Gender, Power and the StateHE-FV001
Semester one
This subject provides students with a clear understanding of the global evidence base regarding the gendered nature of family violence and violence against women, along with relevant legislation, regulations and frameworks that govern family violence practice. It also explores key terminology and draws on an international health and human rights context. Students will learn to read current trends in the light of historical gendered power dynamics, and the intersectional impacts of social stratification and culture. This includes an understanding of the historical and ongoing oppression and disadvantage faced by Aboriginal and Torres Strait Islander peoples. With these understandings in place, students will then develop the ability to critically evaluate theoretical underpinnings of current policies and legislative frameworks.
Subject Learning Outcomes
1. Articulate and apply understanding of the international evidence on the gendered nature of family violence and violence against women
2. Evaluate responses to family violence within an international health and human rights context
3. Demonstrate an understanding of the assumptions embedded in the key terminology and vocabulary framing family violence, including intersectionality
4. Identify the impact of legislative frameworks and the machinery of government (the 'state') on policies addressing family violence, and apply knowledge of related theoretical underpinnings
5. Critically examine the impacts of social stratification and culture on family violence, including the ongoing disadvantages and associated issues faced by Aboriginal and Torres Strait Islander people
Assessment tasks
1. Online quiz (20 questions): 10%
2. Agents of Socialisation short essay (500 words): 10%
3. Policy Analysis presentation (15 mins): 30%
4. Critical Analysis essay (2000 words): 50%
Assessment method:Online quiz, Essays, Presentation
Family Violence: Primary Prevention and Social CommunicationsHE-FV002
Semester one
In recent years, there has been an increasing emphasis on the role of primary prevention work in addressing issues of family violence, in particular men's violence against women. Global evidence places gender inequality as the core dynamic, with 'reinforcing factors' such as alcohol, disability, class, race, culture and sexuality.Using a feminist framework, this subject explores each of these factors, and draws on the vital role of primary prevention in acknowledging and addressing the links between family violence and social structures, norms and behaviours. As such, primary prevention comprises distinct, yet complementary, activities to frontline service delivery.Throughout the subject, students will be invited to analyse primary prevention policy frameworks and the public health approach, as well as the use of effective social marketing and communications strategies via contemporary resources and initiatives.
Subject Learning Outcomes
1. Demonstrate understanding of the role of primary prevention work in addressing family violence and the global evidence supporting a focus on violence against women
2. Identify and describe the gendered drivers of violence against women, and their relationship with other forms of social discrimination and disadvantage
3. Identify and describe 'reinforcing factors' (such as alcohol, disability, age, class, race, culture and sexuality), and associated impacts on the frequency and severity of FV
4. Communicate complex understandings of family violence primary prevention policy frameworks, along with contemporary resources and initiatives
5. Apply knowledge required to critically analyse media representations of family violence and identify impacts on community awareness
6. Describe and apply techniques of effective social marketing and communication
Assessment Tasks
1. Discourse Analysis paper (2000 words): 40%
2. Primary Prevention proposal (2500 words): 60%
Assessment method:Paper, Proposal
Family Violence: Tertiary Prevention and Risk ManagementHE-FV003
Semester two
This subject provides students with the specialised knowledge required to identify, assess and address family violence across multiple sites of professional intervention. A range of responses will be examined, included risk assessment, needs assessment, counselling and case management, together with the importance of record keeping and sharing.
Communication and interpersonal skills will be addressed, along with knowledge and understanding of the values and ethics in practice. Students will explore human behaviour and societal context and be given the opportunity to focus on particular settings and specific client groups. Critical reflection will be utilised, along with mutual inquiry, small group discussion, exercises and role play practice across situations from key areas of family violence work practice with clients from a range of backgrounds and contexts presenting with a variety of complex issues.
Subject Learning Outcomes
1. Demonstrate an understanding of the theoretical and legislative underpinnings of tertiary prevention
2. Demonstrate an understanding of the role of record keeping, information sharing obligations and ethical principles such as privacy, confidentiality and informed consent
3. Demonstrate an advanced understanding of client risk assessment and associated tools (including MARAM)
4. Articulate a model of client practice that demonstrates an understanding of human behaviour and development and aligns with anti-oppressive, trauma-informed and transformative ways of working with individuals and families
5. Demonstrate advanced communication and interpersonal skills, awareness of power dynamics with clients, and the ability to engage in a respectful, professional and culturally safe manner
6. Critically reflect on own values and ethics and awareness of the centrality of personal, societal and cultural values and beliefs in approaches to practice
Assessment Tasks
1. Online Quiz (25 questions): 10%
2. Values & Ethics in Practice short essay (1000 words): 30%
3. Case Study report (2500 words): 50%
4. Participation: 10%
Assessment method:Quiz, Essay, Report, Participation
Strategy, Planning and the Integrated Service SystemHE-FV004
Semester two
This subject begins with a broad focus on the history of social change and community organizing regarding family violence, both in Australia and internationally. With this framework in place, students will then explore the key types and concepts of gender-sensitive planning and their role in the management and governance of organisations. Emphasis will be placed on analysing strategies that align with current planning and policy frameworks, and also with inclusive participation in planning and critical analysis of gendered social structures. A prime focus of the subject is also the integrated service system, from prevention and practice to men’s behaviour change, and including linkages with other sectors such as housing, child protection, police and mental health and AOD. Students will develop an understanding of the differences and divisions that characterise the field and formulate strategies that build on connections within the broader community services sector. Throughout the subject, students will be encouraged to reflect on their own ideas and worldviews within a shared and constructive framework. Particular attention is paid to intersectionality and the ways that race, class, disability, gender, sexuality, indigeneity and other forms of diversity shape privilege and power.
Subject Learning Outcomes
1. Critically analyse historical and contemporary examples of community organising within a feminist framework and identify opportunities for capacity building
2. Demonstrate and apply knowledge of the integrated service system and cross-sector nature of family violence work
3. Demonstrate ability to provide a coordinated response on behalf of victim survivors of family violence and/or users of violence, including information sharing and methods to secure access to resources within the broader community services sector
4. Demonstrate ability to provide systemic and integrated responses for diverse and/or vulnerable clientele, such as those with a disability, LGBTI+, CALD, or Aboriginal and Torres Strait Islander peoples
5. Critically analyse current family violence policies, strategies, frameworks and guidelines to identify gaps in practice using active planning frameworks relevant to the family violence sector
6. Critically examine the potential influence of personal, societal, political and cultural values and biases on planning and organising processes.
Assessment Tasks
1. Participation: 10%
2. Online Quiz (20 questions): 10%
3. Integrated Service System presentation (15 minutes): 30%
4. Action Plan report (2000 words): 50%
Assessment method:Participation, Quiz Presentation, Report
Chisholm is a Registered Training Organisation (RTO) and provides Nationally Recognised Training (NRT). This means you can be assured that our training will provide you with a qualification that is recognised and respected across Australia.