussion demonstrates a generalised or limited understanding of the topic. Most of these elements are covered and defined in relation to informal and formal support sources; the identification of their role in the help-seeking process is insufficient An inadequate discussion demonstrating a poor understanding of the elements. Not all aspects of the task have been addressed: definition of informal and formal support sources are incorrect/ insufficient; identification of their role in the help-seeking process is insufficient
Clear identification and explanation of at least four factors enabling help-seeking and four factors hindering help-seeking Rigorous evaluation how and why some factors may act as a barrier and enabler at different points in time. Identification and explanation of at least four factors enabling help-seeking and four factors hindering help-seeking Identification of how and why some factors may act as a barrier and enabler at different points in time. At least four factors enabling help-seeking and four factors hindering help-seeking have been identified; the explanation of their role is insufficient Less than four factors enabling help-seeking and/ or less than four factors hindering help-seeking have been identified; the explanation of their role is insufficient The identification and explanation of factors is insufficient.

Referencing (15%)
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations
Consistently accurate with referencing. A minimum of 15 references used including a minim of 8 journal articles and relevant grey literature. 1 or 2 consistent referencing errors identified. A minimum of 15 references used including 6 journal articles and relevant grey literature. 3 or 4 consistent referencing errors identified. A minimum of 15 references used including 5 journal articles and relevant grey literature. 3 or 4 inconsistent referencing errors identified. A minimum of 15 references used including 4 journal articles and relevant grey literature. Many inaccuracies with referencing (>5). Less than 15 references used. Less than 4 journal articles sourced. Relevant grey literature.

This assignment is worth 40% of the total assessment for this subject. /100


Referencing Style

Submission
Online

Submission Instructions
To be submitted via Moodle

Learning Outcomes Assessed
  • Examine safe approaches to working with victims/ survivors of domestic and family violence and ethical and legal implications in practice
  • Identify issues considered to be precipitants or causal factors in domestic and family violence victimology and how these intersect with gender, culture and ethnicity.
  • Formulate safety and self-care plans for victim/survivors and those who work with them in domestic and family violence contexts.
  • Evaluate the diversity of factors that influence program development and policies nationally and internationally in domestic and family violence contexts.
  • Evaluate specific system and program initiatives related to the provision of social services for victims of domestic and family violence in Queensland and Australia.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research

Academic Integrity Statement

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?