General Information
Negotiation in Family Dispute Resolution is an elective subject in postgraduate programs offered by the Faculty of Law. This subject examines aspects of negotiation theory most relevant to the context of family dispute resolution. The focus is on principled (interest-based) negotiation skills and strategies. The subject will focus on the practical skills and knowledge required to negotiate positive outcomes for families in response to separation and divorce.
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Details
Academic unit: Faculty of Law Subject code: LAWS77-808 Subject title: Negotiation in Family Dispute Resolution Subject level: Postgraduate Semester/Year: September 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Mixed (Face-to-Face) Workload items: - Directed Online Activity: x6 (Total hours: 12) - Online modules
- Seminar: x2 (Total hours: 12) - Intensive Seminar
- 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: Books
- Nadja Alexander, Jill Howieson and Kenneth Fox (2015). Negotiation: Strategies Styles Skills. 3rd, LexisNexis
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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: | LAWS77-808 |
| Subject title: | Negotiation in Family Dispute Resolution |
| Subject level: | Postgraduate |
| Semester/Year: | September 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Mixed (Face-to-Face) |
| Workload items: |
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| 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: | Books
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|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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:
- Identify and apply the important theoretical principles that underpin negotiation process, styles, strategies and skills as it relates to Family Dispute Resolution.
- Write a research paper based on the critical analysis of legal scholarship related to Family Dispute Resolution theories and principles.
- Conduct a negotiation using common styles, strategies and skills in an ethical manner following a defined negotiation process appropriate for 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 Student Engagement Seminar participation 20% Ongoing 1,3 Skills Test Negotiation 30% In Consultation 1,3 Research Paper 5000 word Research Paper 50% In Consultation 2 - * 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 |
|---|---|---|---|---|
| Student Engagement | Seminar participation | 20% | Ongoing | 1,3 |
| Skills Test | Negotiation | 30% | In Consultation | 1,3 |
| Research Paper | 5000 word Research Paper | 50% | In Consultation | 2 |
- * 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
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
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.
Subject curriculum
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Online Module
Overview of negotiation in FDR as it applies in the context of achieving workable parenting arrangements.
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Online Module
Positional negotiation and the impact of this style of negotiation when negotiating parenting arrangements.
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Online Module
Principled negotiation and its value in negotiating workable parenting arrangements.
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Online Module
Understanding the need to diagnose conflict and develop strategies to manage conflict when assisting parents to reach agreements on parenting arrangements.
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Online Module
Analysis of power imbalances, conducting risk assessments, making appropriate referrals when required, identifying strategies to manage inequalities between parents.
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Online Module
Representational advocacy assisted FDR negotiation in the context of negotiating parenting arrangements.
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Online Module
Challenges to effective negotiation in FDR including safety issues, domestic and family violence, individual and special needs, family of origin issues and kinship dynamics.
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Online Module
Cultural competence in FDR negotiations.
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Intensive Session
Preparing for negotiation in FDR with an emphasis on eliciting party information, assessing current parenting practices, educating and coaching parties about the need to make good parenting decisions with a focus on the best interests of the children.
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Intensive Session
Skills strategy and process - assisting parties to agree on outcomes for parenting arrangements, drafting a parenting plan in collaboration with the parties that is child focused and assisting the parties to agree as to how they will be best able to monitor those arrangements in the future individually, together or with outside assistance and support.
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Intensive Session
Communication and interpersonal skills.
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Intensive Session
Ethics and professional responsibilities for negotiation in FDR - the importance of being a reflective practitioner, recognising the importance of self determination and empowerment for parents in their ability to make decisions, adopting a child focused approach and being able to recognise and manage any value differences.