Overview
This unit introduces students to professional communication skills within social welfare work and the human services industry. Students should acquire knowledge about the cultural context of all communication as well as the nature and contexts of professional helping relationships and how these differ from non-professional relationships. Students should develop practical skills in professional interpersonal communication including intrapersonal, on line and group-based contexts. Knowledge and skills in active and reflective listening, assertive communication and understanding conflict will be developed. Students should be able to articulate the elements of skills in active listening, assertive communication and participate in assessable tasks in the relevant residential to complete the requirements of this unit.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have my Say Survey
Students enjoyed the residential and skill development.
Continue to provide the skills workshops in residential.
Feedback from Have my Say Survey Email Face to face
Students reported that the audio visual preparation and submission was challenging and could have been better supported.
Provide more instructions on how to submit the audio visual. This can be embedded in the unit.
- Describe the distinctive context and characteristics of professional helping in social work and human services contexts.
- Explain communication as a cultural construct and the associated implications for the human services professional.
- Demonstrate effective professional listening and reflective communication skills.
- Discuss the characteristics of effective face to face, on line and group-based communication.
- Articulate the skills of cultural competency including working in Indigenous contexts.
- Demonstrate appropriate skills in the use of self and self care, within the one to one professional communication context.
- Explain how the professional practice tools of supervision and reflective practice are used within social and welfare work.
- Collate feedback on your performance drawn from your involvement in professional learning contexts.
Australian Association of Social Workers
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - Practical and Written Assessment - 40% | ||||||||
2 - Written Assessment - 20% | ||||||||
3 - Written Assessment - 40% | ||||||||
4 - On-campus Activity - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - Communication | ||||||||
2 - Problem Solving | ||||||||
3 - Critical Thinking | ||||||||
4 - Information Literacy | ||||||||
5 - Team Work | ||||||||
6 - Information Technology Competence | ||||||||
7 - Cross Cultural Competence | ||||||||
8 - Ethical practice | ||||||||
9 - Social Innovation | ||||||||
10 - Aboriginal and Torres Strait Islander Cultures |
Alignment of Assessment Tasks to Graduate Attributes
Assessment Tasks | Graduate Attributes | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
1 - Practical and Written Assessment - 40% | ||||||||||
2 - Written Assessment - 20% | ||||||||||
3 - Written Assessment - 40% | ||||||||||
4 - On-campus Activity - 0% |
Textbooks
The Skilled Communicator in Social Work
(2018)
Authors: Healy, Karen
Macmillan Publishers Australia
London London , UK
ISBN: 9781137563484
Binding: Paperback
Basic Personal Counselling
Edition: 8th edn (2016)
Authors: Geldard, D & Geldard, K
Pearson Australia
Frenchs Forest Frenchs Forest , NSW , Australia
ISBN: 9780170364362
Binding: Paperback
Additional Textbook Information
This supplementary text is also the core text for SOWK12009, Casework and Case Management and is recommended for SOWK11015, Professional Communication in Human Services.
Both books can be purchased at the CQUni Bookshop here: http://bookshop.cqu.edu.au (search on the Unit code)
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
p.cesare@cqu.edu.au
Module/Topic
Communication in Human Services
Chapter
Events and Submissions/Topic
Please refer to Moodle for unit readings and activities.
Module/Topic
The Working/Therapeutic Alliance and Communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
The Use of Self and Communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Self determination and Communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Empathy and Communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Active Listening Skills: Attending and Following Skills
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Active Listening Skills: Reflection skills
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Active Listening Skills: Use and Abuse of Questions
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Culture and communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Aboriginal Australians and Torres Strait Islander and Communication
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Communication across the life span
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Reflective Practice
Chapter
Please refer to Moodle for unit readings and activities.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Assessment 1: Part A (minimum 500 words)
Online group discussion requirements
You are required to participate in an online group discussion with your student peers. You will be allocated in random groups on Moodle. You will need to refer to the Case Scenario which be can be located on Moodle to inform your group discussion. Your response should be informed by the course content, with particular reference to the following content:
- The working/therapeutic alliance and communication
- The use of self and communication
- Self determination and communication
- Empathy and communication
- Active listening skills and communication
- Reflective practice in social work
Schedule for Group Online Discussion
The group discussion forum will be opened in Week 4 on Monday 5th August 2019 and will close on Sunday 18th August at 11:45pm. The assessment submission will be due on Friday 30th August in Week 6.
Online Discussion Posts
You must participate in the group discussion forum a minimum of 3 times. You are required to:
1st Forum Post: Introduce yourself
2nd Forum Post: Share your thoughts and reflections which is informed by the course content
3rd Forum Post: Reflection on the feedback given by your peers and/or further discussion about differences/similar points of view with student peers.
Please Note: Students are expected to comply with Online Netiquette.
Assessment 1: Part B
Reflective Journal Writing (1000 words)
You are required to write a reflective journal piece on the following:
- Your use of self, self-awareness and self-knowledge.
- How your personal and professional beliefs, values or skills were applied to this scenario.
- The importance of the core concepts and its relevance to practice in human services.
- How your insights will inform your future practice and self-care strategies
- How your insights inform implications for future practice had these insights not be acquired.
- Meaningful insights that have emerged from your learning, and learning via the online group discussion.
- The group discussion experience, in particular the strengths and challenges of this process.
- Your experience of group discussion as a tool for reflective practice.
Week 6 Friday (30 Aug 2019) 11:55 pm AEST
Week 7 Friday (6 Sept 2019)
Part
A Online
Group Discussion (10 marks) |
|||||
Marking
Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
Demonstrates participation in group supervision and engages with
peers respectfully that encourages reflective learning about the use of self 5 marks |
Excellent engagement with the group
discussion; writes several comprehensive posts (3 or more) that considers the
complexity of personal values and professional values and the use of self in
practice; provides insightful and relevant feedback to student peers; and is
an active participant in the group discussion |
Very good engagement with the group discussion; writes posts
that consider the use of self in practice; and provides some useful feedback
to a student peers. |
Good engagement with the group discussion; writes posts that
consider the use of self; and provides
some feedback to student peers. |
Satisfactory engagement with the group discussion and writes
minimum of 3 posts; demonstrates an adequate understanding of the use of
self; and responds to one student peer |
Does not participate in the group discussion OR Does not write three posts; does not respond to student peers;
and is unaware of the use of self in practice. |
Demonstrates an understanding of the importance of the core
concepts and its relevance to practice in human services 5 marks |
Excellent understanding of all (6) of the core concepts and its
relevance to practice and integrates this understanding in the discussion
posts |
Very good Understanding of most (4-5)of the core concepts and
its relevance to practice and integrates this understanding in most of the
discussion posts |
Good Understanding of the core concepts (2-3) and |
Satisfactory understanding of the core concepts (1-2) and how it
relates to practice and integrates |
Does not participate in the group discussion
OR Consideration of the core concepts is absent in the group
discussions. |
TOTAL |
|
|
|
|
/10 |
Part B: Reflective Journal Writing 10 marks |
|||||
Marking Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
Demonstrates an understanding of the importance of reflective
practice on learning and development 2.5 marks |
Advanced reflective practice skills and knowledge that has
produced surprising and exceptional meaningful insights into professional
communication |
Very good knowledge
reflective practice skills and knowledge that has produced surprising
and meaningful insights into professional communication |
Good reflective practice skills and
knowledge that has produced surprising insights into professional
communication |
Adequate or basic reflective practice skills and knowledge that
has produced insights into professional communication |
Inadequate or Inappropriate
reflective practice skills and knowledge that has produced limited or
nil insights into professional communication |
Demonstrates understanding of the use of self and self-care, and
how learning through group discussion will inform future practice 2.5 marks |
Advanced understanding of use and how your personal and
professional values integrate in practice and self- care, and how this
learning will inform future practice. |
Very good understanding of use of self and self-care, and how
this learning will inform future practice.
|
Good understanding of use of self and self-care, and how this
learning will inform future practice. |
Appropriate or adequate understanding of use of self and self-care,
and how this learning will inform future practice. |
Inappropriate or inadequate understanding of the use of self and
self-care, and how this learning will inform future practice. |
Demonstrates the importance of the core concepts and its
relevance to practice in human services 2.5 marks |
Excellent understanding of all (6) of the core concepts and its
relevance to practice and integrates this understanding in the discussion
posts |
Very good Understanding of most (4-5)of the core concepts and
its relevance to practice and integrates this understanding in the discussion
posts |
Good Understanding of the core concepts (2-3) and its relevance
to practice and integrates this understanding in the discussion posts |
Satisfactory understanding of the core concepts (1-2) and its
relevance to practice to practice and integrates this understanding in the
discussion posts |
Does not participate in the group discussion
OR Consideration of the core concepts is absent in the group
discussions |
Demonstrates consultation of literature
relevant to the group discussion 2.5
marks |
Advanced literature review, with includes strong academic research;
and comprehensive research |
Very good
literature review with includes academic research that varies in quality |
Good literature review which includes some academic research and a
few references = |
Adequate
literature review which includes limited academic research and a few
references |
Inadequate or
inappropriate literature review with reliance on internet sources or
irrelevant and inappropriate references. |
TOTAL |
|
|
|
|
/10 |
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Describe the distinctive context and characteristics of professional helping in social work and human services contexts.
- Discuss the characteristics of effective face to face, on line and group-based communication.
- Articulate the skills of cultural competency including working in Indigenous contexts.
- Demonstrate appropriate skills in the use of self and self care, within the one to one professional communication context.
- Explain how the professional practice tools of supervision and reflective practice are used within social and welfare work.
- Collate feedback on your performance drawn from your involvement in professional learning contexts.
2 Practical and Written Assessment
Part A: Active Listening Skills Demonstration (10 minutes)
You are to:
- Engage in a 10 minute discussion about a challenging work experience or challenging learning experience, for e.g. a challenging situation in a group assessment task in past learning environments. Please ensure the discussion is not about significant personal issues.
- Demonstrate the use of core communication skills which include, empathy, the ability to establish rapport, sensitive use of self, and the ability to apply the AASW values of respect and self determination in the helping context.
- Demonstrate Bolton's Active Skills clusters, including, attending, following and reflection communication skills.
Important Note: This demonstration is not a role play of counselling. It is a demonstration of active listening skills.
Part B: Written Analysis/Critique of Active Listening Skills Demonstration (1000-1500 words)
The purpose of this product is to give an opportunity for you to reflect on your skill development, areas of strength and areas that need further development.
You are to:
- Critique your application of attending skills identifying areas of strength and challenges.
- Critique your application of following skills identifying areas of strength and challenges.
- Critique your application of reflecting skills identifying areas of strength and challenges.
- Critique your application of self determination in the helping context.
- Critique your ability to demonstrate sensitive use of self.
- Critique your ability to demonstrate rapport.
- Critique your ability to demonstrate empathy.
- Reflect on current active listening skills and working alliance skills and consider the impact on future practice if these skills remain unchanged. This reflection should consider both what you did well, and what requires further learning and development. Your understanding should be informed by the academic literature.
Week 9 Friday (20 Sept 2019) 11:45 pm AEST
Week 12 Friday (11 Oct 2019)
Part A: Audio Visual Demonstration
PLEASE ALSO REFER TO THE MARKING GUIDE ON MOODLE TO MEET THE MARKING CRITERIA BELOW
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
Demonstrated ability of technical
skills in a 10 minute simulated learning activity, such as use of space and
arrangement of furniture. 1 mark |
Advanced technique demonstrated (5 or more of skills are
demonstrated) |
Very good technique demonstrated (3-4 of skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
capacity to convey empathy in a helping context 2.5 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the criteria are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skill are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
ability to apply the AASW value of respect and self-determination in a
helping context 2.5 marks |
Advanced technique demonstrated |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated ) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
ability to establish rapport 2.5 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Sensitive
use of use self in response to client discussions and behaviour 2.5 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
ability to apply attending skills to simulated learning assessment 3 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
ability to apply following skills to simulated learning assessment 3 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
Demonstrated
ability to apply reflective listening skills to simulated learning assessment
3 marks |
Advanced technique demonstrated (5 or more of the skills are
demonstrated) |
Very good technique demonstrated (3-4 of the skills are
demonstrated) |
Good technique demonstrated (2-3 of the skills are demonstrated) |
Satisfactory technique demonstrated (1-2 of the skills are
demonstrated) |
Demonstrated ability of technical skills were absent or
inappropriate |
TOTAL |
|
|
|
|
/20 |
Part B: Written Critique
Marking
Criteria |
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
Demonstrated
ability to critique attending skills 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated
ability to critique following skills 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated
ability to critique reflection skills 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated
ability to critique the application of self-determination in the helping
context 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated
ability to critique use of self 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated ability to critique the
ability to develop rapport 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated ability to critique
empathy 2 marks |
An ability to apply reflective skills
in highly effective manner, and an advanced level of analysis and critique of
these skills. |
An ability to apply reflective skills
in a highly effective manner, and a very good level of analysis and critique
of these skills. |
A good ability to apply reflective
skills in an effective manner, and a high level of analysis and critique of
these skills. |
Appropriate or adequate ability to
apply reflective skills and production of a critique of these skills. |
Inappropriate or inadequate application
of reflective skills with limited or no critique of these skills. |
Demonstrated ability to critique
skills and consider the impact of future skills if these skills remained
unchanged 4 marks |
Advanced reflective practice skills and knowledge that has
produced surprising and exceptional meaningful insights |
Very good knowledge
reflective practice skills and knowledge that has produced surprising
and meaningful insights |
Good reflective practice skills and
knowledge that has produced surprising insights |
Adequate or basic reflective practice skills and knowledge that has
produced insights |
Inadequate or Inappropriate
reflective practice skills and knowledge that has produced limited or
nil insights |
Demonstrates
consultation of literature relevant where relevant 2 marks |
Advanced literature review, with includes strong academic research;
and comprehensive research |
Very good
literature review with includes academic research that varies in quality |
Good literature review which includes some academic research and a
few references |
Adequate
literature review which includes limited academic research and a few
references |
Inadequate or
inappropriate literature review with reliance on internet sources or irrelevant
and inappropriate references. |
TOTAL |
|
|
|
|
/20 |
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
- Describe the distinctive context and characteristics of professional helping in social work and human services contexts.
- Explain communication as a cultural construct and the associated implications for the human services professional.
- Demonstrate effective professional listening and reflective communication skills.
- Discuss the characteristics of effective face to face, on line and group-based communication.
- Articulate the skills of cultural competency including working in Indigenous contexts.
3 Written Assessment
Please refer to the Case Scenario on Moodle.
You are required to develop a powerpoint presentation (20 pages maximum) that addresses the following:
• Describe how communication is culturally constructed and the implications of this for the the human service professional.
• Describe and contrast communication in Western culture vs. Aboriginal Australians or Torres Strait Islander culture and the implications for human service worker.
• Describe and discuss the important communication strategies when communicating with Aboriginal Australians or Torres Strait Islander people.
• Identify and discuss the implications of the socio-political and historical issues of working with Aboriginal Australians or Torres Strait Islander people and how this influences communication.
• Ensure that the material presented is explained using academic literature integrated within the PowerPoint.
• Use correct spelling, grammar, punctuation, referencing, and ensure the assessment is within the word limit (max 20 pages PowerPoint).
• The resource has to be user friendly and well presented; it needs to demonstrate your commitment to professional communication in this medium. You can include pictures, videos (embedded video files), tables, figures, graphs etc.
Week 12 Friday (11 Oct 2019) 11:45 pm AEST
Exam Week Monday (21 Oct 2019)
Marking
Criteria |
High
Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
Demonstrated understanding of how communication is culturally
constructed 7 marks |
Advanced understanding of how communication is culturally
constructed |
Very good understanding of how communication is culturally
constructed |
Good understanding of how communication is culturally
constructed |
Adequate understanding of how communication is culturally
constructed |
Inadequate or inaccurate analysis of how communication is
culturally constructed |
Demonstrated understanding of the communication strategies used
in Western communication (ALS) 6 marks |
Advanced understanding of key communication strategies in Western
culture |
Very good understanding of key communication strategies in
Western culture |
Good understanding of key communication strategies in Western
culture |
Adequate understanding of key communication strategies in
Western culture |
Inadequate or inaccurate analysis of key communication
strategies in Western culture |
Demonstrated understanding of the communication strategies used
in Aboriginal or Torres Strait Islander communication 7 marks |
Advanced understanding of key communication strategies in
Aboriginal and Torres Strait Islander culture |
Very good understanding of key communication strategies in
Aboriginal and Torres Strait Islander culture |
Good understanding of key communication strategies in Aboriginal
and Torres Strait Islander culture |
Adequate understanding of key communication strategies in
Western culture |
Inadequate or inaccurate analysis of key communication
strategies in Western culture |
Demonstrated understanding of the similarities and differences
between Western cultural communication and Aboriginal or Torres Strait
Islander communication and the implications for the human service worker 6 marks |
Advanced knowledge of adjustments to
communication when communicating with Aboriginal and Torres Strait Islanders and
the implications for practitioners. |
Very good knowledge of adjustments to
communication when communicating with Aboriginal and Torres Strait Islanders and
the implications for practitioners. |
Good knowledge of adjustments to
communication when communicating with Aboriginal and Torres Strait Islanders and
the implications for practitioners. |
Adequate knowledge of adjustments to
communication when communicating with Aboriginal and Torres Strait Islanders and
the implications for practitioners. |
Inadequate or inaccurate analysis of adjustments to communication when communicating with Aboriginal
and Torres Strait Islanders and the implications for practitioners. |
Demonstrated understanding of the implications of the
socio-political and historical issues of working with Aboriginal or Torres
Strait Islanders and how this influences communication 6 marks |
Advanced understanding of the implications of the
socio-political and historical issues and how this influences communication
when working with Aboriginal or Torres Strait Islanders |
Very good understanding of the implications of the
socio-political and historical issues and how this influences communication
when working with Aboriginal or Torres Strait Islanders |
Good understanding of the implications of the socio-political
and historical issues and how this influences communication when working with
Aboriginal or Torres Strait Islanders |
Adequate understanding of the implications of the
socio-political and historical issues and how this influences communication
when working with Aboriginal or Torres Strait Islanders |
Inadequate or inaccurate analysis of the implications of the
socio-political and historical issues and how this influences communication
when working with Aboriginal or Torres Strait Islanders |
Demonstrated
consultation of literature relevant to the topic 5 marks |
Advanced literature review, with includes strong academic research;
and comprehensive research (<10). |
Very good literature
review with includes academic research that varies in quality; and (7-10) |
Good literature review which includes some academic research and a
few references (5-7) |
Adequate
literature review which includes limited academic research and a few references
(>5) |
Inadequate or
inappropriate literature review with reliance on internet sources or
irrelevant and inappropriate references. |
Production of
Powerpoint presentation that is visually pleasing and engaging, concise and
well structured 3 marks |
Advanced
presentation, that is clear and uncluttered, is cohesive, is referenced
appropriately, and is engaging and creative |
Very good
presentation which is visually pleasing for most of the powerpoint, is
referenced appropriately and is engaging. |
Good presentation
which is visually pleasing for some of the powerpoint and is referenced
appropriately |
Adequate
presentation which can be understood and is referenced appropriately for most
of the powerpoint. |
Inadequate or inappropriate presentation that is not clear,
cluttered and difficult to view. |
No submission method provided.
- Communication
- Critical Thinking
- Team Work
- Ethical practice
- Describe the distinctive context and characteristics of professional helping in social work and human services contexts.
- Explain communication as a cultural construct and the associated implications for the human services professional.
- Articulate the skills of cultural competency including working in Indigenous contexts.
4 On-campus Activity
Students must attend the compulsory residential for this unit. Students have the option of attending a weekly residential at the the following locations. Please select your preferred option in your student record and on the unit site on Moodle.
Noosa, Qld: 3 day intensive residential on August 2nd, 3rd, 4th from 9:00am - 5:00pm
Geraldton, WA: 3 day intensive residential on August 2nd, 3rd, 4th from 9:00am - 5:00pm
Port Pirie, SA: 3 day intensive residential on August 2nd, 3rd, 4th from 9:00am - 5:00pm
Bundaberg or Rockhampton campus: 2 hour Tutorials each week. Commences Week 1 - Week 12. The day and time for these tutorials will be announced on the Moodle site.
Marking
Criteria |
Pass |
Fail |
Attend on campus residential |
Student is present for the full duration of the residential
program (24 hours) |
Student is absent from the residential or partially attends |
Demonstrated participation in learning activities, which
include group work, role play, fish bowl activities, and oral
presentations. |
Student participates in group work, role play, fish bowl activities,
and oral presentations |
Student does not participate in role plays, fish bowl
activities, and oral presentations. |
No submission method provided.
- Communication
- Problem Solving
- Team Work
- Cross Cultural Competence
- Demonstrate effective professional listening and reflective communication skills.
- Collate feedback on your performance drawn from your involvement in professional learning contexts.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.