| Learning Outcomes: |
| Knowledge: |
| K1. | Critically analyse the nature and impact of social work within organizational, local, national and international contexts. |
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| K2. | Critique the social, political, cultural and legal issues impacting a specific population of service users. |
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| K3. | Critically appraise a range of theoretical frameworks and consider how these can be applied in intervention strategies for individuals, families, groups and communities with complex needs. |
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| K4. | Investigate and analyse the structural and social inequalities that exist in a particular field of practice leading to a critical understanding of strategies to address these. |
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| K5. | Critically engage in reflective practice and reflection in action, including examination of personal and professional values that influence practice. |
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| K6. | Identify ethical dilemmas arising from your own positioning as a beginning practitioner engaging with a vulnerable population group. Formulate solutions to address the ethical dilemmas making reference to the professional code of ethics, social work values and practice standards. |
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| K7. | Demonstrate the capacity to work with increasing autonomy and professional responsibility. |
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| Skills: |
| S1. | Evaluate and implement interventions using a range of social work theories that addresses the complex needs of individual families and groups. |
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| S2. | Design, implement and evaluate interventions in diverse areas of practice including community development, project management, evaluation and research. |
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| S3. | Demonstrate advanced skills in effective interpersonal communication, including the use of a variety of culturally sensitive communication skills. |
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| S4. | Prepare high-quality professional written material as required and in accordance with agency policy, which may include emails, letters, assessments, and reports. |
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| S5. | Create and maintain effective working relationships within multidisciplinary and multi-agency contexts. |
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| S6. | Demonstrate advanced level organizational skills to work autonomously and as a member of a team in managing multiple and complex tasks, including time management, planning and ability to prioritize tasks. |
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| S7. | Effectively utilize reflective practice and critical reflection in supervision to gain the confidence and competence required of an early career social worker. |
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| Application of knowledge and skills: |
| A1. | Participate in professional supervision applying reflective practice and critical reflection approaches to enhance knowledge and skills in practice and demonstrate professional accountability |
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| A2. | Demonstrate responsibility and commitment for self-directed professional learning and development, including identifying own professional strengths and areas for further development. |
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| A3. | Participate actively in skill development workshops, simulation activities and other exercises to develop and integrate their professional knowledge and skills as needed. |
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| Unit Content: |
Integration seminars will assist and support students throughout this process, and provide opportunities for reflective practice, shared learning and mutual support. - Topics may include:
- Critically evaluating practice approaches
- Managing complex ethical dilemmas
- Project design, management and evaluation.
- Working with complexity and ambiguity.
- Cross cultural practice and working with Aboriginal and Torres Strait Islander communities
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| 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.
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| 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | 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 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, S6, S7, A1, A3 | Completion of weekly worksheets may include samples of placement work completed in the following areas: • Clear identification of a macro-level issue of social concern • A clear profile of the individual(s) or population group impacted by the issue of social concern • Examining Policy, Funding and Legal Contexts relevant to the issue of social concern • Examining how social work organizations and communities respond to the issue of concern • Identifying theories and knowledge that can be applied to effectively address the issue of social concern • Reflecting on appropriate assessment and intervention skills • Applying professional values and ethics • Effective interpersonal skills • Self-learning and critical reflection • Reflecting on research as social work intervention • Engaging in culturally sensitive practice | Placement Workbook/Portfolio | S/U | | 2. | K1, K2, K3, K4, K7, S1, S2, S3, S4, A2, A3 | A detailed presentation accompanied by PowerPoint slides outlining: the macro-level issue of social concern investigated; the population group impacted by this issue, an examination of relevant political, funding and legal contexts; social work (or social services) responses to the issue of concern; theories and models that are (or can be) applied to address the issue; ongoing (and possible) assessments and interventions; a discussion of personal values and ethical considerations vis-à-vis the issue of concern, a discussion of the process of undertaking the project and consideration of research as a tool for social intervention. | Presentation | S/U | | 3. | K5, K6, S4, S7, A3 | Identify an ethical dilemma and formulate a solution using ethical theories, principles and professional codes of ethics. | Case Study Analysis | S/U | | 4. | K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, S6, S7, A2 | Develop specific learning goals as specified by the Australian Association of Social Workers Learning and Assessment Plan | Learning Contract | S/U | | 5. | K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, S6, S7, A1, A2, A3 | Successful completion of 500 hours Field Education placement | Placement | S/U |
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