The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
Overview
This unit introduces you to professional communication skills within social work and the human services industry. You will acquire knowledge about the cultural context of communication. You will develop an understanding of the nature and contexts of professional helping relationships and how these differ from non-professional relationships; the importance of the working alliance and communication; the use of self; and how to facilitate self-determination when communicating. You will develop practical skills and knowledge in professional active listening skills, and in reflective practice and writing. You will be required to participate in assessable tasks in the relevant residential to complete the requirements of this unit. Attendance at residential is compulsory and is required under the Australian Social Work Education and Accreditation Standards 2020.
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 - 2024
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 SUTE Unit Comments
The teachings for the Assessment 3 didn't line up and found I had to find relevant text to go with the questions.
Review content related to assessment 3 and organise Moodle site in alignment.
- Apply effective professional listening and active listening communication skills
- Describe and demonstrate the working alliance; self-determination and the use of self; when communicating in a professional context
- Demonstrate critically reflective practice in relation to professional active listening communication skills
- Apply cross cultural awareness and knowledge when communicating with culturally diverse groups, including Australian Aboriginal and Torres Strait Islanders.
Australian Association of Social Workers
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
1 - On-campus Activity - 0% | ||||
2 - Practical and Written Assessment - 60% | ||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||
---|---|---|---|---|
1 | 2 | 3 | 4 | |
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 - On-campus Activity - 0% | ||||||||||
2 - Practical and Written Assessment - 60% | ||||||||||
3 - Written Assessment - 40% |
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
h.hickson@cqu.edu.au
Module/Topic
Communication in Human Services and the Therapeutic Alliance
Chapter
Healy, K. (2018). The Skilled Communicator in Social Work, Palgrave, London: Chapter 1 and 2
Geldard, D., Geldard, K., & Foo, R. (2017). Basic Personal Counselling, Pearson, Sydney: Chapter 2
Harms, L. (2015). Working with people: communication skills for reflective practice, Chapter 4
Events and Submissions/Topic
Explore moodle.
Watch video lecture and read power point notes. Introduce yourself and post your thoughts in the discussion forum.
Module/Topic
The use of self, self determination and empathy
Chapter
Geldard, D., Geldard, K., & Foo, R. (2017). Basic Personal Counselling, Pearson, Sydney: Chapter 3 and 4
AASW Code of Ethics 2020
Events and Submissions/Topic
Watch short video and skim read power point notes.
Reflective practice discussion forum post
Module/Topic
Active Listening Skills - Attending and Following Skills
Chapter
Geldard, D., Geldard, K., & Foo, R. (2017). Basic Personal Counselling, Pearson, Sydney: Chapters 5-6
Bolton, R. (1986). People skills: how to assert yourself, listen to others, and resolve conflicts
Healy, K. (2018). The Skilled Communicator in Social Work, Palgrave, London, Chapter 4
Events and Submissions/Topic
Watch short video demonstrations about active listening skills and skim read power point slides.
Reflective practice discussion forum post
Module/Topic
Active Listening Skills: Reflection skills
Chapter
Geldard, D., Geldard, K., & Foo, R. (2017). Basic Personal Counselling, Pearson, Sydney: Chapter 7 and 8
Bolton, R 1986, People skills: how to assert yourself, listen to others, and resolve conflicts
Events and Submissions/Topic
Watch two video demonstrations about reflective skills and power point slides.
Reflective practice discussion forum post
Module/Topic
Active Listening Skills – Attendance at Residential School.
Chapter
Events and Submissions/Topic
Assessment 1: Attendance at Residential School (Pass/Fail)
Attendance at Residential School (Pass/Fail) Due: Week 5 Monday (5 Aug 2024) 5:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Active Listening Skills: Too many questions
Chapter
Geldard, D., Geldard, K., & Foo, R. (2017). Basic Personal Counselling, Pearson, Sydney: Chapter 9
Events and Submissions/Topic
Watch recorded lecture and read notes.
Reflective practice discussion forum post
Module/Topic
SW values and communication
Chapter
AASW Code of Ethics
Events and Submissions/Topic
Watch recorded lecture and read notes.
Reflective practice discussion forum post
Module/Topic
Gender and Communication
Chapter
Events and Submissions/Topic
Watch video and power point slides.
Reflective practice discussion forum post
Active Listening Skills Demonstration Due: Week 8 Wednesday (4 Sept 2024) 5:59 pm AEST
Module/Topic
Culture and Communication
Chapter
Healy, K. (2018). The Skilled Communicator in Social Work, Palgrave, London, Chapter 6
Events and Submissions/Topic
Watch video about culture and communications and read power point slides.
Reflective practice discussion forum post
Module/Topic
Aboriginal and Torres Strait Islander Communication
Chapter
Bennett et al. (2013). Our voices: Aboriginal and Torres Strait Islander social work. Chapter 7.
Events and Submissions/Topic
Watch video and power point slides.
Reflective practice discussion forum post
Module/Topic
Communication across the Life Span
Chapter
Healy, K. (2018). The Skilled Communicator in Social Work, Palgrave, London, Chapter 7 and 8
Events and Submissions/Topic
Look at power point slides.
Reflective practice discussion forum post
Module/Topic
Reflective practice in Human Services
Chapter
Foote, S & Quinney, A & Taylor, M. (2013). The Social Work Assignments Handbook, Chapter 3
Events and Submissions/Topic
Watch short video about reflective writing and read power point slides.
Reflective practice discussion forum post
Communication with First Nations service users Due: Week 12 Tuesday (1 Oct 2024) 5:59 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 On-campus Activity
Aims
The assessment allows you to demonstrate and develop your active listening skills with your student peers in group work activities during the residential school. Attending and completing the five-day residential school is a compulsory requirement of this unit. The residential school is delivered on-campus at Rockhampton, QLD and Geraldton, WA. This is non-negotiable and the dates cannot be changed.
Task Description
The residential school will be held from Monday 5th August 2024 to Friday 9th August 2024 from 9:00am – 4:30pm each day. The session on Friday, 9th August, will conclude early at 2 PM. Please note that leaving before this time is not permitted.
You will need to provide evidence of your attendance at the residential school.
There will be a sign-in sheet available for every session. You need to ensure that you sign in and out of every session.
After each session, teaching staff will review the attendance sheet report to ensure that students are present for the entire session. Teaching staff will not follow up if you are absent, it will be solely your responsibility to ensure that the 'record of attendance' is completed correctly.
To meet the course accreditation requirements of the Australian Association of Social Workers (AASW), a student cannot miss any more than two hours of the residential school and must provide a reason and sufficient supporting documentation to do so, for example if there is a significant unforeseen event or illness. The AASW requires that all social work students complete at least 20 days of face-to-face learning activities across the accredited social work program.
To meet the ASWEAS attendance requirements, you must pass this assessment to pass the unit. Failure to do so will result in a final grade of 'Fail' for the entire unit.
Week 5 Monday (5 Aug 2024) 5:59 pm AEST
Week 5 Friday (9 Aug 2024)
No submission method provided.
- Apply effective professional listening and active listening communication skills
- Describe and demonstrate the working alliance; self-determination and the use of self; when communicating in a professional context
- Communication
- Team Work
- Ethical practice
2 Practical and Written Assessment
Length: 10-minute active listening demonstration, 1,500-word reflection, +/- 10%
Aims
The aim of this assessment is to demonstrate your knowledge and skills regarding active listening and therapeutic communication.
Task Description
Part A: Active Listening Demonstration
During residential school, you will practice active listening skills with other students. For this assessment you will record (audio and video) a 10-minute demonstration of your active listening skills with another student. There will be an opportunity to record this demonstration during residential school. This demonstration needs to be uploaded to Moodle and will be assessed. Please ensure the discussion is not about significant personal or confidential issues, as this is not a counselling session, rather it is a demonstration of active listening and therapeutic communication skills.
Your active listening demonstration, should include the following:
· the use of communication skills which include empathy and sensitive use of self,
· the ability to apply the AASW values of respect and self-determination in the helping context, and
· Active Listening Skills that are practiced during the Residential School, such as attending, following, and reflecting.
Important Note: This demonstration is not a role play of counselling skills; it is a demonstration of active listening skills. Please also respect the privacy of participants and their confidentiality in discussions.
Part B: Reflection of Active Listening Skills Demonstration
The purpose of this reflection is for you to critique your active listening skills, identify your strengths and areas that need further development, and consider what you might do in the future to improve your listening skills.
Please address the following:
· outline the situation (very briefly).
· identify and analyse your strengths and capacity to listen effectively, demonstrate empathy and sensitivity and how these influenced you and the conversation.
· identify your own assumptions, values, and past experiences and how these influenced you and the conversation.
· any similarities and gaps between your personal values and social work professional values
· reflect on language used (verbal and body language), what it implied socially and culturally and how it influenced you and the conversation.
· identify areas that you want to develop, why and how you might do that.
· reflect on feedback provided from social work academics and others while at residential school. What do you think about it, what did you find helpful/not helpful and how you will use it or why you wouldn’t use it in the future?
You should use a minimum of five references to connect your ideas to the literature.
Your understanding should be informed by the unit material and your personal reading of the literature.
Use the above bullet points as a guide for your own critique. This is a reflective piece, not a formal essay, you can write in first-person perspective.
Literature and references
In this assessment, use at least five references to support your analysis. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the five elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Professional social work writing
It is crucial for students to demonstrate professional social work writing in their assessments. This involves using a tone that is respectful, clear, and free from bias, while also adhering to the ethical standards and principles of the social work profession. Effective communication, appropriate terminology, and a well-structured argument are key components of professional writing in social work. Your ability to present a persuasive, evidence-based argument in a professional manner will enhance your advocacy efforts and influence in policy reform debates.
Generative AI
The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in this assessment. This social work practice standard is based on the requirement for students to demonstrate essential human capacities, skills, and knowledge crucial for social work practice as outlined by the Australian Social Work Education and Accreditation Standards (ASWEAS, 2021). Social work relies on human interaction, empathy, ethical decision-making, and effective communication—skills that cannot be adequately assessed through AI-generated content. To ensure the integrity and development of these capabilities, students must verify that any grammar or writing enhancement programs used do not incorporate AI components. Compliance with this social work practice standard is vital for meeting ASWEAS graduate attributes and preparing for professional practice.
Requirements
• Use a cover page that includes your name and student number, the subject code, the date, and the number of words in your submission.
• Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header.
• You may write in the first-person or third-person perspective.
• Use formal academic language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Week 8 Wednesday (4 Sept 2024) 5:59 pm AEST
Week 10 Friday (20 Sept 2024)
- Apply effective professional listening and active listening communication skills
- Demonstrate critically reflective practice in relation to professional active listening communication skills
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Ethical practice
3 Written Assessment
Type: Written Assessment
Due date: 17:59 PM (AEST) Tuesday 1st October 2024 - Week 12
Weighting: 40%
Length: 1,500 words, +- 10%
Unit Coordinator: Dr Helen Hickson
Aims
This assessment demonstrates your knowledge about cross-cultural communication, with a particular focus on working with First Nations service users. You will explore effective communication strategies and understand the cultural nuances that influence interactions with First Nations communities.
Task Description
This assessment task requires you to write an essay which discusses communication with First Nations service users. You should include references to the concepts that have been discussed in the lectures and recommended readings, as well as AASW resources such as the Code of Ethics and Practice Standards.
1. Introduction
· Introduce the importance of cross-cultural communication in professional settings.
· State the purpose of the essay and provide an overview of the main points to be discussed.
2. Understanding Cross-Cultural Communication
· Define cross-cultural communication and explain its significance in a professional social work context.
· Discuss the challenges and barriers that can arise when communicating with culturally diverse groups. You should highlight some of the past policies that may have caused mistrust and fear.
3. Focus on First Nations Communities
· Explain the historical, cultural and political context that influences communication with First Nations people.
· Identify and briefly describe a First Nations service provider in your local community.
· Explain the services they offer and their role in the community.
4. Communication Strategies
· Discuss specific communication strategies that are effective when working with First Nations service users.
· Provide examples of culturally appropriate communication techniques and practices.
5. Role of Professional Communication
· Discuss the role of social workers using professional communication to build trust and rapport with First Nations service users.
· Explore how social workers can advocate for and support the needs of First Nations communities through effective communication.
6. Conclusion
· You should end with a conclusion that summarises the key points.
Professional social work writing
It is crucial for students to demonstrate professional social work writing in their assessments. This involves using a tone that is respectful, clear, and free from bias, while also adhering to the ethical standards and principles of the social work profession. Effective communication, appropriate terminology, and a well-structured argument are key components of professional writing in social work. Your ability to present a persuasive, evidence-based argument in a professional manner will enhance your advocacy efforts and influence in policy reform debates.
Generative AI
The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in this assessment. This social work practice standard is based on the requirement for students to demonstrate essential human capacities, skills, and knowledge crucial for social work practice as outlined by the Australian Social Work Education and Accreditation Standards (ASWEAS, 2021). Social work relies on human interaction, empathy, ethical decision-making, and effective communication—skills that cannot be adequately assessed through AI-generated content. To ensure the integrity and development of these capabilities, students must verify that any grammar or writing enhancement programs used do not incorporate AI components. Compliance with this social work practice standard is vital for meeting ASWEAS graduate attributes and preparing for professional practice.
Literature and references
In this assessment, use at least 10 contemporary references to support your argument. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
· Use a cover page that includes your name and student number, the subject code, the date, and the number of words in your submission.
· Use a conventional and legible size 12 font, such as Times New Roman or Arial, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· You may write in the first-person perspective.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the introduction's first word to the conclusion's last word. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Week 12 Tuesday (1 Oct 2024) 5:59 pm AEST
Exam Week Friday (18 Oct 2024)
- Describe and demonstrate the working alliance; self-determination and the use of self; when communicating in a professional context
- Demonstrate critically reflective practice in relation to professional active listening communication skills
- Apply cross cultural awareness and knowledge when communicating with culturally diverse groups, including Australian Aboriginal and Torres Strait Islanders.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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.