For this portfolio activity, you are asked to identify and unpack the key features of vicarious trauma when working with victim/survivors of Domestic and Family Violence (DFV). Vicarious trauma is an important issue that impacts clients, frontline workers and employers of support services. You will have the opportunity to demonstrate your knowledge and understanding of this concept as it relates to victim/survivors’ experiences of DFV and service delivery in this area.

You should review and analyse the relevant literature to address the following questions:

· What are key features of vicarious trauma?

· How does vicarious trauma impact victim/survivors?

· How does vicarious trauma impact frontline workers?

· How does vicarious trauma impact employers of frontline workers?

· What are the implications for service delivery?

A minimum of six academic references (i.e. journal articles) published 2012 or later are required for this assessment piece. In addition, you may draw on Australian statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).

Identification and appropriate definition of the concept (20%)

All questions answered and relevance to service delivery established (20%)

Approach, Argument and Structure (40%)

Academic writing, paraphrasing, referencing (in-text and end-text) (20%)

For this portfolio activity, you are asked to develop a briefing paper for your manager of a victim support service. Please consider the issue of vulnerability and how it relates to working with victim/survivors of Domestic and Family Violence (DFV). Some women and children are more vulnerable and have specific complexities that will need to be considered when compared to victim/survivors who do not belong to minority groups (e.g., Aboriginal and Torres Strait Islander women and children). This assessment provides you with the opportunity to demonstrate your knowledge and understanding of the specific issues relating to vulnerable subpopulations and consider practice approaches (implications for service delivery) to address these vulnerable groups’ specific issues.

Please choose ONE vulnerable subpopulation for your review and analysis:

· Aboriginal and Torres Strait Islander women

· Aboriginal and Torres Strait Islander children

· Victim/survivors identifying as LGBTIQ+

· Victim/survivors from Culturally and Linguistically Diverse backgrounds

Guiding questions – make sure you answer all of the following questions:

· What is the specific group you have chosen (define the relevant features of the group)?

· How prevalent is DFV for this specific group?

· What are the specific vulnerabilities this group faces in relation to DFV?

· What are some strategies to overcome the identified issues in relation to specific vulnerabilities?

Identification of one vulnerable victim/survivor group, prevalence and specific issues (20%)

Relevance to service delivery established and practice approaches discussed (20%)

Approach, argument and structure (40%)

Academic writing, paraphrasing, referencing (in-text and end-text) (20%)

For this assignment you will need to develop a safety plan for a female, adult client accessing your service. You are asked to consider safety approaches for the client, her family and yourself along with ethical and legal implications. This will include description of the level of risk to the client’s safety, and safety of other members of the family such as children, and grandparents along with resources the client can draw on (using an empowerment approach). You will also need to consider external safety mechanisms that need to be put into place (e.g. involvement of other agencies/service sectors).

You may discuss an actual ‘case’ or ‘make up’ a suitable vignette yourself.

Alternatively, you can use the one described below:

Anne (39) left the residence she shared with her abusive husband yesterday and presented today at the DFV support service where you are a case worker. She attended with her 5-year-old daughter Eva and her 12-year-old son Chris with her. Anne stated that she had spent the night at her sister’s place, but indicated that this is not a long-term solution because her sister has limited space and Anne’s husband knows where her sister Maddie lives. In fact, Anne informs you that he already rang Maddie to try and get to Anne and that he has also threatened to involve the children if she does not immediately come back (she said that ‘he is the jealous type’). This is not the first time Anne left the house with her children. She has rung DFV support services in the past and stayed at the local refuge previously but returned every time, wanting to believe his apologies and that he will never hurt her again. Anne is worried about returning to the family home because she feels that the emotional, physical and sexual abuse (pressuring her into things she does not feel comfortable with) has escalated in recent weeks, but she is also unsure where to find safe and sustainable accommodation.

If you choose to use the vignette provided above, please consider safety measures suitable for Anne who has left her abusive husband very recently with her two dependants (Eva and Chris) who are both minors.

Regardless of whether you choose your own ‘case’ or the vignette, you are asked to consider the following:

· Briefly summarise the case and identify relevant safety issues

· Identify key risk indicators mentioned in the literature that align with your case

· Discuss risk assessment and planning issues (what mechanisms need to be put in place to maximise your client’s, relevant others’ and your own safety

· Describe safety measures that are tailored to the case (e.g., thinking about Anne, Eva and Chris, her husband and yourself)

· Describe challenges associated with service delivery (e.g., accommodation issues, child contact issues) drawing from the academic literature (are there any ethical or legal issues to be considered?)

· Provide an appropriate solution to reduce risk and maximise safety for the family and yourself/organisation

Description of case and identification and discussion of relevant risk/safety issues, planning, challenges and service delivery considerations (20%)

Knowledge of content area and development of ideas (40%)

Organisation (20%)

Academic writing, paraphrasing, referencing (in-text and end-text) (20%)