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
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 - 2022
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 feedback via email
Students enjoyed the opportunity to engage in the residential school via Zoom or face to face in response to COVID-19 issues.
The attendance adjustments were AASW (Australian Association of Social Workers) approved and only for the duration of the COVID-19 health and travel restrictions.
- 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
- 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.
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 | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - On-campus Activity - 0% | ||||||||||
| 2 - Online Quiz(zes) - 30% | ||||||||||
| 3 - Practical Assessment - 40% | ||||||||||
| 4 - Written Assessment - 30% | ||||||||||
Textbooks
Working with People
Edition: 2nd (2015)
Authors: Louise Harms
Oxford University Press ANZ
AU
ISBN: 9780195522280
Binding: Paperback
Additional Textbook Information
Both the paper and eBook text can be purchased at the CQUni Bookshop. Click on the Check for eBook link to be directed to Vitalsource. Search on the unit code here:http://bookshop.cqu.edu.au
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Camera and microphone for attending Zoom tutorials and completing presentation assessment task
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
s.ledger@cqu.edu.au
j.pascal@cqu.edu.au
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 and any advice from UC is read regularly
Undertake survey attitudes and values to counselling
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
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
Residential School Participation Due: Week 3 Friday (25 Mar 2022) 11:45 pm AEST
Module/Topic
A multidimensional approach
Chapter
Chapter 3 of text
Readings on Moodle
Events and Submissions/Topic
Module/Topic
Active listening Skills and questioning skills
Chapter
Chapter 7 of text
Readings on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
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
Module/Topic
Assessment frameworks
Chapter
Chapter 9 of text
Readings on Moodle
Events and Submissions/Topic
Module/Topic
Psychodynamic and cognitive behavioural approaches
Chapter
Chapter 11 of text
Events and Submissions/Topic
Module/Topic
Narrative and Solution-Focused Approaches
Chapter
Events and Submissions/Topic
Quiz 3 completed
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
Module/Topic
Mindfulness approaches and skills
Chapter
Chapter 14 of text
Readings on Moodle
Events and Submissions/Topic
Audio Visual Role Play - Integration Reflection Form Due: Week 11 Friday (27 May 2022) 6:00 pm AEST
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
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 On-campus Activity
Students will participate in a compulsory residential school 25-27 March. Details provided in the student handbook and in Moodle.
Week 3 Friday (25 Mar 2022) 11:45 pm AEST
Meet attendance requirements
Unit Coordinator to complete attendance in Moodle
- Attend residential school
- 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
- Communication
- Problem Solving
- Team Work
2 Online Quiz(zes)
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 21 March @ 10am
Quiz 2 - Week 6 Open 18 April @ 10am
Quiz 3 - Week 9 Open 9 May @10am
Students may have 2 attempts at each quiz with the highest result from each attempt graded.
3
Other
All quizzes completed
Results will be provided after completion of each quiz
No Assessment Criteria
- 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.
- Communication
- Critical Thinking
- Ethical practice
3 Practical Assessment
Week 11 Friday (27 May 2022) 6:00 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).
Exam Week Friday (17 June 2022)
| 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. |
- 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
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Written Assessment
It is important to reflect upon and identify your personal style and current skill levels as a fourth year student. 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 audio visual role play - integration reflection form feedback form located on Moodle addressing each of the questions / topics. You should address all seven prompts detailed in the form. You 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
Word limit
1500 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.
Week 11 Friday (27 May 2022) 6:00 pm AEST
Upload submission via Moodle
Review/Exam Week Friday (10 June 2022)
| 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. |
No submission method provided.
- 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.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
