General Information
Vulnerable Parties and Family Dispute Resolution is an elective subject in postgraduate programs offered by the Faculty of Law. In this subject, students will learn how to identify vulnerable parties in Family Dispute Resolution (FDR). Students will also learn how to conduct safety screening and risk assessment processes to ascertain the vulnerability of those parties and whether it is appropriate for them to participate in FDR. In addition, students will learn the skills and strategies required to manage vulnerabilities if the matter is suitable to progress to FDR. The subject considers the perspectives of all parties in matters where there may be vulnerabilities.
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Details
Academic unit: Faculty of Law Subject code: LAWS77-809 Subject title: Vulnerable Parties and Family Dispute Resolution Subject level: Postgraduate Semester/Year: September 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Mixed (Face-to-Face) Workload items: - Seminar: x1 (Total hours: 6) - Seminar 1
- Seminar: x1 (Total hours: 6) - Seminar 2
- Directed Online Activity: x6 (Total hours: 12) - Online modules
- Personal Study Hours: x12 (Total hours: 96) - Recommended study hours
Attendance and learning activities: The content of this subject will be delivered online and in person in an intensive in the 12+12 model. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Law |
|---|---|
| Subject code: | LAWS77-809 |
| Subject title: | Vulnerable Parties and Family Dispute Resolution |
| Subject level: | Postgraduate |
| Semester/Year: | September 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Mixed (Face-to-Face) |
| Workload items: |
|
| Attendance and learning activities: | The content of this subject will be delivered online and in person in an intensive in the 12+12 model. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Acquire a knowledge base of contemporary perspectives on the concept of vulnerability in the context of Family Dispute Resolution, and apply it appropriately in analysing practical situations.
- Appraise and assess a vulnerable party’s suitability to participate in a Family Dispute Resolution process, and apply that appraisal in a safety screening and risk assessment.
- Develop and use strategies to appropriately manage vulnerable parties in Family Dispute Resolution.
- Critically reflect and debrief on given case studies which include a range of complex issues relating to vulnerable parties in Family Dispute Resolution.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Exercise Complete an individual reflection (1000 words) 20.00% Week 12 1,2,3,4 Case Analysis Complete 2 case study analyses. (2 x 2000-word max) 40.00% Week 12 1,2,3 Small Group Learning Complete a screening and risk assessment process based on a scenario in pairs 20.00% In Consultation 1,2 Small Group Learning Engage in a joint debrief about the process and document the debrief (1000 words) 20.00% In Consultation 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Exercise | Complete an individual reflection (1000 words) | 20.00% | Week 12 | 1,2,3,4 |
| Case Analysis | Complete 2 case study analyses. (2 x 2000-word max) | 40.00% | Week 12 | 1,2,3 |
| Small Group Learning | Complete a screening and risk assessment process based on a scenario in pairs | 20.00% | In Consultation | 1,2 |
| Small Group Learning | Engage in a joint debrief about the process and document the debrief (1000 words) | 20.00% | In Consultation | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research. | This subject contains content that some students may find distressing, disturbing or culturally challenging. Students with concerns about the content of any subject are encouraged to discuss this with their teacher and consider how best to prepare themselves to study challenging material in a way that is appropriate for them.
Subject curriculum
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Online Module: Introduction
Introduction to vulnerability and theoretical principles underpinning core concepts in the subject. Understanding the diverse nature of vulnerability.
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Online Module: Power Imbalances
Understanding the nature of power in FDR and the complexity/subtlety of power dynamics in the process. Developing strategies and skills for managing assumptions and biases.
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Online Module: Intake, Screening and Risk Assessment
Understanding the nature and purpose of intake, screening and risk assessment; identifying and exploring practical issues; learning strategies and methods for managing intake, screening and risk assessment processes; understanding the process of making referrals; diagnosing conflict.
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Online Module: Specific Vulnerabilities
Understanding key issues of vulnerability in FDR including domestic and family violence; mental health; substance abuse and addiction; poverty; cultural and linguistic diversity; elders; Indigenous and First Nations issues; young people (younger than 25); LGBTIQ+ community; process vulnerability eg child inclusive processes and facilitative mediation.
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Intensive Session
Introductions, expectations and overview of intensive. Panel discussion on specific vulnerabilities. Case study – managing power imbalances and debriefing activity. Role-Play – conducting an intake and screening assessment and risk-analysis in pairs and debriefing activity. Reflection activities including reflecting on the importance of the maintenance of professional wellbeing for sustaining professional and effective FDR practice, including facilitating workplace debriefing and support processes.
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Intensive Session
Managing assumptions and biases activities – quiz and case-study. Video presentation on vulnerable parties with class discussion. Group exercises on particular vulnerabilities. Simulated FDR session with vulnerable parties and student reflection.