CQUniversity Unit Profile
SOWK14005 Advanced Direct Practice
Advanced Direct Practice
All details in this unit profile for SOWK14005 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

This unit is designed to build on and strengthen your direct social work practice skills, knowledge and techniques to effectively facilitate assessments and interventions. This unit focuses on the appropriate use of interpersonal communication skills and theoretical approaches for working in different contexts including culturally responsive practice. Through the practical application of relevant therapeutic approaches, you will demonstrate ability to provide accountable service in person and demonstrate knowledge of strengths and limitations of IT assisted communication such as telehealth as a mode of service delivery.

Details

Career Level: Undergraduate
Unit Level: Level 4
Credit Points: 6
Student Contribution Band: 10
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisite conditions - SOWK13011 Community Practice and SOWK13009 Field education 1 and SOWK13010 Integrating Theory and 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 - 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).

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.

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. On-campus Activity
Weighting: Pass/Fail
2. Online Quiz(zes)
Weighting: 30%
3. Practical Assessment
Weighting: 40%
4. Written Assessment
Weighting: 30%

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 evaluation and feedback. Consultation with social work team.

Feedback

Students enjoyed the regular zoom lectures and discussions in order to connect theory to practice. The assessment tasks were relevant to their practice and this should continue.

Recommendation

Continue regular zoom meetings with the class. Ensure assessments remain relevant to social work practice with a focus on clinical social work and evidence-based practice. Students are better prepared for the learning required the following term in the final year of the Bachelor of Social Work.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Engage in effective helping relationships with a diverse range of clients and consumers applying appropriate techniques and skills for practice
  2. Critically evaluate and reflect on the skills and techniques demonstrated in the practical application of the chosen therapeutic approach and developing social work practice
  3. Communicate the strengths and limitations of IT-assisted communication as a mode of service delivery
  4. Critically evaluate therapeutic approaches and skills for different cultural contexts including working in Indigenous 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
1 - On-campus Activity - 0%
2 - Online Quiz(zes) - 30%
3 - Practical Assessment - 40%
4 - Written Assessment - 30%

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

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - On-campus Activity - 0%
2 - Online Quiz(zes) - 30%
3 - Practical Assessment - 40%
4 - Written Assessment - 30%
Textbooks and Resources

Textbooks

Prescribed

Working with People 2nd (2015)

Authors: Louise Harms
Oxford University Press ANZ
AU
ISBN: 9780195522280
Binding: Paperback

Additional Textbook Information

Students are able to purchase an e-book version should they prefer.

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

No referencing style set.

Teaching Contacts
Shirley Ledger Unit Coordinator
s.ledger@cqu.edu.au
Janice Pascal Unit Coordinator
j.pascal@cqu.edu.au
Schedule
Week 1 Introduction and Orientation to Course Begin Date: 08 Mar 2021

Module/Topic

Welcome and unit overview 

Learning outcomes

Assessment tasks

Chapter

Chapter 1 of text


Events and Submissions/Topic

Review resources and assessments on Moodle

Ensure residential dates are noted

Undertake survey attitudes and values to counselling

Week 2 Communication Paradigms and Theories Begin Date: 15 Mar 2021

Module/Topic

Deep listening for effective practice

Theorising communication and change

Paradigms and world views

Integrative and eclectic approaches

Chapter

Chapter 3 of text

Readings on Moodle

Events and Submissions/Topic

Week 3 Praxis Begin Date: 22 Mar 2021

Module/Topic

Praxis

Chapter

Resources on moodle under Praxis

Chapter 3 of text 

Events and Submissions/Topic

Prepare for residential school

Undertake readings as per residential program

Quiz (1) undertaken prior to residential school

Attend residential school

Week 4 Begin Date: 29 Mar 2021

Module/Topic

A multidimensional approach

Chapter

Chapter 3 of text 

Readings on Moodle 

Events and Submissions/Topic

Form pairs for AV Submission 
Residential School Attendance Due: Week 4 Monday (29 Mar 2021) 5:00 pm AEST
Week 5 Begin Date: 05 Apr 2021

Module/Topic

Active listening Skills and questioning skills

Chapter

Chapter 7 of text

Readings on Moodle

Events and Submissions/Topic

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 19 Apr 2021

Module/Topic

Deep listening skills 

Telehealth and service delivery in online contexts

Chapter

Chapter 8 of text

Readings on Moodle

Events and Submissions/Topic

Quiz 2 completed

Week 7 Begin Date: 26 Apr 2021

Module/Topic

Assessment frameworks 

Chapter

Chapter 9 of text 

Readings on Moodle

Events and Submissions/Topic

Week 8 Begin Date: 03 May 2021

Module/Topic

Psychodynamic and cognitive behavioural approaches

Chapter

Chapter 11 of text

Events and Submissions/Topic

Week 9 Begin Date: 10 May 2021

Module/Topic

Narrative and Solution-Focused Approaches

Chapter

Events and Submissions/Topic

Quiz 3 completed

Week 10 Begin Date: 17 May 2021

Module/Topic

Feminist and critical social work approaches

Chapter

Readings on Moodle 

Events and Submissions/Topic

AV role play finalisation of submission 

Begin completing integration reflection form 


Online Quizzes Due: Week 10 Friday (21 May 2021) 5:00 pm AEST
Week 11 Begin Date: 24 May 2021

Module/Topic

Mindfulness approaches and skills

Chapter

Chapter 14 of text

Readings on Moodle

Events and Submissions/Topic

Week 12 Begin Date: 31 May 2021

Module/Topic

Ending and evaluating Skills

Chapter

Chapter 16 of text

Readings on Moodle

Events and Submissions/Topic

AV Submission Due 

AV role play - Integration reflection form Due


Audio Visual Demonstration - Telehealth Due: Week 12 Monday (31 May 2021) 5:00 pm AEST
Audio Visual Role Play - Integration Reflection Form Due: Week 12 Friday (4 Jun 2021) 5:00 pm AEST
Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Unit Coordinator

Shirley Ledger s.ledger@cqu.edu.au

Assessment Tasks

1 On-campus Activity

Assessment Title
Residential School Attendance

Task Description

Students will attend and participate in a compulsory residential school 26-28 March. Details provided in the student handbook and in Moodle. 


Assessment Due Date

Week 4 Monday (29 Mar 2021) 5:00 pm AEST

Meet attendance requirements


Return Date to Students

Vacation Week Monday (12 Apr 2021)

Unit Coordinator to complete attendance in Moodle


Weighting
Pass/Fail

Assessment Criteria

  • Attend residential school 


Submission

No submission method provided.


Learning Outcomes Assessed
  • Engage in effective helping relationships with a diverse range of clients and consumers applying appropriate techniques and skills for practice
  • Critically evaluate and reflect on the skills and techniques demonstrated in the practical application of the chosen therapeutic approach and developing social work practice


Graduate Attributes
  • Communication
  • Problem Solving
  • Team Work

2 Online Quiz(zes)

Assessment Title
Online Quizzes

Task Description

Direct practice in social work is both a science and an art. Social workers can work with an emphasis on interviewing, counselling or psychotherapy and each field of practice requires skills and knowledge for an effective helping relationship. Effective and ethical practice requires competency based on ethical codes of behaviour, multicultural competence, attending and empathy skills, observation and awareness of how questions, reflections and goal setting approaches can facilitate or be intrusive / harmful to those we work with. The social worker brings this knowledge together with the use of self. Your final assessment in the unit will provide an opportunity for you to demonstrate the implementation of effective direct practice skills and this assessment helps you to increase knowledge about practice and identify further learning or development to be integrated to your final audio-visual demonstration. To assist you in consolidating the important knowledge, skills and practices for advanced direct practice, three quizzes will be undertaken at key points of the term.

What’s Involved?

In weeks 3, 6 and 9 students will complete a multiple-choice / short answer quiz.

  • Quiz 1 (weeks 3) and Quiz 2 (week 6) and Quiz 3 (week 9) will comprise of 10 questions each based on the previous three week’s unit content.

A detailed schedule of dates, times, and quiz content will be posted on Moodle. Each quiz will contribute 10% to the unit grade with a total of 30% overall weighting for the task.

Quiz 1 - Week 3 Open 25 March @ 10am

Quiz 2 - Week 6 Open 22 April @ 10am

Quiz 3 - Week 9 Open 13 May @10am

Students may have 2 attempts at each quiz with the highest result from each attempt graded.


Number of Quizzes

3


Frequency of Quizzes

Other


Assessment Due Date

Week 10 Friday (21 May 2021) 5:00 pm AEST

All quizzes completed


Return Date to Students

Exam Week Friday (18 Jun 2021)

Results will be provided after completion of each quiz


Weighting
30%

Assessment Criteria

No Assessment Criteria


Submission

No submission method provided.


Submission Instructions
Completed through Moodle

Learning Outcomes Assessed
  • Engage in effective helping relationships with a diverse range of clients and consumers applying appropriate techniques and skills for practice
  • Critically evaluate and reflect on the skills and techniques demonstrated in the practical application of the chosen therapeutic approach and developing social work practice
  • Critically evaluate therapeutic approaches and skills for different cultural contexts including working in Indigenous contexts.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Ethical practice

3 Practical Assessment

Assessment Title
Audio Visual Demonstration - Telehealth

Task Description


During the past three years of study, you have been exposed to simulated learning in the form of role plays at residential schools under the supervision of experienced practitioners and/or academics. These workshops highlighted the value of role plays for developing practice skills. They also highlighted some of the risks associated with role plays including the possible triggering of past experiences and/or the boundaries between role play and personal presentation being crossed. As the development of an audio visual demonstration will occur in an unsupervised environment students are required to undertake considered thought and preparation before arranging or engaging in the role play. Students should utilise a telehealth modality using Zoom.

Task Requirement

You are to produce a fifteen minute audio visual recording of yourself in the role of social worker in training (SWIT) and another student or adult volunteer in the role of client. This AV demonstration will highlight the application of the deep listening and advanced clinical skills required to navigate and negotiate a client problem or concern to a role play case scenario in a therapeutic context. It is strongly recommended that your case scenario involves a voluntary client situation. You are to develop your own role play scenario. You may choose to submit an individual or family casework or case management scenario. You are required to demonstrate application of your social work practice framework in an assessment interview incorporating the relevant theories, skills and values that exemplify professional practice.

You will be informed by:
- Assessment frameworks relevant to the context and presenting issues or needs; and
- Advanced clinical skills congruent with an ethical helping relationship; and
- Theories of change relevant to the client's needs and eclecticism ; and
- Ecological systems perspective; or
- Strengths perspective; or
- Brief solutions focused approach; or
- Narrative perspective; or
- Approaches learned through your first social work placement and / or practice experience

Requirements for the role play that must be adhered to:

- Students are not to undertake a role play that considers the following practice issues: abuse (physical, sexual, emotional, and/or verbal); trauma and/or suicide.
- Students are required to carefully read documents; Student Information - Role Play Preparation and Management, and Role Play Information and Consent Form. These documents outline ethical considerations and strategies for minimising risks associated with role plays. All documentation is located on the course Moodle site.
- Students are required to provide a copy of the Role Play Information and Consent Form to all role play participants at least two days prior to the role play and ensure participant's understanding of the content. Additionally students need to inform participants of their right to contact the unit coordinator if they have any concerns arising from the role play.
- Students are required to provide a copy of the role play case scenario (developed by student) to all participants at least two days prior to the role play. Social issues presented in the scenario should not be closely related to past, present or future events for the role play participant.
- Students must retain a copy of the signed Role Play Information and Consent Form.
- Students are not to refer to written scripts in the recording of the role play.
- The audio visual recording will be used only for SOWK14005 assessment purposes. Permission will be obtained from both the student and all role play participants if other purposes are being requested.

Duration

The audio visual recording must be 15 minutes in duration (recording range 14 minutes to 16 minutes). 
You should focus your role play on the assessment aspect of an intervention in particular navigating and negotiating a client concern or problem. You should select a continuous and unbroken section of your role play for submission. You are encouraged to review the assessment criteria for full details of techniques and skills required for demonstration.

Format

- The audio visual recording is to be uploaded to a cloud drive storage such as OneDrive or Google Drive and the submission link shared with the Course Coordinator. Students can contact TASAC for support in accessing and using the available student OneDrive account.
- 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.
- The file should be saved in the following format : Student number, Surname, First Name, SOWK14005 A3
- A hyperlink to the file should be copied to the Assessment Cover Sheet. It should be viewable to anyone with the link.
- Only in exceptional circumstances will a USB be accepted. Approval must be sought and granted from the Unit Coordinator prior to submission.

Accompanying documentation

- A Role Play Information and Consent Form must be signed by all participants and retained by the student and uploaded to Moodle. Should any issues emerge in relation to the role play experience then the student must be able to produce this consent form as evidence of their preparation and management of their role play.
- An Assessment Cover Sheet and Check List must be completed and also uploaded to Moodle. Ensure the role play submission link (file sharing www link) is documented along with your name and student number.

Submission (Online)

Upload the Assessment Cover Sheet, Checklist, Consent Form to the relevant moodle submission area. Please ensure the web link to your audio visual file is included on the cover sheet.
Please note: An additional copy of the audio visual recording must be retained by the student (on rare occasions recordings have been corrupted or not able to be viewed). 


Assessment Due Date

Week 12 Monday (31 May 2021) 5:00 pm AEST

Upload the Assessment Cover Sheet, Checklist, Consent Form to the relevant moodle submission area. Please ensure the web link to your audio visual file is included on the cover sheet. Please note: An additional copy of the audio visual recording must be retained by the student (on rare occasions recordings have been corrupted or not able to be viewed).


Return Date to Students

Exam Week Monday (14 Jun 2021)


Weighting
40%

Assessment Criteria

Assessment Criteria HD D C P F
Demonstrates the application of advanced active listening skills to initiate / build upon and develop an empathic relationship. (20 marks) HD (16.9-20) Highly developed demonstration of advanced and deep listening skills incorporating multiple techniques and approaches connected to a purposeful practice approach. D (14.9-16.9) Very good demonstration of empathy with well-developed attending, paraphrasing, summarising, feeling reflection and reflexivity) consistent with the approach applied. C (12.9-14.9) Good demonstration of empathy, additive empathy and appropriate techniques (encouraging, paraphrasing, summarising and reflecting) congruent with the approach applied. P (9.9-12.9) Basic empathy is demonstrated with an accurate response to the client using open questions consistent with the approach selected. F <9.9 Inadequate demonstration of active listening skills or the approach utilised was ineffective or incongruent with the needs and presentation of the client. Empathy was not well understood by the student (subtractive empathy) or overuse of closed or directive questioning.
Story and Strengths: Using the selected approach, the student demonstrates a framework to draw out client stories, concerns, problems or issues. (10 marks) HD (8.5 – 10) Student has demonstrated a range of interview techniques (reflecting meaning, content and clarifying feedback) to elicit thoughts, feelings, and behaviours in detail inclusive of strengths and resources. D (7.5 – 8.4) Student has demonstrated several techniques and ALS to elicit thoughts, feelings and behaviours inclusive of strengths and resources. C (6.5 – 7.4) Student has demonstrated good application and identification of at least three ALS to elicit a client’s story / needs or concerns. P (5 – 6.4) Student has adequately applied attending, empathy and summarising client comments to integrate emotions and behaviours to the client freely and openly discussing the issue of concern. F < 4.9 Student has failed to provide an empathic or supportive approach to hearing the clients story or has failed to attend, paraphrase, reflect or hear the story accurately.
Goals: Using the selected approach, the student demonstrates a framework and process that intentionally focusses on the client theme / concern / issue towards client direction for change or goals. (10 marks) HD (8.5 – 10) The student demonstrates an advanced skill level where the client is supported to discuss directions, goals, behaviours or alternatives to the current issue. The skills and techniques utilised are informed by the practice theories and approaches selected. D (7.5 – 8.4) The student demonstrates high level competency applying identifiable techniques to support the client identify directions, goals or behaviours for change. concern or problem. C (6.5 – 7.4) The student demonstrates several appropriate attempts at relevant techniques to support the client identify directions, goals or behaviours of change. P (5 – 6.4) The student demonstrates techniques and skills to negotiate goals with the client with sufficient focus given to therapeutic goals. F < 4.9 The student overly dominates the identification of goals or the focus is incongruent with the client’s social context or needs or confrontation was used inappropriately.


Submission

No submission method provided.


Learning Outcomes Assessed
  • Engage in effective helping relationships with a diverse range of clients and consumers applying appropriate techniques and skills for practice
  • Communicate the strengths and limitations of IT-assisted communication as a mode of service delivery


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

4 Written Assessment

Assessment Title
Audio Visual Role Play - Integration Reflection Form

Task Description

After completing your audio visual recording of a client session, it is important to not only obtain feedback from your lecturer but also to reflect upon and identify your personal style and current skill levels. Attention should be given to identified practice theories / orientation and how you conceptualized and responded to the thoughts, feelings and behaviours of the client during the role play. You will complete the feedback form located on Moodle titled 'Integration Reflection' addressing each of the questions / topics. Students will identify the theoretical system (integrative / eclectic, single theory etc) selected for practice and address how well, where or if the session addressed the following:

  • Empathic relationship
  • Story and strengths
  • Goals
  • Skills employed - strengths and limitations
  • Cross cultural skills and knowledge
  • Future learning and skills development
Submission (Online)
Upload the completed Integration Reflection Form to the relevant moodle submission area. Please ensure the web link to your audio visual file is included in the nominated section on the form. Submissions may include dot points and references to key sequences in the AV submission as evidence of statements made however full scholarly writing is required. Submissions should include a reference list where appropriate.

Word limit

2000 words (excluding references and appendices). The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page and reference list. It includes in-text references and direct quotations.



Assessment Due Date

Week 12 Friday (4 Jun 2021) 5:00 pm AEST

Upload submission via Moodle


Return Date to Students

Exam Week Monday (14 Jun 2021)


Weighting
30%

Assessment Criteria

Demonstrates professional social work practice informed by relevant social work theories, values and skills that provide effective assessment and negotiation of a client’s concern or problem. (10 marks)

HD (8.5 – 10)

The submission demonstrates an advanced skill level with a theory informed social work framework that provides effective assessment and negotiation of a client’s concern or problem.

D (7.5 – 8.4)

The submission demonstrates a high skill level with a theory informed social work framework that provides effective assessment and negotiation of a client’s concern or problem.

C (6.5 – 7.4)

The submission demonstrates good integration of theory to practice in both application of skills and in written submission that assists with effective assessment and negotiation of a client’s concern or problem.

P (5.0 -6.4)

The submission demonstrates appropriate level of integration of theory to practice in the audio visual and written submission with effective assessment and negotiation of a client’s concern or problem.

F < 4.9

The submission demonstrates inappropriate integration of theory to practice in either the audio visual or written piece or there is an ineffective assessment made that impacts on successful negotiation of the client’s concern or there is no reflection or analysis identified.

Demonstrates the ability to critically reflect and evaluate the application of the therapeutic approach, practice skills, and use of self within the therapeutic approach, adjusting to maintain appropriate engagement. (10 marks) HD (8.5 – 10)HD (8,5 – 10) Excellent ability to critically reflect and evaluate the application of the chosen approach, practice skills, and the use of self within the therapeutic approach. D (7.5 – 8.4) Very good ability to critically reflect and evaluate the application of the chosen approach, practice skills, and the use of self within the therapeutic approach. C (6.5 – 7.4) Good ability to critically reflect and evaluate the application of the chosen approach, practice skills, and the use of self within the therapeutic approach. P (5.0 – 6.4) Adequate ability to critically reflect and evaluate the application of the chosen approach, practice skills, and the use of self within the therapeutic approach. F < 4.9 Limited or no ability to critically reflect and evaluate the application of the chosen approach, practice skills, and the use of self within the therapeutic approach.
Demonstrates ability to produce a well written and structured analysis within the word limit showing appropriate grammar, spelling and referencing. (10 marks) HD (8.5 – 10) Excellent analysis with high a very high level of written expression and referencing D (7.5 – 8.4) Very good analysis with high level of written expression and referencing C (6.5 – 7.4) Written expression and referencing are applied accurately with only minor errors or clarity issues P (5.0 – 6.4) Written expression is basic and conveys meaning accurately. F < 4.9 There are significant errors or inconsistencies with written expression. The readability of the analysis is impacted or ideas are presented inaccurately or without appropriate referencing.


Submission

No submission method provided.


Learning Outcomes Assessed
  • Critically evaluate and reflect on the skills and techniques demonstrated in the practical application of the chosen therapeutic approach and developing social work practice
  • Communicate the strengths and limitations of IT-assisted communication as a mode of service delivery
  • Critically evaluate therapeutic approaches and skills for different cultural contexts including working in Indigenous contexts.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • 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?