Overview
This unit presents the casework and case management methods as one of several choices for the delivery of social work services in Australia. Students should be able to examine the historical context of the development of casework and case management and analyse the impact of various social work theories on the application of different casework and case management methods to practice contexts. Students should be able to analyse and apply casework and case management methodologies to various scenarios and to critique those applications through the lens of cultural awareness. Students will be required to attend and participate in assessable tasks in the relevant residential school to complete the requirements of this unit
Details
Pre-requisites or Co-requisites
SOWK11012 Introduction to Social Work A and SOWK11013 Introduction to Social Work B or SOWK11015 Professional Communication in Human Services Co-requisite for CG79 Bachelor of Social Work is SOWK12008 Theories of change for Professional Practice 1
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 1 - 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).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
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 Student evaluation feedback
Greater clarity in the initial stages of term
The addition of a standalone recording outlining the unit expectations
Feedback from Student evaluation feedback
Clearer assessment feedback requested by students
Explore in-house marking options
- Describe and interpret the philosophical assumptions that underpin various approaches to casework and case management
- Compare and contrast the application of influential social theories to simulated social work case scenarios
- Select and justify an application of different social work methods to social work case scenarios
- Apply appropriate cross cultural awareness skills and knowledge to case work and case management contexts with indigenous peoples
- Analyse their performance from feedback drawn from their involvement in professional learning contexts
This unit addresses the AASW Practice Standards Objectives 1,2 and 5
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 30% | |||||
2 - Practical Assessment - 30% | |||||
3 - Written Assessment - 40% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
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 - Written Assessment - 30% | ||||||||||
2 - Practical Assessment - 30% | ||||||||||
3 - Written Assessment - 40% |
Textbooks
Basic Personal Counselling
Edition: 8th edn (2016)
Authors: Geldard, D, Geldard, K, Yin Foo, R.
Cengage Learning Australia
South Melbourne South Melbourne , VIC , Australia
ISBN: 9780170364362
Binding: Paperback
Case Management Inclusive Community Practice
2nd Edition (2016)
Authors: Elizabeth Moore
Oxford University Press
Melbourne Melbourne , Victoria , Australia
ISBN: 9780190303198
Binding: Paperback
Additional Textbook Information
Both copies 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)
- Windows Media Player or Quicktime
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
g.nichol@cqu.edu.au
Module/Topic
Orientation to the course.
- Ensure that you have read the unit profile thoroughly.
- Check every drop down box in the unit profile.
- Check you have Windows Media Player or Quicktime loaded to your computer. Contact servicedesk@cqu.edu.au for assistance.
- View all audio-visual streams loaded to the Moodle site at the 'Streams' section.
- Open every link at Moodle as additional important information is sometimes linked behind.
- Review assessment Information especially assessment criteria below and post your first questions for clarification or learning.
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Events and Submissions/Topic
Register your residential attendance via Moodle. The sooner this task is completed the sooner you can find others to begin Assessment task # 1.
Those attending workshops on Rockhampton or Bundaberg campus can co-ordinate Assessment task # 1 during Week 1.
Module/Topic
Flexible learning
This unit is based on the philosophy of Community-Focussed Learning and therefore does not have a weekly study schedule as this is not the way professional social work analysis occurs. Tips about organising your study schedule are provided in the stream titled 'Community-Focused Learning'.
This unit is designed on the principles of flexible learning meaning you have choices about where you start and finish your reading.
The unit comprises several modules that can be explored in any order:
-Philosophy
-Preparation, planning, getting started;
-Assessment;
-Collaboration;
-Change; and
-Finishing
By removing Weeks 1 & 12 from your study schedule, the amount of time you devote to each module may vary. It is suggested that in each fortnight one week be devoted to readings provided and a second week be devoted to independent searches for readings to inform your assessment tasks.See the assessment criteria for each assessment task.
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A compulsory residential is held at Noosa Campus or the Geraldton University Centre between the 12th and 14th of April 2019. The weekly program will continue on Bundaberg and Rockhampton Campus after break week.
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Assessment task 3—Written critique/analysis of case work or case management session (individual submission of 1500 words) Due: Week 10 Friday (24 May 2019) 11:55 pm AEST
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1 Written Assessment
Focus statement: With a focus on casework and casemanagement, you are required to demonstrate your preparation and knowledge informing the first face-to-face contact with a client in your field placement agency.
Your role: Imagine that you are social work students sharing the same placement in a human service organisation.
Context: As students on placement it is your responsibility to co-ordinate your collaborative learning time together in order to be prepared for individual or group supervision sessions and to demonstrate that you can use the time as effectively as possible.
Your field educator has asked you to prepare a plan for an initial assessment session with a client who has been accepted onto your field educator’s case load. Your field educator wants to make a final assessment of your capacity to undertake independent contact with a service user under close supervision. This plan is to demonstrate your knowledge of case work or case management methods for service delivery.
Product/performance: You have 1500 words to show your preparedness and competency to meet with an individual client for the first time. You are not required to present any ideas beyond what needs to take place at your first-point-of-contact with your client which would usually occur over 1-1.5hrs of time. You decide on the written format and layout appropriate for a busy working relationship with your field educator
Word Count: The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page and reference list. It includes in-text references and direct quotations
Logistics: This submission is important preparation for the residential program and weekly workshops.
- As you arrive to Moodle you will be asked to nominate a casestudy you are interested in working with for this assessment. For those students attending the weekly residential tutorials, you will have a case study allocated.
- Within this assessment’s discussion space at Moodle you are to negotiate working with one or two other people for this submission due Friday, Week 4 (a duo or trio submission).
- In Week 1 each learning group will have their case study confirmed and a private wiki space allocated to work together online. This referral forms the basis of the written submission.
- Each duo or trio will be required to upload one (1) submission.
Week 4 Friday (5 Apr 2019) 11:55 pm AEST
Week 6 Friday (26 Apr 2019)
Assessment criteria: Plan for first-point-of-contact contact with individual client (duo or trio submission)
A detailed rubric including weighting of assessment criteria can be located on the Moodle site
Less emphasis
- Integration of prior knowledge/learning relevant to the key social issue(s) articulated in the referral (e.g. sociology, law, psychology, Indigenous studies, human services)
- Application of published social work and human services knowledge about the key social issue(s) articulated in the referral
- Application of published multi-disciplinary knowledge about the key social issue(s) articulated in the referral published in academic literature
Emphasis
- Application of published social work and human service knowledge about effective case work and case management practice published in academic literature
- Application and justification of priority social work and human service values for first-point-of-contact
- Explanation and justification of key skills required to execute competent case work or case management service delivery
- Adherence to instructions and teaching input provided through discussion at Moodle for the duration of the term
- Accuracy of spelling, grammar, proofing and professional presentation
- Adherence to author-date referencing system
- Breadth and quality of material evident in final reference list
- Describe and interpret the philosophical assumptions that underpin various approaches to casework and case management
- Compare and contrast the application of influential social theories to simulated social work case scenarios
- Apply appropriate cross cultural awareness skills and knowledge to case work and case management contexts with indigenous peoples
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Practical Assessment
Focus statement: Application of the necessary skills, knowledge and values for initiating case work or case management.
Your role: Imagine you are a social work or human service student undertaking a placement in a human service organisation.
Context: Your field educator is now proposing that in order for more in-depth supervision to occur, with client consent, you will record a twenty minute excerpt of work undertaken for analysis and critique.
Products/performance: A twenty minute recording of a simulated learning activity involving your professional response to someone imagining themselves to be a client of a service is required for submission. Most of the learning required for the competent completion of this assessment task will occur over the three days of residential.
This assessment task invites you to begin creating your style of social work practice. In this submission you must introduce yourself as a social work student. Each submission/approach will be as unique as the peers accompanying you in this course. Therefore the emphasis of residential learning is not the demonstration or mimicking of staff skills but a focus on all participants receiving timely feedback from academic staff about the development of your own professional practice.
The complexity of the social issue you choose as the basis of your simulated learning activity is not being assessed; it is your response to a client’s presentation at an agency that is being assessed. In other words, it is not necessary for you to work with an emotionally provocative issue or an overly complex social situation in order to demonstrate your competency and confidence with the casework/case management method.
In preparation for this submission you must undertake the following assessment with anyone offering to role play for you before proceeding to a recording:
- all people involved in this product are imagining and playing a part in a simulated learning activity
- all participants are at least 18 years of age
- the social issue negotiated should not be closely related to past, present or future events for the role player and you must establish this at the outset with the individual who agrees to assist you
- encourage your participants to draw on their experiences of/create composites of other people they know as opposed to themselves
- provide your participants with an opportunity to debrief or discuss the simulated experience after it has concluded including: what they thought and how they felt about the experience, breakthroughs in their own thinking about the character they played, unexpected emotions, what they would have said if they had more time, how the person who adopted the client role is different from the simulated learning part the played, what they might do to finish their connection with the person they played
- inform them of their right to contact the unit coordinator immediately if any distress results from their participation in order for appropriate support and actions to be put into place
- inform them that the University requires them to sign a form consenting to their involvement (to be provided at Moodle) which must be scanned and uploaded in Moodle
Key tips for successful completion:
- Approach your role play participants early in the term. Previous students have been able to complete their video recording after hours at residential school with students in their small learning group
- Always test run your recording equipment before attempting the full 20 minute product.
- The camera and audio must focus on you but is useful to have both participants in the frame
- If time permits, undertake several recordings so you have a choice about which to submit in the end.
- Even when working with people you know well provide your participant with only the essential information needed. The less information provided, the less anxious your volunteer is likely to be. Sometimes participants become anxious for you if they have too much information to recall. After providing them with the basic scenario give them permission to develop the role in any direction they wish. Give them permission to improvise and let them know that there are no right or wrong ways of creating the person. It’s your task to fit in with their narrative not theirs to fit in with you.
- In preparation for the critique (Assessment task # 3) – find a critical friend in the class and swap recordings asking for their honest feedback.
Format
The audio visual recording is to be copied onto a USB for submission or uploaded to a cloud drive or storage such as OneDrive (which all students will have as part of their student enrolment), Google Drive or Dropbox and the submission link shared with the unit coordinator. Students can contact TASAC for support in accessing and using cloud drives. The audio visual recording must be saved in either Windows Media Player or VLC format. Media player and VLC software program are designed for viewing audio visual recordings and are available to download for free from the Internet. Before submitting your audio visual recording you must check that the file type extension is either mp4, mpeg, avi, wav or wmv. If submitting a hard copy to avoid damage use Australia Post recommended USB packaging.
Documentation
A consent form must be signed by all participants and uploaded to Moodle. An Assessment Cover Sheet must also be completed and attached to the audiovisual recording. Assessment Cover Sheets must include the submission link if uploaded to Moodle or included with USB if sent as a hard copy. Ensure the USB is clearly labelled with your name and student number.
Submission (Offline/Hardcopy)
The hard copy audio visual recording, clearly named, and the Assessment Cover Sheet can be posted to Ms Georgia Nichol, CQUniversity, PO Box 1128, Noosaville 4566. Only those students who provide a stamp self addressed envelope will have submissions returned. The hard copy must reach campus mail systems by the due date.
OR
Submission (Online)
Upload a link to your audio visual submission on cloud drive along with the Assessment Cover Sheet and Consent Form on Moodle
Please note: An additional copy of the audio visual recording must be retained by the student (on rare occasions recordings have been lost in transit). A student will receive zero marks for this assessment if their submission is lost in transit and they are unable to submit a copy of the audio visual recording when requested by the Unit Coordinator.
Week 10 Friday (24 May 2019) 11:55 pm AEST
Please ensure the recording is saved to the students name student number and assessment title.
Week 12 Friday (7 June 2019)
Assessment criteria for audio visual record of casework or case management session
A detailed rubric including weighting of assessment criteria can be located on the Moodle site
- Application of knowledge about appropriate use of space including venue, physical arrangement of furniture, choice of furniture, dress code, internal and environmental distractions
- Demonstrated competency beginning the working relationship including initiating the sharing of essential information and the negotiation of working roles and contracting
- Demonstrated ability to establish professional rapport
- Demonstrated practice of exploratory assessment skills
- Sensitive use of self in response to client discussion and behaviours
- Demonstrated ability to summarise and close session
- Visual and auditory clarity of submission
- Describe and interpret the philosophical assumptions that underpin various approaches to casework and case management
- Compare and contrast the application of influential social theories to simulated social work case scenarios
- Select and justify an application of different social work methods to social work case scenarios
- Apply appropriate cross cultural awareness skills and knowledge to case work and case management contexts with indigenous peoples
- Analyse their performance from feedback drawn from their involvement in professional learning contexts
- Communication
- Problem Solving
- Critical Thinking
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Focus statement: A written critique showing evidence of your capacity to engage in both academic analysis and professional reflective and reflexive practice.
Your role: Imagine you are a student on placement who has completed an initial individual casework or case management session and have been asked to undertake a formal written analysis of that experience for the purposes of supervision.
Context: It is important to remember that there is no ‘perfect’ session in case work or case management. Nor is there one single formula for demonstrating effective helping - it is a range of things including securing good physical space, time, presence, knowledge, values, and skills combining to create an atmosphere where clients make decisions about continuing to work alongside you. Therefore, after any client contact it is essential to ‘walk through’ the observations, thoughts, emotions, atmosphere, conversation, behaviors, and outcomes that transpired in order to plan what the next contact may look and sound like.
Product/performance: You are to provide a critique: a formal academic and professional analysis of the strengths and limitations of your work in Assessment task # 2 against the published literature of best practice in case work and case management. At least one part of this submission must include general examples of what might need to be done differently informed by your learning about cross-cultural competence. Part of this critique must also address your own reflective practice or the strengths and limitations of your ‘use of self’ in the beginning phases of work such as but not limited to: your non-verbal communication, verbal communication, the impacts of the clients on your values, your values and their impact on the client, shortfalls in knowledge, and the skills utilised in the beginning phases of this working relationship. This submission also asks you to address reflexive practice which is the future action you will be taking on next contact with the client based on the work you have completed in reflective practice
Word Count: The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page and reference list. It includes in-text references and direct quotations
Week 10 Friday (24 May 2019) 11:55 pm AEST
Please ensure the assessment is saved to the students name and assessment title
Week 12 Friday (7 June 2019)
Assessment criteria for written critique/analysis
A detailed rubric including weighting of assessment criteria can be located on the Moodle site
- Application of knowledge about the casework or case management methods derived from the literature of social work and human services
- Application of knowledge about cultural sensitivity that contrasts with mainstream texts and publications
- Demonstration of social work values and ethics
- Detail and quality of reflective and reflexive practice
- Adherence to author-date referencing system
- Breadth and quality of material evident in final reference list
- Compare and contrast the application of influential social theories to simulated social work case scenarios
- Select and justify an application of different social work methods to social work case scenarios
- Apply appropriate cross cultural awareness skills and knowledge to case work and case management contexts with indigenous peoples
- Analyse their performance from feedback drawn from their involvement in professional learning contexts
- Communication
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.