DFVP20004 - Child Safety and Domestic and Family Violence

General Information

Unit Synopsis

This unit will provide you with advanced knowledge of child wellbeing issues in domestic and family violence contexts. You will evaluate key resources such as research, legislation, policy, and practice documents. You will analyse child wellbeing issues in the context of domestic and family violence and appraise issues and challenges inherent in responding to children in this context, with consideration of priority populations. You will identify ethical, professional, and self-management implications for practice.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band 10
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

DFVP20001 is a pre-requisite 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Be Different Intakes

Note: BeDifferent Units are available to study all year round
There are no Be Different Intakes availabilities for this unit.

Higher Education Unit Availabilities from Term 3 - 2024

There are no Higher Education availabilities for this unit on or after Term 3 - 2024
Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 40%
2. Written Assessment 40%
3. Online Quiz(zes) 20%

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

Past Exams

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Previous Feedback

Term 2 - 2021 : The overall satisfaction for students in the last offering of this course was 83.33% (`Agree` and `Strongly Agree` responses), based on a 45% response rate.

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.

Source: Quote from Student Unit and Teaching Evaluation
Feedback
"There were a few glitches with the moodle site, tick boxes not working and occasionally not being able to access a link".
Recommendation
It is hoped that the transition to the new "Moodle Tiles" format will address this concern. However, it is recommended that the Moodle site be thoroughly checked before Week 1 of study commences. It is also recommended that a dedicated thread be created on the Q&A forum to allow students to immediately report any problems with the Moodle site, thereby facilitating timely repair.
Action Taken
As per the recommendation from the previous AUER, the Moodle site for this Unit was presented in the new Tiles format and all content was thoroughly checked before Week 1 commenced. Additionally, a dedicated thread was created on the Q&A forum to allow immediate student reports of any problems on the Moodle site, and timely repairs and updates.
Source: Quote from Student Unit and Teaching Evaluation
Feedback
"This unit was very informed and helped me build on my knowledge in the field. It allowed me to look at various aspects in a different light and encouraged me to critically reflect on my own practice. The unit work scaffolded my learning and flowed well with the assignment tasks. Overall, I am extremely satisfied with the learnings I have taken away from this unit".
Recommendation
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
Action Taken
Consistent with the recommendation in the previous AUER, this Unit was run with the same attention to student engagement and support, and provision of up-to-date resources.
Source: Quote from Student Unit and Teaching Evaluation
Feedback
"I loved the reading material and the teaching method in this course. I have gained so much knowledge upon the completion of the portfolios and essay. Emily provides useful feedback in the assessment task which allows me to improve on my writing and skills at work. I really enjoyed this unit...".
Recommendation
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in a manner consistent with its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
Action Taken
In Progress
Source: Quote from Student Unit and Teaching Evaluation
Feedback
"The unit flowed in a logical manner; the learning was scaffolded well and ample support was provided every step of the way. The assignments were relatable to the course content and there were many sign points in the directions provided by Emily and the lectures and reading so you can really extend on what was on offer...".
Recommendation
Given the high student satisfaction levels indicated by the Student Unit and Teaching Evaluation, it is recommended that this Unit be run in a manner consistent with its current form, with ongoing effort to ensure up-to-date resources, and high levels of student engagement and support.
Action Taken
In Progress
Source: Student comments via the Unit Q&A forum and Student Unit and Teaching Evaluation.
Feedback
Some students noted that the content covered in one assessment item (Inquest into the death of a child in a DFV context) was very confronting and upsetting. Though most responses in the Student Unit and Teaching Evaluation indicated strong agreement that the assessment items in this unit assisted learning, it is important to acknowledge the potential impact of the unit content on students.
Recommendation
Careful consideration should continue to be provided to the costs and benefits of learning content and assessments of a sensitive nature. Should these materials remain included, additional trigger warnings, provisions, and student supports should be provided.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Analyse child wellbeing issues in the context of domestic and family violence.
  2. Appraise key issues and challenges in responding to children in the context of domestic and family violence, including consideration of priority populations.
  3. Evaluate key resources related to children in the context of domestic and family violence, including national and international research.
  4. Identify implications for domestic and family violence practice, particularly relating to children.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment • •
2 - Written Assessment • •
3 - Online Quiz(zes) • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Knowledge • • • •
2 - Communication • • • •
3 - Cognitive, technical and creative skills • • • •
4 - Research • • • •
5 - Self-management •
6 - Ethical and Professional Responsibility • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8