Overview
This unit has a focus on developing your knowledge and understanding of skills to prevent and respond to violence against women (VAW). The most prevalent forms of this violence in Australia are domestic and family violence and sexual assault. They are recognised as “gendered crimes” that have an unequal impact on women. Although VAW occurs across all demographic groups, many women experience violence in ways that are specific to their circumstances. In Australia, for example, Aboriginal and Torres Strait Islander women, women with disabilities and women from culturally and linguistically diverse backgrounds are recognised in policy as priority populations. In this unit you will learn about different types of VAW, analyse sources of data that will help you to understand this violence, and examine various models that have informed policy and practice in the area of VAW. You will identify the health, social and economic impacts of VAW at individual and community levels and apply your learning to create a plan to enhance the safety of women. Your safety plan will be based on a case study and draw on the contemporary evidence base.
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 3 - 2020
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 Undergraduate 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 evaluation
Students requested more comprehensive assessment feedback.
There will be a more targeted approach to explaining to students how to locate and interpret their assessment feedback. There will continue to be general feedback provided to all, and specific feedback to individual students. As per student feedback, in future, the lecturer will attach a highlighted marking rubric for each assessment for each student, and continue to provide qualitative feedback.
Feedback from Student evaluation
Students indicated more clarity is required regarding the unit expectations.
There will be a more concerted effort made in Week 1 to explore and establish the expectations of students and unit staff.
Feedback from Student evaluation
Students would appreciate more engagement with, and overall feedback from, the lecturer.
Unit staff will continue to provide timely responses to all student enquiries and identify in Week 1 the nature and type of engagement and feedback suitable for students over what can be a fractured teaching term. Students identified that they would benefit from supplementary recorded lectures to complement the weekly study guides and additional material provided by the lecturer. In 2020 additional recorded lectures will be made available.
Feedback from Student evaluation
Some students required additional learning support.
Students will be reminded of all learning support options available to them throughout the term.
Feedback from Student evaluation
The assessment requirements need to be more clearly articulated for students.
Students indicated that greater explanation of the assessment requirements at the outset would be of benefit. Unit staff will review the assessment instructions and refine them to ensure greater clarity.
- Explain the various forms of violence against women that exist globally
- Analyse data sources relevant to the field of violence against women, including preventing and responding to this violence
- Report on the health, social and economic impacts of violence against women on individuals and the community
- Evaluate approaches to prevent, recognise and respond to this violence
- Create a plan at either an individual or community level that enhances the safety of women.
Not applicable
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Written Assessment - 40% | |||||
| 3 - Case Study - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - 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 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Case Study - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- CQUniversity Library
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.
n.cheyne@cqu.edu.au
Module/Topic
Introduction to violence against women: Key themes
Chapter
UN Women. (2015). A framework to underpin action to prevent violence against women. New York, NY: UN.
Events and Submissions/Topic
Module/Topic
Violence against women: Research and impacts
Chapter
World Health Organization. (2013). Global and regional estimates of violence against women: Prevalence and health effects of intimate partner violence and non-partner sexual violence. Geneva: World Health Organization.
Events and Submissions/Topic
Module/Topic
Priority populations 1
Chapter
Australian Institute of Health and Welfare. (2019). Family, domestic and sexual violence in Australia: Continuing the national story 2019. Canberra, ACT: AIHW.
Events and Submissions/Topic
Module/Topic
Priority populations 2
Chapter
Commonwealth of Australia. (2019). Fourth action plan - National plan to reduce violence against women and their children 2010–2022. Canberra, ACT: Commonwealth of Australia.
Events and Submissions/Topic
Written assessment 1
Fact Sheet Due: Week 4 Friday (4 Dec 2020) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Policy and legislation
Chapter
VicHealth. (2015). Preventing violence against women: An Australian timeline 1970-2015. Melbourne, VIC: VicHealth.
Events and Submissions/Topic
Module/Topic
Preventing violence against women
Chapter
Our Watch, Australia’s National Research Organisation for Women’s Safety (ANROWS) and VicHealth. (2015). Change the story: A shared framework for the primary prevention of violence against women and their children in Australia. Melbourne, Vic: Our Watch.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Recognising and responding to violence against women
Chapter
State of Victoria. (2012). Family violence risk assessment and risk management framework and practice guides 1-3 (Edition 2). Melbourne, Vic: Department of Human Services.
Events and Submissions/Topic
Written assessment 2
Report Due: Week 7 Friday (8 Jan 2021) 5:00 pm AEST
Module/Topic
Risk assessment and risk management
Chapter
Toivonen, C., & Backhouse, C. (2018). National risk assessment principles for domestic and family violence: Quick reference guide for practitioners (ANROWS Insights 10/2018). Sydney, NSW: ANROWS.
Events and Submissions/Topic
Module/Topic
Safety planning: Individuals
Chapter
Murray, C., Horton, E., Higgins Johnson, C., Notestine, L., Garr, B., Marsh Pow, A., … Doom E. (2015). Domestic violence service providers’ perceptions of safety planning: A focus group study. Journal of Family Violence, 30(3), 381-392.
Events and Submissions/Topic
Module/Topic
Safety planning: Community
Chapter
Orr, E. (Ed. & Comp.). (2018). Building safe communities for women and their children: A compendium of stories from the field (ANROWS Insights, 02/2018). Sydney, Australia: Australia’s National Research Organisation for Women’s Safety.
Events and Submissions/Topic
Module/Topic
Violence against women: Workplace considerations
Chapter
Family Safety Victoria. (2017). Responding to family violence capability framework. Melbourne, Vic: State of Victoria
Events and Submissions/Topic
Module/Topic
Conclusion
Chapter
Gregory, A., Williamson, E., & Feder, G. (2017). The impact on informal supporters of domestic violence survivors: A systematic literature review. Trauma, Violence & Abuse,18(5), 562-580.
Events and Submissions/Topic
Case study
Individual or community case study Due: Week 12 Friday (12 Feb 2021) 5:00 pm AEST
1 Written Assessment
Type: Written assessment
Due date: 5pm AEST Friday 4 December 2020, Week 4
Weighting: 20%
Length: 750 words (+/- 10%)
Learning Outcomes Assessed
2. Analyse data sources relevant to the field of violence against women, including preventing and responding to this violence.
Aim
The aim of this assessment item is for you to find and analyse at least five data sources to prepare a fact sheet that educates the reader about violence against women.
Context
According to OurWatch (n.d.):
Violence against women is any act of gender-based violence that causes or could cause physical, sexual or psychological harm or suffering to women, including threats of harm or coercion, in public or in private life… violence against women is not only or always physical. It includes psychological, economic, emotional and sexual violence and abuse, and a wide range of controlling, coercive and intimidating behaviours.
In Australia, violence against women is called many different things, including domestic violence, family violence, intimate partner violence, sexual harassment and sexual assault.
“Raising awareness to end violence is about changing people’s hearts and minds – in Governments, civil society organisations and in the general public” (UNWomen, n.d.).
Instructions
This assessment requires you to prepare a Fact Sheet about one form of Violence Against Women (VAW) drawing on your analysis of at least 5 data sources. For example, you may access a combination of quantitative and qualitative research findings from academic and grey literature. Your Fact Sheet should be developed for community stakeholders, so should be written in clear, concise language to raise their awareness about the selected form of VAW.
Select one form of VAW
· Intimate partner violence (you could include physical, sexual, emotional, psychological and financial abuse etc. or focus on one of these aspects of intimate partner violence) OR
· Non-partner sexual assault
Develop a Fact Sheet of approximately 750 words (excluding references) in ‘layperson’ language. The Fact Sheet should provide content in relation to the following:
1. What is the definition of the form of VAW you have selected?
2. How many people are affected by the selected form of VAW in Australia?
3. What is known about the contributors to/ risk factors for the selected form of VAW?
4. What is known about how to prevent this form of VAW?
Literature and references
You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
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 footer.
· 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.
· Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
· We recommend that you access your discipline specific library guide: the Social Work and Human 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.
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
Our Watch. (n.d.). Facts and figures. Retrieved from
https://www.ourwatch.org.au/understanding-violence/facts-and-figures
UN Women. (n.d.). Increasing knowledge and awareness. Retrieved from
https://www.unwomen.org/en/what-we-do/ending-violence-against-women/increasing-knowledge-and-awareness
Week 4 Friday (4 Dec 2020) 5:00 pm AEST
Marked assessment items will be returned two weeks following the due date
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 25% | |||||
| Efficacy and Organisation 5% | |||||
| An engaging and well-planned assessment. The assessment material is logical, clear, and concise. | A well-planned assessment. The assessment material is logical and clear. At times it is not concise. | Appropriately planned assessment. It mostly proceeds logically. | Adequately planned assessment. At times it is repetitive or lacks cohesion. | The assessment does not follow a logical sequence. | |
| Presentation 10% | |||||
| Written material very well-presented and free from errors. The assessment is within the set word count. | There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure) OR the errors impede meaning and flow of the assessment. The assessment is within the set word count 10% allowance (under or over the set word count). | Poorly presented assessment. There are many errors in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. | |
| Informed Content 5% | |||||
| Consistent and judicious integration of contemporary* references to support and reflect all ideas, information and quotations. A minimum of five references is used. These may be peer reviewed and grey literature. | Consistent integration of contemporary* references to support and reflect ideas, information and quotations, with 1 or 2 exceptions. A minimum of five references is used. These may be peer reviewed and grey literature. | Mostly consistent integration of up-to-date references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. A minimum of five contemporary* references is used. These may be peer reviewed and grey literature. | Occasionally integrates up-to-date references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. Five contemporary* references are used. These may be peer reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information and quotations. Fewer than five contemporary* references have been cited. | |
| Referencing 5% | |||||
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. | |
| Approach 75% | |||||
| Definition 5% | |||||
| Thorough and well substantiated definition suitable for the target audience. The definition is considered and sets the parameters of the factsheet clearly for the reader. | Thorough definition suitable for the target audience. The definition is considered and sets the parameters of the factsheet clearly for the reader. | Thorough definition suitable for the target audience. The definition sets the parameters of the factsheet for the reader. | The definition is adequate. However, the reader’s needs have not been carefully considered. | Minimal/no demonstration of an understanding of the topic or the needs of the reader. | |
| Prevalence 10% | |||||
| Thorough and well substantiated articulation of how many people are affected by the form of violence. This is presented in a way which is suitable for the target audience, synthesising credible data sources to accurately inform the reader. | Thorough and accurate presentation of prevalence (of form of violence) which is suitable for the target audience. | Accurate presentation of prevalence (of form of violence) which is suitable for the target audience. | The presentation of prevalence data is adequate. However, the needs of the target audience have not been fully considered. | Minimal/no demonstration of an understanding of the prevalence of the violence, or the needs of the reader. | |
| Contributing/ risk factors 30% | |||||
| Detailed and analytical presentation of contributing/ risk factors. At least six factors are identified/ explained in a way which is suitable for the readership. | Detailed and analytical presentation of contributing/ risk factors. At least five factors are identified/ explained in a way which is suitable for the readership. | Detailed and analytical presentation of contributing/ risk factors. At least four factors are identified/ explained in a way which is adequate for the readership. | Contributing/ risk factors are presented. At least three factors are identified/ explained. Some consideration for the audience is apparent. | Minimal/no identification/ explanation of contributing/ risk factors. | |
| Prevention of violence 30% | |||||
| Accurate and analytical presentation of what is known regarding the prevention of violence against women. This is written in a way which is suitable for the target audience. Limitations in data sources are well explained. | Accurate and analytical presentation of what is known regarding the prevention of violence against women. This is written in a way which is suitable for the target audience. | Accurate presentation of what is known regarding the prevention of violence against women. This is written in a way which is suitable for the target audience. | Accurate presentation of what is known regarding the prevention of violence against women. Some consideration for the audience is apparent. | Minimal/no identification/ explanation of what is known about violence against women. | |
*Contemporary = less than 10 years old.
- Analyse data sources relevant to the field of violence against women, including preventing and responding to this violence
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
2 Written Assessment
Type: Written assessment
Due date: 5pm AEST Friday 8 January 2021, Week 7
Weighting: 40%
Length: 2000 words (+/- 10%)
Learning Outcomes Assessed
1. Explain the various forms of violence against women that exist globally.
3. Report on the health, social and economic impacts of violence against women on individuals and the community.
Aim
The aim of this assessment item is for you select a form of violence against women (VAW) and report on the impacts of that violence on individuals and the broader community.
Instructions
This report requires you to explore available evidence at multiple levels: global, national, jurisdictional etc. to inform the reader about the impacts of VAW. It is also important to consider that “Race, sexuality, gender and disability, amongst other forms of identity, can impact the way a woman experiences violence” (Commonwealth of Australia, 2019, p. 26).
Choose one of these forms of VAW:
· Intimate partner violence (you could include physical, sexual, emotional, psychological and financial abuse etc. or focus on one of these aspects of intimate partner violence) OR
· Non-partner sexual assault
Scenario
You have been asked to provide a report to others working in your discipline area (e.g. social work, public health, education, psychology etc.) about the impacts of VAW on individuals and communities. The structure of your report is:
Background: Explain the various forms of VAW that exist globally. Identify which form/s of violence will be the focus of the report. Justify your choice of topic: why is this important?
Section 1: Identification of (health, social, and economic) impacts of this form of VAW at the individual level.
Section 2: Identification of (health, social, and economic impacts) of this form of VAW at the community level.
Section 3: With reference to VAW and ‘forms of identity: race, sexuality, gender, disability’ and other factors: what difference is made to these impacts?
Section 4: Reflection: How could the findings of this report affect practice in your discipline area?
Literature and references
You are required to use at least 8 sources for this assessment item. You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
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 footer.
· 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.
· Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
· We recommend that you access your discipline specific library guide: the Social Work and Human 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.
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
Australian Government. (2019). Fourth action plan - National plan to reduce violence against women and their children 2010–2022. Canberra, ACT: Commonwealth of Australia.
Week 7 Friday (8 Jan 2021) 5:00 pm AEST
Marked assessment items will be returned two weeks following the due date
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% | |
| Structure 25% | |||||
| Efficacy and Organisation 5% | |||||
| An engaging and well-planned assessment. The assessment material is logical, clear, and concise. | A well-planned assessment. The assessment material is logical and clear. At times it is not concise. | Appropriately planned assessment. It mostly proceeds logically. | Adequately planned assessment. At times it is repetitive or lacks cohesion. | The assessment does not follow a logical sequence. | |
| Presentation 10% | |||||
| Written material very well-presented and free from errors. The assessment is within the set word count. | There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure) OR the errors impede meaning and flow of the assessment. The assessment is within the set word count 10% allowance (under or over the set word count). | Poorly presented assessment. There are many errors in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. | |
| Informed Content 5% | |||||
| Consistent and judicious integration of contemporary* references to support and reflect all ideas, information and quotations. A minimum of 10 references is used. These may be peer reviewed and grey literature. | Consistent integration of contemporary* references to support and reflect ideas, information and quotations, with 1 or 2 exceptions. A minimum of 10 references is used. These may be peer reviewed and grey literature. | Mostly consistent integration of up-to-date references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. Fewer than 10 contemporary* references are used. These may be peer reviewed and grey literature. | Occasionally integrates up-to-date references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. Fewer than 10 contemporary* references are used. These may be peer reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information and quotations. Fewer than 10 contemporary* references have been cited. | |
| Referencing 5% | |||||
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. | |
| Approach 75% | |||||
| Background 15% | |||||
| Thorough and well substantiated explanation of the various forms of violence against women existing globally. The focus of the report is clearly articulated and the justification for this focus is compelling. | Thorough and well substantiated explanation of the various forms of violence against women existing globally. The focus of the report is clearly articulated and the justification for this well argued. | A well substantiated explanation of the various forms of violence against women existing globally. The focus of the report is clear and the justification for this approach is logical. | The various forms of violence against women existing globally are explained. The focus of the report is clear and an argument justifying this is presented. | Minimal/no demonstration of an understanding of the various forms of violence existing globally and/ or lack of clear focus in the background section. | |
| Impacts 30% | |||||
| Detailed and analytical presentation of impacts at the individual and community levels. Health, social, and economic impacts are comprehensively explained for each level. There are clear linkages drawn across the impacts for each level. | Detailed presentation of impacts at the individual and community levels. Health, social, and economic impacts are clearly explained for each level. There are some linkages drawn across the individual and community levels. | Detailed presentation of impacts at the individual and community levels. Health, social, and economic impacts are explained for each level. | Accurate presentation of impacts at the individual and community levels. Some health, social, and economic impacts are presented for individuals and/ or communities. | Minimal/ no identification of impacts at the individual and community levels. Health, social, and economic impacts are not explored with accuracy. | |
| Population considerations 20% | |||||
| Accurate and analytical presentation of what is known about violence against women and its relationship with all ‘forms of identity: race, sexuality, gender, disability’. A number of factors which may influence the nature/ degree of impacts of violence are identified and comprehensively articulated. | Accurate and detailed presentation of what is known about violence against women and its relationship with all ‘forms of identity: race, sexuality, gender, disability’. At least three factors which may influence the nature/ degree of impacts of violence is explained. | Accurate presentation of what is known about violence against women and its relationship with all ‘forms of identity: race, sexuality, gender, disability’. At least two factors which may influence the nature/ degree of impacts of violence are identified. . | Accurate presentation of what is known about violence against women and its relationship with at least two of these ‘forms of identity: race, sexuality, gender, disability’. One factors which may influence the nature/ degree of impacts of violence is identified. . | Minimal/no identification/ explanation of what is known about violence against women and how it impacts on different population groups. | |
Reflection 10%
| This report identifies the discipline area of the author. There are at least four examples presented of how future practice could be influenced by considerations of the impacts of violence against women (individual and community levels are clearly distinguished) and its differential impacts are explored. | This report identifies the discipline area of the author. There are at least three examples presented of how future practice could be influenced by considerations of the impacts of violence against women (individual and community levels) and its differential impacts are presented. | This report identifies the discipline area of the author. There are at least two examples presented of how future practice could be influenced by considerations of the impacts of violence against women (individual or community levels) and its differential impacts are identified. | This report identifies the discipline area of the author. There is at least one example presented of how future practice could be influenced by considerations of the impacts of violence against women generally, and its differential impacts. | Minimal/no identification/ explanation of how this report could influence practice. |
*Contemporary = less than 10 years old.
- Explain the various forms of violence against women that exist globally
- Report on the health, social and economic impacts of violence against women on individuals and the community
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
3 Case Study
Type: Case study
Due date: 5pm AEST Friday 12 February 2021, Week 12
Weighting: 40%
Length: 2000 words (+/- 10%)
Learning Outcomes Assessed
4. Evaluate approaches to prevent, recognise and respond to this violence (violence against women).
5. Create a plan at either an individual or community level that enhances the safety of women.
Aim
The aim of this assessment item is for you evaluate approaches to prevent, recognise and respond to violence against women and use the information to create an individual or community safety plan.
Instructions
Choose one of the following case studies (individual or community) and complete the associated tasks.
Individual case study
Scenario
You live in a regional centre (population approximately 80,000 people) which has a range of services including a domestic violence service, hospital, police, local government etc. Over lunch with your friends Olivia and Lauren, you notice that Lauren is close to tears. You haven’t seen Lauren for a year, and you have been worried about her. When you ask her if she’s alright, she bursts into tears and explains that her partner Andrew (an army sergeant) has been calling her names more often lately.
She says she knows that he really loves her and shows her all the time, but sometimes he makes her sad – but she thinks that is normal in relationships. When you ask how he shows her love, Lauren says Andrew texts constantly and buys her special make-up and clothes to wear which will make her look “even more beautiful”.
Lately, though, she has been feeling pressured by Andrew to “do stuff in the bedroom” which makes her feel uncomfortable, and recently he hinted that he’d like to “share” her with one of his mates. Olivia gets really angry that Andrew is behaving this way and says “Well for starters, I’d be really surprised if Andrew meant any of this – and if he’s as bad as say, you should just leave him, Lauren”.
Lauren asks for your advice.
Tasks
You are required to:
1. Explain what you would say to Lauren and Olivia and your reasoning for this. This should be based on your understanding of violence against women and draw on the contemporary evidence base. (Approximately 750 words)
2. Prepare a safety plan for Lauren, using the template supplied. (Approximately 250 words)
3. Provide an explanation of four key points of your plan. This should draw on the contemporary evidence base. (1000 word limit)
Community case study
Scenario
You live in a regional centre (population approximately 80, 000 people) which has a range of services including a domestic violence service, hospital, police, local government etc. In your work you have been approached by a group (Men4Women) who is very keen to stop violence against women. The group would like to take action, and asked for your feedback on their three ideas so far:
· A family fun day in the park based on the theme “violence happens to anyone”.
· Putting posters up in libraries with the message “violence happens everywhere”.
· Handing out coasters in hotels with the message “alcohol causes domestic violence”.
Tasks
You are required to:
1. Explain what feedback you would give to this group about these ideas and your reasoning for this. This should be based on your understanding of violence against women and draw on the contemporary evidence base. (Approximately 750 words)
2. Prepare a community plan, using the template supplied. (Approximately 250 words)
3. Provide an explanation of four key points of your plan. This should draw on the contemporary evidence base. (1000 word limit)
Literature and references
You are required to use at least 8 sources for this assessment item. You can use unit provided materials and other credible sources (journal articles, books) to reference your assessment. The quality and credibility of your sources are important. Your sources should be contemporary (later than 2010) and may be drawn from research and/ or grey literature. For example, you may draw on Australian or other statistics from government websites (e.g. Australian Bureau of Statistics, Australian Institute of Health and Welfare).
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 footer.
· 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.
· Include a cover page providing your name, the name and code of the unit, and the title of the assessment.
Resources
· We recommend that you access your discipline specific library guide: the Social Work and Human 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.
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
Australian Government. (2019). Fourth action plan - National plan to reduce
violence against women and their children 2010–2022. Canberra, ACT: Commonwealth of Australia.
Week 12 Friday (12 Feb 2021) 5:00 pm AEST
Marked assessment items will be returned two weeks following the due date
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 25% | ||||
| Efficacy and Organisation 5% | ||||
| An engaging and well-planned assessment. The assessment material is logical, clear, and concise. | A well-planned assessment. The assessment material is logical and clear. At times it is not concise. | Appropriately planned assessment. It mostly proceeds logically. | Adequately planned assessment. At times it is repetitive or lacks cohesion. | The assessment does not follow a logical sequence. |
| Presentation 10% | ||||
| Written material very well-presented and free from errors. The assessment is within the set word count. | There are minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure) which do not greatly affect the meaning and flow of the assessment. The assessment is within the set word count. | There are 4 or 5 inconsistent errors (spelling, grammar and paragraph structure) OR the errors impede meaning and flow of the assessment. The assessment is within the set word count 10% allowance (under or over the set word count). | Poorly presented assessment. There are many errors in spelling, grammar and paragraph structure. (> 5 errors). The word count has not been adhered to. |
| Informed Content 5% | ||||
| Consistent and judicious integration of contemporary* references to support and reflect all ideas, information and quotations. A minimum of 10 references is used. These may be peer reviewed and grey literature. | Consistent integration of contemporary* references to support and reflect ideas, information and quotations, with 1 or 2 exceptions. A minimum of 10 references is used. These may be peer reviewed and grey literature. | Mostly consistent integration of up-to-date references to support and reflect ideas, information and quotations, with 3 or 4 exceptions. Fewer than 10 contemporary* references are used. These may be peer reviewed and grey literature. | Occasionally integrates up-to-date references to support and reflect ideas, information and quotations, with 5 or 6 exceptions. Fewer than 10 contemporary* references are used. These may be peer reviewed and grey literature. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, information and quotations. Fewer than 10 contemporary* references have been cited. |
| Referencing 5% | ||||
| Accurate APA referencing. No errors. | Mostly accurate APA referencing. 1-2 consistent errors (may be made multiple times). | Somewhat accurate APA referencing. 3 consistent errors (may be made multiple times). | Occasionally accurate APA referencing. 4 consistent errors (made multiple times). | APA referencing not used, or more than 5 inaccuracies. |
| Approach 75% | ||||
| Feedback to individual/ community group 30% | ||||
| Thorough and well substantiated feedback suitable for the target audience. A range of contemporary evidence is seamlessly integrated and innovative solutions are proposed. | Thorough and well substantiated feedback suitable for the target audience. A range of contemporary evidence is seamlessly integrated | Thorough feedback suitable for the target audience. Some contemporary evidence is integrated. | Clear feedback suitable for the target audience. Some contemporary evidence is integrated | Minimal/no demonstration of an understanding of the topic or the needs of the individual/ community group. |
| Plan individual or community 15% | ||||
| Thorough and well substantiated plan suitable for the target audience. Innovative solutions are proposed. | Thorough and well substantiated plan suitable for the target audience. | Thorough plan suitable for the target audience. | Clear plan suitable for the target audience. | Minimal/no demonstration of an understanding of elements of a plan at either individual or community levels. |
| Explanation of plan 30% | ||||
| Detailed and analytical presentation of four elements of the plan. Contemporary evidence is seamlessly integrated to provide a compelling argument. Data gaps are explained where relevant. Innovative solutions are proposed. | Detailed and analytical presentation of four elements of the plan. Contemporary evidence is integrated to provide a clear argument. | Detailed presentation of four elements of the plan. All are explained to inform the reader and reflect an integration of appropriate evidence. | Clear presentation of four elements of the plan. Most are explained to inform the reader and reflect an integration of appropriate evidence. | Minimal/no explanation of key points of a plan at either individual or community levels. May not include four distinct elements of the plan. |
Contemporary = less than 10 years old.
- Evaluate approaches to prevent, recognise and respond to this violence
- Create a plan at either an individual or community level that enhances the safety of women.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
