| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Ethics for Professional Practice |
| Unit ID: | GCSCS6003 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 090599 |
| Other Change: | |
| Brief description of the Unit |
This unit enables students to develop an advanced understanding of ethical principles, the key theories of ethics, relevant professional codes of ethics, and frameworks for decision-making. Key ethical questions and ethical dilemmas are considered for culturally safe practice with Aboriginal and/or Torres Strait Islander peoples’. This includes legal considerations in the context of the FVISS and CISS (information sharing schemes), subpoena process etc. Students will learn to articulate their standpoint, cultivate and deepen reflexivity, and appreciate how personal values, prejudices and biases shape ethical decision making. Working within practice frameworks including the Family Violence Multi-Agency Risk Assessment and Management (MARAM) Framework, and intersectional feminist theory, power dynamics between clients and practitioners, and between adults experiencing family violence, children experiencing family violence and persons using family violence will be examined with a focus on working with diverse communities. |
| 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. | Demonstrate an advanced capacity to analyse ethical principles and theories that underpin ethical obligations supporting Aboriginal and/or Torres Strait Islander peoples’ and people from other diverse communities in ways that protect their privacy, self-determination and choices. |
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| K2. | Demonstrate an advanced ethical understanding of colonisation and decolonising practice. |
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| K3. | Analyse how values (personal, professional, political, social, economic) explicitly related to power, privilege, colonisation, and systems of oppression inform how we understand and address our ethical obligations in diverse practice and organisational contexts. |
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| K4. | Demonstrate an awareness, and appreciation, of relevant professional codes of ethics and codes of conduct, and legislation, particularly in relation to monitoring risk and coordination with relevant services and organisations. |
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| Skills: |
| S1. | Examine and evaluate competing ethical positions and develop ethical arguments using advanced, independent research skills. |
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| S2. | Apply collective reasoning strategies to generate informed resolutions to complex ethical dilemmas. |
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| S3. | Demonstrate advanced oral and written proficiency in developing, justifying and communicating ethical positions and legal requirements when sharing information within and between services. |
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| S4. | Demonstrate effective skills for relationship building and accountability for people using violence. |
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| S5. | Demonstrate the application of legislation, policy and ethical requirements in relation to confidentiality including safe storage, and access to information and the limits of confidentiality. |
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| Application of knowledge and skills: |
| A1. | Use self-reflexive thinking to articulate your standpoint and demonstrate its application in ethical professional practice. |
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| A2. | Apply ethical principles and theories to analyse and resolve ethical dilemmas including those related to risk, safety and misidentification. |
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| A3. | Demonstrate and evaluate how personal biases and professional judgments influence professional practice. |
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| A4. | Uphold principles of self-determination and choice in the provision of case management and support services. |
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| Unit Content: |
•Ethical principles and ethical dilemmas when working with adults experiencing family violence, children experiencing family violence and persons using family violence •Ethical considerations and best practice decision-making for sharing information without consent in situations where there is high risk to adults experiencing family violence and/or children experiencing family violence •Theories of ethics (including standpoint theory and intersectional feminist theory) •Professional codes of ethics •Frameworks of human rights •Frameworks for ethical decision-making including ethical use of power in prescribed roles applying the MARAM framework •Cultural safety and Aboriginal and/or Torres Strait Islander peoples’ perspectives •Ethics and practice issues (e.g. case noting and engaging with clients online) •Ethical dilemmas when responding to adults experiencing family violence, children experiencing family violence and persons using family violence |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K3, K4, S1, S2, S3, S4, A2, A3, A4 | Participate in collective reasoning on a case study that presents ethical issues and dilemmas in professional roles. | Simulation exercise with group presentation | 30-45% | | 2. | K1, K2, K3, K4, S1, S3, S5, A1, A2, A3 | Articulate personal bias, and incorporate this into research, analysis and resolution of a contested ethical issue related to professional practice in social and community services. | Values clarification, issue analysis and written report | 30-45% | | 3. | K2, S2, S3, A1, A4 | Meaningful engagement and contribution to class discussions and activities. | Participation and contribution | 10-25% |
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