| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Theoretical Models for Practice: Assessment and Intervention |
| Unit ID: | GCSCS6001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 090500 |
| Other Change: | |
| Brief description of the Unit |
This unit focuses on key theoretical frameworks and practice models for working in the social and community services sector. Assessment and response models are examined across diverse practice contexts to engage students with complex social issues. Students evaluate how theory informs work in community and social services, including family violence. This is in accordance with relevant legislation and industry standards, including the Family Violence Multi- Agency Risk Assessment and Management (MARAM) framework and the SAFER (Child Protection) framework.
Students reflect on how theory shapes ethical and effective person-centered practice. Core theories covered include Indigenous standpoint theory, inter-sectional feminist theory, anti-oppressive and anti-discriminatory practice, trauma-informed approaches, systems and ecological theory, and post-modernism. Developmental and life-cycle theories are also examined. Throughout the unit, emphasis is placed on a strengths-based approach and advocacy, upholding a client’s rights and improving access to resources. By the end of the unit, students will have developed an advanced ability to apply theory to practice, including complementary theoretical and practice frameworks that operate across community and social services. |
| 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 | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse and reflect on a range of advanced theoretical frameworks and practice models including Indigenous standpoint theory, inter-sectional feminist theory, anti-oppressive and anti-discriminatory practice, trauma-informed approaches, systems and ecological theory, and post-modernism. Use relevant theories and practice models when working with complexity. Using theory to clarify, understand and address social issues including the prevalence of family violence in the community. |
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| K2. | Understand intersections, tensions and complementarity of theoretical and practice frameworks operative in community and social services, including Aboriginal and/or Torres Strait Islander peoples’ self-determination, the MARAM framework and the SAFER (Child Protection) framework. |
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| K3. | Analyse and synthesise complex information, problems, concepts and theories on individual, family and community safety and wellbeing as an intersection of multiple social concerns and develop in-depth understanding of assessment and practice guidance, including risk assessment and risk management, in the social and community services sector. |
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| K4. | Gain an in-depth understanding of the history and impacts of colonisation, including ongoing trauma and child removals, together with person-centered practice that fosters self-determination, genuine self-empowerment and informed decision making. Contribute to ongoing individual and collective work to dismantle colonial ways of thinking and doing. |
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| K5. | Develop an in-depth understanding of micro-mezzo and macro domains of practice, and how they inform practice to support clients, including victim/survivors of family violence and hold those who use family violence to account, and to align practice with relevant frameworks and theories. |
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| K6. | Reflect on and critically analyse personal and professional values, and potential biases, that inform practice. |
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| K7. | Understand the purpose of information sharing, including the Family Violence Information Sharing Scheme (FVISS) and Child Information Sharing Scheme (CISS), and how to use relevant information to build a detailed and accurate understanding of risk, need, patterns of behaviours and histories of family violence behaviours. |
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| Skills: |
| S1. | Apply relevant theories and practice frameworks in case study scenarios to individuals and families in diverse practice contexts and experiencing complex social issues, including the MARAM framework and SAFER (Child Protection) framework. |
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| S2. | Demonstrate the development of skills for community and social services practice through written and oral assessments, in line with the MARAM framework and the SAFER (Child Protection) framework. |
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| S3. | Develop self-knowledge through reflecting and analysing personal and professional values, and theories that focus on intersectionality and diversity, to inform family violence practice. |
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| S4. | Develop person-centered practice that fosters self-determination, genuine self-empowerment and informed decision-making. |
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| S5. | Demonstrate a commitment to interrogating and resisting collusion with oppressive patriarchal systems, racism, colonialism, ablism, and homophobia. |
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| S6. | Develop the ability to walk alongside Aboriginal and/or Torres Strait Islander peoples’ to access and navigate the community and social services system, assess and communicate risk and needs, operate in self-determined services and systems, and work towards wellbeing, safety and accountability. |
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| S7. | Develop the ability to record risk and needs assessments that accurately reflect people’s experiences, their acts of resistance to oppression and victimisation and protective factors, strengths and goals. |
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| Application of knowledge and skills: |
| A1. | Apply knowledge of theoretical frameworks and practice models, including, but not limited to the MARAM and the SAFER (Child Protection) framework, to a range of associated social issues to demonstrate autonomy, judgement, adaptability and responsibility for advanced practice. |
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| A2. | Develop skills for community services practice by applying knowledge of practice models to case studies that include complex social issues and high levels of risk. |
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| A3. | Analyse personal, professional and cultural values, ideologies and discourses that underpin professional practice in community and social services including family violence work. |
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| Unit Content: |
• The use of relevant theories and practice models when working with complexity. Using theory to clarify and understand and address complex social issues. This includes trauma informed, person-
centred, person in context, anti-oppressive and decolonising theories for practice.
• Aboriginal and/or Torres Strait Islander peoples’ self-determination and cultural safety theory and practice frameworks.
• Intersectionality in the community and social services context is examined including the intersection between FV and disability.
• Community services practice models including the Multi-Agency Risk Assessment and Management (MARAM) Framework, the SAFER (Child Protection) framework and other concepts and
frameworks operative across community and social services.
• Values and perspectives in social and community services work.
• Family violence practice with adults experiencing FV, children experiencing FV and people using FV.
• Case management across micro, mezzo and macro domains of practice. |
| 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 high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | Y - Present | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | Y - Present | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | Y - Present | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | Y - Present | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | Y - Present |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, S3, S4, S5, A1, A2, A3 | Participate in collective learning using case studies to identify (a) an issue of social concern e.g. family violence, social and emotional wellbeing; poverty, children and young person’s rights and disability (and) (b) theories, frameworks and practice models that could be effectively utilised to support/ address that issue.
| Simulation exercise | 30-45% | | 2. | K1, K2, K3, K4, K5, K6, K7, S1, S2, S3, S4, S5, S6, S7, A1, A2, A3 | Using a case study to: (a) Identify how multiple social complexities can intersect with family violence (and) (b) Form an assessment, underpinned by relevant theoretical and practice frameworks focused on the victim/survivors’ own assessment of their risk, information sharing, evidence-based risk factors, professional judgement and intersectional analyses as per the model of Structured Professional Judgement. Provide a justification for the choice of these particular theory and practice frameworks. | Written report or oral presentation with PowerPoint | 30-45% | | 3. | K1, K4, S1, S2, S3, S5, A1, A3 | Meaningful engagement and contribution to class discussions and activities. | Participation and contribution | 10-25% |
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