Graduate Certificate In Family Violence

Gender, Power and the StateHE-FV001

Semester one

This subject provides students with a clear understanding of the global evidence base regarding the gendered nature of family violence and violence against women, along with relevant legislation, regulations and frameworks that govern family violence practice. It also explores key terminology and draws on an international health and human rights context. Students will learn to read current trends in the light of historical gendered power dynamics, and the intersectional impacts of social stratification and culture. This includes an understanding of the historical and ongoing oppression and disadvantage faced by Aboriginal and Torres Strait Islander peoples. With these understandings in place, students will then develop the ability to critically evaluate theoretical underpinnings of current policies and legislative frameworks.

Subject Learning Outcomes

1. Articulate and apply understanding of the international evidence on the gendered nature of family violence and violence against women
2. Evaluate responses to family violence within an international health and human rights context
3. Demonstrate an understanding of the assumptions embedded in the key terminology and vocabulary framing family violence, including intersectionality
4. Identify the impact of legislative frameworks and the machinery of government (the 'state') on policies addressing family violence, and apply knowledge of related theoretical underpinnings
5. Critically examine the impacts of social stratification and culture on family violence, including the ongoing disadvantages and associated issues faced by Aboriginal and Torres Strait Islander people

Assessment method:Participation, Online quiz, Essays, Presentation

Working with Men: Theories, Perspectives and InterventionsHE-FV005

Semester one

This subject provides students with a clear understanding of the theories, perspectives and interventions pertinent to working with men as users of violence in the family violence sector. These include exploring the impact of culture, social stratifications, and how concepts of masculinity may influence behaviour.

Students will develop the foundational knowledge and skills required to engage safely with users of violence in ways that minimize collusion, promote accountability and prioritise the safety and wellbeing of their family members. Students will learn about a spectrum of interventions with users of family violence, and the overlapping but also distinct roles and responsibilities across the service system.

Frameworks of multi-agency collaborative practice to keep the user of violence in view are introduced, along with the applicability of relevant policy and legislation and an understanding of the role of record-keeping, information sharing obligations and ethical principles related to this field of work.

Subject Learning Outcomes

1. Demonstrate an advanced understanding of the theoretical, legislative and policy underpinnings of tertiary prevention responses to users of family violence.
2. Identify and define quality practices in comprehensive record keeping, information sharing obligations and ethical considerations concerning the limits to confidentiality and informed consent.
3. Develop foundational skills in safe and sensitive practice, minimising collusion, centralising safety and promoting accountability when engaging with users of violence.
4. Understand the spectrum of service system responses to users of family violence, including collaboration, across various workforces and services with differing degrees of specialisation in family violence work.
5. Understand and apply a victim-survivor centred, intersectional, and perpetrator pattern-based lens when planning direct and indirect responses to users of violence.
6. Critically evaluate and reflect on personal and professional values, belief systems, experiences and privilege-based blind spots that impact upon work with clients, colleagues and communities.

Assessment method:Journal, Literature Review, Report, Simulation task

Gender, Power and the StateDFV001

Semester one

This subject provides students with a clear understanding of the global evidence base regarding the gendered nature of family violence and violence against women along with relevant legislation, regulations and framework that govern family violence practice. It also explores key terminology and draws on an international health and human rights context. Throughout the course students will be introduced to key writers, debates and programmatic responses to family violence.
In addition, students will learn to read current trends in the light of historical gendered power dynamics and intersectional impacts of social stratification and culture. This includes an understanding of the historical and ongoing oppression and disadvantage faced by Aboriginal and Torres Strait Islander Peoples. with these understandings in place, students will then develop the ability to critically evaluate, theoretical underpinnings of current policies and legislative frameworks.

Students who successfully complete this unit may wish to explore further studies in Chisholm’s Graduate Certificate in Family Violence.

Assessment method:Participation, Online quiz, Essays, Presentation

Working With Men: Theories, Perspectives and InterventionsDFV005

Semester one

This subject provides students with a clear understanding of the theories, perspectives and interventions pertinent to working with men as users of violence in the family violence sector. These include exploring the impact of culture, social stratifications, and how concepts of masculinity may influence behaviour.

Students will develop the foundational knowledge and skills required to engage safely with users of violence in ways that minimize collusion, promote accountability and prioritise the safety and wellbeing of their family members. Students will learn about a spectrum of interventions with users of family violence, and the overlapping but also distinct roles and responsibilities across the service system.

Frameworks of multi-agency collaborative practice to keep the user of violence in view are introduced, along with the applicability of relevant policy and legislation and an understanding of the role of record-keeping, information sharing obligations and ethical principles related to this field of work.

Subject Learning Outcomes

1. Demonstrate an advanced understanding of the theoretical, legislative and policy underpinnings of tertiary prevention responses to users of family violence.
2. Identify and define quality practices in comprehensive record keeping, information sharing obligations and ethical considerations concerning the limits to confidentiality and informed consent.
3. Develop foundational skills in safe and sensitive practice, minimising collusion, centralising safety and promoting accountability when engaging with users of violence.
4. Understand the spectrum of service system responses to users of family violence, including collaboration, across various workforces and services with differing degrees of specialisation in family violence work.
5. Understand and apply a victim-survivor centred, intersectional, and perpetrator pattern-based lens when planning direct and indirect responses to users of violence.
6. Critically evaluate and reflect on personal and professional values, belief systems, experiences and privilege-based blind spots that impact upon work with clients, colleagues and communities.

Assessment method:Journal, Literature Review, Report, Simulation task

Working with Men: Applied skills in practiceHE-FV006

Semester two

This subject builds on pre-requisite and co-requisite learnings to develop introductory and intermediate knowledge and skills regarding working with men in the context of behaviour change and other intervention programs within the health and community service sectors.

Students will identify potentially effective ways of working with users of violence, analyse models of groupwork and individual interventions, and develop a comprehensive understanding of perpetrator-focused risk assessment and risk management. Communication and interpersonal skills are also developed, along with a critical reflection of own values and beliefs.Experiential learning is a focus, together with reflective practice. The subject also includes a 75 hour workplace learning component whereby students are supported to translate theory into applied practice.

Subject Learning Outcomes

1. Understand and apply MARAM risk assessment and risk management responsibilities at the comprehensive level, including utilisation of appropriate tools.
2. Identify behaviour change approaches and strategies for working with users of family violence
3. Critically analyse and evaluate models of behaviour change group-work in working with both voluntary and mandated clients.
4. Develop case-plans to guide interventions with users of violence, which demonstrates an understanding of human behaviour/development and includes cultural considerations.
5. Demonstrate introductory skills in one-to-one behaviour change interventions with users of family violence.
6. Demonstrate introductory skills in MBCP group-work interventions, through safe and potentially effective group-work practices, and through gender-aware co-facilitation

Assessment method:Case Study report, Simulation task, Case Study analysis, Placement portfolio

Strategy, Planning and the Integrated Service SystemHE-FV004

Semester two

This subject begins with a broad focus on the history of social change and community organizing regarding family violence, both in Australia and internationally. With this framework in place, students will then explore the key types and concepts of gender-sensitive planning and their role in the management and governance of organisations. Emphasis will be placed on analysing strategies that align with current planning and policy frameworks, and also with inclusive participation in planning and critical analysis of gendered social structures.
A prime focus of the subject is also the integrated service system, from prevention and practice to men’s behaviour change, and including linkages with other sectors such as housing, child protection, police and mental health and AOD. Students will develop an understanding of the differences and divisions that characterise the field and formulate strategies that build on connections within the broader community services sector.
Throughout the subject, students will be encouraged to reflect on their own ideas and worldviews within a shared and constructive framework. Particular attention is paid to intersectionality and the ways that race, class, disability, gender, sexuality, indigeneity and other forms of diversity shape privilege and power.

Subject Learning Outcomes

1. Critically analyse historical and contemporary examples of community organising within a feminist framework and identify opportunities for capacity building
2. Demonstrate and apply knowledge of the integrated service system and cross-sector nature of family violence work
3. Demonstrate ability to provide a coordinated response on behalf of victim survivors of family violence and/or users of violence, including information sharing and methods to secure access to resources within the broader community services sector
4. Demonstrate ability to provide systemic and integrated responses for diverse and/or vulnerable clientele, such as those with a disability, LGBTI+, CALD, or Aboriginal and Torres Strait Islander peoples
5. Critically analyse current family violence policies, strategies, frameworks and guidelines to identify gaps in practice using active planning frameworks relevant to the family violence sector
6. Critically examine the potential influence of personal, societal, political and cultural values and biases on planning and organising processes.

Assessment method:Participation, Online quiz, Essays, Presentation

Strategy, Planning and the Integrated Service SystemDFV004

Semester two

This subject begins with a broad focus on the history of social change and community organizing regarding family violence, both in Australia and internationally. With this framework in place, students will then explore the key types and concepts of gender-sensitive planning and their role in the management and governance of organisations. Emphasis will be placed on analysing strategies that align with current planning and policy frameworks, and also with inclusive participation in planning and critical analysis of gendered social structures.
A prime focus of the subject is also the integrated service system, from prevention and practice to men’s behaviour change, and including linkages with other sectors such as housing, child protection, police and mental health and AOD. Students will develop an understanding of the differences and divisions that characterise the field and formulate strategies that build on connections within the broader community services sector.
Throughout the subject, students will be encouraged to reflect on their own ideas and worldviews within a shared and constructive framework. Particular attention is paid to intersectionality and the ways that race, class, disability, gender, sexuality, indigeneity and other forms of diversity shape privilege and power.

Subject Learning Outcomes

1. Critically analyse historical and contemporary examples of community organising within a feminist framework and identify opportunities for capacity building.
2. Demonstrate and apply knowledge of the integrated service system and cross-sector nature of family violence work.
3. Demonstrate ability to provide a coordinated response on behalf of victim survivors of family violence and/or users of violence, including information sharing and methods to secure access to resources within the broader community services sector.
4. Demonstrate ability to provide systemic and integrated responses for diverse and/or vulnerable clientele, such as those with a disability, LGBTI+, CALD, or Aboriginal and Torres Strait Islander peoples.
5. Critically analyse current family violence policies, strategies, frameworks and guidelines to identify gaps in practice using active planning frameworks relevant to the family violence sector.
6. Critically examine the potential influence of personal, societal, political and cultural values and biases on planning and organising processes.

Assessment method:Participation, Online quiz, Essays, Presentation

Subjects - Year two

Working With Men: Applied Skills in PracticeDFV006

Semester one

This subject builds on pre-requisite and co-requisite learnings to develop introductory and intermediate knowledge and skills regarding working with men in the context of behaviour change and other intervention programs within the health and community service sectors.

Students will identify potentially effective ways of working with users of violence, analyse models of groupwork and individual interventions, and develop a comprehensive understanding of perpetrator-focused risk assessment and risk management. Communication and interpersonal skills are also developed, along with a critical reflection of own values and beliefs.Experiential learning is a focus, together with reflective practice. The subject also includes a 75 hour workplace learning component whereby students are supported to translate theory into applied practice.

Subject Learning Outcomes

1. Understand and apply MARAM risk assessment and risk management responsibilities at the comprehensive level, including utilisation of appropriate tools.
2. Identify behaviour change approaches and strategies for working with users of family violence.
3. Critically analyse and evaluate models of behaviour change group-work in working with both voluntary and mandated clients.
4. Develop case-plans to guide interventions with users of violence, which demonstrates an understanding of human behaviour/development and includes cultural considerations.
5. Demonstrate introductory skills in one-to-one behaviour change interventions with users of family violence.
6. Demonstrate introductory skills in MBCP group-work interventions, through safe and potentially effective group-work practices, and through gender-aware co-facilitation.

Assessment method:Case Study report, Simulation task, Case Study analysis, Placement portfolio

Admission requirements

Applicants with vocational education and training (VET) study
• A completed Diploma, equivalent or above in a relevant discipline;
• A minimum of 2 years full-time (or part-time equivalent) experience in Family Violence, or a related sector*;
• Attend a pre-admission information session and complete a questionnaire; and
• A pre-selection interview (if applicable).

Applicants with higher education study
• A completed higher education degree (AQF 7 or above) in a relevant discipline;
• Attend a pre-admission information session and complete a questionnaire; and
• A pre-selection interview (if applicable).

Applicants with work and life experience
Significant work experience in family violence services or within related allied health and human services.
Applicant will be interviewed, considered on experience, and may be required to complete tasks to assist with assessing eligibility (e.g. STAT).
• Attend a pre-admission information session and complete a questionnaire; and
• A pre-selection interview (if applicable).

Inherent requirements

Our inherent requirements are a guide to help you decide if a course is right for you.

If you are a student with a disability, long-term illness, mental health condition or are a primary carer of an individual with a disability, you can apply for support through our Equitable Learning and Disability Support team.

Purpose
Inherent course requirements are the essential components of a course that are required to support participation, learning, assessment, and demonstration of the learning outcomes. They reflect the core abilities, knowledge, skills, and professional behaviours necessary to successfully complete the course.

Scope
These inherent course requirements apply to all students enrolled in the course, across all modes of delivery (on‑campus, online, blended), and all learning, assessment, simulated, and work‑integrated learning environments, including placements where applicable.

Inherent course requirements are distinct from Academic, English language and Course specific admission requirements.

Reasonable Adjustments and Equity Statement
Chisholm Institute is committed to inclusive education and equitable participation. Students may meet inherent course requirements with reasonable adjustments, provided such adjustments do not compromise academic integrity, fundamentally alter learning outcomes, or undermine professional, safety, or accreditation standards.
Students are encouraged to engage early with Chisholm Equitable Learning and Disability Support to discuss adjustment needs.

Our 'How to meet the inherent requirements' document provides further guidance on meeting these requirements. This document can be downloaded from the course description above.

Course pathways

Nationally recognised training	Graduate Certificate in Family Violence	Graduate Certificate In Family Violence
Possible job outcome	child protection practitioner senior policy officer case manager specialised family violence worker	senior policy officer child protection practitioner specialised family violence worker case manager

Fees

Indicative total course cost $9,228. Total course cost is indicative based upon the 2027 tuition fee. Any increase in fees for subsequent years is not included in this value.

Indicative annual tuition fees of $9,228. Indicative fees are based upon a student enrolling in 100% full time study load and does not reflect if subjects are repeated or advanced standing is granted.

Help with fees

FEE-HELP

At Chisholm, you can get a FEE-HELP loan to help you pay for all or part of the tuition fees for this degree course. Find out more about using FEE-HELP to study now and pay later.

Advanced standing

Your current skills, knowledge and experience can help you get a qualification.

Find out about skills recognition and RPL for certificate to advanced diploma courses.

Find out about advanced standing for graduate certificate and bachelor degree courses.

Graduate Certificate In Family Violence

Elevate your career with this industry focused qualification in family violence, specialising in working with men

Gender, Power and the StateHE-FV001

Working with Men: Theories, Perspectives and InterventionsHE-FV005

Gender, Power and the StateDFV001

Working With Men: Theories, Perspectives and InterventionsDFV005

Working with Men: Applied skills in practiceHE-FV006

Strategy, Planning and the Integrated Service SystemHE-FV004

Strategy, Planning and the Integrated Service SystemDFV004

Working With Men: Applied Skills in PracticeDFV006

Student story