CQUniversity Unit Profile.

Assess No. 1
Type Written Assessment
Learning Outcomes assessed

1. Critique contemporary policy and practice approaches, including integrated response models, for working with perpetrators of domestic violence
2. Apply systems-based tools of analysis to design a set of considerations for working with men to achieve family safety outcomes
3. Formulate strategies that align with relevant systems and services to meet the needs of men from culturally diverse groups
4. Interpret and communicate professional knowledge of the dynamics and processes of men’s behaviour change groups
Word Limit 1,500 (+/- 10%)
Total Percentage 30%
Details Assessment 1: Report

Overview
You are required to write a critical incident analysis report. This should be based on the occurrence of a critical incident (as defined in the unit) from your own observation of group practice in your student/work setting.

Intention
This task presents the opportunity for you to apply your knowledge of small-group dynamics and processes of change in respect of group practice. The nature of this application relates to your understanding of what constitutes a critical incident in the broad context of men’s behaviour change and in the particular setting of the group you are observing. Your analysis will take into account the significance of the incident in relation to the content requirements below.

Content
Your report should contain reference to the following factors:
• contemporary practice approaches and tools of analysis
• considerations and planning for working with men to achieve family safety outcomes
• strategies that meet the needs of men from culturally diverse groups
• knowledge of the dynamics and processes of men’s behaviour change groups

Procedure
1. Identify and describe the critical incident
2. Deduce from your understanding of group practice and theory how you came to determine this ‘incident’ as ‘critical’
3. Briefly describe the responses of others (active or passive) at the time and the impact of this
4. Speculate on how this incident and its handling might impact on the group process and subsequent intervention

You should apply your focus to the group ‘system’ elements as outlined in classes (especially, Donigan & Malnati, 2006).

You should include at least five references in your report. At least three of these should be academic references based on empirical and/ or theoretical examinations of the practice and safety issues. Remaining references may be from the grey literature or culturally-related sources.

Reference
Donigan, J., & Malnati, R. (2006). Group processes within a systems framework and the three elements that constitute a group. In: Systemic Group Therapy: A Triadic Model (pp.1-14). Mason, OH: Cengage.

Notes to Students: It is expected that students enrolled in this unit will have connections with ‘men’s behaviour change’ services through professional practice networks. Your journal will reflect your work through that association.

Overall, this assessment item provides you with the opportunity to deductively apply principles from relevant literature and link these to your current or future practice.

All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ section. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the unit Moodle site. You are encouraged to monitor the unit Moodle site and your student emails for assessment-related information.

Referencing
The preferred style for CQUniversity School of Nursing, Midwifery and Social Sciences is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed here.

Criteria Provided via Moodle
Feedback Provided via Moodle

Assess No. 2
Type Practical assessment
Learning Outcomes assessed 5) Demonstrate skills for use in group settings which facilitate perpetrator behaviour change.
Word Limit 1,500 words (+/- 10%)
Total % 30%

Overview
Present a 10 -15-minute demonstration of facilitated group interaction (in which you roleplay the group’s facilitator), followed by a critical review of your performance in that role. It is this critical review report that is the subject of formal assessment.

Intention
This task offers you the opportunity to demonstrate your practice skills in managing group process in relation to a task.

Content and format
• The format for presenting the group facilitation is by video file (see technical guidance and requirements below)
• The format for the critical analysis is in the form of a brief report (see word limit above)
• Your group should comprise 5 - 7 members, PLUS you as the facilitator
• You should assign the group a definable and explicit task (e.g., debating a specific topic), which should be made clear at the outset of the recorded interaction.
• The segment should exemplify your familiarity with, and beginning competence in, the following intervention skills as referred to in the unit:
1. topic adherence
2. participation
3. (where relevant) elicit sharing, clarify contributions, and connect group members (see Kline, 2003)
4. summarising

Technical guidance and requirements
Ensure the voice of each participant is audible (and visible if possible).
As facilitator, ensure your voice is audible and your image apparent.
The recording can be made via the university’s Zoom software by means of a webcam/microphone and uploaded as a compatible file through Moodle.
Information about more specific file parameters and requirements will be made explicit through Moodle.

Your focus should be principally on the process of the interaction.

Your accompanying critical review (report) should include:
• Arguments in support of your interventions, and, where appropriate, your choices not to intervene
• Comments that reflect attempts to promote effective, safe, and responsible -participation
• Reflections on any behavioural indicators that participants might be prompted to change in response to intervention or group interaction
• Instances of interventions (or absence of intervention) that you would change, and the reasons for the changes, were you to repeat the exercise.

Substantiate your comments with reference to the literature.

Make sure you adhere to the requirements contained in the Report-Writing Guide in the ASSESSMENT section of the unit’s Moodle site.

You should include at least five references in your report. At least three of these should be academic references based on empirical and/ or theoretical examinations of the practice and safety issues. Remaining references may be from the grey literature or culturally-related sources.

Reference
Kline, W.B. (2003). Basic skills and interventions. In: Interactive Group Counseling and Therapy (pp. 175-207). Columbus, OH: Merill Prentice Hall.
Notes to Students Practical assessment activities are designed to reflect skills required in professional practice and involve different types of learning and assessment. They provide students with an opportunity to demonstrate a range of different skills, including ways of applying knowledge and attributes. These activities allow you to engage with and respond to scenarios similar to those encountered in practice experience. This activity provides you with the opportunity to deductively apply principles from the relevant literature and link these to your current or future practice.

For the purpose of this exercise, assemble a group of adult persons you know who are appropriately informed of the context and willing to participate in this exercise as member of ‘your’ group. These persons might wish to adopt alias names and/or identities for the purpose of the exercise. Ensure they have an opportunity to talk about the experience following the conclusion of the roleplay.

Specific and detailed criteria for your critical review will be made available on the unit Moodle site, along with all other assessment-related information, under the ‘ASSESSMENT’ section. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the unit Moodle site. You are encouraged to monitor the unit Moodle site and your student emails for assessment-related information.

Referencing
The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed here.

Criteria Provided via Moodle
Feedback Provided via Moodle

Assess No. 3
Type Portfolio
Learning Outcomes assessed 1. Critique contemporary policy and practice approaches, including integrated response models, for working with perpetrators of domestic violence
2. Apply systems-based tools of analysis to design a set of considerations for working with men to achieve family safety outcomes
3. Formulate strategies which align with relevant systems and services to meet the needs of men from culturally diverse groups
4. Interpret and communicate professional knowledge of the dynamics and processes of men’s behaviour change groups
Word Limit 3,000 (+/- 10%)
Total Percentage 40%
Details Reflective journal

Overview and background
Create and maintain a reflective journal of your experiences of your encounters with the range of systems with which your associated men’s behaviour change program (MBCP) is engaged over the course of your study in this unit.

As well as conducting direct MBC intervention, relevant standards in Australia require that MBCPs collaborate – with women’s advocate groups, child-protection systems, police, courts, probations services, addictions services, and so on – as integrated safety response systems based on the principle of the “coordinated community response” (Gondolf, 2012).

Your capacity to critically reflect on the nature and qualities of these relationships through your encounters with groups and other systems in the course of your study in this unit is critically relevant to a range of its learning outcomes.

This task involves regular (at least weekly) entries into a self-compiled journal. This is intended to support and consolidate your learning by synthesising the range of competencies relevant to the unit.

New learning is often referred to using the metaphor of a journey. The reflective journal offers a means of documenting milestones on that journey and opportunities to incorporate feedback along the way. Competence in this self-awareness and consolidation of attitudes consistent with practice in this work are assessable attributes.

Process and content
Your reflective journal should include and synthesise:
• An account of the application of group intervention and system-based strategies in a process of developing your knowledge, attitudes, and skills
• the impact of experiences on learning and self-management as a safe and effective practitioner
• reference to a dynamic model of experiential learning for practice (such as the description by Frost, 2015)
• reflections on relevant practice frameworks, methods, and strategies, along with relevant professional requirements.
• Comment on the capacity of the systems and services encountered to meet the needs of men from culturally diverse groups and to counter oppression related to domestic and family violence.

Format
The format of the journal is flexible and can reflect the cultures, idioms, and meaning-making that you bring to the learning for this unit. Your text may be illustrated with or by reference to artwork, audio, or video material. Please consult the course coordinator if you are unsure about the appropriateness of media.

You should include at least ten references in your journal. At least six of these should be academic references based on empirical and/ or theoretical examinations of the issues implicit in this statement. Remaining references may be sources from the grey literature or culturally-based sources.

References
Frost, A. (2015) Supervision. In O’Sullivan, K., King, A. & Nove, T. (Eds) Group work in Australia (pp.300-316). Sydney, NSW: Institute of Group Leaders.
Gondolf, E. W. (2012). The future of batterer programs. Boston, MA: Northeastern University Press.

Notes to Students It is expected that students enrolled in this unit will have connections with ‘men’s behaviour change’ services through professional practice networks. Your journal will reflect your work through that association.

Portfolio activities consist of different types of learning and assessment. They provide students with an opportunity to demonstrate a range of different skills, including different ways of researching, compiling and presenting information and acquired knowledge.

Overall, this assessment item provides you with the opportunity to explore and monitor your personal-professional progress in relation to the teaching material underpinning the unit and link this to your current or future practice.

All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ section. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the unit Moodle site. You are encouraged to monitor the unit Moodle site and your student emails for assessment-related information.

Referencing
The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed here.

Criteria Provided via Moodle
Feedback Students will have the opportunity to submit their journals for non-evaluative feedback between weeks 4 and 7 inclusive
All feedback provided via Moodle