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
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 feedback via Unit Evaluation Report
Student experiences were positive
Continue to use personalised student experience
Feedback from Student feedback via Unit Evaluation Report
Students valued the unit content
Continue to use content that caters for students who already work in the DFV field and those who aspire to become DFV practitioners
Feedback from Student feedback via personal communication
Students valued practice-oriented assessment tasks
Continue to devise assessment tasks that are relevant and could be applied to the DFV practice workplace
- 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.
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)
- ZOOM
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
m.guggisberg@cqu.edu.au
Module/Topic
Introduction to working with victim/survivors of domestic and family violence: Legislation and Policy
Chapter
Phillips, R. L., & Guthrie, R. (2019). Rights to protection and the state: The Australian Government's National Plan to reduce violence against women and children and victim's justice. Australian Journal of Political Science, 54, 1 - 17
Bishop C, & Bettinson V. (2018). Evidencing domestic violence*, including behaviour that falls under the new offence of ‘controlling or coercive behaviour.’ The International Journal of Evidence & Proof, 22(1):3-29. doi:10.1177/1365712717725535
Events and Submissions/Topic
Module/Topic
Introduction to Victimology: Construction the victim of crime
Chapter
Strobl, R. (2004). Constructing the victim: Theoretical reflections and empirical examples. International Review of Victimology, 11(2–3), 295–311.
Events and Submissions/Topic
Module/Topic
Professional practice: Ethical considerations, safety implications and self-care
Chapter
O’Brien, C. (2015). Working with domestic violence: A clinician’s guide to ethical and competent practice. InPsych, 37(5), 1-6. Retrieved from: https://www.psychology.org.au/inpsych/2015/october/obrien
Events and Submissions/Topic
Module/Topic
Domestic homicide: Nature, extent and risk indicators
Chapter
Johnson, H., Eriksson, L., Mazerolle, P., & Wortley, R. (2019). Intimate femicide: The role of coercive control. Feminist Criminology, 14, 3 - 23. see eReading List
Sheehan, B. E., Murphy, S. B., Moynihan, M. M., Dudley-Fennessey, E., &
Spencer C. M., & Stith, S. M. (2020). Risk factors for male perpetration and female victimization of intimate partner homicide: A meta-analysis. Trauma, Violence, & Abuse, 21(3),:527-540. doi:10.1177/1524838018781101
Events and Submissions/Topic
Module/Topic
Working with victim/survivors: The role and nature of different services
Chapter
Flasch, P., Fall, K., Stice, B.,Easley, R., Murray, C., & Crowe, A. (2020). Messages to new survivors by longer-term survivors of Intimate Partner Violence. Journal of Family Violence, 35,2 9 – 41. https://doi.org/10.1007/s10896-019-00078-8
Arroyo, K., Lundahl, B., Butters, R., Vanderloo, M., & Wood, D. S. (2017). Short-term interventions for survivors of Intimate Partner Violence: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 18, 155 – 171. see eReading List
Events and Submissions/Topic
Portfolio Assessment due
Critical Case Analysis Due: Week 5 Monday (5 Apr 2021) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Working with victim/survivors: 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, 586 – 599.
Events and Submissions/Topic
Module/Topic
Victim/survivors' help-seeking: Nature, extent and predictors
Chapter
Sardaryan, Y. (2017). Risk factors impeding help-seeking behaviors among victims of domestic violence. The European Journal of Public Health, 27.
Douglas, H. (2017). Why are rates of domestic violence still so high? The Conversation. Retrieved from: https://theconversation.com/why-are-rates-of-domestic-violence-in-australia-still-so-high-87187
Events and Submissions/Topic
Module/Topic
Culturally specific considerations: Working with Indigenous and CALD victim/survivors
Chapter
Cramp, K. J., & Zufferey, C. (2020). The removal of children in domestic violence: Widening service provider perspectives. Affilia: Journal of Women and Social Work, 1 – 20. Doi: 10.1177/0886109920954422
Koleth, M., Serova, N, & Trojanowska, B. K. (2020). Prevention of violence against women and safer pathways to services for migrant and refugee communities: Ten research insights from the Culturally and Linguistically Diverse Projects with Action Research (CALD PAR) initiative. Sydney, NSW: Australia’s National Research Organisation for Women’s Safety Limited (ANROWS) Retrieved from: https://20ian81kynqg38bl3l3eh8bf-wpengine.netdna-ssl.com
Events and Submissions/Topic
Portfolio Assessment due
Reflection Piece Due: Week 8 Tuesday (4 May 2021) 11:45 pm AEST
Module/Topic
Working with diverse victim/survivor populations: Understanding the role of age, gender, sexual orientation and identity
Chapter
Ladny, R. T., Meyer, L. (2020). Traumatized witnesses: Review of childhood exposure to animal cruelty. Journal of Child & Adolescent Trauma, 13, 527–537. https://doi.org/10.1007/S40653-019-00277-x
Rosenberg, S., Riggs, D. W., Taylor, N. & Fraser, H. (2020). ‘Being together really helped’: Australian transgender and non-binary people and their animal companions living through violence and marginalisation. Journal of Sociology. https://doi.org/10.1177/1440783319896413
Events and Submissions/Topic
Module/Topic
Working with victim/survivors who are mothers: Considerations of the intersection of domestic and family violence and child safety
Chapter
Heward-Belle, S. (2017). Exploiting the good mother as a tactic of coercive control: Domestically violent men’s assaults on women as mothers. Journal of Women and Social Work, 32,374 – 380.
Events and Submissions/Topic
Module/Topic
Improving practice responses through staff/sector education and training
Chapter
Olszowy, L., Jaffe, P. G., Dawson, M., Straatman, A.-L., & Saxon, M. D. (2020). Voices from the frontline: Child protection workers’ perspectives on barriers to assessing risk in domestic violence cases. Children and Youth Services Review, 116,1 – 9. https://doi.org/10.1016/j.childyouth.2020.105208
Events and Submissions/Topic
Assessment 3 due
Academic Essay Due: Week 11 Monday (24 May 2021) 11:45 pm AEST
Module/Topic
Contemporary national and international approaches to working with victim/survivors
Chapter
Alvarez, C., Fedock, G., Grace, K. T., & Campbell, J. (2017). Provider screening and counseling for Intimate Partner Violence: A systematic review of practices and influencing factors.Trauma, Violence, & Abuse, 18(5):479-495. doi: 10.1177/1524838016637080.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
UNIT CODE DFVP20006
UNIT TITLE Working with Victim/Survivors of Domestic and Family Violence
Assessment 1– Portfolio
Type: Critical Case Analysis
Due date: 11.55 pm (AEST) Monday, 05 April 2021 (Week 5)
Weighting: 30%
Length: 1500 words plus or minus 10% (excluding references)
Unit Coordinator: Dr Marika Guggisberg
Learning Outcomes Assessed
· Examine safe approaches to working with victim/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.
Aim
The aim of this assessment is to have you develop a safety plan for a female adult client accessing your service (see vignette below). You are asked to consider safety approaches for the client, her family and yourself along with ethical and legal implications. This will include a description of the assessed risk to the client and other members of the family (e.g., children, grandparents) and safety issues along with resources the client can draw on. You will also need to consider external safety mechanisms that need to be put in place (e.g., involvement of other agencies/service sectors).
Vignette:
Anne (39) left the residence she shared with her abusive husband yesterday and presented today at the DFV support service where you work as 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 this is no long-term solution because her sister has limited space and Anne’s husband knows where her sister Maddie lives and has already rang Maddie to try and get to Anne and 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. Anne is worried about returning to the family home because she felt that the emotional, physical and sexual abuse has escalated in recent weeks, but she is also unsure where to find safe and sustainable accommodation.
Instructions
You are using your knowledge to consider specific practice approaches to the presented vignette.
Please follow the steps below to complete your assessment task:
1. Identify key risk indicators mentioned in the literature that align with the case
2. 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)
3. Consider challenges associated with service delivery (e.g., accommodation issues, child contact issues)
4. Provide an appropriate solution to reduce risk and maximise safety for the family and yourself/organisation
Literature and references
In this assessment use at least six 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, Australian Institute of Family Studies (AIFS), the Australian Institute of Criminology (AIC), and Australian National Research Organisation for Women’s Safety (ANROWS)
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 that you access your discipline specific library guide.
· 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 assigned.
Week 5 Monday (5 Apr 2021) 11:45 pm AEST
Feedback will be provided within 10 working days of submission
| DFVP20006 – Critical Case Analysis | |||||
| Fail | Pass | Credit | Distinction | High Distinction | |
| Description of case and identification and discussion of relevant risk/safety issues (20%) | 0 – 9.5 Lacks appropriate identification of relevant risk/safety issues, and/or inappropriate case description |
10 – 12.5 Vague or inconsistent description, discussion of relevant risk/safety issues |
13 – 14.5 Clearly outlined case description, identification of relevant risk/safety issues, |
15 – 16.5 Effectively presented case description and identification of relevant risk/safety issues, well supported by appropriate reasons and evidence demonstrating critical thinking |
17 - 20 Effectively and insightfully presented description and identification of relevant risk/safety issues, excellent reasons and evidence demonstrating outstanding critical thinking |
| Knowledge of Content Area & Development of Ideas (40%) | 0 – 19.5 Unable to demonstrate understanding of content or only a few general points made, and/or factual errors presented |
20 – 25.5 Demonstrated understanding of content (general points with little or no specific details given) and/or irrelevant information provided and/or inappropriate references used | 26 – 29.5 Demonstrated understanding of content presented and information is relevant, supported by appropriate references; original thought presented | 30 – 33.5 Demonstrated understanding of all content with all points elaborated and effective links to cited references with original ideas and thoughts presented | 34 - 40 Demonstrated well developed understanding of all content; insightful discussion of fully elaborated points with effective links to cited references, many original ideas and thoughts presented |
| Practice implications – safety and self-care plan (challenges, ethical and legal considerations) (20%) | 0 – 9.5 Little or no consideration of challenges to service delivery and/or safety to clients, relatives and self/organisation |
10 – 12.5 Appropriate consideration of challenges to service delivery and/or safety to clients, relatives and self including the organisation | 13 – 14.5 Adequate discussion of challenges, external safety mechanisms to reduce risk to clients, relatives and self including the organisation making explicit mention of ethical and legal issues |
15 – 16.5 Strong insight demonstrated into challenges, external safety mechanisms to reduce risk to clients, relatives and self including the organisation making explicit mention of ethical and legal issues | 17 - 20 Excellent demonstration of knowledge into external safety mechanisms to reduce risk to clients, relatives and self including the organisation making explicit mention of ethical and legal issues |
| Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | 0 – 9.5 Major difficulties, inappropriate paraphrasing and referencing |
10 – 12.5 Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style |
13 – 14.5 Good writing and referencing style– some minor errors (more careful editing is required) |
15 – 16.5 Good academic writing and referencing style, (minor, insignificant errors) |
17 - 20 Well written paper following all academic writing and referencing conventions – fully correct, no errors |
| 30% | |||||
- 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.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Portfolio
UNIT CODE DFVP20006
UNIT TITLE Working with Victim/Survivors of Domestic and Family Violence
Assessment 2– Portfolio
Type: Reflection Piece
Due date: 11.55 pm (AEST) Tuesday, 04 May 2021 (Week 8)
Weighting: 30%
Length: 1500 words plus or minus 10% (excluding references)
Unit Coordinator: Dr Marika Guggisberg
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 specific system and program initiatives related to the provision of social services for victim/survivors of domestic and family violence in Australia.
Aim
The aim of this assessment is to have you to develop a reflection piece that addresses the following questions:
1. How do causal factors of Domestic and Family Violence (DFV) intersect with culture, ethnicity and history among specifically vulnerable groups?
2. What are system and program implications of these factors for social service practice in DFV?
This assignment allows you to consider important issues in relation to history, intersectionality, gender-based violence in the family home, and guidelines to develop and implement specific therapeutic responses.
Instructions
You are using your knowledge to address the two questions above.
Please follow the steps below to complete your assessment task:
1. Identify precipitants or causal risk factors of DFV mentioned in the literature
2. Discuss the intersection with gender, culture and ethnicity
3. Consider service delivery such as specific therapeutic responses
Literature and references
In this assessment use at least six 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, Australian Institute of Family Studies (AIFS), the Australian Institute of Criminology (AIC), and Australian National Research Organisation for Women’s Safety (ANROWS)
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 that you access your discipline specific library guide.
· 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 assigned.
Week 8 Tuesday (4 May 2021) 11:45 pm AEST
Feedback will be provided within 10 working days of submission
| DFVP20006 – Portfolio Activity 2 | |||||
| Fail | Pass | Credit | Distinction | High Distinction | |
| Identification of precipitants / causal factors of DFV (20%) | 0 – 9.5 Lacks appropriate identification of precipitants / causal factors or, topic not addressed |
10 – 12.5 Vague or inconsistent description of precipitants / causal factors of DFV |
13 – 14.5 Clearly outlined precipitants / causal factors of DFV; information, appropriately and concisely presented making reference to the academic literature |
15 – 16.5 Very informative presentation of precipitants / causal factors of DFV; effective reference to the academic literature |
17 - 20 Effectively and insightfully presented description of precipitants / causal factors of DFV with outstanding reference to the academic literature |
| Discussion of intersectionality with gender, culture and/or ethnicity (40%) | 0 – 19.5 Unable to demonstrate understanding of the concept of intersectionality and/or discuss gender, culture and/or ethnicity in relation to DFV |
20 – 25.5 Demonstrated basic understanding of intersectionality as it relates to gender, culture and/or ethnicity in DFV | 26 – 29.5 Demonstrated appropriate understanding of intersectionality as it relates to gender, culture and/or ethnicity in DFV making reference to the academic literature | 30 – 33.5 Demonstrated excellent understanding of intersectionality as it relates to gender, culture and/or ethnicity in DFV making good reference to the academic literature | 34 - 40 Demonstrated outstanding understanding of intersectionality as it relates to gender, culture and/or ethnicity in DFV making reference to the academic literature indicating well developed critical thinking |
| Service delivery considerations including therapeutic responses (20%) | 0 – 9.5 Little or no consideration to service delivery and/or therapeutic responses |
10 – 12.5 Appropriate consideration of service delivery and therapeutic responses | 13 – 14.5 Good discussion of service delivery and therapeutic responses demonstrating practice-related insight | 15 – 16.5 Excellent discussion of service delivery and therapeutic responses demonstrating good practice-related insight |
17 - 20 Outstanding discussion of service delivery and therapeutic responses demonstrating very good practice-related insight |
| Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | 0 – 9.5 Major difficulties, inappropriate paraphrasing and referencing |
10 – 12.5 Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style |
13 – 14.5 Good writing and referencing style– some minor errors (more careful editing is required) |
15 – 16.5 Good academic writing and referencing style, (minor, insignificant errors) | 17 - 20 Well written paper following all academic writing and referencing conventions – fully correct, no errors |
| /30% | |||||
- 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.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
UNIT CODE DFVP20006
UNIT TITLE Working with Victim/Survivors of Domestic and Family Violence
Assessment 3– Written Assessment
Type: Academic Essay
Due date: 11.55 pm (AEST) Tuesday, 24 May 2021 (Week 11)
Weighting: 40%
Length: 2000 words plus or minus 10% (excluding references)
Unit Coordinator: Dr Marika Guggisberg
Learning Outcomes Assessed
· 1. Examine safe approaches to working with victim/survivors of domestic and family violence and ethical and legal implications in practice.
· Evaluate specific system and program initiatives related to the provision of social services for victim/survivors of domestic and family violence in Australia.
Aim
The aim of this assessment is to have you to write an academic essay on the issue of coercive control in abusive intimate relationships and the proposition of criminalising the behaviour. Coercive control has become recognised as an important and dangerous form of IPV (particularly if it co-occurs with physical and/or sexual violence). This assignment allows you to consider the importance of coercive control, its common features and consequences to women and their children. You will analyse the pros and cons of criminalisation along with ethical and legal implications of the controversial move to criminalise this behaviour., and whether a criminalisation would improve safety outcomes and contribute to perpetrator accountability.
Instructions
Please follow the steps below to complete your assessment task:
1. Provide a meaningful title
2. Introduction should give an overview of coercive control, its importance as a specific form of intimate partner violence, common features and consequences for women and their children
3. Discussion of current academic debate on criminalisation of coercive control making mention of Tasmania being the only jurisdiction in Australia that has legislation covering coercive control
4. Analysis of pros and cons of criminalising coercive control and whether a criminalisation would improve women's and children's safety
5. Concluding remarks (no new information should be introduced but personal position may be stated and recommendations made)
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, Australian Institute of Family Studies (AIFS), the Australian Institute of Criminology (AIC), and Australian National Research Organisation for Women’s Safety (ANROWS)
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 that you access your discipline specific library guide.
· 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 assigned.
Week 11 Monday (24 May 2021) 11:45 pm AEST
Feedback will be provided within 10 working days of submission
| DFVP20006 – Academic Essay | |||||
| Fail | Pass | Credit | Distinction | High Distinction | |
| Demonstrated knowledge & understanding of the importance of Coercive Control (20%) | 0 – 9.5 Lacks appropriate knowledge and/or understanding, topic not addressed or incomplete | 10 – 12.5 Vague or inconsistent demonstration of knowledge and understanding of coercive control | 13 – 14.5 Clear demonstration of knowledge and understanding of coercive control | 15 – 16.5 Effectively presented introduction demonstrating appropriate knowledge and understanding of coercive control | 17 - 20 Effectively and insightfully presented introduction demonstrating knowledge and understanding of coercive control |
| Discussion of common features and consequences including safety considerations (20%) | 0 – 19.5 Unable to demonstrate critical thinking and/or factual errors presented (e.g., gender equality assumption) | 20 – 25.5 Demonstrated little critical thinking (general points made with little or no specific mention of consequences and/or irrelevant information presented | 26 – 29.5 Demonstrated appropriate critical thinking making mention of consequences including safety issues with appropriate references | 30 – 33.5 Demonstrated effective critical thinking making mention of consequences including safety issues with appropriate references | 34 - 40 Demonstrated well developed, detailed and insightful discussion of consequences and safety issues with effective links to cited references |
| Analysis of pros and cons of criminalising coercive control including service delivery implications (40%) | 0 – 9.5 Little or no discussion provided on pros and cons of criminalisation; irrelevant information presented | 10 – 12.5 Appropriate discussion of pros and cons of criminalising coercive control making reference to the national and international literature; mention of service delivery implication | 13 – 14.5 Well constructed discussion of pros and cons with some detail and reference to national and international literature’ with integration of service delivery implications | 15 – 16.5 Very well constructed discussion of pros and cons with detailed elaboration making reference to national and international literature with appropriate integration of service delivery implications | 17 - 20 Excellent analysis of pros and cons of criminalising coercive control; insightful and elaborated discussion making reference to national and international literature with outstanding integration of service delivery implications |
| Academic writing, paraphrasing, referencing (in-text and end-text) (20%) | 0 – 9.5 Major difficulties, inappropriate paraphrasing and referencing | 10 – 12.5 Some errors with writing and referencing – focus of attention is required to improve academic writing and referencing style | 13 – 14.5 Good writing and referencing style– some minor errors (more careful editing is required) | 15 – 16.5 Good academic writing and referencing style, (minor,insignificant errors) | 17 - 20 Well written paper following all academic writing and referencing conventions – fully correct, no errors |
| 40% | |||||
- 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.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
