UNIT OUTLINE
SWSP3043: Interpersonal, Family and
Structural Violence
Discipline of Social Work
Some units may be delivered online to ensure the health of students and staff during the
COVID19 pandemic. This is a temporary mode of delivery that has the approval of the AASW.
Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians,
whose lands, winds and waters we all now share, and pay respect to their unique values, and their
continuing and enduring cultures, which deepen and enrich the life of our nation and communities.
Social workers commit to acknowledge and understand the historical and contemporary disadvantage
experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work
practice. Social workers are responsible for ensuring that their practice is culturally competent, safe
and sensitive.

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1. Unit Description
Gender-based violence, or the broad range of abuses that disproportionately affect women, including
domestic violence, sexual violence, sexual harassment and stalking, is widespread. Globally, one in
three women worldwide will experience physical or sexual violence in their lifetime. Cutting across class,
ethnicity, age, culture and religion, intimate partner violence disproportionately affects women and
children. Globally, 95% of perpetrators of domestic homicide are male. This unit aims to deepen
students’ knowledge of intimate partner violence and structural violence through theory and practice,
research and policy with reference to the relevance of intersectionality. The focus will be understanding
the complex, interlinked experiences of intimate partner violence in the lives of women who are from
marginalised groups and the key barriers to accessing support faced by these communities. The unit
provides students with essential competencies to work as social workers with survivors and perpetrators
of intimate partner violence as well as greater understandings of how domestic and sexual violence is
produced within systemic and cultural contexts.
2. Unit Information

3. Development of Learning Outcomes and Graduate Attributes
3.1 Unit Learning Outcomes
On successful completion of this unit, students will be able to:
a. Demonstrate an understanding of the definitions, prevalence, underlying causes, tactics and
impacts of intimate partner violence on those affected,
b. Demonstrate an understanding of how intimate partner violence is shaped by social and cultural
values, and how a person’s identity (gender, age, socio-economic status, etc.) can produce different
experiences of violence, vulnerability, and “help seeking”,
c. Demonstrate an understanding of, and critically evaluate, the different roles and responsibilities of
civil society (NGOs), the judiciary, the government and the community in the prevention of, and
responses to, intimate partner violence,
d. Demonstrate an understanding of the some of the key considerations for social workers in
supporting survivors and working with perpetrators of intimate partner violence.
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3.2 Course Learning Outcomes
This unit, SWSP3043, covers the learning required to deliver the following Course Learning Outcomes:

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3.3 ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following
ACAP Graduate Attributes:
• GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts and
through multiple modalities
• GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop
knowledge and skills over their lifetime
• GA3 THINK: Apply critical, creative and flexible thinking to contribute and respond constructively
across diverse settings
• GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across multiple
contexts
• GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and professional
wellbeing when responding to challenges and opportunities
• GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of opportunity
• GA7 INTEGRITY: Apply integrity and ethical standards to study, research and practice
• GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams,
groups and communities
• GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a
sustainable global future
4. Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
• A weekly 3-hour learning session [on Zoom]. One hour will be didactive material delivered in
lecture format. Two hours will be interactive class time, for discussion of the lecture, readings,
assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study
each week to review lectures and read prescribed and recommended materials for this unit. The total
individual workload of this unit will be around 9 hours per week (including teamwork on group
assignments, individual self-study and reading).
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5. Student Attendance: Social Work
The Discipline of Social Work expects that students maintain 80% attendance for each unit of study.
Students are responsible to provide supporting documentation for missed classes. Students are also
required to provide evidence of how they have kept abreast with the course content, this will be
assessed by submitting a 500-word outline summarising the content of each missed session.
Students who miss more than three (3) sessions for a class offered weekly or one (1) session for a
weekend block will not be able to pass the unit. In circumstances where attendance requirements are
not met, the result ‘Fail Incomplete’ will be awarded. For more information refer to the participation
and learning policy: Student Participation and Attendance Policy
5.1 Trimester Key dates
The Trimester Key Dates can be accessed at https://www.acap.edu.au/current-students/key-dates/
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6. Weekly Schedule

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7. Assessment Overview
The assessment in this Unit has THREE components as listed below:
* Students must achieve at least an overall Pass grade in order to pass the unit.
8. Assessment Policy and Procedures
The Assessment Policy and Procedure located on the ACAP website is a full statement of the
principles and practice which inform the design, development and implementation of assessment at
ACAP. All policies are available via https://www.acap.edu.au/current-students/managing-mycourse/a-z-policies/. Application forms such as the extension request, academic considerations and
appeals against grades are available via https://students.acap.edu.au/current-students/managing-mycourse/a-z-forms/.
8.1. Assessment Practice
Academic integrity and professional standards
Plagiarism is the inclusion of another person’s work within your submission without acknowledgement
or permission. Plagiarism is regarded as a form of cheating. The penalties associated with
misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP
students must familiarise themselves with the Academic Integrity Statement, and the Academic
Misconduct Policy.
Submitting Assessments
Assignments are submitted via the class space by the due date in the Assessment Overview. Unit
educators will provide instructions and demonstration of the submission process prior to the due date
for the first assessment in the unit. Students who experience technical issues when attempting to
submit their assignment should contact ACAP IT Support and email their educator.
Examinations and presentations must be attended as scheduled, unless by prior arrangement via
Academic Consideration in Assessment. Non-attendance at a scheduled assessment may result in
a Fail grade for the assessment and may impact a students’ ability to demonstrate an assurance of
learning against each learning outcome.
Late submission of assessments
Should a student without an approved extension fail to submit an assessment piece by the due date,
they will attract a 5% penalty for every calendar date the assessment is submitted late. The late
penalty is deducted from the total marks available for the assessment piece, not the mark awarded.

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For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment
will be accepted after 10 calendar days from the due date unless an extension has been granted.
Extensions
Should a student require an extension they must apply in accordance with the Official Assessment
Extension Guidelines (refer to Attachment 2 of the Assessment Policy and Procedure). All students
apply online via the official Assessment Extension Request Form.
https://students.acap.edu.au/current-students/managing-my-course/a-z-forms/
Academic Consideration in Assessment
Students may submit an application for Academic Consideration in Assessment based on
unforeseeable adverse circumstances which have impacted their ability, or one or more members of
their group’s ability, to meet assessment deadlines (refer to Attachment 4 of the Assessment Policy
and Procedure.
Receiving marks for assessments
Students will be notified of marks for individual assignment via the class space.
Appeals against grades
Each student has the right to appeal against an assessment decision. The student is the only person
who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit
Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If
there are grounds for a more formal appeal, access the Assessment Appeal Application Form.
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9. Prescribed and Recommended Readings
9.1. Prescribed
There is no textbook for this unit, however a required reading list of academic journal articles and
book chapters are located on your Moodle class space. There are two or three articles or chapters to
read each week: and you are strongly urged to do the required readings before coming to class.
9.2. Recommended
As per the prescribed readings, please refer to your readings list located on your Moodle class space.
If you are interested in reading further, the following academic journals may be of interest.
Journals
• Domestic Violence Resource Centre Victoria Advocate
• Feminist Review
• International Journal of Critical Indigenous Studies
• International Social Work
• Journal of Australian Indigenous Issues
• Journal of Family Studies
• Journal of Gender-based Violence
• Journal of Interpersonal Violence
• Journal of Social Work (UK)
• Journal of Social Work Education (USA)
• Journal of Women’s Health, Issues and Care
• No to Violence
• Violence Against Women
• Women Against Violence
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10. Learning Resources and Support
Academic and Learning Support
Students’ first point of contact for academic support is their unit educator. Contact details for the staff
in this unit are available in the class space. Here students will find consultation hours for this unit and
the best means for contacting individual staff.
Library
Comprehensive library services are available to support and enhance your learning experience at
ACAP. The ACAP Library site (https://libguides.navitas.com) provides access to book collections,
including electronic books and professional journals listed in this unit. ACAP librarians can help with
your research needs in person at our Sydney, Melbourne and Brisbane campuses, and by email or
phone.
User guides, IT policies and Technical Support
For user guides, IT policies and technical support: https://students.acap.edu.au/currentstudents/services-and-support/it-acap/.
The Student Learning Support (SLS) service
To access the Student Learning Support, follow this link https://sls.navitas-professional.edu.au/The
site provides information on effective study habits and information that will assist you to structure,
format and reference an assignment successfully. It also provides information on a range of
workshops and tutorials to support students with study skills, academic writing and language learning.
SLS Advisors offer consultations online or in person at selected on campus locations.
Smarthinking
Smarthinking is an assignment review service available in many Diploma and Bachelor level units.
Check the class space for links to the Smarthinking service.
Personal Support
ACAP counsellors provide free confidential support and personalised assistance to help students
manage their personal issues and develop strategies to concentrate on their studies. Sessions are
available online or in person at selected campus locations. Find more information via
https://students.acap.edu.au/current-students/services-and-support/counselling-support/.
Administrative Support
The Student Engagement team can assist with administration matters. For more information
https://students.acap.edu.au/current-students/services-and-support/student-services/.
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11. Appendix: Assessment Detail
Assessment 1

*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT).
Check your time zone to ensure that you submit your assessment on time. If required, use a time
zone converter
Assessment 1 Details and Instructions
Watch a documentary depicting domestic violence in Australia. Then, focusing on one of the stories in
the documentary, answer four questions with short answers using the key concepts in intimate partner
violence as discussed in the readings, lectures and class discussions up until, and including, the
readings for week six. The documentary and the questions will be provided and discussed in class in
week two. Your task is to critically reflect on and discuss the dynamics and tactics of abuse, the
drivers and the devastating impacts on the victim/survivors. Apply your knowledge of the readings
from weeks 1 – 6.
Assessment Criteria – Task 1
1. Knowledge of the tactics, types, dynamics and cycle of intimate partner violence
2. Knowledge of the drivers and the impacts of gendered violence
3. Effective use of the set and recommended literature for this unit
4. Clarity of expression, structure, accurate referencing using APA (7th edition) conventions.
How to do well in Assessment Task 1
• Attend all lectures and complete the set and recommended readings
• Actively participate in class discussions
• Allow time to watch the documentary and draft, edit and proofread your critique
• Apply the concepts from lectures and readings to the story depicted in the video. Use a minimum
of eight unit readings.
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Marking Criteria: Assessment 1

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Assessment 2
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT).
Check your time zone to ensure that you submit your assessment on time. If required, use a time
zone converter.
Assessment 2 Details and Instructions
Analyse a campaign that works in the primary prevention of gender-based violence space. Your written
essay should analyse how well the chosen campaign works as a primary prevention campaign,
according to the literature. Using the set and recommended readings, you must explain how the chosen
initiative challenges violence against women and tries to create meaningful change. How well does it
▪ build a culture of respect towards women and girls and minority people?
▪ promote more “inclusive” representations of masculinity?
▪ challenge the root causes of gendered violence?
▪ create a future free from gendered violence? Etc.
You must apply the relevant key concepts (e.g., privilege, entitlement, rape culture, victim blaming,
gender norms, toxic masculinity) explored in the readings, resources and classes during weeks 9-12 to
your chosen campaign.
This essay requires a minimum of eight references. You may go beyond the readings e.g., an evaluation
of the campaign, however, the majority of your Reference List should be unit readings.
You will be given options for your chosen primary prevention campaign in week eight.
Criteria
1. Your understanding of a (local, national or international) primary prevention initiative and its
approach to addressing the drivers of gender-based violence.
2. Your knowledge of the drivers of violence against women and girls and the structural and cultural
factors that enable or condone intimate partner violence.

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3. Your critical reflection about the implications for social worker practice with insights into the ways in
which social workers can assist with the primary prevention intimate partner violence.
4. Clear, succinct, well-structured and well-developed ideas/writing.
5. Effective use of the set and recommended literature for this unit and correct use of APA (7th
edition).
How to do well in Assessment 2
• Watch all lectures and complete the set readings
• Attend tutorials and actively participate in class discussions
• Start early
• Focus on the task requirements and write succinctly
• Apply the set and recommended academic literature from this Unit of Study. Use a minimum of five
academic references.
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Marking Criteria: Assessment 2

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Assessment 3
Assessment 3 Details and Instructions
All assessment marks and final grades are determined using a criterion-referenced model. For each
task you will see a range of criteria. These criteria are clearly linked to the learning outcomes of the
unit.
There is no marking criteria for this assessment.
-End