Overview
This unit builds your understanding of domestic and family violence as you learn about perpetrator behaviour change at a strategic level, exploring the systems and services associated with family safety. Linkages with other sectors, such as mental health and alcohol and drug services, are critical in this field. You will develop your understanding of the relevance of these and other services to perpetrator behaviour change and formulate strategies which align with these services. Systemic and integrated responses for specific groups, such as Culturally and Linguistically Diverse and Aboriginal and Torres Strait Islander clients are key areas of knowledge and are integrated into this unit. Policies and practice are examined through the application of evidence-based tools of analysis to identify and address issues related to working with users of violence. You will also focus on the establishment and practice of skills required for effective group-work with perpetrators, advancing your knowledge of group dynamics and processes.
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 2 - 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.
- Critique contemporary policy and practice approaches, including integrated response models, for working with perpetrators of domestic violence
- Apply systems-based tools of analysis to design a set of considerations for working with men to achieve family safety outcomes
- Formulate strategies which align with relevant systems and services to meet the needs of men from culturally diverse groups
- Interpret and communicate professional knowledge of the dynamics and processes of men’s behaviour change groups
- Demonstrate skills for use in group settings which facilitate perpetrator behaviour change.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 30% | |||||
2 - Practical Assessment - 30% | |||||
3 - Portfolio - 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 - Written Assessment - 30% | ||||||||
2 - Practical Assessment - 30% | ||||||||
3 - Portfolio - 40% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Access to webcam or other video recording device for assessable presentation
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
b.sullivan@cqu.edu.au
Module/Topic
Critical reflective practice - You, your program, your context of systems and services
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
In what context should interventions be implemented?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
Why is appropriate information sharing so important?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
What is the place of women and women's advocacy in the men's program?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Are child protection agencies, women's domestic violence agencies and men's DFV intervention programs competitors or companions?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Written assessment
Collaborative Community Responses Essay Due: Week 6 Monday (23 Aug 2021) 5:00 pm AEST
Module/Topic
What is the place of police in our men's domestic violence intervention progams?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
How should men's DFV intervention programs relate with courts?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Practical assessment - Case study
Module/Topic
What role should the health system play in the men's DFV intervention program?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
What connections between AOD programs and men's DFV should be forged?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
A new emphasis to a systemic approach: What is Focused Deterrence?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Module/Topic
How will this unit influence and inform your practice?
Chapter
All readings provided in Unit eReading list.
Events and Submissions/Topic
Portfolio - Critical Reflective Journal
Critical Reflective Journal Due: Week 12 Friday (8 Oct 2021) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
UNIT CODE DFVP20010
UNIT TITLE Integrated Services and Systems for Men’s Behaviour Change
Assessment 1 – Essay
Type: Written assessment
Due date: 5.00pm Monday Week 6, Term 2 2021
Weighting: 30%
Length: 1500 words
Unit Coordinator: Dr Brian Sullivan
Learning Outcomes Assessed
This assessment item relates to unit learning outcomes 1,2,3, and 4.
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
Aim
The aim of this assessment is to have you understand that in domestic violence intervention with male perpetrators it is the coordinated and integrated systemic response that is crucial. While the men’s program in critical to this response, it is one component of the response. A men’s program will only be as good as the system in which it is embedded. You are required to write an essay justifying Gondolf’s assertion that “the system matters” (2002, p.199) in all domestic violence interventions, but especially in men’s behaviour change interventions.
Instructions
In this essay you will need to complete the following steps:
1. Introduction (150 words) – The introduction will introduce your topic and outline the key points of your essay that will inform the reader what you are writing about, why you are writing about it, and how you will discuss this topic.
2. The main body of the essay (1100 words)
· Define and explain systemic approaches to domestic and family violence
· Discuss the contribution of the Duluth Abuse Intervention Program to systemic intervention
· Review other contemporary systemic approaches - Multi Agency Risk Assessment Conferences (MARAC in UK), Collaborative Community Responses (CCR) in US, and Integrated Services Responses (ISR) in Qld, Australia
· Identify the position of the men’s program within the systemic approach and provide a rationale for its role and responsibilities within the systemic.
· Clearly explain why it is so important for the men’s program to operate within the systemic approach, rather than a stand-alone intervention.
· The main body of the essay should be substantiated with reference to the peer reviewed literature (no less than 5 article) and grey literature (reports, policy documents, and standards, etc, no less that 3 of these).
3. Conclusion (250)
· The conclusion should summarise the key areas that address the set task. No new information should be included.
Research and use current scholarly and grey literature to discuss the development of men’s domestic violence intervention programs within a systemic response to domestic violence. You will need to refer to the Duluth approach as one of the pioneering systemic responses to domestic and family violence, that use a whole community approach, including courts, police, corrective services, women’s DV services, etc, to scaffold and support the work with perpetrators. Also, refer to Multi Agency Risk Assessment Conferences (MARAC in UK), Collaborative Community Responses (CCR) in US, and Integrated Services Responses (ISR) in Qld, Australia, and other systemic approaches. Include a clear rationale about the positioning of men’s programs with a systemic response as a priority of safety and accountability for men’s behaviour change.
Resources
· You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your response. The quality and credibility of your sources are important. Your assignment should be substantiated with reference to the contemporary literature with no less than five (6) peer reviewed journals and three (3) articles of grey literature (reports, standards, policy documents etc) cited.
· We recommend that you access your discipline specific library guide: Social Work and Community Services Guide.
· 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.
All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ section.
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 6 Monday (23 Aug 2021) 5:00 pm AEST
Essay
Week 8 Monday (6 Sept 2021)
Return to Students
|
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Critique contemporary policy and practice approaches, including integrated response models, for working with perpetrators of domestic violence
- Apply systems-based tools of analysis to design a set of considerations for working with men to achieve family safety outcomes
- Formulate strategies which align with relevant systems and services to meet the needs of men from culturally diverse groups
- Interpret and communicate professional knowledge of the dynamics and processes of men’s behaviour change groups
2 Practical Assessment
UNIT CODE DFVP20010
UNIT TITLE Integrated Services and Systems for Men’s Behaviour Change
Assessment 2 – Practical Assessment
Type: Written assessment
Due date: 5.00pm Monday Week 9 Term 2 2021
Weighting: 30%
Length: 1500 words
Unit Coordinator: Dr Brian Sullivan
Learning Outcomes Assessed
This assessment item relates to unit these learning outcomes:
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
5. Demonstrate skills for use in group settings which facilitate perpetrator behaviour change.
Aim
The aim of this assessment is for students to demonstrate their understanding of how working with and within system interventions for domestic and family violence is a critical skill for facilitators of men’s behaviour change programs, in supporting men’s behaviour change. The men’s group is only one component albeit an important one of systemic responses. Applying systems-based tools and strategies and coordinating with relevant systems and services is integral to the work of men’s group facilitators.
Instructions
You are to read the case study below carefully and develop an intervention and risk management plan for Rex, integrating the systems that are at work in his life, for his overall wellbeing and violence desistance, and for the wellbeing of his wife and family. You plan should be evidence-based and refer to academic and grey literature, (especially practice standards),
CASE STUDY - REX
Rex is 50 years old. He has been an unskilled labourer on and off for 35 yrs. There have been long periods of unemployment and periods of incarceration during his adult years. He left school at the end of Grade 9. Rex is Culturally and Linguistically Diverse (CALD) man originally from a Pacific Island Community, three hours east of Australia. His mother and father immigrated to Australia when Rex was 10 years old. He is now living in the western suburbs of Brisbane. He has been sent to your service for assessment and to prepare for your men’s domestic violence intervention program.
During your first interview, you find out that your new client has been married for 20 years and has three children aged 21 (Audie), 16 (Rex Jr), and 10 (Ella). At present he is unemployed. He has a long-standing problem with methamphetamines and his drug related habits have been the cause of his incarceration. He has also had issues with ongoing alcohol use. He has been violent at home and outside of his home with others. He is currently on probation and parole for domestic violence offences against his wife Veronica (he threatened her with a kitchen knife and then trashed the living room). He has had three Domestic Violence Orders in his marriage; he has breached all three and consequently been arrested. Rex has been diagnosed with depression and anxiety and blames his childhood experience within his own family of origin for these. He has been reported to Child Safety for his harsh discipline of Ella, and there has been discussion regarding removing her from the home. The two older children have moved out because of his addictions and abuse and are living with his aunty in another suburb. He and his wife and family are in danger of being evicted from their rental property because they are so far behind in rent. Rex is a very good artist, and he shows you some of his paintings on his phone during his interview and assessment. He presents as friendly and open to change. This will be the third group he has begun; he has not completed the previous two groups.
As facilitator of the local men’s program in Brisbane’s West, you are working with Rex on supporting his desistance from domestic violence and his behaviour change.
In the task of developing an intervention and risk management plan for Rex, you will need to attend to the following:
1. An introduction that explains the purpose of your plan and the importance of a systemic response, bigger than but inclusive of the men’s behaviour change program. An outline of what you intend to do in your intervention and risk management plan (250 words)
2. The main body of your response (1000 words) should be your intervention and risk management plan which should consider the following questions. Ensure you provide a rationale for each area with references to literature (academic and grey). Ensure that principles of safety and accountability are prioritised.
· What more would you need to know about Rex and his situation?
· What systems have been responding to Rex so far?
· What additional services could be resources for Rex and why?
· What referrals and connections would be useful for Rex?
· What impacts might these interventions have on Rex’s wife Veronica and the children?
· What referrals would be useful for Veronica and the children?
· What further information would you need to know about Veronica and the children?
· What cultural connections may be beneficial for Rex?
3. Conclusion (250 words).
· The conclusion should summarise the key areas. No new information should be included.
4. Reference list (not included in word count)
This should be written in the form of an intervention and risk management report for your client, based on the case study.
·
Resources
-
You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your response. The quality and credibility of your sources are important. Your assignment should be substantiated with reference to the contemporary literature with no less than five (5) peer reviewed journals and three (3) articles of grey literature (reports, standards, policy documents etc) cited.
-
We recommend that you access your discipline specific library guide: Social Work and Community Services Guide.
-
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.
All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ section.
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 9 Monday (13 Sept 2021) 5:00 pm AEST
Week 11 Monday (27 Sept 2021)
Return to Students
|
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
- Demonstrate skills for use in group settings which facilitate perpetrator behaviour change.
3 Portfolio
UNIT CODE DFVP20010
UNIT TITLE Integrated Services and Systems for Men’s Behaviour Change
Assessment 3 – Critical Reflective Journal
Type: Written assessment
Due date: 5.00pm Monday Week 12, Term 2 2021
Weighting: 40%
Length: 2400 words
Unit Coordinator: Dr Brian Sullivan
Learning Outcomes Assessed
This assessment item relates to unit learning outcomes 1,2,3, and 4.
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.
Aim
The aim of this assessment is for you to demonstrate their understanding of the importance of systemic responses to domestic and family violence, in which the men’s behaviour change programs are embedded. This is to ensure the twin principles of safety and accountability in our domestic violence interventions are always prioritised. This journal is to be a kind of reflective summary of your responses to the unit content, where you can demonstrate your knowledge and understanding of integrated systemic response models to domestic violence; community partnerships; the importance of the relationships between service providers; the place of perpetrator programs with the systemic response.
As well guiding practice and principles of Men’s Behavioural Change (MBC) interventions, relevant government standards in Australia require that MBCPs collaborate with other areas including women’s advocate groups; child-protection systems; police; courts; probation and parole; cultural services, addictions services, and so on. This collaboration facilitates an integrated safety response system based on the principle of the “coordinated community response” (Gondolf, 2012). Your capacity to critically reflect on the nature and qualities of these services and systemic relationships as you encounter, and experience groups and other service systems is critically relevant to the range of learning outcomes.
Instructions
You are required to create and maintain a reflection journal of your experiences of critically engaging with the content of this unit. Journal entries should be relevant to your personal and professional development in respect of your current or future professional practice. Please refer to the Introduction to Critical Reflective Practice in the Domestic and Family Violence Practice Program at the beginning of this unit (in Moodle). You are asked to create and maintain a critical reflective journal of your experiences and encounters with the range of systems with which men’s behaviour change programs (MBCP) are engaged.
This assessment requires you to begin your journal entries very early in the term (Week 2 at the latest) and regularly add entries. You will need to complete eight (8 X 300 words) entries and ensure that you date your entries as you progress. This is intended to support and consolidate your learning by synthesising the range of competencies relevant to the unit, especially in working with and within a range of different services and systems. New learning is often referred to using a journey metaphor. This assessment will help you to document milestones on that journey, reflect on their meanings, and incorporate feedback along the way. Competence in this self-awareness and the subsequent consolidation of attitudes consistent with practice in this work are assessable attributes. Resources.
-
You can use unit provided materials and other credible sources (e.g., journal articles, books) to reference your response. The quality and credibility of your sources are important. Your assignment should be substantiated with reference to the contemporary literature with no less than five (6) peer reviewed journals and three (3) articles of grey literature (reports, standards, policy documents etc) cited.
-
We recommend that you access your discipline specific library guide: Social Work and Community Services Guide.
-
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.
All assessment-related information is also made available on the unit Moodle site under the ‘ASSESSMENT’ section.
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.
References
The readings for this unit provide the core content for your journal responses.
Week 12 Friday (8 Oct 2021) 5:00 pm AEST
Please note there is provision for non-evaluative feedback prior to submission of this assessment
Exam Week Friday (22 Oct 2021)
Return to Students
|
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
- Critique contemporary policy and practice approaches, including integrated response models, for working with perpetrators of domestic violence
- Apply systems-based tools of analysis to design a set of considerations for working with men to achieve family safety outcomes
- Formulate strategies which align with relevant systems and services to meet the needs of men from culturally diverse groups
- Interpret and communicate professional knowledge of the dynamics and processes of men’s behaviour change groups
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.