| Effective Term: | 2025/02 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Social Work Practice With Children Young People and Families |
| Unit ID: | BSWUG4002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 090501 |
| Other Change: | |
| Brief description of the Unit |
This unit enables students to develop an understanding of relevant theory and practice frameworks which inform social work with children, young people and families. Students will begin to acquire an understanding of practice with families across a diversity of forms, experiences and identities, including Aboriginal and Torres Strait Islander and First Nations People and cross-cultural groups. Students will learn to identify, consider and critically reflect on micro-level personal and interpersonal dynamics and macro-level systems factors impacting on child and family wellbeing. Students will identify and plan interventions aimed at achieving the most effective outcomes for families’ health, wellbeing and life chances. Case studies reflecting complex contemporary scenarios will provide the foundation for students to develop and implement social work responses which consider: the person in the environment; ethics; the lasting impact of oppression and marginalisation on individuals, families and communities, enabling students to recognise and uphold the rights, dignity and autonomy of individuals and families. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
|
| Learning Outcomes: |
| Knowledge: |
| K1. | Critically analyse the ways in which global and national social, cultural and political structures and institutions can create, maintain and enhance privilege and power, and can oppress, marginalise and alienate individuals, groups and communities. |
|
| K2. | Evaluate and appraise the intergenerational impact on Indigenous and Aboriginal and Torres Strait Islander and First Nations People and communities of racism and oppression, and the legacy arising from colonisation, dispossession and the Stolen Generations’ experience. |
|
| K3. | Assess and evaluate how personal and interpersonal relationships impact mental and physical health and wellbeing, and how loss, grief and trauma impact children, young people and families. |
|
| K4. | Critically appraise the ways in which families are constructed by, and situated within, diverse social, political, economic, cultural, legal and historical contexts. |
|
| Skills: |
| S1. | Identify linkages between situation/problem and life conditions, with particular attention to issues of power, oppression and discrimination. |
|
| S2. | Critique the potential discriminatory aspects of legislation, policy and practice in Australian institutions, and articulate how these aspects impact on children and families. |
|
| S3. | Propose interventions most likely to address clients and services users across their life course, with a particular focus on children and families. |
|
| S4. | Assess the evaluate the impact of socio-economic states, life opportunities, trauma and environment on the mental and physical health and wellbeing of individuals, families, groups and communities. |
|
| Application of knowledge and skills: |
| A1. | Demonstrate a critical appreciation of research informed analysis of case studies/scenarios, and evidence-based practice. |
|
| A2. | Recognise the need for assessments and interventions to be informed by the lived experiences of clients, service users and other stakeholders, and apply this knowledge to assessments and interventions. |
|
| A3. | Apply initiative and judgments in planning, problem solving and decision-making. |
|
| A4. | Prepare professional reports. |
|
| A5. | Apply knowledge about social work practice frameworks to practice intervention plans with families. |
|
| Unit Content: |
Topics may include:
Contexts and Frameworks
Theoretical frameworks may include ecological systems theory, family systems theory, familycentred practice, attachment and child development theories. Contexts: Indigenous and Aboriginal and Torres Strait Islander and First Nations People and Communities, Family Diversity
Risk and Protective factors
Risk and protective factors Child abuse and neglect Loss grief and trauma Family violence as a risk factor and in the context of child abuse and neglect
Assessment & Intervention Frameworks
Evidence-based frameworks (i.e.. Safety Signs) for assessment and intervention Working with other agencies: collaborative and integrated approaches |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
|
| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | N/A - Not Applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
|
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, A1 | Demonstrate engagement with, and comprehension of, key learning material, core concepts and theoretical frameworks | Learning Portfolio | 10-30% | | 2. | K1, K2, S1, S2, A1, A3 | Demonstrate a critical understanding of key theoretical constructs which underpin family processes. | Essay | 30 – 45% | | 3. | K2, K3, K4, S1, S2, S3, S4, A1, A2, A3, A4, A5 | Undertake a case study analysis of family with complex and multiple needs. | Case Study Analysis | 30 – 45% |
|