JSQ223 Working in the Sexual Violence Sector
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: | JSQ223 |
|---|---|
| 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 2 2026, QUT Online, Online
| Unit code: | JSQ223 |
|---|---|
| Credit points: | 12 |
Overview
This unit will equip students with advanced, specialised knowledge and skills for effective practice in the sexual violence sector. You will develop expert-level competencies in leading program evaluations, employing a range of methods to assess and enhance sexual violence interventions. Emphasis will be placed on professional wellbeing, encouraging critical reflection on your positionality and its influence on your practice, while advancing your trauma-informed approach. You will critically engage with ethical frameworks, focusing on codes of conduct, workplace safety, and the critical issues of confidentiality, privacy, and record-keeping. By the end of the unit, you will be equipped to independently lead and evaluate programs with integrity and cultural competence, demonstrating autonomy, expert judgment, and adaptability in driving meaningful change in the sexual violence sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply program evaluation methods to plan for evaluation of programs that prevent and/or respond to sexual violence and its impacts.
- Propose approaches for working with diverse stakeholders to evaluate programs related to sexual violence.
- Evaluate research about ethical and interdisciplinary complexities of professional practices and approaches in the sexual violence sector
- Synthesise and articulate critical aspects of professionalism that impact on sexual violence-related professional practice and positionality.
- Critically reflect on the impact of intersectionality and contextual factors on professional practice and positionality in the sexual violence sector.
Content
This unit will cover the following:
- Leading evaluations
- Program evaluation methods
- Identifying and consulting with program stakeholders
- Perpetrator programs and rehabilitation
-
Professional wellbeing and positionality
-
Trauma-informed practice and systems
-
Codes of Conduct and Workplace Safety
-
Ethics of confidentiality, privacy and record-keeping
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
This unit has two assessments:
1. Program Evaluation Proposal - this task draws on program evaluation methods to propose the evaluation of a sexual violence related program.
2. Reflection and Positionality Statement - this task connects the learning activities, discussions and reflections throughout this unit with a professional conversation to write a reflection on learning and articulate a personal positionality statement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Program Evaluation Proposal
You will select a sexual violence related program and prepare a proposal for an evaluation. The proposal will include a short rationale for undertaking the evaluation, identification of the key stakeholders you would engage in consultation, a draft plan for the evaluation including all components and with an accompanying description, and a description of the potential impacts and outcomes of this evaluation for the context.
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: Reflection and Positionality Statement
You will undertake a professional conversation with a professional working in the sexual violence sector to interrogate aspects of professionalism, ethics and leadership. Drawing on the professional conversation and the learning activities in this unit, reflect on your own professionalism and practice and implications for future practice. Following your reflection you will articulate your own positionality in relation to your professional role in the sexual violence sector.
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
- Evaluate research and data to inform prevention of and responses to sexual violence and its impacts.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities in relation to sexual violence.
Relates to: ULO2, Program Evaluation Proposal - Analyse contexts and practices and propose responses that seek to address sexual violence and its impacts.
Relates to: ULO1, Program Evaluation Proposal - Communicate critical information about sexual violence to diverse stakeholders and related audiences.
Relates to: ULO4, Reflection and Positionality Statement - Critique how intersectionality and contextual factors impact on sexual violence.
Relates to: ULO5, Reflection and Positionality Statement
JQ35 Graduate Diploma in Prevention and Responses to Gendered Violence
- Analyse research and data related to domestic and sexual violence.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities affected by domestic and sexual violence.
Relates to: ULO2, Program Evaluation Proposal - Evaluate gendered violence problems and contexts to inform contextually relevant and evidence-based responses.
Relates to: ULO1, Program Evaluation Proposal - Apply a range of communication modes to professionally and strategically convey critical information about domestic and sexual violence to diverse stakeholders.
Relates to: ULO4, Reflection and Positionality Statement - Examine how ethics, intersectionality and contextual factors impact on domestic and sexual violence experiences and contexts.
Relates to: ULO5, Reflection and Positionality Statement
JQ45 Master of Justice
- Critically analyse research, data and evidence and apply to justice practices and contexts.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities, including Aboriginal and Torres Strait Islander peoples.
Relates to: ULO2, Program Evaluation Proposal - Evaluate complex and sensitive problems of justice to inform evidence-based responses.
Relates to: ULO1, Program Evaluation Proposal - Apply a range of communication modes to professionally and strategically interpret and convey critical information to diverse stakeholders.
Relates to: ULO4, Reflection and Positionality Statement - Examine how ethics, intersectionality and contextual factors converge to impact on and shape social justice issues.
Relates to: ULO5, Reflection and Positionality Statement
Unit Outline: Session 4 2026, QUT Online, Online
| Unit code: | JSQ223 |
|---|---|
| Credit points: | 12 |
Overview
This unit will equip students with advanced, specialised knowledge and skills for effective practice in the sexual violence sector. You will develop expert-level competencies in leading program evaluations, employing a range of methods to assess and enhance sexual violence interventions. Emphasis will be placed on professional wellbeing, encouraging critical reflection on your positionality and its influence on your practice, while advancing your trauma-informed approach. You will critically engage with ethical frameworks, focusing on codes of conduct, workplace safety, and the critical issues of confidentiality, privacy, and record-keeping. By the end of the unit, you will be equipped to independently lead and evaluate programs with integrity and cultural competence, demonstrating autonomy, expert judgment, and adaptability in driving meaningful change in the sexual violence sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply program evaluation methods to plan for evaluation of programs that prevent and/or respond to sexual violence and its impacts.
- Propose approaches for working with diverse stakeholders to evaluate programs related to sexual violence.
- Evaluate research about ethical and interdisciplinary complexities of professional practices and approaches in the sexual violence sector
- Synthesise and articulate critical aspects of professionalism that impact on sexual violence-related professional practice and positionality.
- Critically reflect on the impact of intersectionality and contextual factors on professional practice and positionality in the sexual violence sector.
Content
This unit will cover the following:
- Leading evaluations
- Program evaluation methods
- Identifying and consulting with program stakeholders
- Perpetrator programs and rehabilitation
-
Professional wellbeing and positionality
-
Trauma-informed practice and systems
-
Codes of Conduct and Workplace Safety
-
Ethics of confidentiality, privacy and record-keeping
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
This unit has two assessments:
1. Program Evaluation Proposal - this task draws on program evaluation methods to propose the evaluation of a sexual violence related program.
2. Reflection and Positionality Statement - this task connects the learning activities, discussions and reflections throughout this unit with a professional conversation to write a reflection on learning and articulate a personal positionality statement.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Program Evaluation Proposal
You will select a sexual violence related program and prepare a proposal for an evaluation. The proposal will include a short rationale for undertaking the evaluation, identification of the key stakeholders you would engage in consultation, a draft plan for the evaluation including all components and with an accompanying description, and a description of the potential impacts and outcomes of this evaluation for the context.
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: Reflection and Positionality Statement
You will undertake a professional conversation with a professional working in the sexual violence sector to interrogate aspects of professionalism, ethics and leadership. Drawing on the professional conversation and the learning activities in this unit, reflect on your own professionalism and practice and implications for future practice. Following your reflection you will articulate your own positionality in relation to your professional role in the sexual violence sector.
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
- Evaluate research and data to inform prevention of and responses to sexual violence and its impacts.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities in relation to sexual violence.
Relates to: ULO2, Program Evaluation Proposal - Analyse contexts and practices and propose responses that seek to address sexual violence and its impacts.
Relates to: ULO1, Program Evaluation Proposal - Communicate critical information about sexual violence to diverse stakeholders and related audiences.
Relates to: ULO4, Reflection and Positionality Statement - Critique how intersectionality and contextual factors impact on sexual violence.
Relates to: ULO5, Reflection and Positionality Statement
JQ35 Graduate Diploma in Prevention and Responses to Gendered Violence
- Analyse research and data related to domestic and sexual violence.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities affected by domestic and sexual violence.
Relates to: ULO2, Program Evaluation Proposal - Evaluate gendered violence problems and contexts to inform contextually relevant and evidence-based responses.
Relates to: ULO1, Program Evaluation Proposal - Apply a range of communication modes to professionally and strategically convey critical information about domestic and sexual violence to diverse stakeholders.
Relates to: ULO4, Reflection and Positionality Statement - Examine how ethics, intersectionality and contextual factors impact on domestic and sexual violence experiences and contexts.
Relates to: ULO5, Reflection and Positionality Statement
JQ45 Master of Justice
- Critically analyse research, data and evidence and apply to justice practices and contexts.
Relates to: ULO3, Program Evaluation Proposal, Reflection and Positionality Statement - Design approaches for working with a plurality of diverse stakeholders and communities, including Aboriginal and Torres Strait Islander peoples.
Relates to: ULO2, Program Evaluation Proposal - Evaluate complex and sensitive problems of justice to inform evidence-based responses.
Relates to: ULO1, Program Evaluation Proposal - Apply a range of communication modes to professionally and strategically interpret and convey critical information to diverse stakeholders.
Relates to: ULO4, Reflection and Positionality Statement - Examine how ethics, intersectionality and contextual factors converge to impact on and shape social justice issues.
Relates to: ULO5, Reflection and Positionality Statement