JSQ204 Working with Domestic Violence Victim-Survivors
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | JSQ204 |
|---|---|
| Equivalent(s): | JSN204 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $2,976 |
Unit Outline: Session 2 2024, QUT Online, Online
| Unit code: | JSQ204 |
|---|---|
| Credit points: | 12 |
| Equivalent: | JSN204 |
Overview
This unit focuses on working in the domestic violence sector. You will explore trauma-informed approaches to working with victim-survivors. You will learn how to identify and respond to the needs of diverse populations and work in diverse contexts. The unit will also address strategies for self-care and professional well-being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and identify practices that support the wellbeing of those working in the sector (Course Learning Outcomes 1.4, 5.2).
- Research and evaluate the needs of clients and service responses to them (Course Learning Outcomes 1.3, 4.3, 5.1, 5.2).
- Discuss a trauma-informed approach to working with victim-survivors (Course Learning Outcomes 3.2).
- Identify and advocate for the needs and experiences of diverse populations (Course Learning Outcomes 2.3, 4.1, 4.2, 4.3, 5.2).
- Design service responses for supporting diverse populations and professional practice with respect to domestic violence (Course Learning Outcomes 2.1, 2.2, 5.3).
Content
- Preparing to work with domestic violence victim-survivors including information about vicarious and secondary trauma, self-care and work-life balance, networks of support and advocating for trauma-informed workplaces
- Domestic violence victim-survivors' needs and contexts
- Trauma-informed practices for working with victim-survivors
- Domestic violence services: such as the landscape of services, local resources, referral pathways, and integrated response teams
- Meeting the needs of diverse communities: such as intersectional issues for culturally and linguistically diverse communities, including Aboriginal and Torres Strait Islander and immigrant communities, disability, income and housing issues, rural and remote contexts, and supportive services for LGBT people and issues related to intercultural competence.
Learning Approaches
This unit is offered to online students only. The delivery mode is via self-guided modules with weekly online activities, recorded presentations and readings. Students will be able to discuss the content with their peers and the academic through discussion forums, providing them with feedback on their understanding and supporting them in their learning.
The modules are designed using a trauma-informed approach as proposed by SAMHSA (2014) that incorporates safety, trustworthiness and transparency, peer support, collaboration and mutuality, empowerment, voice and choice, and responsiveness to cultural, historical and gender issues.
Feedback on Learning and Assessment
Written feedback will be provided on submitted assessment.
Assessment
Overview
Assessment for this unit is both formative and summative. This unit uses qualitative assessment items and formative assessment feedback provided via online tutorials.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Vicarious trauma prevention plan
Outline a personal and professional plan to prevent and/or mitigate vicarious trauma.
This is an assignment for the purposes of an extension.
Assessment: Project (research)
Students discuss a trauma-informed approach to working with victim-survivors. Drawing on a review and synthesis of scholarship and professional practice in work with victim-survivors of domestic violence, they describe the key elements of a trauma-informed approach.
This is an assignment for the purposes of an extension.
Assessment: Professional Plan
You will investigate a specific population group or setting of interest to you. Review core issues for practice, available resources and services, and key information sources. You will construct a proposal for a service or services in the domestic violence sector to better address the needs of the victim/survivors of a population group.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There is no required textbook for this unit.
Resource Materials
Recommended text(s)
Brown, T & Alexander, R (2007). Child Abuse and Family Law: Understanding the Issues Facing Human Service and Legal Professionals. Allen & Unwin.
Trotter, C (2006). Working with Involuntary Clients: A Guide to Practice (2nd edition). London, GBR: SAGE Publications Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.JQ12 Graduate Certificate in Domestic Violence Responses
- Impacts of domestic violence on individuals, families and communities
Relates to: ULO2, Project (research), Professional Plan - Impacts on professionals working in the domestic violence sector
Relates to: ULO1, Vicarious trauma prevention plan - Effective written communication skills for a range of audiences
Relates to: ULO5, Professional Plan - Plans for negotiation, collaboration and networking with professionals and agencies
Relates to: ULO5, Professional Plan - Advocating for victims/survivors
Relates to: ULO4, Project (research), Professional Plan - Trauma-informed approaches
Relates to: ULO3, Project (research), Professional Plan - Awareness of how cultural attitudes and systems shape domestic violence and responses to it
Relates to: ULO4, Project (research), Professional Plan - Awareness of patterns of domestic violence in diverse groups and communities
Relates to: ULO4, Project (research), Professional Plan - Intersecting forms of disadvantage and their implications for domestic violence
Relates to: ULO2, ULO4, Project (research), Professional Plan - Critical reflection and analysis skills
Relates to: ULO2, Project (research) - Synthesis of information from a variety of sources
Relates to: ULO1, ULO2, ULO4, Vicarious trauma prevention plan, Project (research), Professional Plan - Problem solving in relation to real world issues
Relates to: ULO5, Professional Plan
Unit Outline: Session 4 2024, QUT Online, Online
| Unit code: | JSQ204 |
|---|---|
| Credit points: | 12 |
| Equivalent: | JSN204 |
Overview
This unit focuses on working in the domestic violence sector. You will explore trauma-informed approaches to working with victim-survivors. You will learn how to identify and respond to the needs of diverse populations and work in diverse contexts. The unit will also address strategies for self-care and professional well-being.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and identify practices that support the wellbeing of those working in the sector (Course Learning Outcomes 1.4, 5.2).
- Research and evaluate the needs of clients and service responses to them (Course Learning Outcomes 1.3, 4.3, 5.1, 5.2).
- Discuss a trauma-informed approach to working with victim-survivors (Course Learning Outcomes 3.2).
- Identify and advocate for the needs and experiences of diverse populations (Course Learning Outcomes 2.3, 4.1, 4.2, 4.3, 5.2).
- Design service responses for supporting diverse populations and professional practice with respect to domestic violence (Course Learning Outcomes 2.1, 2.2, 5.3).
Content
- Preparing to work with domestic violence victim-survivors including information about vicarious and secondary trauma, self-care and work-life balance, networks of support and advocating for trauma-informed workplaces
- Domestic violence victim-survivors' needs and contexts
- Trauma-informed practices for working with victim-survivors
- Domestic violence services: such as the landscape of services, local resources, referral pathways, and integrated response teams
- Meeting the needs of diverse communities: such as intersectional issues for culturally and linguistically diverse communities, including Aboriginal and Torres Strait Islander and immigrant communities, disability, income and housing issues, rural and remote contexts, and supportive services for LGBT people and issues related to intercultural competence.
Learning Approaches
This unit is offered to online students only. The delivery mode is via self-guided modules with weekly online activities, recorded presentations and readings. Students will be able to discuss the content with their peers and the academic through discussion forums, providing them with feedback on their understanding and supporting them in their learning.
The modules are designed using a trauma-informed approach as proposed by SAMHSA (2014) that incorporates safety, trustworthiness and transparency, peer support, collaboration and mutuality, empowerment, voice and choice, and responsiveness to cultural, historical and gender issues.
Feedback on Learning and Assessment
Written feedback will be provided on submitted assessment.
Assessment
Overview
Assessment for this unit is both formative and summative. This unit uses qualitative assessment items and formative assessment feedback provided via online tutorials.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Vicarious trauma prevention plan
Outline a personal and professional plan to prevent and/or mitigate vicarious trauma.
This is an assignment for the purposes of an extension.
Assessment: Project (research)
Students discuss a trauma-informed approach to working with victim-survivors. Drawing on a review and synthesis of scholarship and professional practice in work with victim-survivors of domestic violence, they describe the key elements of a trauma-informed approach.
This is an assignment for the purposes of an extension.
Assessment: Professional Plan
You will investigate a specific population group or setting of interest to you. Review core issues for practice, available resources and services, and key information sources. You will construct a proposal for a service or services in the domestic violence sector to better address the needs of the victim/survivors of a population group.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
There is no required textbook for this unit.
Resource Materials
Recommended text(s)
Brown, T & Alexander, R (2007). Child Abuse and Family Law: Understanding the Issues Facing Human Service and Legal Professionals. Allen & Unwin.
Trotter, C (2006). Working with Involuntary Clients: A Guide to Practice (2nd edition). London, GBR: SAGE Publications Ltd.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.JQ12 Graduate Certificate in Domestic Violence Responses
- Impacts of domestic violence on individuals, families and communities
Relates to: ULO2, Project (research), Professional Plan - Impacts on professionals working in the domestic violence sector
Relates to: ULO1, Vicarious trauma prevention plan - Effective written communication skills for a range of audiences
Relates to: ULO5, Professional Plan - Plans for negotiation, collaboration and networking with professionals and agencies
Relates to: ULO5, Professional Plan - Advocating for victims/survivors
Relates to: ULO4, Project (research), Professional Plan - Trauma-informed approaches
Relates to: ULO3, Project (research), Professional Plan - Awareness of how cultural attitudes and systems shape domestic violence and responses to it
Relates to: ULO4, Project (research), Professional Plan - Awareness of patterns of domestic violence in diverse groups and communities
Relates to: ULO4, Project (research), Professional Plan - Intersecting forms of disadvantage and their implications for domestic violence
Relates to: ULO2, ULO4, Project (research), Professional Plan - Critical reflection and analysis skills
Relates to: ULO2, Project (research) - Synthesis of information from a variety of sources
Relates to: ULO1, ULO2, ULO4, Vicarious trauma prevention plan, Project (research), Professional Plan - Problem solving in relation to real world issues
Relates to: ULO5, Professional Plan