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:Participation, Online quiz, Essays, Presentation
Transition to Higher Education: Academic literaciesHEBCHCS106I
Semester one
This subject is a non-credit hurdle requirement designed for students who enter through the diploma and experience course entry. Applicants with prior higher education are eligible for credit for this subject.
Working with Men: Theories, Perspectives and InterventionsHE-FV005
Semester one
This subject provides students with a clear understanding of the theories, perspectives and interventions pertinent to working with men as users of violence in the family violence sector. These include exploring the impact of culture, social stratifications, and how concepts of masculinity may influence behaviour.
Students will develop the foundational knowledge and skills required to engage safely with users of violence in ways that minimize collusion, promote accountability and prioritise the safety and wellbeing of their family members. Students will learn about a spectrum of interventions with users of family violence, and the overlapping but also distinct roles and responsibilities across the service system.
Frameworks of multi-agency collaborative practice to keep the user of violence in view are introduced, along with the applicability of relevant policy and legislation and an understanding of the role of record-keeping, information sharing obligations and ethical principles related to this field of work.
Assessment method:Journal, Literature Review, Report, Simulation task
Working with Men: Applied skills in practiceHE-FV006
Semester two
This subject builds on pre-requisite and co-requisite learnings to develop introductory and intermediate knowledge and skills regarding working with men in the context of behaviour change and other intervention programs within the health and community service sectors.
Students will identify potentially effective ways of working with users of violence, analyse models of groupwork and individual interventions, and develop a comprehensive understanding of perpetrator-focused risk assessment and risk management. Communication and interpersonal skills are also developed, along with a critical reflection of own values and beliefs.
Experiential learning is a focus, together with reflective practice. The subject also includes a 50 hour workplace learning component whereby students are supported to translate theory into applied practice.
Assessment method:Case Study report, Simulation task, Case Study analysis, Placement portfolio
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, Online quiz, Essays, Presentation
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.