DFVP20004 - Child Safety and Domestic and Family Violence
Term 2 - 2017


All details in this unit profile for DFVP20004 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 specialist knowledge of child safety and risk in domestic and family violence practice. Critical use is made of evidence-based research, and practice and policy documents addressing issues related to children in a domestic and violence context. You will be encouraged to critically appraise the practical and theoretical considerations inherent in working with statutory and community responses to the needs of children in the context of family violence. You will explore the issues of ethnicity, class, and gender in the analysis of care and protection of children in domestic and family violence contexts. Legal and safety considerations that arise from working with this client group will be addressed and you will consider ethical, professional and self-management implications for practice.

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
Assessment feedback Course evaluations Assessment feedback is provided via comments in the submitted (word) file and a summary comment on the completed marking criteria sheet. Students are encouraged to review both files, which are attached to their grade in Moodle.
On successful completion of this unit, you will be able to:
  1. Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families
  2. Examine the relationship between policy, legislation and practice responses in the domestic and family violence field
  3. Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain
  4. Apply ethical values to domestic and family violence practice
  5. Formulate a safety plan for vulnerable families 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:
  • Internet
  • CQUniversity Student Email
  • Unit Website (Moodle)
  • Access to webcam or other recording device for presentation (assessment piece)
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 CoordinatorSilke Meyer (s.meyer@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 to child safety and domestic and family violence: legislation & policy

Queensland Child Protection Act (1999)

Queensland Domestic and Family Violence Protection Act (2012)

The National Plan to reduce violence against women and their children (The National Plan) (2009)

Week 2 17-07-2017

Recent reforms in child safety and domestic and family violence

Queensland Government (2013). Taking Responsibility: A roadmap for Queensland Child Protection, Queensland Government response to the Queensland Child Protection Commission of Inquiry final report. Retrieved from: http://www.cabinet.qld.gov.au/documents/2013/Dec/Response%20cpcoi/Attachments/Response.pdf

Week 3 24-07-2017

The role of children’s voices in child-focused responses

Edleson, J.L., Nguyen, H.T., Kimball, E. (2011). Honor Our Voices: A guide for practice when responding to children exposed to domestic violence. Minneapolis, MN: Minnesota Center Against Violence and Abuse (MINCAVA). Retrieved from: http://www.honorourvoices.org/docs/GuideforPractice.pdf

Week 4 31-07-2017

Prioritising children and their safety in different service responses

Spinney, A. (2013). Safe from the start? An action research project on early intervention materials for children affected by domestic and family violence, Children & Society, 27(5), 397-405.

Week 5 07-08-2017

Impact of domestic and family violence on children

Howel, K. and Miller-Graff, L. (2014). Protective factors associated with resilient functioning in young adulthood after childhood exposure to violence, Child Abuse & Neglect, 38(12), 1985-1994.

Vacation Week 14-08-2017

Week 6 21-08-2017

Double the risk: overlap of domestic and family violence exposure and child abuse/ neglect

McGuigan, W. and Pratt, C. (2001). The predictive impact of domestic violence on three types of child maltreatment, Child Abuse & Neglect, 25, 869-883.

Portfolio item 1 (Friday, 11:45pm)

Week 7 28-08-2017

At the extreme end: domestic homicide involving children

Hazel, L., Hamilton, A., Jaffe, P. and Campbell, M. (2013). Assessing children’s risk for homicide in the context of domestic violence, Journal of Family Violence, 28(2), 179-189.

Week 8 04-09-2017

The intersection of domestic and family violence and child safety in practice: working with affected families

Ko, S. J., Ford, J. D., Kassam-Adams, N., Berkowitz, S. J., Wilson, C., Wong, M., & ... Layne, C. M. (2008). Creating trauma-informed systems: Child welfare, education, first responders, health care, juvenile justice. Professional Psychology: Research And Practice, 39(4), 396-404.

Week 9 11-09-2017

The intersection of domestic and family violence and child safety in practice: risk assessment and safety planning

Darlington, Y., Healy, K. and Feeney, J. (2010). Approaches to assessment and intervention across four types of child and family welfare services, Children and Youth Services Review, 32(3), 356-364.

Portfolio item 2 (Friday, 11:45pm)

Week 10 18-09-2017

The intersection of domestic and family violence and child safety in practice: recent shifts and practice models

Casanueva, C., Smith, K., Ringeisen, H., Dolan, M. and Tueller, S. (2014). Families in need of domestic violence services reported to the child welfare system: Changes in the National Survey of Child and Adolescent Well-Being between 1999–2000 and 2008–2009, Child Abuse & Neglect, 38(10), 1683-1693.

Week 11 25-09-2017

Culturally specific considerations at the intersection of domestic and family violence and child safety

Tilbury, C. (2009). The over-representation of indigenous children in the Australian child welfare system, International Journal of Social Work, 18(1), 57-64.

Week 12 02-10-2017

What works: reflection on promising practice models

NSW Government (2014). Safer Pathway. Domes violence and child protection guidelines. Retrieved from: http://www.crimeprevention.nsw.gov.au/domesticviolence/Documents/It%20stop/dv_cp%20guidelines.pdf

Written Assessment Due Friday (06 Oct 17) 11:45 PM AEST
Review/Exam Week 09-10-2017
Exam Week 16-10-2017

Additional assessment-related information:

Students must make an attempt at all assessment pieces in this unit (two portfolio items and a final written assignment) in order to pass this unit.

1 Portfolio

Assessment Title Portfolio
Task Description

Portfolio

Activity 1 – presentation of overview of the issue from a child- or adult victim-focused service perspective

For this assignment you will need to prepare a 10 minute presentation on the key issues relating to service delivery at the intersection of Child Protection and domestic and family violence (DFV). Your target audience are practitioners from various practice backgrounds including specialist and mainstream service providers.

Frame your service delivery angle from one of the following two perspectives:

1) From the perspective of a service provider in the area of child protection or intensive family support services (i.e. a service provider whose primary clients are children/ young people).

2) From the perspective of a service provider in the area of specialised victim support services (i.e. a service provider whose primary clients are the adult victims of DFV/ the non-abusive parent or carer).

In your presentation you will need to address the following:

  • What is the nature and extent of the intersection of child safety/ wellbeing and DFV?
    • Provide a brief overview of estimated exposure rates and the overlap of DFV and child abuse or neglect.
  • What do we know about the impact of DFV on children’s development and wellbeing?
    • Unpack the various adverse outcomes for children exposed to DFV and highlight why it is important to intervene and make children’s safety paramount.
  • What are your challenges from a service provider perspective around adequately supporting your primary clients (e.g. children) while at the same time ensuring the safety and wellbeing of the ‘secondary’ clients (e.g. adult victim)?
    • Unpack the challenges associated with your primary service mandate, mandatory reporting (where applicable), restrictions around information sharing with other key stakeholders and the presence or absence of adequate referral pathways.
  • How can these challenges be overcome in your everyday practice?
    • Identify what constitutes good practice around working collaboratively with other key stakeholders at the intersection of Child Protection and DFV to prioritise victims and children’s safety.

This assignment should be presented in the form of a recorded video presentation accompanied by a set of slides. Your slides should offer a guide through your presentation in the form of succinct dot points. Avoid lengthy sentences or paragraphs on your slides. Overloading your slides with written information is a poor substitute for your own words. There is no word limit but your presentation should not exceed 10 minutes in length. You may wish to use some images to bring your presentation to life. You should draw on the academic and grey literature around the intersection of Child Protection and DFV to substantiate any claims you make around the nature and extent of the issue, its impact on children and the implications it has for good practice. A minimum of six references should be incorporated. References may include academic publications, government publications, grey literature or relevant practice guidelines.

As part of this assignment you will need to upload your PowerPoint slides along with your video recording. Video recordings will need to be uploaded to YouTube or Cloudstor and a link to the recording will need to be emailed to the course coordinator by the specified due date. Instructions on how to upload videos to YouTube or Cloudstor will be provided via Moodle. For this assignment, you will be marked based content and presentation style reflected in your recording as well as your slides.

Additional notes to students:

For this assignment you will either require a webcam and relevant presentation capturing software or any video recording device if you choose to capture yourself next to a computer with your PowerPoint presentation. I would encourage you to use the webcam and presentation capturing software option as it will help you capture consistent voice, video and slide quality. For this purpose you may wish to use something like Screencast-O-Matic (which you can access free of charge for presentations of up to 15 minutes here) or Camtasia, which also offers free trial access here. These software tools will allow you to share your screen (i.e. your PowerPoint presentation) while talking to the camera (attached to or integrated into your computer) and record your presentation at the same time (similar to the Echo360 lecture recordings you are used to). However, if you are familiar with another software tool or you wish to record yourself using another recording device (e.g. an iPhone) while delivering your presentation next to a computer screen, that is also acceptable. Your choice of recording or software will not affect your mark as long as both your slides and you as the presenter are captured in the recording and video and voice recording quality is adequate.

Activity 2 – Preparing a program funding application

This portfolio activity requires you to prepare a grant application for a program funding round for child-focused interventions in a domestic violence service setting. The intervention you request funding for needs to benefit children directly or indirectly and be evidence based. For the purpose of your application you may choose an intervention/ program that falls into one of the following program categories:

1) Parent-focused interventions (e.g. educational programs that target the non-abusive or the abusive parent and benefit children through better/safer parenting practices)

2) Parent-child-focused interventions (e.g. interventions incorporating a component that directly targets children and a component that directly targets the non-abusive or abusive parent)

3) Child-focused interventions (e.g. therapeutic playgroups, trauma counselling)

You are expected to complete a funding application using the template provided in Moodle. You will need to complete all sections (selection criteria) by providing the readers (decision makers/ policy personnel) with an overview of the proposed intervention, the rationale behind your choice supported by the empirical and/or theoretical evidence base, its cultural appropriateness and a brief outline of what resources will be required to implement the intervention and how its effectiveness will be measured. You are not required to provide a budget as part of your application, but you will need to outline the resources required to implement your proposed strategy in a meaningful way (e.g. staff qualifications and hours, resource material, room/space).

When addressing your selection criteria, you will need to draw on the empirical and theoretical evidence base to support your choice of intervention along with its target population, the anticipated benefits, the rationale behind its nature and duration and how cultural inclusiveness will be addressed. You need to support the relevant sections with appropriate in-text references and provide a complete reference list at the end. A minimum of six references should be incorporated. References may include academic publications, government publications or grey literature.

Notes to students:

Submission of the Portfolio Activities is staggered across Term 2 to enable you to obtain ongoing feedback on your progress.

Portfolio activities consist of different types of learning and assessment. They provide students with an opportunity to demonstrate a range of different skills, including different ways of researching, compiling and presenting information and acquired knowledge. The portfolio for DFVP20004 consists of two activities, which are submitted to be separately by11:45pm on Friday of week 6 and 9 respectively. You are encouraged to submit a draft prior to the final due date to allow for a Turnitin report to be generated for written assessment pieces. This allows you to incorporate any feedback from the Turnitin report in case it highlights any referencing issues prior to your final submission.

Each activity weighs 30% of the course total. Submissions are staggered across Term 1 to enable you to obtain feedback on your progress throughout the course.

Submission of the Portfolio pieces is through the unit Moodle site, Turnitin submission point. Note that all assessments need to be attempted and a Cover Page is required. You are strongly encouraged to submit a draft prior to the due date to review your turnitin report prior to making a final submission.

All assessment-related information is also made available on the course Moodle site under the ‘ASSESSMENT’ block. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the course Moodle site. You are encouraged to monitor the course Moodle site and your student emails for assessment-related information.

Referencing

The preferred style for CQUniversity School of Nursing and Midwifery is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed here.

Assessment Due Date Staggered submissions due by 11:45 pm on Friday of weeks 6 (Activity 1) and 9 (Activity 2)
Return Date to Students Results will be available within 10 working days of each submission.
Weighting 60%
Assessment Criteria

DFVP20004 - Child Safety and Domestic and Family Violence

ASSESSMENT ONE: PORTFOLIO (50% total)

Activity 1: presentation (20%)

HD D C P F
Structure (15%)
Slides and notes are used very effectively. There is a clear and succinct introduction and conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to a logical close. Slides and notes are used effectively. There is a clear and appropriate introduction/ conclusion: they introduce the topic and outline the direction of the presentation/ bring presentation to a coherent close Slides and notes are used very well. There is an appropriate introduction/ conclusion and the direction of the presentation is logical. Slides and notes are clear. The introduction/ direction/ conclusion are mostly apparent. Slides and notes are not clear. There is no recognisable introduction/ and/or direction in the presentation and/ or no clear conclusion.
Excellent presentation of assignment. The presenter demonstrates an expert command of the topic and the presentation is well-paced, confident and compelling. The submitted written material (i.e. presentation slides) is very well-presented and free from errors. A very good presentation. The presenter demonstrates a very sound understanding of the topic and the presentation is delivered confidently. The written material (i.e. presentation slides) has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). A good presentation. The presenter demonstrates a sound understanding of the topic and the presentation is delivered well. The written material (i.e. presentation slides) has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). The presenter demonstrates an understanding of the topic and the presentation conveys this. This assignment could be improved through improved pacing/ other delivery style matters etc. The written material (i.e. presentation slides) has 3 or 4 inconsistent errors (spelling, grammar and paragraph structure). Poorly presented assignment. The presentation style is not engaging/ credible and presenter does not demonstrate a grasp of the content. The written material (i.e. presentation slides) has many inaccuracies in spelling, grammar and paragraph structure. (> 5 errors).
Approach and Argument (70%)
ACTIVITY ONE (Learning Outcomes 2, 4) Brief overview of estimated exposure rates and the overlap of DFV and child abuse or neglect. What is known about the impact of DFV on children’s development and wellbeing? Identification of challenges from a service provider perspective around adequately supporting primary clients (e.g. children) while ensuring the safety and wellbeing of the ‘secondary’ clients (e.g. adult victim). Identification of how challenges be overcome in everyday practice. Content is entirely relevant to the topic, the approach comprehensively addresses the task and the presentation proceeds logically and is within the set time/ word limit. Content is very relevant to the topic, the approach clearly addresses the task and the presentation proceeds logically and is within the set time/ word limit. Content is appropriate to the topic, the approach mostly addresses the task and the presentation for the most part proceeds logically and is within the set time/ word limit. Content addresses the topic but the presentation is at times repetitive or lacks cohesion and is within the set time/ word limit with a 10% allowance (under or over the set limit). Content is irrelevant and or does not address the topic and the presentation lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance and/ or time limit has not been observed.
Audience appropriateness Content is entirely relevant for the audience. The presentation fully caters for a practitioner audience with varying levels of understanding of the intersection of Child Protection and domestic and family violence. The presentation conveys complex material in a very accessible and respectful manner. Content is very relevant for the audience. The presentation generally caters for a practitioner audience with varying levels of understanding of the intersection of Child Protection and domestic and family violence and presents complex material in an accessible manner. Content is relevant for the audience. The presentation only partly caters for a practitioner audience with varying levels of understanding of the intersection of Child Protection and domestic and family violence and mostly presents complex material in an accessible manner. Content is somewhat relevant for the audience. The presentation attempts to cater for a practitioner audience with varying levels of understanding of the intersection of Child Protection and domestic and family violence and only in parts presents complex material in an accessible manner. Content is not relevant for the audience. It is not respectful of their needs and is either unlikely to be understood or too simplistic for them.
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 6 references used, including journal articles, grey literature and practice guidelines. 1 or 2 consistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. 3 or 4 consistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. 3 or 4 inconsistent referencing errors identified. A minimum of 6 references used including journal articles, grey literature and practice guidelines. Many inaccuracies with referencing (>5). Fewer than 6 references used. Few or no journal articles sourced. Presentation relies primarily on website information.

:

Activity 2: funding application (20%)

HD D C P F
Structure (15%)
Fully adheres to the word limited provided for each section. Generally adheres to the word limited provided for each section. Partly adheres to the word limited provided for each section. Occasionally adheres to the word limited provided for each section. Fails to adhere to the word limited provided for each section.
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 and Content (70%)
ACTIVITY TWO (Learning Outcomes 1, 2, 3, 4) 1.Description of program/ intervention a) Target population is identified. b) Rationale for target population is based on relevant literature c) Overarching aims and objectives are identified. d) Nature and duration of approach is identified 2.Relevance e) Benefit/s for primary target population identified f) Broader benefits/ implications/ indirect benefits identified g) Evidence base is identified 3.Cultural considerations h) Effectiveness for Indigenous and/ or CALD backgrounds identified i) Mechanisms to ensure it is suitability for children and/ or parents from diverse cultural backgrounds identified 4.Required resources j) Presents a brief overview of what is feasible and required (staff hours/ qualifications match intervention) k) Presents space requirements (availability/ hire/ duration) identified l) Presents additional resources (phone calls, printing, equipment) 5.Assessment of outcomes m)Identification of strategies to measure immediate and/ or long-term benefits n) Indication of what type of data could be examined/ sources of data Content is entirely relevant to the topic, the approach comprehensively addresses the task and presentation of content is logical. All aspects have been addressed. Content is very relevant to the topic, the approach clearly addresses the task and the presentation is logical within the set word limit. All aspects have been addressed. Content is appropriate to the topic, the approach mostly addresses the task and presentation of content is for the most part logical and is within the set word limit. All aspects have been addressed. Content addresses the topic but is at times repetitive or lacks cohesion. It is within the set word limit with a 10% allowance (under or over the set limit). All aspects have been addressed Content is irrelevant and or does not address the topic and the presentation of content lacks cohesion. The word limit has not been adhered to, the word limit is well over or under the 10% allowance. Not all aspects have been addressed/ have been inadequately addressed.
Audience appropriateness Content is entirely relevant for the audience. The content caters for an audience of funding decision-makers/ policy personnel. It conveys complex material convincingly. Content is very relevant for the audience. The presentation caters for an audience of funding decision-makers/ policy personnel. It conveys complex material very clearly. Content is relevant for the audience. The presentation caters for an audience of funding decision-makers/ policy personnel. It conveys complex material clearly. Content is somewhat relevant for the audience. The presentation caters for an audience of funding decision-makers/ policy personnel. Overall it conveys complex material well. Content is not relevant for the audience. The presentation does not consider the needs of audience of funding decision-makers/ policy personnel.
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 6 references used including journal articles, govt. publications and grey literature. 1 or 2 consistent referencing errors identified. A minimum of 6 references including journal articles, govt. publications and grey literature. 3 or 4 consistent referencing errors identified. A minimum of 6 references used including journal articles, govt. publications and grey literature. 3 or 4 inconsistent referencing errors identified. A minimum of 6 references used including journal articles, govt. publications and grey literature. Many inaccuracies with referencing (>5). Less than 6 references used. Few or no journal articles sourced. Assignment relies heavily on web-site information.

Activity 3: Factsheet (10%)

HD D C P F
Structure (15%)
Clear and succinct structure of relevant sections to be addressed. The structure is logical and the factsheet is very clearly presented. Clear and appropriate structure of relevant sections to be addressed. The factsheet is logical and coherent in structure. Appropriate structure of relevant sections to be addressed. The factsheet is logical in structure. Structure is apparent but there is no logical presentation of content under the relevant sections to be addressed. No recognisable logical structure of relevant sections.
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 and content (70%)
Content is entirely relevant to the topic, the approach comprehensively addresses the task. The content presentation is logical and is within the set word limit. ACTIVITY THREE (Learning Outcomes 2, 4) 1. Nature and extent of trauma observed in children exposed to DFV is outlined/ explained 2. ‘Core ingredients’ of trauma-informed practice when working with children affected by DFV are identified 3. Characteristics of physical service environments that are trauma-informed are presented Content is very relevant to the topic, the approach clearly addresses the task. The content presentation is logical and is within the set word limit. Content is appropriate to the topic, the approach mostly addresses the task. For the most part, the content presentation is logical and is within the set word limit. Content addresses the task but may be repetitive or lack cohesion. The factsheet is within the set word limit with a 10% allowance (under or over the set limit). Content is irrelevant and or does not address the task and the factsheet lacks cohesion. The word limit has not been adhered to: the word limit is well over or under the 10% allowance
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 6 references used including academic publications, grey literature, practice guidelines and or evidence-based practitioner manuals. 1 or 2 consistent referencing errors identified. A minimum of 6 references used including academic publications, grey literature, practice guidelines and or evidence-based practitioner manuals. 3 or 4 consistent referencing errors identified. A minimum of 6 references used including academic publications, grey literature, practice guidelines and or evidence-based practitioner manuals. 3 or 4 inconsistent referencing errors identified. A minimum of 6 references used including academic publications, grey literature, practice guidelines and or evidence-based practitioner manuals. Many inaccuracies with referencing (>5). Less than 6 references used. Few or no journal articles sourced. Assignment relies heavily on web-site information.
Conditions Minimum mark or grade - 10/100
Referencing Style American Psychological Association (APA)
Submission Online

Additional submission instructions on where/how to upload the video recording for portfolio activity 1 will be provided via Moodle (assessment section).

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

1. Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families

2. Examine the relationship between policy, legislation and practice responses in the domestic and family violence field

3. Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain

4. Apply ethical values to domestic and family violence practice

5. Formulate a safety plan for vulnerable families 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



2 Written Assessment

Assessment Title Written Assessment
Task Description

Written Assignment - Essay (2,000 words, +/-10%)

You are required to write an essay which provides you with an opportunity to thoroughly investigate and address a key issue in domestic and family violence practice: safety planning.

Core consideration for developing a safety plan

“A personal safety plan is a series of strategies and actions developed in consultation with the adult victim and child to support or works towards safety. Typically the focus is on planning responses to an immediate threat or crisis and identifying ways that the adult victim and child can increase their safety in their home, work and social environments.” (WA Department for Child Protection and Family Support, 2015)

For this assignment, you need to retrieve information on key considerations to be incorporated into a safety plan for victims and their children. You should draw on national and international government websites and publications around safety planning along with academic literature relevant to this assignment.

For the first part of your assignment identify five key risk indicators (e.g. weapons, custody matters) and discuss how they apply to victims in ongoing and/or estranged abusive relationships. You need to support your selection of risk factors through a critical examination and application of the relevant literature.

For the second part of your assignment, you need to develop five key safety measures recommended as a minimum inclusion in a safety plan (e.g. escape routes, access to different resources). You should draw on national and international guidelines on safety planning when working with victims and children and identify commonalities across the literature, i.e. what appear to be the minimum measures recommended across different guidelines. While you may not find a set of measures that is consistently prioritised across all guidelines, you should identify measures you are able to recognise from more than one set of guidelines. You will need to critically consider whether some safety measures may be tailored towards children while others may be tailored towards the adult victim and the implications this has for either party (e.g. what safeguards need to be put into place when developing safety measures with children; what information needs to be communicated to children when developing safety measures with the adult victim).

You should include at least 15 references in your essay. At least eight of these should be academic references based on empirical and/or theoretical examinations of the issues of risk assessment, safety planning and practice implications. Remaining references can be sourced from the grey literature, practice guidelines and evidence-based practitioner manuals.

Useful resources:

Safer Pathways

http://www.crimeprevention.nsw.gov.au/domesticviolence/Documents/It%20stop/dv_cp%20guidelines.pdf

Child Welfare Information Gateway

https://www.childwelfare.gov/topics/systemwide/domviolence/casework-practice/safety-planning/

Wisconsin Coalition Against DV

http://www.endabusewi.org/sites/default/files/resources/my_safety_plan.pdf

AVERT Family Violence – Screening, risk assessment and safety planning

http://www.avertfamilyviolence.com.au/wp-content/uploads/sites/4/2013/06/Screening_Risk_Assessment.pdf

Notes to students:

Submission of the final written assignment is through the unit Moodle site, Turnitin submission point. Note that all assessment items need to be attempted and a Cover Page is required. You are strongly encouraged to submit a draft prior to the due date to review your Turnitin report prior to making a final submission.

All assessment-related information is also made available on the course Moodle site under the ‘ASSESSMENT’ block. You will also find a link to a monitored discussion board specifically designed for questions relating to each assessment item on the course Moodle site. You are encouraged to monitor the course Moodle site and your student emails for assessment-related information.

Referencing

The preferred style for CQUniversity School of Nursing, Midwfery and Social Sciences is American Psychological Association (APA) referencing. A guide to APA referencing can be accessed here

Assessment Due Date Week 12 Friday (06-Oct-2017) 11:45 PM AEST
Return Date to Students Result will be made available within 10 working days from submission
Weighting 40%
Assessment Criteria

DFVP20004 - Child Safety and Domestic and Family Violence

Assessment Two: Written Assessment

Core considerations for developing a safety plan’ (50%)

HD D C P F
Structure (15%)
Clear and succinct introduction that introduces the topic and outlines the direction of the paper. Clear and appropriate introduction that introduces the topic and outlines the direction of the paper Appropriate introduction that introduces the topic and outlines the direction of the paper Introduction is apparent and the topic is introduced but there is no clear direction to the paper No recognisable introduction-the topic is not introduced and/or there is no direction of the paper
Clear and succinct conclusion that outlines the main points brings argument to a logical close. Clear and appropriate conclusion that outlines the main points and brings the argument to a close Conclusion outlines most of the main points and brings some sense of closure Conclusion apparent and outlines most of the main points and endeavours to bring the argument to a close-there may be some incongruity No recognisable conclusion-little reference to the main points and no clear conclusion to the paper.
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 (70%)
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. (Learning Outcomes 2, 3, 4, 5) 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.
An articulate and comprehensive identification and analysis of five key risk indicators and their relevance to victims in ongoing and/ or estranged abusive relationships. Insightful and well-developed analysis that demonstrates an understanding of five key risk indicators and their relevance to victims in ongoing and/ or estranged abusive relationships. A logical analysis that demonstrates sound understanding of five key risk indicators and their relevance to victims in ongoing and/ or estranged abusive relationships. A disjointed discussion that demonstrates a generalised or limited understanding of five key risk indicators and their relevance to victims in ongoing and/ or estranged abusive relationships. An inadequate discussion demonstrating a poor understanding of five key risk indicators and their relevance to victims in ongoing and/ or estranged abusive relationships.
Comprehensive critique synthesising diverse research and relevant theories to develop five key safety measures recommended as a minimum inclusion in a safety plan Critical consideration of whether safety measures may be tailored for children/ adult victims and the implications of this for these groups. Well-developed synthesis of relevant research and theories to develop five key safety measures, very sound consideration of tailoring for different groups and implications. Broad discussion integrating relevant research and theories to propose five safety measures, sound consideration of tailoring and implications for different groups. A satisfactory understanding of the topic which draws on some research and theory to convey safety measures. There is a clear attempt at synthesis of relevant research/ theories to respond to this component of the task. Inadequate discussion that demonstrates a poor understanding the safety measures, tailoring and implications for different groups.
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). Less than 15 references used. Less than 4 journal articles sourced. Relevant grey literature (including practice guidelines and evidence-based practitioner manuals) not included.

Conditions Minimum mark or grade - 10/100
Referencing Style American Psychological Association (APA)
Submission Online

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

1. Evaluate child protection issues in the domestic and family violence context, with particular consideration of Aboriginal and Torres Strait Islander families

2. Examine the relationship between policy, legislation and practice responses in the domestic and family violence field

3. Interpret and communicate the role of evaluation research in the domestic and family violence and care and protection of children domain

4. Apply ethical values to domestic and family violence practice

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




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