Course Coordinator:Zalia Powell (zpowell@usc.edu.au) School:School of Law and Society
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This is a direct skills course which covers key knowledge and skills for social workers and human services workers engaged in child, youth and family practice. This course will explore knowledge and skills necessary for working with children, youth and families from diverse backgrounds in a range of complex practice contexts such as child protection, domestic and family violence, and mental health.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Online Learning Materials | 1hr | Week 1 | 13 times |
Tutorial/Workshop 1 – Tutorial x 2 hours | 2hrs | Week 2 | 10 times |
- Working with children, youth and families
- Theories for social work with children, youth and families
- Skills based and evidence informed knowledge for practice
- Assessment and documentation skills
Please note that due to the nature of social work practice, this course provides students with an overview of a number of practice areas which are considered mature content and could be found to be confronting. The course will deliver content, and require completion of assessment tasks, that consider client circumstances across a range of practice contexts eg, domestic and family violence, drug and alcohol use, child abuse and neglect, mental illness and suicidality, trauma, medical complexity, and disability.
700 Level (Specialised)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Australian Association of Social Workers | |
1 | Apply a professional knowledge framework informed by critical understanding of contemporary social work theory and research |
Knowledgeable Creative and critical thinker Ethical |
5, 9 |
2 | Assess the nature, implications and level of risk to clients and incorporate this into the overall clinical assessment |
Knowledgeable Creative and critical thinker |
1, 6 |
3 | Keep accurate and comprehensive records and communicate in written and oral modes in a style consistent with an emerging social work professional |
Knowledgeable Ethical |
1, 7 |
4 | Apply knowledge of social work ethics in practice with children, youth and families, including an understanding and integration of the values, principles and guidelines described in the AASW Code of Ethics. |
Knowledgeable Ethical |
1
|
5 | Transfer, adapt and apply knowledge in diverse contexts |
Knowledgeable Ethical Information literacy |
1, 4, 5, 6 |
6 | Accurately gather pertinent information and analyse key factors to form a comprehensive, professional assessment. |
Knowledgeable Ethical Engaged |
1, 6 |
7 | Demonstrate active learning and openness to new and emerging knowledge, research and evidence informing social work practice |
Knowledgeable Empowered Engaged Collaboration |
9
|
8 | Apply initiative and judgement in planning, problem solving, and decision making |
Knowledgeable Problem solving |
6
|
CODE | COMPETENCY |
Australian Association of Social Workers | |
1 | Practice Standard 1: AASW Code of Ethics |
4 | Practice Standard 4: Culture, identity and intersectionality |
5 | Practice Standard 5: Critical thinking in practice |
6 | Practice Standard 6: Exercising professional judgement |
7 | Practice Standard 7: Professional identity |
9 | Practice Standard 9: Professional growth |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Not applicable
Not applicable
Not applicable
You will have an advanced understanding of the integration of critical postmodern theory to social work practice, and to critically analyse the ideological underpinnings of dominant discourses and power and respond in creative ways to challenges posed by the socio-political contexts in which families and social workers reside.
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback will be provided based on class participation, reflective tasks and quiz results.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Activity Participation | Individual | 10% | 10 weeks |
Throughout teaching period (refer to Format) | Online Discussion Board |
All | 2 | Quiz/zes | Individual | 25% | 1 hour |
Refer to Format | Online Test (Quiz) |
All | 3 | Artefact - Creative, and Oral | Individual | 25% | 10-15 minutes recorded powerpoint presentation |
Week 8 | Online Submission |
All | 4 | Written Piece | Individual | 40% | 2500 words |
Week 13 | Online Submission |
All - Assessment Task 1:Tutorial Attendance and Participation | ||||||||||
Goal: | AASW external accreditation requires mandatory attendance for skills based courses. Students must attend weekly tutorials and actively participate in all tutorial activities and Canvas learning materials. |
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Product: | Activity Participation | |||||||||
Format: | Tutorial attendance will be recorded to meet external AASW accreditation requirements. Student participation and engagement assessed based upon attendance and participation across tutorials and completion of set tasks and learning content on Canvas. |
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Criteria: |
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Generic Skills: | Communication, Collaboration, Applying technologies, Information literacy |
All - Assessment Task 2:Quizzes | ||||||||||
Goal: | To demonstrate an understanding of various approaches, theories, models and frameworks in children, youth and families social work. |
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Product: | Quiz/zes | |||||||||
Format: | Students will complete multiple choice quizzes in weeks 4 and 7. The quizzes are open book and cover content from online materials, tutorials, mini lectures and set readings. |
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Criteria: |
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Generic Skills: | Information literacy |
All - Assessment Task 3:Genogram and Ecomap Presentation | ||||||||||||||||||||||
Goal: | Demonstrate the ability to create an accurate genogram and ecomap for the chosen case study. Using a narrated Powerpoint, present your genogram and ecomap and identify your evidence based plan for social work intervention. |
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Product: | Artefact - Creative, and Oral | |||||||||||||||||||||
Format: | Students are to prepare a 10 to 15 minute recorded oral PowerPoint presentation that explains the genogram and ecomap for a case study they have chosen. Students are required to consider the audience as social worker colleagues who are meeting to discuss client cases. Oral presentations are to be recorded in Powerpoint and submitted via Canvas. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
All - Assessment Task 4:Case Study - Social Work Risk Assessment | ||||||||||||||||||||||
Goal: | Apply social work skills to develop a risk assessment based on a case study. To demonstrate an understanding of a relevant social work theory as it relates to the case study. |
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Product: | Written Piece | |||||||||||||||||||||
Format: | Students are required to complete a social work risk assessment using the template and case study provided. Students will analyse the role of a chosen theory in relation to the case study. Students will form an evidence based social work assessment and a plan for intervention that demonstrates family centred practice principles. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Applying technologies |
Programme Delivery Mode | Assessment Type | Title | Competency | Teaching Methods |
---|---|---|---|---|
Australian Social Work Education and Accreditation Standards (ASWEAS) | ||||
All delivery modes | Activity Participation | Tutorial Attendance and Participation | 7 | Taught, Practiced, Assessed |
9 | Taught, Practiced, Assessed | |||
Artefact - Creative, and Oral | Genogram and Ecomap Presentation | 1 | Taught, Practiced, Assessed | |
4 | Taught, Practiced, Assessed | |||
6 | Taught, Practiced, Assessed | |||
Quiz/zes | Quizzes | 1 | Taught, Practiced, Assessed | |
5 | Taught, Practiced, Assessed | |||
Written Piece | Case Study - Social Work Risk Assessment | 4 | Taught, Practiced, Assessed | |
5 | Taught, Practiced, Assessed | |||
6 | Taught, Practiced, Assessed | |||
7 | Taught, Practiced, Assessed |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Australian Association of Social Workers (AASW) accreditation requires mandatory attendance at all tutorials/workshops for this course in order to meet a minimum number of on-campus delivered hours. Attendance will be recorded to ensure that students are meeting the requirements set out by the AASW. Not attending face-to-face tutorials/workshops could impact the ability to go on field placement and graduate from the MSWQ.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
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To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
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