Aim

The aim of this assessment is to demonstrate your understanding of systemic issues relevant to social work practice associated with youth who may be engaged in offending behaviours.  

Context 

In Australia the topic of crime, particularly involving young Indigenous people engaging in offending behaviour is a contemporary issue.  This is particularly relevant given the recent curfews imposed on youth in Alice Springs due to a series of violent incidents and criminal approaches to restore order in the community.   Media frequently portrays ‘Indigenous youth crime’ as an escalating problem, accompanied by reports of increase in antisocial behaviours (Abbot, 2023; Hope, 2023a). It is essential to critically examine the validity of such claims and evaluate diverse perspectives on this issue. Evidence suggests that data and statistics have been inflated and lacking contextualisation (Smee, 2023; Hope, 2023b).  Consequently, there is a need to address these concerns by adopting evidence-based practices when providing effective support to young people who may have taken this path.  Luke Twyford, Principal Commissioner, of the Queensland Family and Child Commission (QFCC), has expressed concerns regarding the prevailing inclination towards a punitive approach in dealing with offending behaviours, stressing the importance of considering evidence-based interventions (Smee, 2023). 

Instructions 

You have been asked to write a report that critically examines current issues relating to youth offending and antisocial behaviours exhibited by young people in the Alice Springs community.   The report should outline the youth crime in Alice Springs and strategies that have been used to respond to youth crime.  You are required to examine diverse perspectives on Indigenous youth crime and how to respond to the crime  in Alice Springs.  This will  include an analysis of the underlying reasons that increase offending behaviour in Indigenous youth and the oppression and discrimination Indigenous youth  experience that increase the risk of engaging in criminal behaviour.   The report should analyse current service provision in Alice Springs, the gaps in service provision, and recommendations for services that support young people and their families in addressing these issues, incorporating contemporary evidence based practice and culturally appropriate practice.     You should demonstrate consideration of the socio-political and historical context and how this has shaped the lived experiences of Indidgenous youth, how they engage with human service organisations, and how youth justice strategies ons are shaped because of these contextual factors. 

Please address these areas when completing your report: 

What are the prevailing issues relating to crime and antisocial behaviour in Alice Springs? 

• Provide a critical evaluation by considering diverse perspectives on this issue. 
   

What are the possible connections between specific marginalised groups’ life conditions, the situations or problems they face, and the issues of oppression and discrimination they may encounter? 

•  Provide concrete examples illustrating these connections and their impact on youth offending. 
   
• Analyse the risk factors influencing youth involvement in crime and antisocial behaviour. 

• Demonstrate insight into the factors placing young people at risk, including family dynamics, peer influence, mental health issues, and socio-economic conditions.

 Assess the existing services available to support youth within Alice Springs.  Critically evaluate the role of these services in supporting youth and their families by considering: 

• The range of supports provided by these services.
• Adequacy of these supports in addressing the current issues .
• Whether the services are culturally appropriate.
• Whether the services are evidence based to address youth crime. 
• Identify the gaps in service provision in Alice Springs to meet the needs of youth and their family. 
   
  Provide evidence-based recommendations for future services and supports, drawing upon relevant evidence based and culturally appropriate perspectives to support your recommendations effectively. 

Please follow the report template provide on Moodle, which includes formatting guidelines, section headings, and required elements, to structure your assessment. The report template allows you to present your analysis, evaluations of diverse perspectives, and recommendations systematically. 

Literature and references 

In this assessment use contemporary assessments that are <10 years old to support your discussion.  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 College of Nursing or the Australian Association of Social Workers.   You can also relevant news articles or relevant sites that are examining the approaches to responding to youth crime in Alice Springs.  

 Requirements 

 1. Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word). 

 2. Include page numbers on the top right side of each page in a header.  

3. Write in the third-person perspective.  

4. Use formal academic language. 

 5. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.  

6. The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the contents page, summary, headings, the reference list and appendices, but includes in-text references and direct quotations.  

Resources  

1. 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.  

2. We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide. 

 3. 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.  

4. 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. 

 5. Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. 

Generative Artificial Intelligence 

The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in the assessments in the unit. 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.  

The student evaluates connections between Indigenous youth offending and issues of oppression and discrimination.  6 marks  

Excellent depth of analysis where connections are explored in-depth, providing a comprehensive understanding of the relationships between life conditions, situations and oppression/discrimination. 6 – 5.1 marks   

Very good analysis where connections are explored with some detail, providing a comprehensive understanding of the relationships between life conditions, situations and oppression/discrimination. 5.09– 4.5 marks

Connections are explored in a comprehensive manner, with some detail, providing examples of oppressive or discriminatory experiences related to multiple marginalised groups. 4.49 - 3.9 marks

The response provides at least one concrete example illustrating oppressive or discriminatory experiences encountered by marginalised groups. 3.89 marks – 3 marks  

Connections between specific marginalised groups’ life conditions, and the issues of oppression and discrimination they may encounter are either absent or insufficiently explored. < 3 marks  

The student demonstrates their understanding of Indigenous youth offending within Alice Springs and shows insight into their impact. 6 marks  

Excellent explanation of the current issues impacting their community, demonstrating a high level of insight.  Provides excellent overview of the community and issue. 6 - 5.1 marks

Very good explanation of the current issues impacting their community. A good level of insight demonstrated.  Provides very good overview of the community and issue. 5.09 - 4.5 marks 

Good explanation of the current issues impacting their community. A good level of insight demonstrated. Good explanation of the current issues impacting their community. Some insight demonstrated.  Provides good overview of the community and the issue. 4.49 - 3.9 marks 

Adequate explanation of the current issues impacting their community. However, lacking in overall insight demonstrated.  Provides satisfactory overview of the community and the issue.  3.89 - 3 marks

Poor or no demonstrated ability to explain current issues impacting their community. Lacking in overall insight demonstrated.  Does not provide contextual information about the community or the issue. <3 marks  

The student demonstrates their understanding of factors that may place Indigenous youth at risk of offending and/or engaging in anti-social behaviours. 6 marks  

Excellent explanation of factors that may place youth at risk of offending and/or engaging in anti-social behaviours, demonstrating a high level of insight. 6 – 5.1 marks  

Very good explanation of factors that may place youth at risk of offending and/or engaging in antisocial behaviours, demonstrating a good level of insight.  5.09- 4.5 marks  

Good explanation of factors that may place youth at risk of offending and/or engaging in antisocial behaviours. Some insight demonstrated.  4.49 - 3.9 marks

Adequate explanation of factors that may place youth at risk of offending and/or engaging in antisocial behaviours. However, lacking in overall insight demonstrated. 3.89 - 3 marks  

Poor or no demonstrated ability to explain factors that may place youth at risk of offending and/or engaging in anti-social behaviours. Student is unable to demonstrate insight into these risk factors. <3 marks  

The student demonstrates a critical evaluation of current services and responses to address Indigenous youth offending; the gaps in service provision; and recommendations of evidence-based interventions to support Indigenous young people.  10 marks 

Excellent analysis and evaluation of current services, current gaps in service provision and evidence-based interventions to support Indigenous youth, with a highly detailed account in the assessment.  10 -8.5 marks  

Very good and evaluation of current services, current gaps in service provision and evidence-based interventions to support Indigenous youth, with a well detailed account in the assessment. 8.49 -7.5 marks  

Good analysis and evaluation of current services, current gaps in service provision and evidence-based interventions to support Indigenous youth, with sufficient detail in the assessment.  7.49 – 6.5 marks  

Adequate analysis and evaluation of current services, current gaps in service provision and evidence-based interventions to support Indigenous youth, discussed in adequate detail in the assessment. 6.49 - 5 marks  

No analysis and/or evaluation of current services, supports and skills required or lacking in detail within the assessment. <5 marks  

Student demonstrates understanding of Indigenous Australians history and culture.   Demonstrates sensitivity to Aboriginal and Torres Strait Island traditions and knowledge.  6 marks  

Demonstrates comprehensive understanding of Indigenous history and culture and considerable sensitivity to Aboriginal and Torres Strait Islander traditions and knowledge.  6 - 5.1 marks  

Demonstrates a very good understanding of Indigenous history and culture and shows sensitivity to Aboriginal and Torres Strait Islander traditions and knowledge.  5.09 – 4.5 marks  

Demonstrates a good understanding of Indigenous history and culture and shows sensitivity to Aboriginal and Torres Strait Islander traditions and knowledge.  4.49 - 3.9 marks

Demonstrates a satisfactory understanding of Indigenous history and culture and shows sensitivity to Aboriginal and Torres Strait Islander traditions and knowledge. 3.89 - 3 marks  

Demonstrates a lack of awareness of cultural issues and lacks sensitivity to Indigenous issues.  <3 marks  

Demonstrates ability to produce a well written analysis with synthesis and integration of the relevant literature, demonstrating appropriate grammar, spelling and APA referencing within the word limit.  No evidence of AI used.  6 marks  

Outstanding level of written expression with evidence of superior critical analysis skills. Excellent analysis of book and inclusion of relevant content. No grammatical, spelling or APA referencing errors within the word limit.  6 – 5.1 marks

Very good level of written expression with evidence of good critical analysis skills. Very good analysis of the book and inclusion of relevant content. Minor grammatical, spelling and APA referencing errors within the word limit.  5.09 – 4.5 marks  

 Sound written expression with evidence of good critical analysis skills. Good analysis of the book and inclusion of relevant content. Multiple grammatical, spelling and APA referencing errors within the word limit.  4.49 - 3.9 marks 

Basic level of written expression with acceptable grammar and spelling. Sound analysis of the book and inclusion of relevant content. Within the word limit. Consistent APA referencing errors within the word limit. 3.89 -3 marks 

Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident and limited referencing.   Evidence of AI used. < 3marks   

Context 

You are a social worker employed in a community health team.  Your task is to undertake a context-responsive and comprehensive analysis and construct a case study assessment report informed by critical theory and an ecological model. Your report should consider the strengths, vulnerabilities, protective factors, and risk factors associated with the identified concerns.  You are expected to apply your knowledge and skills in accordance with the AASW Code of Ethics (2020), the AASW Practice Standards (2023), and relevant organisational policies.  You should incorporate feedback from Assessment 1 to improve the quality of your assessment submission.  

Instructions: 

 1. Familiarise yourself with the case study scenario provided on Moodle. The case study will provide you with information about your social work purpose and context of practice, the family, their background, and the specific concerns.   

2. Conduct a thorough assessment of the case study, considering the following aspects: 

Assessment of risk  

·        Identify the practitioner, organisational, and policy-related factors that shape the practitioner's role (e.g., organisational professional boundaries, privacy constraints regarding information sharing, legal requirements, importance of effective working relationships to engage with the client). 

·        Provide a scholarly definition of ‘child maltreatment’ and ‘risk and harm’.  Include examples that may be present in the case study to demonstrate your knowledge and skills in assessing risk and/or harm. 

·        Apply critical theory to evaluate structural factors contributing to child maltreatment.

·        Use an ecological systems model to analyse the risk and protective factors and the strengths/protective factors of the parents for child development and wellbeing at each level (micro, meso, exo, macro systems).   Present this information in a table format, following the instructions on Moodle.   

Developing a working relationship with the mother/significant others 

·        Describe the principles of person-centred, relationship-based practice and discuss research findings that contribute to helpful and unhelpful working relationships specifically in child protection settings. 

·        Explain how you would establish trust, and balance parental growth goals while protecting children.  

·        Describe how you would incorporate the perspectives of the parents to gain a comprehensive understanding of the situation.  

·        Provide a list of references in a consistent referencing style (APA).  

Literature and references  

In this assessment use contemporary references that are <10 years old to support your discussion.  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 College of Nursing or the Australian Association of Social Workers. 

 Requirements 

 1. Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word). 

 2. Include page numbers on the top right side of each page in a header.  

3. Write in the third-person perspective.  

4. Use formal academic language. 

 5. Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online CQU APA Referencing Style Guide.  

6. The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the contents page, summary, headings, the reference list and appendices, but includes in-text references and direct quotations.  

Resources  

1. 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.  

2. We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide. 

 3. 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.  

4. 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. 

 5. Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here. 

Artificial Intelligence 

The use of Generative Artificial Intelligence (Gen-AI) tools, including AI-driven writing assistants and content generators, is not permitted in the assessments in the unit. 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.  

Identification and discussion of practitioner, organisational, and policy factors.  Familiarity with case study scenario, demonstrating understanding and purpose of the social workers role in this context.  8 marks   

Clearly identifies and discusses the practitioner, organisational, and policy-related factors shaping the practitioner's role comprehensively and in detail. 8 - 6.8 marks  

Identifies and discusses the practitioner, organisational, and policy-related factors shaping the practitioner's role with several examples with clarity and understanding.  6.79 - 6 marks 

Identifies and discusses the practitioner, organisational, and policy-related factors shaping the practitioner's role with a few examples with satisfactory proficiency. 5.99 - 4.8 marks  

Identifies and discusses the practitioner, organisational, and policy-related factors shaping the practitioner's role with 1 or 2 examples with basic understanding. 4.79 - 4 marks  

Identifies and discusses practitioner, organisational, and policy-related factors with limited accuracy and understanding. <4 marks  

Scholarly definition and examples of child maltreatment, risk and harm. Examples from the case study demonstrate student’s skills in assessing risk and harm. 10 marks  

Provides a scholarly definition of child maltreatment, risk and harm with clear and precise examples relevant to the case study.  10 - 8.5 marks  

Provides a scholarly definition of child maltreatment, risk and harm with relevant examples.  8.49 marks – 7.5 marks 

Provides a clear definition of child maltreatment, risk and harm, with some examples. 7.49 -  6.5 marks  

Provides a basic definition of child maltreatment, risk and harm, with 1 or 2 examples from the case study. 6.49 - 5 marks  

Provides a vague or inaccurate definition of child maltreatment, risk and harm with inadequate or inaccurate examples. <5 marks  

Understanding and application of critical theory in evaluating structural factors contributing to child maltreatment, considering diverse groups 10 marks  

Demonstrates an exceptional understanding of critical theory and its application in evaluating structural factors contributing to child maltreatment. 10 – 8.5 marks  

Shows a strong understanding of critical theory and its application in evaluating structural factors contributing to child maltreatment. 8.49 - 7.5 marks  

Displays a satisfactory understanding of critical theory and its application in evaluating structural factors contributing to child maltreatment. 7.49 - 6.5 marks  

Shows a basic understanding of critical theory and its application in evaluating structural factors contributing to child maltreatment. 6.49 - 5 marks  

Demonstrates a limited understanding of critical theory and its application. Limited ability to evaluate structural factors contributing to child maltreatment.. <5 marks  

Application of ecological systems model and analysis of risk and protective factors  10 marks   

Applies an ecological systems model to analyse and present risk and protective factors comprehensively at each level (micro, meso, exo, macro systems). 10 – 8.5 marks  

Applies an ecological systems model to analyse and present risk and protective factors very well at each level (micro, meso, exo, macro systems) with accuracy.  8.49 - 7.5 marks   

Applies an ecological systems model to analyse and present risk and protective factors at each level (micro, meso, exo, macro systems) with satisfactory proficiency.  7.49 - 6.5 marks   

Applies an ecological systems model to analyse and present risk and protective factors at each level (micro, meso, exo, macro systems) with basic understanding.  6.49 - 5 marks 

Applies an ecological systems model with limited accuracy and understanding of risk and protective factors. <5marks  

Principles of person-centred, relationship-based practice are described within the report. 8 marks   

Demonstrates an exceptional understanding of person-centred, relationship-based practice principles and incorporates research findings effectively.  8 - 6.8 marks  

Shows a strong understanding of person-centred, relationship-based practice principles and incorporates research findings proficiently.  6.79 - 6 marks  

Displays a satisfactory understanding of person-centred, relationship-based practice principles and incorporates research findings adequately. 5.99 - 4.8 marks  

Shows a basic understanding of person-centred, relationship-based practice principles and incorporates some research findings.  4.79 - 4 marks  

Demonstrates a limited understanding of person-centred, relationship-based practice principles and incorporates minimal research findings. <4 marks  

Demonstrates how they would incorporate the service user’s perspectives.  8 marks   

Effectively incorporates the perspectives of service users to gain a comprehensive understanding of the situation.  Demonstrates excellent critical reflection skills and multiple insights to consider the perspectives of the service user.  8 – 6.8 marks  

Incorporates the perspectives of service users to gain a very good understanding of the situation.  Demonstrates very good critical reflection skills and several insights to consider the perspectives of the service user.  6.79 - 6 marks  

Incorporates the perspectives of service users to gain a good understanding of the situation.  Demonstrates good critical reflection skills and some insights to consider the perspective of the service user.  5.99 - 4.8 marks

Incorporates the perspectives of service users to gain a satisfactory understanding of the situation. Demonstrates sound critical reflection skills and 1-2 insights to consider the perspective of the service user. 4.79 - 4 marks   

Fails to incorporate the perspectives of service users effectively, leading to a limited understanding of the situation.  Demonstrates no critical reflection skills or does not demonstrate competency in critical reflection.  <4 marks  

Demonstrates ability to produce a well written analysis with synthesis and integration of the relevant literature, demonstrating appropriate grammar, spelling and APA referencing within the word limit. No evidence of AI used. 6 marks  

Outstanding level of written expression with evidence of superior critical analysis skills.  No grammatical, spelling or APA referencing errors within the word limit.  6 - 5.1 marks   

Very good level of written expression with evidence of very good critical analysis skills. Very good analysis of the book and inclusion of relevant content. Minor grammatical, spelling and APA referencing errors within the word limit.  5.09 - 4.5 marks      

Good written expression with evidence of good critical analysis skills. Multiple grammatical, spelling and APA referencing errors within the word limit.  4.49 - 3.9 marks

Basic level of written expression with acceptable grammar and spelling.   Consistent APA referencing errors within the word limit. 3.8 - 3 marks 

Quality of writing and presentation is at a poor standard with many mistakes and lack of clarity evident and limited referencing.  Is not within the word limit.  Evidence of AI used.  <3 marks