CQUniversity Unit Profile
SOWK13013 Professional Practice with Children, Youth and Families
Professional Practice with Children, Youth and Families
All details in this unit profile for SOWK13013 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

Students should be able to critically analyse the issues and practices for social and welfare workers working with children, young people and families. Participants should be able to explore issues for practice emerging from the multidimensional genesis of child maltreatment and youth at risk with particular relevance to indigenous and other cultural difference. Students should be able to analyse evidence based strategies for appropriate intervention in different contexts. Students will be required to collate feedback on their professional performance from their lecturer and from other sources, evaluate this feedback and include appropriate strategies in their learning agreements for Fieldwork Education 2.

Details

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Successful completion of 48 credit points in any course.

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 - 2021

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 40%
2. Written Assessment
Weighting: 60%

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.

Previous Student Feedback

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 evaluations and feedback.

Feedback

Ensure feedback on assessments provide clarity and focus for learning.

Recommendation

Consideration given to providing feedback through feedback studio to improve specificity and targeted responses from the marker.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Evaluate the historical construction of ideas and practices of working with children, young people and families including the emergence of the notion of the best interests of the child, child focussed and child inclusive practice.
  2. Analyse practice issues relevant to statutory practice with children, young people and families in a range of settings including youth justice, child protection, family law and mental health.
  3. Identify and develop specific skills required to assess harm and risk of harm when working with children, young people and families, including in a statutory context.
  4. Critically evaluate relevant social and welfare practice strategies to support families where there are protective and / or offending issues.
  5. Display the skills of cultural competency including working with indigenous children, young people and families.
  6. Evaluate your performance from feedback drawn from your involvement in professional learning contexts.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment - 40%
2 - Written Assessment - 60%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6
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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 40%
2 - Written Assessment - 60%
Textbooks and Resources

Textbooks

Prescribed

Understanding Child and Family Welfare: Statutory Responses to Children at Risk (2012)

Authors: Connolly, M. and Morris, K.
Palgrave Macmillian
Basingstoke Basingstoke , UK
ISBN: 13:978-0-230-25019-2
Binding: Paperback

Additional Textbook Information

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Camera and microphone for attending Zoom tutorials and completing presentation assessment task
Referencing Style

All submissions for this unit must use the referencing style: Harvard (author-date)

For further information, see the Assessment Tasks.

Teaching Contacts
Trudie Irle Unit Coordinator
t.irle@cqu.edu.au
Schedule
Week 1: Orientation to SOWK13013 Begin Date: 12 Jul 2021

Module/Topic

Orientation to SOWK13013

Chapter

Readings on Moodle

Chapter 2 of text

Events and Submissions/Topic

Forming duo's and trio's for Assessment 1 task. Introduce yourself in the forum.

Week 2: Child harm and working in statutory contexts Begin Date: 19 Jul 2021

Module/Topic

Child harm and working in statutory contexts

Chapter

Readings and lectures on Moodle

Events and Submissions/Topic

Forming duo's / trio's for Assessment 1 task. 

Week 3: Child and family welfare in Australia Begin Date: 26 Jul 2021

Module/Topic

Child and family welfare in Australia

Chapter

Readings and resources on Moodle


Events and Submissions/Topic

Week 4: The Best Interests of the Child Principle Begin Date: 02 Aug 2021

Module/Topic

The Best Interests of the Child Principle

Chapter

Readings and resources on Moodle

Events and Submissions/Topic

Week 5: Family life cycle and development Begin Date: 09 Aug 2021

Module/Topic

Family life cycle and development

Chapter

Readings and resources on Moodle

Chapter 3 of text

Events and Submissions/Topic

Vacation Week Begin Date: 16 Aug 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6: Attachment theory Begin Date: 23 Aug 2021

Module/Topic

Attachment theory

Chapter

Readings and resources on Moodle

Events and Submissions/Topic

Assessment Task 1 due


Child and Family Inquiry written assessment and presentation Due: Week 6 Friday (27 Aug 2021) 6:00 pm AEST
Week 7: Dispute resolution and justice systems Begin Date: 30 Aug 2021

Module/Topic

Dispute resolution and justice systems

Chapter

Readings and resources on Moodle

Events and Submissions/Topic

Week 8: Domestic and family violence Begin Date: 06 Sep 2021

Module/Topic

Domestic and family violence

Chapter


Readings and resources on Moodle

Events and Submissions/Topic

Week 9: Working with children: Begin Date: 13 Sep 2021

Module/Topic

Working with children

Chapter

Chapter 7 of text

Readings and resources on Moodle

Events and Submissions/Topic

Week 10: Working with young people Begin Date: 20 Sep 2021

Module/Topic

Working with young people

Chapter

Readings and resources on Moodle

Events and Submissions/Topic

Week 11: Practice Processes Begin Date: 27 Sep 2021

Module/Topic

Practice Processes

Chapter

Chapter 8 of text

Readings and resources on Moodle

Events and Submissions/Topic

The Best interests of the child principle Due: Week 11 Friday (1 Oct 2021) 6:00 pm AEST
Week 12: Reflective practice Begin Date: 04 Oct 2021

Module/Topic

Reflective practice 

Chapter

Events and Submissions/Topic

Assessment Task 2 due

Review/Exam Week Begin Date: 11 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 18 Oct 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Unit Coordinator 2021 - Dr Venkat Pulla v.pulla@cqu.edu.au



Assessment Tasks

1 Written Assessment

Assessment Title
Child and Family Inquiry written assessment and presentation

Task Description

Assessment 1 Duos or Trios / submission presentation

Child and family practice is significantly shaped and influenced by the broader social policy context, both historically and in terms of current practice frameworks. The political and legal structure of child protection services and social welfare systems is influential at a macro and micro level and social workers need to comprehend, evaluate, and critically examine the policy context where they work. An understanding of the major inquiries into child protection and family welfare services and responses in Australia that have shaped and continue to shape practice and policy in this area informs the social worker's practice framework in this context. Social workers are key stakeholders and participants in these systems and as such must be informed and able to provide rationale for principles of practice. Students will be encouraged to engage in shared learning by applying the CFL approach to the task.

Students will work in duos or trios for this assessment task. Students should connect with peer/s via Moodle discussion forum titled 'Duo's and Trio's group selection'. Each group / pair will select an Inquiry from the list provided in Moodle. Students will prepare and record the delivery of (in a format of their choosing) a seminar to their social work colleagues. Each presentation will be recorded and shared with the Unit Coordinator / their markers through an accessible link through OneDrive.

The presentation and commentary notes will outline:

# The context of the Inquiry – background and how it was called for, who called it and how long it was conducted for

# Details of the process of the Inquiry, major stakeholders involved and your analysis of limitations of the inquiry or commission

# Key findings and recommendations

# Whether any or some of the recommendations have been implemented and their current status

# Analysis of how the report and outcomes may impact on social workers currently working in child and family practice contexts

# Evaluation of the effectiveness of the Inquiry in making changes to improve well-being of children, young people and families making links to relevant literature and research

# Your team's reflections and insights gained from learning about the report

Duos or Trios will select (1) Inquiry from the list of Commonwealth inquiries below:

Inquiry into Family, Domestic and Sexual violence (March 2021) https://www.aph.gov.au/Parliamentary_Business/Committees/House/Social_Policy_and_Legal_Affairs/Familyviolence/Report

OR

Inquiry into Children in Institutional Care Either (a) Protecting vulnerable children: a national challenge first report, Forgotten Australians: A report on Australians who experienced institutional or out-of-home care as children https://www.aph.gov.au/parliamentary_business/committees/senate/community_affairs/completed_inquiries/2004-07/inst_care/report/index

30 August 2004

OR

Inquiry into Children in Institutional Care - Protecting vulnerable children: a national challenge second report 2005 https://www.aph.gov.au/parliamentary_business/committees/senate/community_affairs/completed_inquiries/2004-07/inst_care/report2/index

OR

Senate Community Affairs Committee, https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Community_Affairs/Completed_inquiries/1999-02/child_migrat/report/index

OR

Human Rights and Equal Opportunity Commission (HREOC) Bringing them Home Report https://humanrights.gov.au/our-work/bringing-them-home-report-1997

OR

Commonwealth Contribution to Former Forced Adoption Policies and Practices www.aph.gov.au/Parliamentary_Business/Committees/Senate/Community_Affairs/Completed_inquiries/2010-13/commcontribformerforcedadoption/r (2012)

Format

Your presentation format can be any of the below:

  • 15-20 mins podcast
  • A recorded presentation with slides (PPT) (15-20 mins)
  • A series of social media posts for a practice interest group in your area (including short audio / video recordings that you perform)
  • A short creative educational video for first year social work students that addresses the prompts in addition to the written handout materials (15-20 mins)

* A cover sheet must be included with the group submission and commentary notes listing group member's name, student numbers and the title of the inquiry presented. An accessible link to the recording must be on the cover sheet.


Assessment Due Date

Week 6 Friday (27 Aug 2021) 6:00 pm AEST


Return Date to Students

Week 9 Monday (13 Sept 2021)


Weighting
40%

Assessment Criteria

SOWK13013: Child and family inquiry written assessment and presentation

Assessment 1: Marking Criteria/Rubric

HD 84.5-100% D 74.5-84.49% C 64.50-74.49% P 49.50-64.49% F <49.5% MARKS
Presentation and Structure – overall submission (10%)
Excellent discussion which completely conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Correct spelling, grammar, sentence structure and paragraphs where applicable. Within expected word length. Discussion mostly conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Correct spelling, grammar, sentence structure and paragraphs where applicable. Mostly within expected word length. Mostly effective Discussion adequately conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Correct spelling, grammar, sentence structure and paragraphs where applicable. Adequately expected word length. Discussion conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Correct spelling, grammar, sentence structure and paragraphs where applicable. Not within expected word length. Discussion unsuccessfully conforms to the Assignment Presentation guidelines. Assignment cover page including name, student number, and word count. Many spelling, grammar, sentence structure and paragraphs where applicable. Beyond or below expected word length. /10
Demonstrated ability to analyse the social, political, normative and policy contexts of the Inquiry agenda ……….(20%)
Excellent demonstrated ability to analyse the social, political, normative and policy contexts of the inquiry agenda Very good demonstration of demonstrated ability to analyse the social, political, normative and policy contexts of the inquiry agenda Good demonstrated ability to analyse the social, political, normative and policy contexts of the inquiry agenda Fair demonstrated ability to analyse the social, political, normative and policy contexts of the inquiry agenda Poor or no demonstrated ability to analyse the social, political, normative and policy contexts of the inquiry agenda /20
Demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the Inquiry ……………………………………………………………………..(20%)
Excellent demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the inquiry Very good demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the inquiry Good demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the inquiry Fair demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the inquiry Poor or no demonstrated ability to analyse and evaluate goals and outcomes and the effectiveness of the inquiry /20
Demonstrated ability to articulate and analyse relevant theories and frameworks as applied to evaluation of child protection / welfare systems …..…………………………………………….(20%)
Excellent demonstrated ability to articulate and analyse relevant theories and frameworks as applied to evaluation of child protection / welfare systems Very good demonstrated ability to articulate and analyse relevant theories and frameworks as applied to evaluation of child protection / welfare systems Good demonstration of integration of theory and social work knowledge in discussing a practice issue or problem and associated intervention plan Fair demonstrated ability to articulate and analyse relevant theories and frameworks as applied to evaluation of child protection / welfare systems Poor or no demonstrated ability to articulate and analyse relevant theories and frameworks as applied to evaluation of child protection / welfare systems …./20
Demonstrated understanding of inquiry impacts on current social work practice in child and family contexts ……………………………………….(20%)
Excellent demonstrated understanding of inquiry impacts on current social work practice in child and family contexts Very good demonstrated understanding of inquiry impacts on current social work practice in child and family contexts Good demonstrated understanding of inquiry impacts on current social work practice in child and family contexts Fair demonstrated understanding of inquiry impacts on current social work practice in child and family contexts Poor or no demonstrated understanding of inquiry impacts on current social work practice in child and family contexts /20
Referencing …………………………………………………………………………………………………….(10%)
All literature used is appropriate and scholarly. Critical analysis of social work literature. Minimum of 10 references Harvard referencing formatted used with no mistakes. Most of the literature used is appropriate and scholarly. Critical analysis of social work literature Minimum of 8 references. Harvard referencing formatted used with minimal. mistakes Most of the literature used is appropriate and scholarly. Critical analysis of social work literature Minimum of 6 references. Harvard referencing formatted used with some mistakes. Some of literature used is appropriate and scholarly. Critical analysis of social work literature Minimum of 5 references Harvard referencing formatted used with many mistake Most of the literature used is inappropriate and not from a scholarly source. Harvard referencing formatted not used. No critical analysis of social work literature Less than 5 references ………./10
TOTAL MARKS


Referencing Style

Submission
Online

Submission Instructions
Via Moodle with one submission per duo or trio

Learning Outcomes Assessed
  • Analyse practice issues relevant to statutory practice with children, young people and families in a range of settings including youth justice, child protection, family law and mental health.
  • Identify and develop specific skills required to assess harm and risk of harm when working with children, young people and families, including in a statutory context.
  • Critically evaluate relevant social and welfare practice strategies to support families where there are protective and / or offending issues.
  • Display the skills of cultural competency including working with indigenous children, young people and families.
  • Evaluate your performance from feedback drawn from your involvement in professional learning contexts.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
The Best interests of the child principle

Task Description

Essay 2000 words (60%)

Social workers must be adept at critiquing practice contexts and how they impact on the aims of the profession (refer to AASW Code of Ethics 2020). Social workers must be able to work effectively within their contexts of employment ensuring that they meet both their organisational and professional responsibilities. Often, social workers encounter tension between these responsibilities. Adept analysis of these tensions can inform strategic responses intent on upholding the aims and commitment of social work within challenging contextual environments. Strategic responses that are theoretically based and articulated with clarity will prove more influential in effecting the changes sought.

This assessment piece intends to strengthen student capacity to develop informed strategic responses emanating from thorough contextual analysis.

You are to examine and draw on your knowledge and understanding of practice contexts and their impact/influence on practice intervention.

  • Choose one of the following practice fields:

i. Child Protection

ii. Family Law

iii. Youth Justice

iv. Domestic & Family Violence

v. Health Setting (particularly for students from cross disciplines)

  1. Identify an organisational context where this field of practice occurs.
  2. Briefly state the legal and practice guidelines about this specific practice context.
  3. Evaluate the issues and dilemmas encountered in maintaining the best interests of the child when working in this specific practice context. How can the best interests of the child be discounted in these practice contexts?
  4. What (two) strategies would you use as a respond to these issues?
  5. What theoretical frameworks and knowledge underpin these strategies? Demonstrate your understanding of how these theoretical frameworks underpin these strategies.
  6. Identify the specific challenges faced when responding to Indigenous issues in the chosen practice context. Provide (two) strategies in response to these issues. What theoretical frameworks underpin these strategies? Demonstrate your understanding of how these theoretical frameworks underpin these strategies

2000 words excluding references, tables, diagrams and appendices. A 10% under or over wordcount allowance is acceptable within this word limit.



Assessment Due Date

Week 11 Friday (1 Oct 2021) 6:00 pm AEST


Return Date to Students

Exam Week Friday (22 Oct 2021)


Weighting
60%

Assessment Criteria

Criteria HD 84.5 – 100% D 74.5-84.49% C 64.50- 74.49% P 49.5 -64.49% F <49.5%
Demonstrate capacity to analyse how practice context impacts on maintaining the best interest of the child. (30%) Highly developed capacity to analyse contexts and their impact on practice. Well-developed capacity to analyse contexts and their impact on practice. Good analysis contexts and their impact on practice. Adequate skills to analyse contexts and their impact on practice. Inadequate or inaccurate analysis of practice contexts and their impact on practice.
Ability to develop appropriate strategic responses and articulate the theoretical frameworks underpinning this development (30%) Highly developed capacity to develop appropriate strategic responses and articulate their theoretical underpinnings. Well-developed capacity to develop appropriate strategic responses and articulate their theoretical underpinnings. Good capacity to develop appropriate strategic responses and articulate their theoretical underpinnings. Adequate capacity to develop appropriate strategic responses and articulate their theoretical underpinnings. Inadequate capacity to develop appropriate strategic responses and articulate their theoretical underpinnings.
Research and apply knowledge of major theories and perspectives related to children and young people’s needs and development within this context (30%) Evidence of an extensive and highly relevant range of literature related to theory consulted and applied in addition to the set readings. Evidence of some authoritative sources, as well as a good range of theory integration applied in addition to the set readings. Evidence of a good range of sources consulted and applied with major theories identified in addition to the set readings. Adequate consultation of literature with pertinent theories identified and discussed in addition to the set readings. Evidence of consulting only set readings and does not identify major theories or perspectives related to children’s needs or inaccurately describes main concepts in essay.
Ability to produce a well written and structured analysis within word limit showing appropriate grammar, spelling and referencing (10%) Extremely well written and critically analysed essay; logically sequenced with grammatical, spelling and referencing accuracy within word limit Very well written and constructed, logically sequenced paper; very good presentation; grammatical, spelling and referencing accuracy; within word limit Well written and constructed logically sequenced paper; good presentation; grammatical spelling and referencing accuracy; within word limit Basic level of written expression and construction; acceptable grammar, spelling and basic level of referencing within word limit Poorly written and presented with inaccuracies in written expression, and / or poor referencing with frequent errors.


Referencing Style

Submission
Online

Submission Instructions
Submit via Moodle

Learning Outcomes Assessed
  • Evaluate the historical construction of ideas and practices of working with children, young people and families including the emergence of the notion of the best interests of the child, child focussed and child inclusive practice.
  • Analyse practice issues relevant to statutory practice with children, young people and families in a range of settings including youth justice, child protection, family law and mental health.
  • Critically evaluate relevant social and welfare practice strategies to support families where there are protective and / or offending issues.
  • Display the skills of cultural competency including working with indigenous children, young people and families.
  • Evaluate your performance from feedback drawn from your involvement in professional learning contexts.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

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.

What can you do to act with integrity?