DFVP20003 - Advanced Studies in Domestic and Family Violence Practice
Term 2 - 2017


All details in this unit profile for DFVP20003 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

The unit will provide you with opportunities to develop specialist knowledge, in the context of domestic and family violence, of how victims, perpetrators and their families may change. The modalities to support/ guide change, the impact of “self” on the case work process, as well as the influences of culture, gender and power on interpersonal communication are explored in this unit. The ethical and social responsibilities that accompany working in this area are also identified. You will critically reflect on comparative methodologies relevant to researching domestic and family violence that can be applied to practice. You will be encouraged to develop a sense of professional identity and recognise the impact of undertaking this unit on your own professional practice and/or professional development through reflection.

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 2 - 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. Portfolio 60%
2. Written Assessment 40%

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.

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 Source Recommendation
Student experience assessment lacking specificity Student feedback Changes implemented that will reflect a higher level of specificity in assessment tasks and requirements while retaining an acceptable level of flexibility.
Student experience of work overload Student feedback Changes implemented to limit the number and range of required tasks while maintaining the standards required for academic attainment at this level. Requirements for online tutorial participation will be made less formal.
On successful completion of this unit, you will be able to:
  1. Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts
  2. Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples
  3. Determine the impact of “self” on casework practice in domestic and family violence contexts
  4. Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts
  5. Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.

Alignment of Assessment Tasks to Learning Outcomes

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

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 - Portfolio
2 - Written Assessment

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
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 CoordinatorMarika Guggisberg (m.guggisberg@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 10-07-2017

Introduction: The concept of self in practice

Haldane, H. (2013). Working at the frontline in domestic violence. In A. Taylor & M. Connolly (Eds.), Understanding violence: Context and practice in the human services. (2nd ed., pp.118-130). Christchurch: Canterbury University Press.

Brown, J. & James, K. (2014) Therapeutic responses to domestic violence in Australia: A history of controversies. Australian & New Zealand Journal of Family Therapy, 35, 169-184.

Week 2 17-07-2017

Mediating change

Murphy, C.M. & Maiuro, R.D.(2008). Understanding and facilitating the change process in perpetrators and victims of intimate partner violence: Summary and commentary. Violence & Victims 23(4), 525-536

Week 3 24-07-2017

Theorising engagement & assessment processes

Breckenridge, J. & Hamer, J. Traversing the maze of ‘evidence’ and ‘best practice’ in domestic and family violence service provision in Australia. Australian Domestic & family Violence Clearinghouse. Issues Paper 26, May 2014.

Week 4 31-07-2017

Core theories of the change process

McPhail, B.A., Busch, N.B., Kulkarni, S. & Rice, G. (2007). An integrative feminist model: The evolving feminist perspective on intimate partner violence. Violence Against Women 13 (8) 817-841

Week 5 07-08-2017

Integrative theories of the change process

Avert Family Violence (2010) Screening, risk assessment and safety planning- Paper. Commonwealth of Australia.

Gulliver, P. & Fanslow, J. (2015) Risk assessment: What is it and how can it be applied in family violence? New Zealand Family Clearinghouse. Issues Paper 9, October 2015.

Portfolio Activity 1

Vacation Week 14-08-2017

.

Week 6 21-08-2017

Core practices

Mandel, D. (2010) Child welfare and domestic violence: Tackling the thorny questions that stand in the way of collaboration and improvement of child welfare practice. Violence Against Women 16 (5), 530-536.

Week 7 28-08-2017

Indigenous modalities

Hovane, V. (2015) Improving outcomes through a shared understanding of family violence in Aboriginal communities. InPsych: Australian Psychological Society. October

Week 8 04-09-2017

Systemic modalities

Bullock, K. (2014) Integrated approaches to domestic violence? An exploration of the role of the victim and women’s safety work in cognitive-behavioural programmes. Probation Journal 61 (10), 27-43

Portfolio Activity 2

Week 9 11-09-2017

Identifying and responding to the needs of clients from diverse backgrounds: Trauma and intergenerational violence.

Becker-Blease, K.A. & Frey, J.J. (2005) Beyond PTSD: An evolving relationship between trauma theory and family violence research. Journal of Interpersonal Violence, 20 (4) 403-411.

Siegel, J. (2013) Breaking the Links in intergenerational Violence: An Emotional Regulation Perspective. Family Process, 52, (2), 163-178.

Week 10 18-09-2017

Application of ethical and social responsibilities to working with clients: Trauma and intergenerational transmission

McMaster, K. (2016) Restoring the balance: Restorative justice and intimate partner violence. In Hayden, A.,Gelsthorpe, L. & Morris, A. A restorative approach to family violence: Changing Tack. Farnham, UK: Routledge. 93-108.

Week 11 25-09-2017

Identifying and responding to the needs of clients from diverse backgrounds: Restoration and accountability

Jenkins, A. (2009) “Violence, resistance and restorative practice”. In Becoming Ethical: A parallel, political journey with men who have abused. Lyme Regis: Russel House. 3-26.

Written Assessment

Written Assessment - Essay Due Friday (29 Sep 17) 11:45 PM AEST
Week 12 02-10-2017

Application of ethical and social responsibilities to working with clients: Rights and responsibilities

McDowell, T., Libal, K. & Brown, A.E. (2012). Human rights in the practice of family therapy: Domestic violence, a case in point. Journal of Feminist Family Therapy, 24 1-23.

Portfolio Activity 3

Review/Exam Week 09-10-2017
Exam Week 16-10-2017

1 Portfolio

Assessment Title Portfolio
Task Description

Portfolio Activity 1 - 1000 words (250 + 750), 30%

In preparation:

Carefully read through the Portfolio Case Studies document (provided on Moodle) and select one of the two studies as the reference study for these portfolio activities.

Use these two documents (available in Moodle) as the basis for this activity:

1. Avert Family Violence (2010) Screening, risk assessment and safety planning- Paper, Commonwealth of Australia.

2. Gulliver, P. and Fanslow, J (2015) Risk assessment: What is it and how can it be applied in family violence? New Zealand Family Clearinghouse. Issues Paper 9, October 2015.

You do not need to retrieve additional references.

This activity has two parts: Part A (250 words) - Plan and Part B (750 words) - Case Assessment. Further details are provided through Moodle.

Portfolio Activity 2 - 1000 words, 30%

Identify key relevant practice elements implicit in the modality chosen in Portfolio Activity 2 and provide behavioural examples of their application with the selected family.

Reflect on the ways in which, in this case, the practitioner’s use of self, management of ethical issues and observation of social responsibility may impact on practice.

You should include a brief introduction and conclusion and at least eight references including academic journal articles.

Assessment Due Date Portfolio Activity submission is at the end of Weeks 5 and 8
Return Date to Students Assessment will be returned approximately 10 working days after submission
Weighting 60%
Assessment Criteria
Structure (15%)Approach & Argument (70%)Academic writing and referencing (15%)
See marking key on Moodle

Conditions Minimum mark or grade - 10 marks
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. Evaluate a range of modalities to assist clients in domestic and family violence contexts, including their relevance to Aboriginal and Torres Strait Islander peoples

3. Determine the impact of “self” on casework practice in domestic and family violence contexts

4. Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts

5. Apply ethical and social responsibilities to working with clients in domestic and family violence contexts.

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 Written Assessment

Assessment Title Written Assessment - Essay
Task Description

You are required to write an essay to thoroughly investigate and address a key issue in domestic and family violence practice: the debate over theories underpinning domestic and family violence practice in relation to the Duluth Model.

At least six journal articles should be used with a total of 10 references.

Further details are provided through Moodle.

Assessment Due Date Week 11 Friday (29-Sep-2017) 11:45 PM AEST
Return Date to Students Assessment will be returned approximately 10 working days after submission.
Weighting 40%
Assessment Criteria

Structure (15%)

Approach & Argument (70%)

Academic writing and referencing (15%)

A detailed marking key is provided on Moodle

Conditions Minimum mark or grade - 10 marks
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. Analyse the theories underpinning different treatment perspectives in domestic and family violence contexts

3. Determine the impact of “self” on casework practice in domestic and family violence contexts

4. Identify and respond to the needs of clients from diverse backgrounds in domestic and family violence contexts

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




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