DFVP20005 - Men's Behaviour Change Interventions and Practice
Term 1 - 2017


All details in this unit profile for DFVP20005 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit will provide you with opportunities to develop specialist knowledge of men’s behaviour change interventions and practice with a specific focus on working with voluntary and involuntary clients in domestic and family violence work. Critical use is made of evidence-based research, and practice and policy documents addressing issues related to working with users of violence. Research and writing on a selection of group work modalities and applied group work skills will be taught in this unit. You will explore legal and safety considerations that arise from working with this client group and consider ethical, professional and self-management implications for practice. You will learn more about domestic and family violence perpetration as it affects people from vulnerable populations, such as Culturally and Linguistically Diverse (CALD) and Aboriginal and Torres Strait Islander communities.

Details

Career Level Postgraduate
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

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).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

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 Task Weighting
1. Written Assessment 40%
2. Portfolio 60%

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity and culture
  2. Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts
  3. Formulate strategies to address the safety issues for the family members of users of violence
  4. Analyse critically prevailing evaluation research on individual and group work modalities for working with users of violence
  5. Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment    
2 - Portfolio  

Alignment of Graduate Attributes to Learning Outcomes

  • Professional Level
  • Advanced Level
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      

Alignment of Assessment Tasks to Graduate Attributes

  • Professional Level
  • Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Portfolio

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • Internet
  • Unit Website (Moodle)
  • CQUniversity Student Email
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorAndrew Frost (a.r.frost@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introductions and a Beginning

Pease, B. (2008). Engaging men in men's violence prevention: exploring the tensions, dilemmas and possibilities, Issues Paper, 17, Sydney: Australian Domestic & Family Violence Clearinghouse.

Week 2 13-03-2017

History and evolution of men's behaviour change as response to domestic and family violence

Gondolf, E. W. (2012). The future of batterer programs, Chapter 1: The uncertain state of batterer programs, pp. 13-45. Boston: Northeastern University Press.

Week 3 20-03-2017

Masculinities and vulnerable populations

Carrington, K. (2014). Feminism and global justice, Chapter 5: Masculinity matters: Super-capitalism, men and violence, pp. 101-133. Hoboken: Taylor & Francis.

Week 4 27-03-2017

Integrating men's behaviour change as response to domestic and family violence

Vlais, R. (2014). Domestic violence perpetrator programs: Education, therapy, support, accountability 'or' struggle? Melbourne: No To Violence. Male Family Violence Prevention Association.

Week 5 03-04-2017

Frameworks for transformation

Netto, N.R., Carter, J.M., & Bonell, C. (2014). A systematic review of interventions that adopt the good lives approach to offender rehabilitation. Journal of Offender rehabilitation, 53: 403-432

Written Assessment Due Friday (07 Apr 17) 11:45 PM AEST
Vacation Week 10-04-2017
Week 6 17-04-2017

Practice approaches

ANROWS (2015). Perpetrator interventions in Australia: Key findings and future directions. Compass research to Policy and practice (issue PP01).

Week 7 24-04-2017

Intervention models

Mandel, D. (2010). Child Welfare and Domestic Violence: Tackling the Themes and Thorny Questions That Stand in the Way of Collaboration and Improvement of Child Welfare Practice Violence Against Women 16 (5): 530-536

Week 8 01-05-2017

A desistance paradigm

McNeil, F. (2016) A desistance paradigm for offender management. Criminology & Criminal Justice, 6 (1) : 39-62

Portfolio Activity 1

Week 9 08-05-2017

Intervention contexts

Harway, M. & Evans, K. (1996). Working in groups with men who batter. In M.P., Andronico, (Ed) Men in groups: Insights, Interventions, and psychoeducational work (357-374). Washington: APA

Week 10 15-05-2017

Intervention processes

Hall J.C. (2011). A narrative approach to group work with men who batter. Social work With Groups, 34:175-189

Week 11 22-05-2017

Professional practices

Day, A. & Ward, T. (2010). Offender rehabilitation as a value-laden process. International Journal of Offender Therapy & Comparative Criminology, 54 (3): 289-306

Portfolio Activity 2

Week 12 29-05-2017

An integrated contemporary approach

Roy, V., Chateauvert, J., & Richard, M-C. (2013). An ecological examination of factors influencing men’s engagement in intimate partner violence groups. Journal of Interpersonal Violence 28 (9) 1798-1816.

Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Written Assessment

Assessment Title Written Assessment
Task Description

Report

You are required to write a brief report. This task provides you with an opportunity to thoroughly investigate and address a key issue in domestic and family violence practice, namely: the complexities of working with clients (voluntary and involuntary) who use violence.

Background:

Council of Australian Governments (COAG) has now finalised the National Outcome Standards for Perpetrator Interventions and seeks feedback from service providers in this field. Your Men’s Behaviour Change service works with men at various stages of readiness for change and takes this opportunity to convey to policy makers what is required to respond to the challenges of working with this client group in your community.

In particular, your supervisor has asked you to review Headline Standard 2 (reproduced below) and to propose a set of recommendations for the incorporation of this standard into your service. Your submission to COAG will be in the form of a report, the template for which will be available in Moodle.

Headline Standard 2:

Perpetrators get the right interventions at the right time

Our systems and services must play an effective role in ending perpetrators’ violence by working together at every opportunity to identify, keep sight of and engage with perpetrators.

It is imperative that our systems and services share relevant information about perpetrators and victims wherever possible[1], including information on victim/survivor safety and perpetrator risk. This information must be used to help the perpetrator accountability system to respond in integrated ways so that the right parts of the system can engage with the perpetrator at the most effective times to reduce the risk of him committing violence, and minimise the impacts of any violence that does occur.

We must ensure that we intervene swiftly with perpetrators as soon as an instance of their violence is identified in ways that stop their violence and give the perpetrator opportunities to change his violent behaviours and attitudes.

Perpetrator interventions must be designed to respond effectively to perpetrators from diverse cultures, and communities and circumstances at all the key points of engagement with them in the perpetrator accountability system. Effective interventions with perpetrators must include specific responses suited to ending as early as possible the violence of perpetrators who are engaging with the system for the first time as well as responses suited to minimising harm from persistent re-offending.

COAG (2015). National Outcome Standards for Perpetrator Interventions, Canberra, ACT: Author, p. 8.

Your recommendations should:

· Where possible cite contemporary published and ‘grey’ literature, including service standards and evaluations, government reports and so on

· Reflect the characteristics of your service and the community it serves (e.g., the gender, ethnic and cultural considerations for your community)

· Be specific, achievable and measurable.

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


[1] Sharing of information must remain consistent with all relevant legislation, including information privacy provisions and principles.

Assessment Due Date Week 5 Friday (07-Apr-2017) 11:45 PM AEST
Return Date to Students Assessment will be returned 10 working days after submission.
Weighting 40%
Assessment Criteria
HD D C P F
Structure (10%)
Excellent presentation of assignment, double spaced with 12-point font. Consistently accurate with spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12-point font. 1 or 2 errors spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12-point font. 3 or 4 consistent errors with spelling, grammar and paragraph structure. Well-presented assignment, double spaced with 12-point font. 3 or 4 inconsistent errors with spelling, grammar and paragraph structure Poorly presented assignment. Double spacing not used. 12-point font not used. Many inaccuracies with spelling, grammar and paragraph structure. (> 5 errors).
Approach & Argument (75%)
Overall, content is entirely relevant to the topic, the approach comprehensively addresses the task and the argument proceeds logically and is within the set word limit. Overall, content is very relevant to the topic, the approach clearly addresses the task and the argument proceeds logically and is within the set word limit Overall, content is appropriate to the topic, the approach mostly addresses the task and the argument for the most part proceeds logically and is within the set word limit Overall, content addresses the task but the argument is at times repetitive or lacks cohesion and is within the set word limit with a 10% allowance (under or over the set limit) Overall, content is irrelevant and or does not address the task and the argument lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance
A very articulate and comprehensive piece of work. There has been rigorous and critical evaluation of a comprehensive body of evidence. A very compelling articulation to policy makers of what is required to respond to the challenges of working with client group. Proposal of a set of recommendations for incorporation of standard into service that: · Reflect the characteristics of a service and the community it serves in terms of gender, ethnic and cultural considerations. · Are specific, achievable and measurable. An articulate and comprehensive piece of work. A range of evidence has been critically evaluated. All aspects of the task have been addressed. A comprehensive piece of work. The evidence has been evaluated. All aspects of the task have been addressed. The discussion demonstrates a generalised or limited understanding of the topic. Some evidence has been evaluated. All aspects of the task have been addressed. There is little/ no attempt at critical evaluation of the evidence. Not all aspects have been addressed/ have been inadequately addressed.
Referencing (15%)
Consistently integrates up-to-date references to support and reflect all ideas, factual information and quotations. Generally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions Occasionally integrates up-to-date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions Fails to or infrequent attempts (>7 errors) to integrate up-to-date references to support and reflect ideas, factual information and quotations
Consistently accurate with referencing. A minimum of 15 references used including 8 journal articles and relevant grey literature (may include practice guidelines and evidence-based practitioner manuals). 1 or 2 consistent referencing errors identified. A minimum of 15 references used including 6 journal articles and relevant grey literature (may include practice guidelines and evidence-based practitioner manuals). 3 or 4 consistent referencing errors identified. A minimum of 15 references used including 5 journal articles and relevant grey literature (may include practice guidelines and evidence-based practitioner manuals). 3 or 4 inconsistent referencing errors identified. A minimum of 15 references used including 4 journal articles and relevant grey literature (may include practice guidelines and evidence-based practitioner manuals). Many inaccuracies with referencing (>5). Fewer than 15 references used. Fewer than 4 journal articles sourced. Relevant grey literature (including practice guidelines and evidence-based practitioner manuals) not included.
Conditions Minimum mark or grade - 10
Referencing Style American Psychological Association (APA)
Submission Online

Submission through Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Examine the complexities of working with voluntary and involuntary clients who use violence in relation to the influence of gender, ethnicity and culture

2. Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts

5. Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership



2 Portfolio

Assessment Title Portfolio
Task Description

For each of the two Portfolio Activities assume you are developing a Men’s Behaviour Change (MBC) program to engage a mix of clients from diverse cultural backgrounds and stages of readiness. Your service is a non-government organisation that works with families and is located in a large rural area, with an urban centre population of 80,000.

Your program is non-mandated (‘voluntary’) and is to be conducted primarily in a group format.

The outputs from the two Activities (below) will provide components of a practice manual for your service. The manual is to be used by a range of staff in your service, some of whom are not specialists in working with perpetrators of domestic and family violence. The manual is designed to ensure the integrity of your program and safe practice.

Portfolio Activity 1: Program Rationale & Overview

1,500 words total (+/- 10%), 30% weighting

Due 11:45pm, Friday week 8 – (05/05/2017)

Your group-based Men’s Behaviour Change program will seek to help address the safety of family members through promoting accountability and behaviour change in perpetrators of violence over 15 sessions. Write a program rationale (approximately 500 words) followed by a program overview intended for inclusion in the practice manual described above.

Using references to theory and research from the field, the rationale should convey the aptness of the approach to colleagues: Why is a group-based Men’s Behaviour Change program the preferred format for this service? What are its strengths in relation to individual, community, or family work for this client group?

In presenting your overview, use the template provided in Moodle to outline the intended process of intervention for the 15-session program.

Activity guidelines

Since you are helping develop the program’s manual, the design you propose should be replicable (i.e., able to be used repeatedly with different groups of participants)

Your design should include the following:

Sensitivity to the diversity within the population that your program serves

Given its concise nature, the rationale need only present a single line of argument, but adhere to standard (APA) referencing requirements

The overview should present a breakdown of the structure of the program (i.e., provide a session-by-session outline)

The emphasis in the overview should be on the process(es), rather than the content, of the program

A template for the overview will be supplied in Moodle.

At least eight references should be included

Portfolio Activity 2: Program Safety

1,500 words (+/- 10%), 30% weighting

Due 11:45pm, Friday week 11 – (26/05/2017)

The practice manual for your program (as described above) must include broad safety considerations.

With reference to your Program Rationale & Overview (from Activity 1), formulate a set of safety guidelines (approximately 1,000 words) that is designed to ensure primarily the safety of partners, ex-partners and family members, and to promote desistance from violence-related strategies.

Also present a comprehensive checklist, developed to ensure that the program incorporates and promotes: reflective practice; practitioner health and safety; legal and ethical principles for the protection of the community as well as all persons involved directly with the program.

Activity guidelines

Incorporate sensitivity to the specific population that your program serves and the diversity within it.

Safety guidelines should comprise a series of paragraphs, which may be sub-headed

The checklist can be tabulated as a series of directives developed to ensure adherence to safe principles and practice

At least eight references should be supplied in support of your guidelines.

Assessment Due Date Portfolio Activity submission is at the end of Weeks 8 and 11
Return Date to Students Assessment will be returned 10 working days after submission.
Weighting 60%
Assessment Criteria

Specific and detailed marking criteria will be supplied in the Moodle portal for this unit, in the Assessment" Section.

Conditions Minimum mark or grade - 15
Referencing Style American Psychological Association (APA)
Submission Online

Submission through Moodle.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Identify defusion strategies for users of violence and reflect on the applicability of these approaches across a range of contexts

3. Formulate strategies to address the safety issues for the family members of users of violence

4. Analyse critically prevailing evaluation research on individual and group work modalities for working with users of violence

5. Demonstrate the ability to apply, and reflect upon, legal, safety and ethical principles in working with users of violence.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Knowledge

2. Communication

3. Cognitive, technical and creative skills

4. Research

5. Self-management

6. Ethical and Professional Responsibility

7. Leadership




© 2017 CQUniversity
Page generated by apps-prod-02.cqu.edu.au at Tue Apr 25 14:36:16 AEST 2017