JSQ222 Responding to Sexual Violence
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: | JSQ222 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,174 |
| Pre-2021 CSP student contribution | $1,020 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $3,348 |
| International unit fee | $4,620 |
Unit Outline: Session 1 2026, QUT Online, Online
| Unit code: | JSQ222 |
|---|---|
| Credit points: | 12 |
Overview
This unit explores practices and processes for responding to sexual violence, emphasising trauma-informed care and practice. It will equip you with the skills needed to respond effectively to victim-survivors and critique intake processes and practices. The curriculum covers essential topics such as working with victim-survivors of diverse backgrounds including children, understanding risk assessment and safety planning, and navigating institutions and systems involved in sexual violence response.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design case plans to support victim-survivors impacted by sexual violence.
- Analyse intake processes and practices that respond to sexual violence victim-survivors and propose improvements.
- Reflect on discussions with diverse stakeholders about supporting victim-survivors impacted by sexual violence.
- Discuss the impact of intersectionality, institutions, systems and other contextual factors on sexual violence victim-survivors.
Content
This unit will cover the following:
- Principles of trauma-informed care and practice
- Working with victim/survivors, including children
- Crisis intervention and responding to disclosures
- Risk assessment and safety planning
- Case management and planning
- Institutions and systems implicated in sexual violence response
- Working in interdisciplinary teams
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings and recorded resources
- Reflection activities.
During the unit, you will be required to engage in critical reflection and case-based learning and apply the presented concepts to your own practice and knowledge.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
Assessment
Overview
There are two assessments in this unit:
1. Reflection on intake processes - this task supports critical analysis of responses to sexual violence at the point of intake to inform reflection on intake processes and identify implications for future practice.
2. Case Management Meeting - this task connects case analysis with case planning and negotiating with stakeholders to support a client.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection on intake processes
You will participate in learning activities and peer discussions critiquing intake practices and processes for responding to sexual violence victim-survivors. Following your participation you will reflect on your learning and how this impacts your future practice.
The use of generative artificial intelligence (AI) tools is allowed to help you study and find out more about the topic; noting AI-generated content may not be accurate, reliable, or may display bias. Any content generated may not be copied and included in your final submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Case Management Meeting
From the perspective of a professional working in a service responding to sexual violence, analyse one of the case studies provided.
In a group, you will undertake a case management meeting about your client in the case study. In this meeting you will need to identify and represent your client's best interests consistent with your professional perspective to negotiate a case plan for supporting your client.
Following the meeting, reflect on the discussion and negotiation process, and your professional representation of the client. Video record your reflection to debrief your experience.
You will submit a recording of your case management meeting, the negotiated written case plan and a personal reflection.
The use of generative artificial intelligence (AI) tools is allowed to help you study and find out more about the topic; noting AI-generated content may not be accurate, reliable, or may display bias. Any content generated may not be copied and included in your final submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
Students are advised that some content in this unit may be confronting. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.JQ25 Graduate Certificate in Prevention and Responses to Sexual Violence
- Design approaches for working with a plurality of diverse stakeholders and communities in relation to sexual violence.
Relates to: ULO1, Case Management Meeting - Analyse contexts and practices and propose responses that seek to address sexual violence and its impacts.
Relates to: ULO2, Reflection on intake processes - Communicate critical information about sexual violence to diverse stakeholders and related audiences.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Critique how intersectionality and contextual factors impact on sexual violence.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting
JQ35 Graduate Diploma in Prevention and Responses to Gendered Violence
- Design approaches for working with a plurality of diverse stakeholders and communities affected by domestic and sexual violence.
Relates to: ULO1, Case Management Meeting - Evaluate gendered violence problems and contexts to inform contextually relevant and evidence-based responses.
Relates to: ULO2, Reflection on intake processes - Apply a range of communication modes to professionally and strategically convey critical information about domestic and sexual violence to diverse stakeholders.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Examine how ethics, intersectionality and contextual factors impact on domestic and sexual violence experiences and contexts.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting
JQ45 Master of Justice
- Design approaches for working with a plurality of diverse stakeholders and communities, including Aboriginal and Torres Strait Islander peoples.
Relates to: ULO1, Case Management Meeting - Evaluate complex and sensitive problems of justice to inform evidence-based responses.
Relates to: ULO2, Reflection on intake processes - Apply a range of communication modes to professionally and strategically interpret and convey critical information to diverse stakeholders.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Examine how ethics, intersectionality and contextual factors converge to impact on and shape social justice issues.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | JSQ222 |
|---|---|
| Credit points: | 12 |
Overview
This unit explores practices and processes for responding to sexual violence, emphasising trauma-informed care and practice. It will equip you with the skills needed to respond effectively to victim-survivors and critique intake processes and practices. The curriculum covers essential topics such as working with victim-survivors of diverse backgrounds including children, understanding risk assessment and safety planning, and navigating institutions and systems involved in sexual violence response.
Learning Outcomes
On successful completion of this unit you will be able to:
- Design case plans to support victim-survivors impacted by sexual violence.
- Analyse intake processes and practices that respond to sexual violence victim-survivors and propose improvements.
- Reflect on discussions with diverse stakeholders about supporting victim-survivors impacted by sexual violence.
- Discuss the impact of intersectionality, institutions, systems and other contextual factors on sexual violence victim-survivors.
Content
This unit will cover the following:
- Principles of trauma-informed care and practice
- Working with victim/survivors, including children
- Crisis intervention and responding to disclosures
- Risk assessment and safety planning
- Case management and planning
- Institutions and systems implicated in sexual violence response
- Working in interdisciplinary teams
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
- Online discussions
- Readings and recorded resources
- Reflection activities.
During the unit, you will be required to engage in critical reflection and case-based learning and apply the presented concepts to your own practice and knowledge.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- opportunity for formative feedback in this unit will include feedback on a learning activity related to assessment task 1
- self-reflection on learning and personal and professional experiences
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
Assessment
Overview
There are two assessments in this unit:
1. Reflection on intake processes - this task supports critical analysis of responses to sexual violence at the point of intake to inform reflection on intake processes and identify implications for future practice.
2. Case Management Meeting - this task connects case analysis with case planning and negotiating with stakeholders to support a client.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection on intake processes
You will participate in learning activities and peer discussions critiquing intake practices and processes for responding to sexual violence victim-survivors. Following your participation you will reflect on your learning and how this impacts your future practice.
The use of generative artificial intelligence (AI) tools is allowed to help you study and find out more about the topic; noting AI-generated content may not be accurate, reliable, or may display bias. Any content generated may not be copied and included in your final submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Case Management Meeting
From the perspective of a professional working in a service responding to sexual violence, analyse one of the case studies provided.
In a group, you will undertake a case management meeting about your client in the case study. In this meeting you will need to identify and represent your client's best interests consistent with your professional perspective to negotiate a case plan for supporting your client.
Following the meeting, reflect on the discussion and negotiation process, and your professional representation of the client. Video record your reflection to debrief your experience.
You will submit a recording of your case management meeting, the negotiated written case plan and a personal reflection.
The use of generative artificial intelligence (AI) tools is allowed to help you study and find out more about the topic; noting AI-generated content may not be accurate, reliable, or may display bias. Any content generated may not be copied and included in your final submission.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
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.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
Students are advised that some content in this unit may be confronting. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.JQ25 Graduate Certificate in Prevention and Responses to Sexual Violence
- Design approaches for working with a plurality of diverse stakeholders and communities in relation to sexual violence.
Relates to: ULO1, Case Management Meeting - Analyse contexts and practices and propose responses that seek to address sexual violence and its impacts.
Relates to: ULO2, Reflection on intake processes - Communicate critical information about sexual violence to diverse stakeholders and related audiences.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Critique how intersectionality and contextual factors impact on sexual violence.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting
JQ35 Graduate Diploma in Prevention and Responses to Gendered Violence
- Design approaches for working with a plurality of diverse stakeholders and communities affected by domestic and sexual violence.
Relates to: ULO1, Case Management Meeting - Evaluate gendered violence problems and contexts to inform contextually relevant and evidence-based responses.
Relates to: ULO2, Reflection on intake processes - Apply a range of communication modes to professionally and strategically convey critical information about domestic and sexual violence to diverse stakeholders.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Examine how ethics, intersectionality and contextual factors impact on domestic and sexual violence experiences and contexts.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting
JQ45 Master of Justice
- Design approaches for working with a plurality of diverse stakeholders and communities, including Aboriginal and Torres Strait Islander peoples.
Relates to: ULO1, Case Management Meeting - Evaluate complex and sensitive problems of justice to inform evidence-based responses.
Relates to: ULO2, Reflection on intake processes - Apply a range of communication modes to professionally and strategically interpret and convey critical information to diverse stakeholders.
Relates to: ULO3, Reflection on intake processes, Case Management Meeting - Examine how ethics, intersectionality and contextual factors converge to impact on and shape social justice issues.
Relates to: ULO4, Reflection on intake processes, Case Management Meeting