DFVP20002 - Domestic and Family Violence Responses and Interventions
Unit Synopsis
This foundation unit will deepen your understanding of responses and interventions to address domestic and family violence. You will make critical use of evidence-based research, practice and policy documents to explore some of the complex practice and theoretical challenges that arise from working to prevent domestic and family violence at a community level and working with distinct client groups of victims and perpetrators. You will learn more about domestic and family violence responses for priority populations. Legal, ethical and safety considerations that arise from working in this context will be explored to determine how they impact your and other professionals’ values, ethics and perspectives.
Details
| Level | Postgraduate |
|---|---|
| Unit Level | 8 |
| Credit Points | 6 |
| Student Contribution Band | 10 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
DFVP20001 is a pre-requisite for this unit. Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Be Different Intakes
Higher Education Unit Availabilities from Term 1 - 2026
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Written Assessment | 40% |
| 2. Written Assessment | 40% |
| 3. Online Quiz(zes) | 20% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 1 - 2021 : The overall satisfaction for students in the last offering of this course was 90.00% (`Agree` and `Strongly Agree` responses), based on a 38.46% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Student Unit and Teaching Evaluation
DFVP20002 required us to analyse research, data, systems and organisational practice. This has really helped me with understanding and being more tolerant with other services I am working with through integrated responses to DFV for our clients. My learning has definitely benefited my practice with colleagues and clients.
Continue providing learning materials focused on research and organisational practice.
Learning materials continued to be provided that focused on research and organisational practice.
Source: Student Unit and Teaching Evaluation
The practical application of the assignments helped me apply what I learnt in my daily practice with DFV clients and strengthened my practice. I would recommend anyone working in DFV field to do this course. Very well balanced!
Continue with the focus on personal professional practice in assessment items.
The focus on personal professional practice was maintained in the assessment items.
Source: Student Unit and Teaching Evaluation
I appreciated the weekly summaries and found them to be comprehensive and in themselves, a resource to draw upon. I think the learning activities within the summaries were a good guide for further reflection on the point of discussion/topic of the week. I also wanted to say that there was so much put into this unit to support students' learning - the printed summaries were supported by pre-recorded video, which was really helpful.
Continue providing weekly learning guides, learning activities, and recorded lectures.
Weekly learning guides, activities and lectures were all provided for students.
Source: Student Unit and Teaching Evaluation
I am sorry to say that I did not enjoy the power point assessment task - its just a personal preference. I guess that when I do a power point for work, what I would say is organically structured. Hence my dislike for the assessment - I had to spell out (in the notes section) what I would say.
Consider the utility of PowerPoint presentations as an assessment strategy.
The PowerPoint presentation was removed as an assessment item.
Source: Student Unit and Teaching Evaluation
Accessing the library was difficult and I struggled to find the resources I was looking for, however this challenged me to find other ways to find information through google and other academic sites.
Embed more information on using the library search function in the Moodle site.
Additional information about using the Library website was included in the Moodle site.
Source: Student evaluation
Students appreciated the focus on practice in their assessment items, as it highlighted the relevance of what they were learning to their work.
Continue to provide practice-focused assignments for students.
In Progress
Source: Student evaluation
Students highlighted the strengths of the unit learning material in terms of demonstrating how domestic violence responses are delivered, including practical examples.
Continue to provide learning material on the specifics of domestic violence response delivery, and keep updating the material with practice advances and up-to-date practice examples.
In Progress
Source: Student evaluation
Students would appreciate more instructions on the assignment than is provided in written instructions and pre-recorded assessment videos.
Hold drop-in sessions specifically for questions on the assignments.
In Progress
On successful completion of this unit, you will be able to:
- Differentiate among primary, secondary and tertiary responses to domestic and family violence.
- Evaluate organisational structures, behaviours and perspectives which are relevant to domestic and family violence responses.
- Appraise responses to people experiencing/perpetrating domestic and family violence, incorporating a focus on priority populations.
- Reflect on own values, ethics and perspectives in the area of domestic and family violence.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment | • | • | ||
| 2 - Written Assessment | • | • | ||
| 3 - Online Quiz(zes) | • | • | • | |
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | • | • | • | • |
| 2 - Communication | • | • | • | • |
| 3 - Cognitive, technical and creative skills | • | • | • | • |
| 4 - Research | • | • | ||
| 5 - Self-management | • | |||
| 6 - Ethical and Professional Responsibility | • | • | • | |
| 7 - Leadership | • | • | • | |
| Assessment Tasks | Graduate Attributes | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 8 | |