Type:                      Written assessment – Fact Sheet

Due date:               4 pm AEST Wednesday 27th November 2024 (Week 4)

Return date:           4 pm (AEST) Wednesday 11th December 2024 (Week 6)

Weighting:             20%

Length:                  750 words (+/- 10%) (excluding reference list)

Unit Coordinator:   Nicola Cheyne

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 is for you to develop a fact sheet that informs community stakeholders about domestic and family violence (DFV), the most common form of violence against women.

Context
A fact sheet is a way to raise awareness of the topic with a non-professional audience. Domestic and family violence affects many women in our communities and this document should help others understand various aspects of this topic.

Instructions
This assessment requires you to prepare a fact sheet (short, sharp paper recounting key facts) about DFV drawing on your analysis of at least 4 data sources. Your fact sheet should be developed for community stakeholders, so should be written in clear, concise language to raise their awareness about DFV.  Please follow the steps below and provide content in relation to the following to complete your assessment task:

1.    How is DFV defined?

a      Considerations to include: different relationships between perpetrator and victim, as well as behaviours engaged in by perpetrators.

2.    Outline the prevalence of DFV in Australia:

a      Identify how many people are affected by DFV. Consider gender differences (are women more often the victims of DFV? What about perpetrators of DFV – are they more likely to be men?).

3.    Identify which populations of women in Australia are most at risk of experiencing DFV?

a      Name the populations/groups of women most at-risk, as you will expand on this in the next assignment. NOTE, this does not include children, as they are not women.

4.    Identify some examples of programs that exist to try to reduce/stop DFV

a      NOTE: these are programs applied to a situation to try to reduce DFV e.g., Love Bites program, men’s behaviour change programs. This is not the National Plan or other policies and legislation.

b      Try to explore a program across each level of primary, secondary and tertiary prevention, but don’t make outlining the types of prevention your focus. Your focus needs to be the programs themselves, e.g. Love Bites is a primary prevention program that focuses on trying to change the attitudes of school children, so they no longer support gender stereotypes and inequality that may eventually lead to DFV.

Literature and references
In this assessment use at least 4 contemporary references (7 years or less) 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 Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.

Here are some useful links:

Australian Institute of Health and Welfare. (n.d.). Family, domestic and sexual violence: FDSV summary. Available at https://www.aihw.gov.au/reports-data/behaviours-risk-factors/domesticviolence/overview  

OurWatch. (n.d.). Preventing violence against women. Available at https://www.ourwatch.org.au/ 

Australian Bureau of Statistics. (2021–2022). Personal Safety, Australia. Available at https://www.abs.gov.au/statistics/people/crime-and-justice/personal-safetyaustralia/latest-release 

Requirements
•       Use a cover page for your assessment that includes the student’s name, student number, unit number and name, assessment number and title, due date, in-text word count, and use of Gen AI declaration,

o      Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable)

•       Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

•       Include page numbers on each page in a footer.

•       Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word.

•       Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.

•       Write in the third-person perspective.

•       Use Microsoft Word English (Australia) spelling and grammar checker.

•       All work submitted must be your own work.

•       Use full sentences, correct grammar and punctuation, and the spell and grammar checking functions of Word prior to submission of your document. Reading your work aloud, or having someone else read your work prior to submission, may help you to construct a better document.

•       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. Please note, direct quotes should be used minimally in academic writing.

Resources
•       You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.

•       We recommend that you access your discipline specific library guide: the Social Work and Human Services 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. You may wish to submit a draft to Studiosity.

•       Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.  

Use of Artificial Intelligence
Please refer to information about Artificial Intelligence (AI) and its use in the Foundations of Academic Integrity Module.

·       You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.

·       The use of any generative artificial intelligence is permitted for the following purposes:

a.    Gen AI is not permitted to answer the assessment questions or to write your paper for you.

b.    Gen AI content editing, e.g., grammar checkers (e.g., Grammarly or ProWritingAid) to help refine written work. These tools are a form of AI. They are considered acceptable as they are not writing your paper for you, but rather refining what you have written, however, you must disclose their use.

·       If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.

·       We aim to support you in developing the knowledge, skills, and aptitude for critical thinking and thereby improve the way you work with and support people experiencing or using domestic and family violence. Using AI to answer the assessment questions or write your papers for you does not support this aim.

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. Assessment re-attempt is not available for Assessment One.

Minimum Pass Criteria
Students must achieve a cumulative grade of at least 49.5 across all assessments to complete this unit.

Type:                      Written assessment – Information Briefing

Due date:               4 pm (AEST) Wednesday 8th January 2025 (Week 8) 

Return date:            4 pm (AEST) Wednesday 22nd January 2025 (Week 10)

Weighting:             40%

Length:                  2,000 words +/-10% (excluding reference list)

Unit Coordinator:  Nicola Cheyne

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 is for you to write an information briefing on how domestic and family violence (DFV) impacts on women.

Instructions
This information briefing requires you to explore available evidence at multiple levels: global, national, jurisdictional, etc. to inform the reader about the impacts of DFV. In this assessment, you are required to consider:

·       The impacts of DFV at individual and community levels.

·       Priority populations and the reasons for their vulnerability to experience DFV and its impacts. 

·       How you could incorporate what you learned into your own practice.

·       Using the template that has been provided on the Moodle site to assist you with structuring the assignment. 

Scenario 

You have been asked by your supervisor to provide an information briefing to others working in your discipline area (e.g. social work, public health, education, psychology etc.) about the impacts of DFV on individuals and communities.

Please follow the steps below to complete your assessment task:

1.    Background: Identify your discipline area (e.g., My discipline area is social work – only a sentence). Explain at least four forms of violence against women (VAW) that exist globally (NOTE: this is wider than DFV) to set the scene for why you are going to focus on DFV. Then narrow your topic down to highlight why there has been such a policy and community focus in Australia on DFV as the justification for focusing on DFV in the rest of the briefing (a couple of sentences). (Approximately 250 words for the background section in total).

2.    Section 1: Discuss health, social and economic impacts of DFV at the individual level. Your response should include a paragraph for each of the three impacts, (approximately 500–550 words).

3.    Section 2: Discuss the health, social and economic impacts of DFV at the community level. Your response should include a paragraph for each of the three impacts (approximately 500–550 words).

4.    Section 3: Identify the populations in Australia most at-risk of experiencing these impacts of DFV. Explain why they are the most vulnerable to experiencing DFV (approximately 400–450 words). 

5.    Section 4: Reflection: How could professionals in your field of practice use the information outlined above? Specifically: What are three findings from this briefing that could be used in your area of work in the future and how would this information be used? (E.g., Knowing that First Nations women are more likely to experience DFV (ref) will mean that as a social worker I will…) (approximately 350–400 words). 

Literature and references
In this assessment use at least 10 contemporary references (7 years or less) 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, the Australian Bureau of Statistics, Australian Institute of Health and Welfare. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.

Requirements
·       Use a cover page for your assessment that includes the student’s name, student number, unit number and name, assessment number and title, due date, in-text word count, and use of Gen AI declaration,

·       Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable)

·       Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

·       Include page numbers on the top right side of each page in a header.

·       Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word.

·       Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.

·       Write in the third-person perspective, except in the reflection or where you have been requested to write in first person.

·       Use formal academic, discipline-specific, and inclusive language and essay structure.

·       Use Microsoft Word English (Australia) spelling and grammar checker.

·       All work submitted must be your own work.

·       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. Please note, direct quotes should be used minimally in academic writing.

Resources
·       You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.

·       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.

·       You may wish to submit a draft to Studiosity.

·       Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.

Academic Integrity
Please refer to information about Artificial Intelligence (AI) and its use in the Foundations of Academic Integrity Module.

·       You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.

·       The use of any generative artificial intelligence is permitted for the following purposes:

a.    Gen AI is not permitted to answer the assessment questions or to write your paper for you.

b.    Gen AI content editing, e.g., grammar checkers (e.g., Grammarly or ProWritingAid) to help refine their written work. These tools are a form of AI. They are considered acceptable as they are not writing your paper for you, but rather refining what you have written, however, you must disclose their use.

·       If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.

·       We aim to support you in developing the knowledge, skills, and aptitude for critical thinking and thereby improve the way you work with and support people experiencing or using domestic and family violence. Using AI to answer the assessment questions or write your papers for you does not support this aim.

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. Assessment re-attempt is available for Assessment Two, however, only one re-attempt is permitted across the assessment items in this unit.

Minimum Pass Criteria
Students must achieve a cumulative grade of at least 49.5 across all assessments to complete this unit.

Type:                      Case Study

Due date:               4 pm (AEST) Wednesday 5th February 2025 (Week 12) 

Return date:           4 pm (AEST) Wednesday 19th February 2025 (Week 14)

Weighting:             40%

Length:                  2,000 words +/-10% (excluding reference list)

Unit Coordinator:  Nicola Cheyne

Learning Outcomes Assessed
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 is for you evaluate approaches to prevent, recognise and respond to violence against women and use the information to create a general safety plan.

Instructions
Please read the scenario and complete the associated tasks:

Scenario 
You live in an urban setting (population approximately 800,000 people) which has a number of services including domestic violence services, hospitals, police stations, men’s behaviour change services and government offices. Over lunch with your friend Majella, you notice that she is close to tears. You haven’t seen Majella for six months, because she says her partner Andrew prefers she stays home as he is worried that ‘her friends are going to lead her astray’. When you ask her if she’s all right, she bursts into tears and explains that Andrew (who works at a shooting range) has been calling her names more often lately. When they have arguments, Andrew demands Majella leave the house until she apologises for making him angry.

Majella says she knows that he really loves her and shows her all the time, but sometimes he makes her sad. Majella tells you she thinks that Andrew’s behaviour is normal in relationships. When you ask how he shows her love, Majella says Andrew constantly sends her text messages checking up on her and takes her to the store to buy her special make-up and clothes to wear which will make her look “even more beautiful”. Recently Andrew has started talking about how she should get his name tattooed on her neck, since he’d like to get her name tattooed too. Andrew has even said that he loves her so much that if she ever left him, he would kill himself.

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 a couple of his mates from his workplace.

With reference to this case study, please follow the steps below to complete your assessment task:

1.    Identify four risk factors that Majella has raised that make you worry about her safety (name the risk factors without repeating the case study). Explain why these four risk factors are important in Majella’s situation, i.e. high-risk indicators of lethality/homicide/increasing severity/injury. E.g., There is a seven fold increase in risk of homicide when the risk factor of XX is present).  (approximately 1,000 words).

2.    Propose a plan for Majella’s safety, based on her situation, that includes reference to relevant community agencies where appropriate. This means writing in paragraphs with references (rather than completing a safety planning template.   The safety strategies you propose should match the risk factors identified in the previous section (e.g., Where weapons have been identified as a risk factor, then safety strategies could involve locking away weapons, moving knives into cabinets rather than having them on counters, and trying to move escalating situations away from where weapons are easily available).  (approximately 500 words).

3.    Describe how an integrated community response could help Majella if her situation escalates. Identify what are the benefits of such an approach (e.g., Services working together means a reduction in secondary trauma, as Majella will not have to repeat her story to many different service providers) (approximately 500 words).

Literature and references
In this assessment use at least 10 contemporary references (7 years or less) 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, the Australian College of Nursing or the Australian Association of Social Workers. Note, that websites such as StatPearls, Life in the Fastlane, and Wikipedia are not suitable for this assessment task. Lecture notes are not primary sources of evidence and should not be used in this assessment.

Requirements
·       Use a cover page for your assessment that includes the student’s name, student number, unit number and name, assessment number and title, due date, in-text word count, and use of Gen AI declaration,

·       Use of Gen AI: Gen AI agent.……..has been used for editing and proofreading this assessment (insert or delete as applicable)

·       Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).

·       Include page numbers on the top right side of each page in a header.

·       Indent the first line of each paragraph 1.27cm (standard pre-set indent in Microsoft Word.

·       An introduction and conclusion are not required for this assessment.

·       Follow academic writing conventions: spell out contractions in full; introduce abbreviations and acronyms; spell out numbers for zero through nine and use numerals for 10 and above.

·       Write in the third-person perspective.

·       Use formal academic, discipline-specific and inclusive language and essay structure.

·       Use Microsoft Word English (Australia) spelling and grammar checker.

·       All work submitted must be your own work.

·       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. Please note, direct quotes should be used minimally in academic writing.

Resources
·       You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note, that lecture notes are not peer-reviewed primary sources of evidence.

·       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.

·       You may wish to submit a draft to Studiosity.

·       Submit at least one draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.

Academic Integrity
Please refer to information about Artificial Intelligence (AI) and its use in the Foundations of Academic Integrity Module.

·       You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.

·       The use of any generative artificial intelligence is permitted for the following purposes:

a.    Gen AI is not permitted to answer the assessment questions or to write your paper for you.

b.    Gen AI content editing, e.g., grammar checkers (e.g., Grammarly or ProWritingAid) to help refine their written work. These tools are a form of AI. They are considered acceptable as they are not writing your paper for you, but rather refining what you have written, however, you must disclose their use. 

·       If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.

·       We aim to support you in developing the knowledge, skills, and aptitude for critical thinking and thereby improve the way you work with and support people experiencing or using domestic and family violence. Using AI to answer the assessment questions or write your papers for you does not support this aim.

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. Assessment re-attempt is available for Assessment Three, however, only one re-attempt is permitted across the assessment items in this unit.

Minimum Pass Criteria
Students must achieve a cumulative grade of at least 49.5 across all assessments to complete this unit.