Level: 100 level core
Credit points: 6
Pre-requisites: Nil

Unit Description:
This unit introduces students to the human and community services sector, a complex and challenging field that offers a deeply rewarding career. It provides a critical analysis of the foundational values and ethics underpinning community services practice. Students will examine key concepts such as human rights, social justice, inclusion and exclusion, and sustainability. The unit also reviews and reflects on Community Work Australia’s (CWA) Code of Ethics and associated professional practice standards.

Students will explore the main domains of community services work, including direct practice with individuals, families, groups, and communities, as well as indirect practice involving social policy, research and evaluation, management and leadership, and education and training. A range of fields of practice is introduced, including child wellbeing and protection, youth work and youth justice, disability support, aged care, domestic and family violence, substance misuse, and income security and housing.

Central to the unit is an understanding of the lived experiences of service users, recognised as essential knowledge for effective practice. The unit also considers the future of the sector, with particular attention to the emergence of artificial intelligence and its impact on service delivery and professional role.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Explain the key values and concepts of community services work
2. Articulate and apply CWA’s Code of Ethics to community services context and integrate their personal values and beliefs
3. Synthesise knowledge, concepts, principles, and practices of community services work in the Australian context
4. Justify the importance of the development and future of human and community services and community services work

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit points: 6
Pre-requisites: Nil

Unit Description
This is the first of three inquiry-driven, multidisciplinary units in our undergraduate courses, which build upon one another to introduce key academic skills and an understanding of critical concepts relevant to the professions and careers into which our graduates progress. It will introduce you to higher education study, including key knowledge about the nature of higher education and how to navigate it successfully. It will help you develop critical thinking and communication skills, including reading and evaluating sources of information, summarising them effectively, and communicating your understanding to others. We will examine interactions between our own and others’ personal cultural identities, how they shape our experience of relationships personally and professionally, and their implications for future study and career. Finally, it will ensure that you understand the concept of cultural safety both as it applies to higher education and the workplace. The unit lays the groundwork for all of your future studies and will help you understand both yourself and others better.
Learning outcomes:

On successful completion of this unit, students will be able to:

1. Identify, summarise and communicate concepts from credible sources of information
2. Explain the role of culture, cultural identity and cultural influence in higher education and professional practice
3. Evaluate and apply theories and evidence related to culturally safe practices in professional practice

Unit workload:
The workload for this unit is 10 hours per week.

Textbook:
The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: https://www.acap.edu.au/student-resources/student-central-your-studies/textbooks-and-course-materials/

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit points: 6
Pre-requisites: Nil

Unit Description:
This unit develops students’ capacity to communicate clearly and respectfully using inclusive and culturally safe approaches within professional community services contexts. Community services workers are required to engage with diverse clients, colleagues and organisations using communication practices that are ethical, client centred and responsive to cultural and contextual difference. Through explicit instruction and guided practice, students learn to select appropriate language, tone, and communication strategies for a range of routine community services interactions.

The unit also builds students’ ability to locate, interpret and summarise information and basic research to support routine practice and reporting. Students engage with authentic community services texts to develop foundational academic literacy skills, including reading comprehension, summarising, paraphrasing, referencing, and structured professional writing. These skills support students to produce written communication that is accurate, purposeful, and aligned with academic and professional conventions in community services settings.

A strong emphasis is placed on reflective practice and ongoing learning of academic and professional communication skills. Students critically reflect on their own language strengths and areas for improvement, analyse their communication choices in written and oral tasks, and develop strategies to enhance their academic performance and professional readiness. Through scaffolded learning activities and developmental assessment in the unit, students become familiar with Australian higher education expectations, academic integrity requirements and the communication responsibilities associated with community services roles.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Interpret and analyse key community services texts using effective reading and comprehension strategies
2. Apply foundational academic literacy skills, including summarising, paraphrasing, referencing, and reflective writing
3. Produce structured, accurate and context appropriate written texts that align with academic and professional community services conventions
4. Apply effective oral communication skills to client centred and culturally responsive community services interactions
5. Reflect critically on personal language skills and capabilities and identify strategies for ongoing improvement in academic and professional communication.

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit points: 6
Pre-requisites: HUS1150 Professional Communication in Community Services

Unit Description:
This unit introduces foundational psychological knowledge and skills that support effective community services practice. Students examine key psychological theories and concepts and explore how psychological perspectives contribute to understanding individuals, communities, and the factors that influence human behaviour in diverse social and cultural contexts.

Through engagement with humanistic, biological, cognitive, behavioural, and socio-cultural approaches, students develop an understanding of personality, motivation, emotion, learning, cognition, self and identity, attitudes, and abnormal psychology. The unit emphasises the relevance of these concepts to community services practice, including work with diverse and vulnerable individuals and communities. Students also examine cross-cultural perspectives and Indigenous ways of knowing, being, and doing to develop culturally responsive understandings of behaviour and wellbeing.

Students build capability in applying foundational psychological concepts to analyse community services scenarios, consider evidence-informed approaches to support, communicate using inclusive and culturally safe practices, and recognise ethical considerations relevant to routine practice. Through reflection, analysis, and applied learning activities, students develop an emerging professional identity and an understanding of how psychological knowledge can inform respectful, equitable, and effective community services work.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Articulate key psychology theories and analyse their relevance and application to contemporary community services practice, including work with diverse and vulnerable individuals and communities
2. Explain the relevance of core psychological concepts of personality, motivation, emotion, learning, and cognition to understanding and supporting people in community services settings
3. Describe evidence-based psychological interventions and explain their suitability, limitations, and ethical considerations for use in community services practice.

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit Points: 6
Pre-requisites: HUS1150 Professional Communication in Community Services

Unit Description:
The unit provides an introduction to the social and human sciences, their historical foundations and their role in understanding and working in contemporary society. Concepts studied in this unit to understand social inequality are structural theories about gender, class, diversity, politico-economic systems, social institutions, culture, colonisation, globalisation, neoliberalism and (post)modernity. Students will also explore postmodern concepts of human agency, lived experience, identity, knowledge, self and subjectivity. This analysis aims to provide students with an appreciation of the role of the social sciences in understanding contemporary society, but even more importantly it establishes a foundational framework through which the analysis of contemporary social issues takes place.

Learning Outcomes:
On successful completion of this unit, students will be able to:

1. Define and apply key sociological concepts to contemporary social issues
2. Analyse the influence of socialisation on social roles, beliefs and values
3. Discuss and apply sociological concepts, including: gender; class; status; power; structure and agency; and analyse how these contribute to social inequality
4. Explore diversity within social environments and analyse historical patterns of social inequalities
5. Describe and discuss the roles of the social sciences in contemporary society

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level elective
Credit points: 6
Pre-requisites: HUS1150 Professional Communication in Community Services

Unit Description:
In this unit, students develop an understanding of the historical development of the counselling profession and an applied understanding of counselling skills. Student learning is facilitated using relevant readings, extensive section notes in the unit curriculum, learning activities, skills practice and self-reflection. Students’ self-awareness of the influence of their values, attitudes and biases is fundamental in the development of effective counselling skills.

The process of assessment and establishing the counselling relationship is introduced in this unit. The counselling relationship is an important means of facilitating change and growth. Understanding of the stages of counselling provides a framework for practicing new skills. Students will learn how they can assist clients to achieve positive outcomes and increase their self-understanding.

Foundational counselling skills are introduced in this unit. There will be opportunity for learning through watching counselling demonstrations on YouTube and video resources available on the library website. Learning activities provide opportunity for practice with peers in triad groups. This is a very important part of developing counselling skills.

Learning Outcomes:
On completion of this unit students should be able to:

1. Describe ethical principles and processes for multicultural counselling and interviewing
2. Discuss counsellor receptiveness to the client’s unique worldview
3. Demonstrate foundational counselling and interviewing microskills to conduct a full session using only listening skills
4. Demonstrate self-awareness, openness to learn, and the receptivity to receive and implement feedback for microskill development

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit points: 6
Pre-requisites: HUS1100 Introduction to Community Services
HUS1150 Professional Communication in Community Services
HUS1250 Psychological Foundations for Community Services Practice
Co-requisite: HUS1350 Case Management in Community Services

Unit Description:
This unit examines ethics in community services with an explicit focus on moral philosophy and how that shapes Codes. Importantly students explore the contradictions of codes: are they about ensuring that workers who provide services that are harmful to service users are called to account or is it about elevating status of community services work?

Students will examine the relationship between community service work and its legal framework as well as the legal responsibilities of community services work such as duty of care. Students are introduced to the Australian legal system and areas of law in regard to child wellbeing and protection, juvenile justice, domestic and family violence, elder abuse, abuse, violence, and exploitation of people with a disability, mental health, and refugees and asylum seekers. Further the unit examines the engagement of Aboriginal and Torres Strait Islanders interactions with the Australian legal system addressing developments of Koori courts, diversion schemes for Aboriginal youth, and issues of land rights, treaty, and sovereignty. Finally, the legal framework and community services intersections are reviewed with to identify issues and challenges.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of all the CLOs for this AQF Level, to the standard expected.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Articulate an underpinning ethical framework for community services work
2. Identify the conceptual relationship between Australia’s legal system and to community services
3. Describe the relationship between Aboriginal and Torres Strait Islander peoples and Australia’s legal system
4. Explain legal and professional accountability in the community services

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 100 level core
Credit points: 6
Pre-requisites: HUS1150 Professional Communication in Community Services

Unit Description:
In this unit students will explore the history and development of case management within the community services, as well as the processes of case management and in particular case management in Alcohol and Other Drags (AOD), youth work and justice services. Case management is an individualised service delivery system that is person centred. Students will explore the various models of case management, analyse them, and reflect on ‘best fit’ for service user and agency requirements. Students will critically examine the steps in the case management process and will focus on a series of planned steps from intake and engagement, assessment, planning, implementation to monitoring and review. Further students will develop skills in assessment, care plan designs, service coordination, monitoring, and evaluation and finally transitioning of service users to independent and interdependent living. Central to case management is ensuring that the service user is the focus of the case management process and that services ‘wrap’ around and support the person to achieve their goals.

This Secure Unit is where students prove what they can do.  They will complete high-stakes tasks that demonstrate achievement of all the CLOs for this AQF Level, to the standard expected.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Analyse and articulate the theories and models of case management in Australia
2. Critically reflect on the policy framework for implementation of case management as service
3. Conceptually map the case management process
4. Apply the knowledge and skills in case management in a variety of community services settings

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: 7 level 100 units (42 credit points)

Unit Description:
This unit critically reflects on working with families, children, and young people in a range of practice settings. Students will begin to develop and apply core skills in engagement, assessment, and collaborative planning, with a focus on culturally responsive and strengths-based approaches. The unit explores the complexity of child wellbeing and protection and the role of Community Service Workers in statutory and non-statutory settings. Diverse families and interaction with the child protection system is explored including Aboriginal and Torres Strait Islander peoples and communities, and Culturally and Linguistically Diverse (CALD) families.

Specific skills in working with families and children will be developed. Through case-based learning, role plays, and reflective activities, students will explore how identity, culture, and systemic factors shape client experiences and influence practice decisions. The unit supports students in developing confidence and competence in working alongside families to promote wellbeing and positive outcomes.

This Developmental unit helps students build their understanding of the Context, work toward the required Standard, and practise across a broad Range through guided activities and feedback.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Apply strength based and anti-oppressive approaches to practice with individuals and families
2. Critically review the challenges for diverse families, children and young people
3. Examine and apply culturally respectful and responsive ways of working with Aboriginal and Torres Strait Islander peoples as well as adhering to child placement principles
4. Critically reflect and apply knowledge and skills in the child wellbeing and protection systems

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: 7 level 100 units (42 credit points)

Unit Description:
Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the four disciplines in the college to develop three integrative units that are core to first-year undergraduate courses and a postgraduate course. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession.

This unit introduces the student to academic skills and reflective writing practices. The unit develops the student’s understanding of ethical practice across multiple disciplines. The human rights framework in Australia and its relation to ethics and ethical behaviour in professional practice is also explored.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Demonstrate effective information literacy skills when identifying and assessing the credibility of sources
2. Demonstrate reflective thinking skills in constructing arguments about ethics in contemporary society and their value in their chosen profession
3. Describe, explain and reflect on the key parts of relevant professional codes of conduct and ethics and their role in professional life
4. Identify ethical dilemmas and apply ethical frameworks to guide practical decision making

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: 7 level 100 units (42 credit points)
HUS1300 Ethics, Values and Legal Framework for Community Services

Unit Description:
This unit Introduces students to group work and community practice, two core areas of community services work. Group knowledge and skills are core components of community services work, from working social-educationally with service users through to assisting developments of self-help groups to being a team member. Students focus on developing knowledge and skills in assessing needs, processes of group formation, development, and closure. Post COVID has seen the increasing use of on-line technologies in group and team work (e.g. Zoom. Microsoft Teams, etc) and students need to develop skills in these new and emerging technologies for effective community services delivery.

Within in community practice, students explore community development, community organising and social action and the main form of service delivery is through use of group activity and skills. The unit examines the knowledge and skills of community practice focusing on key theories and concepts. Group work and community practice are explored through experiential learning environments.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of all the CLOs for this AQF Level, to the standard expected.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Integrate group work theories and perspectives in community services work
2. Articulate and apply skills to group work design including the use of on-line technologies for group and community interventions
3. Critically review theories and models of community development, community organising and social action
4. Apply theories and models and skills to analyse social issues and inform relevant community development practice.

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: 7 level 100 units (42 credit points)

Unit Description:
This unit draws on a knowledge base of development across the lifespan in order to critically investigate and evaluate factors contributing to typical and atypical human behaviour. Students use a combination of lifespan theories and case studies to develop critical knowledge and understanding of issues specific to typical and atypical human development, applying this knowledge to the counselling field.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Describe developmental characteristics in children, adolescents, adults and the elderly, along with how these impact on various stages of development
2. Define and recognise a range of typical and atypical behaviours and apply this knowledge to the counselling field
3. Evaluate factors contributing to typical and atypical development across the lifespan
4. Use developmental lifespan theories as a lens for understanding human development

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: 7 level 100 units (42 credit points)
HUS1300 Ethics, Values and Legal Framework for Community Services

Unit Description:
This unit introduces students to the historical and contemporary policies and practices that impact the lives of First Nations peoples. It promotes the development of practice skills for engagement and introduces key practice, ethical, and human rights frameworks. For community services workers developing knowledge and practice skills to engage ethically with First Nations peoples is a central requirement under the CWA accreditation guidelines. This unit draws on content developed by First Nations academics and other relevant material and aims to begin to prepare students for practice with First Nations peoples. Contemporary issues such as constitutional reform, treaty and truth telling will also be examined for their significance to all Australians and especially for Community Services Workers engaging with First Nations peoples.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of the relevant the CLOs for this AQF Level, to the standard expected.

This unit is a pre-requisite unit for HUS2300 Community Services Fieldwork 1. Students will only demonstrate readiness for the placement upon successful completion of all tasks in this unit.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Critically reflect on knowledge of First Nations histories, culture, values, worldviews, belief systems and ways of knowing, being and doing
2. Critically analyse the historical and ongoing impacts of colonisation on First Nations peoples and communities
3. Apply principles of culturally responsive and safe practice when engaging with First Nations individuals, families, and communities
4. Critically reflect on the influence of individual and professional values, social location, and organisational context on practice with First Nations peoples

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core
Credit points: 6
Pre-requisites: All level 100 units
HUS2200 Group and Community Practice
HUS2240 Working Collaboratively with First Nations Peoples and Communities

Unit Description:
This is the first Fieldwork placement unit in the Bachelor of Community Services. Fieldwork provides experience in practical community service work in an agency setting.

This 200-hour work placement partly fulfils the 400-hour mandatory requirement for accreditation of a Bachelor of Community Services course by the professional body, Community Work Australia (CWA). In this context, students apply knowledge of ethical, legal, and professional practice standards, and the professional skills for communicating with and working alongside people from diverse cultural and professional backgrounds.

This Fieldwork placements is not an observation placement but full engagement in specific community work tasks and activities and are supervised by a qualified supervisor. This Fieldwork placement requires students to demonstrate their developing ability to operate as a ‘work-ready’ community work practitioner.

Students’ professional learning is supported through supervision, structured self‑review, and critical reflection, enabling students to demonstrate accountability, autonomy, and reflective practice. Through formal presentation, self‑evaluation, and a professional readiness discussion (Viva Voce), students evidence their capability to manage practice responsibly, evaluate their professional strengths and challenges, to progress confidently toward the final Fieldwork Placement in HUS3300.

The Community Services Fieldwork Manual outlines all students need to know to meet expectations and make the most of the experiences in HUS2300 Community Services Fieldwork 1 and HUS3300 Community Services Fieldwork 2.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of all the CLOs for this AQF Level, to the standard expected.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Explain and apply social, political, human development, Indigenous and global perspectives in varied contexts
2. Plan and implement evidence‑informed interventions and evaluate outcomes in defined contexts
3. Communicate effectively and build inclusive, culturally safe partnerships
4. Apply ethical, legal and policy requirements to make sound judgements in varied contexts
5. Analyse social issues and synthesise information to inform practice and evaluation
6. Engage in reflective practice and wellbeing and adapt to emerging trends and innovations
7. Coordinate practice activities with initiative and accountability within ethical boundaries

Unit workload:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Credit points: 6
Prerequisites: 6 level 200 units (84 credit points)
HUS2300 Community Services Fieldwork 1

Unit Description:
In this unit, students explore the foundations of Community Services Management, including program development, organisational governance, and the effective use of digital technologies in service delivery. The unit examines organisational theory, management practices, and leadership approaches relevant to contemporary community service organisations. Students will develop knowledge and skills in areas such as financial management, risk mitigation, and fiduciary responsibilities, alongside key human resource functions including recruitment, performance appraisal, and workplace health and safety.

A strong focus is placed on ethical leadership, encouraging students to engage with the CWA Code of Ethics and apply structured decision-making frameworks to address ethical dilemmas in professional practice. The unit also considers the evolving landscape of community services, including the increased reliance on digital technologies such as Zoom, Microsoft Teams, social media platforms, and emerging GenAI tools, accelerated by the COVID19 pandemic.

Throughout the unit, students will learn to critically examine and apply digital information tools in ways that support ethical, inclusive, and effective community service work.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of the relevant the CLOs for this AQF Level, to the standard expected.

This unit is a pre-requisite unit for HUS3300 Community Services Fieldwork 2. Students will only demonstrate readiness for the final placement upon successful completion of all tasks in this unit.

Learning Outcomes:
On successful completion of this unit, students will be able to:

1. Critically review the structure and governance models of community service organisations, evaluating the legal and political mandate for their service delivery
2. Assess and articulate skills in organisational management, development and change within government and not-for-profit context
3. Critically evaluate leadership theories for ethical community services work
4. Critically examine and apply digital information tools such as GenAI, social media, and interactive ICT such as zoom and teams for effective and ethical community services work

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: Bachelor
Credit Points: 6
Prerequisites: 6 level 200 units (84 Credit Points)

Unit Description:
Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the 4 Disciplines in the College to develop three integrative units that are core to first-year Undergraduate courses. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession/vocation.

This unit will introduce students the issues of sustainability on a personal, professional and community level. We will examine individual and group practices that can meet the needs of current generations without compromising our or future generations ability to meet their own needs through a trans-disciplinary perspective. This will encompass evidence-based approaches to promoting sustainability in the context of study, professional work and within our communities. The unit provides students with an opportunity to explore, analyse and reflect on the contribution of human behaviour to the sustainability of individuals and communities, and apply this to their personal, educational and future professional lives.

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Learning Outcomes:
On completion of this unit, students will be able to:

1. Define sustainability in personal, professional and community contexts
2. Apply the principles of sustainability to personal, professional and community contexts
3. Demonstrate how evidenced-based approaches can be used to take action to support sustainability

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Credit Points: 6
Pre-requisites: 6 level 200 units (84 credit points)

Unit Description:
This unit introduces students to some of the most challenging issues students are likely to encounter when working with older people, including a focus on aged care.

Issues such as discrimination, abuse and autonomy are explored and discussed. Implications for social work practice are identified.

Learning Outcomes:
On successful completion of this unit, students will be able to:

1. Describe the policy trajectory of aged care in Australia.
2. Demonstrate an understanding of some of the tensions between fiscal conservative, market liberalist, consumer choice, critical gerontological, humanist, and human rights orientations as they play out in Australian aged care.
3. Articulate key positions in the policy debates around rationing in aged care.
4. Demonstrate a good understanding of the socio-political context and the demographics of ageing.
5. Describe and critically reflect on key issues (e.g. poverty, discrimination, abuse, isolation and illness, euthanasia, transition from their home, palliative care, dying with dignity, advance care planning, euthanasia) faced by older people.
6. Awareness of key challenges that face social workers in an aged care context

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Credit Points: 6
Prerequisites: 6 level 200 units (84 credit points)
HUS2300 Community Services Fieldwork 1

Unit Description:
This unit develops students’ capacity to critically appraise, synthesise, and apply research evidence to inform professional practice and policy evaluation in community services. Students will build advanced research literacy skills, learning to evaluate research quality, synthesise findings across multiple sources, and apply evidence to real-world practice decisions and policy contexts. The unit emphasises the ethical use of research evidence, particularly in relation to First Nations communities and other populations experiencing disadvantage and develops students’ capability to critically evaluate policies and programs using research evidence.

Throughout the unit, students will examine the ethical considerations that shape social research, with particular attention to working respectfully and responsibly with diverse communities. Students will analyse the socio‑political and cultural contexts that influence research processes and policy development, enabling them to critically engage with how research contributes to decision‑making and social change in the community services sector.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of the relevant the CLOs for this AQF Level, to the standard expected.

Learning Outcomes:
On completion of this unit, students will be able to:

1. Apply research literacy skills to locate, evaluate, and interpret research evidence relevant to community services practice
2. Critically appraise research quality, identifying methodological strengths, limitations, and potential biases in published studies
3. Synthesise research evidence from multiple sources to inform evidence-based practice decisions and policy evaluation
4. Evaluate ethical considerations in the use and application of research evidence, with particular attention to research involving First Nations communities and other populations experiencing disadvantage
5. Critically evaluate policies and programs using research evidence, analysing their effectiveness and impact in community services contexts

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Credit Points: 6 credit points
Pre-requisites: 6 level 200 units (84 credit points)

Unit Description:
This unit uses lived experience content as a teaching tool to illustrate the social barriers, exclusion, and inequity that people with disability encounter within society. Students are introduced to the disability sector and the role social workers play in supporting and collaborating with people with disability. The implications of ableism and disablism are explored so students can see how the social work profession can counter both to ensure people with disability do attain dignity.

Students are introduced to the power of language in the context of disability, as well as to the notion of self-determination, particularly in relation to the discourse surrounding choice, control and autonomy that should underpin assessment processes and service delivery.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Understand disability as a social construct with multiple and shifting meanings depending on time and space.
2. Recognise the power of language and the differing contexts of language used in relation to people with disability.
3. Critically reflect on the rights of people living with disability and how social work can affect the ability of people with disability to exercise – choice, control, and autonomy.
4. Critique key features of Australia’s disability support system using social work theories and lived experience.
5. Demonstrate an awareness of key challenges that social workers face in navigating the disability sector.

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Credit Points: 6
Pre-requisites: 6 level 200 units (84 credit points)

Unit Description:
This unit introduces students to Australian constitutional and political structures, as they relate to the production of social policy. Students investigate and critically analyse the concepts, political ideology, social capital, and civic participation in the Australian context. Emphasis is placed on understanding the process and impacts of social policy development. Students will develop an understanding of the influence of public policy on social work practice in Australia. Assessments and learning activities are designed to engage students in contemporary public policy debates and develop their skills in critical analysis.

Learning Outcomes:
On successful completion of this unit, students will be able to:

1. Demonstrate an understanding of Australian constitutional and political structures, as they relate to the production of social policy and social engagement.
2. Investigate and critically analyse the concepts of political ideology, social capital, and civic participation in the Australian context.
3. Conceptually map and review the Australian policy cycle and methods of policy analysis.
4. Demonstrate an understanding of the connection between public policy and social work practice in Australia.

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level core
Duration: One Trimester
Credit Points: 6 credit points

Pre-requistes: All level 200 units
HUS3200 Social Research in Community Services
HUS3230 Management, Program Development and Digital Technology in Community Services
Co-req: HUS3200 Social Research in Community Services

Unit Description:
This is the second and final Fieldwork placement unit in the Bachelor of Community Services.

In this unit, students complete their remaining 200‑hours of supervised fieldwork within a community services agency, providing an opportunity to demonstrate integrated, evidence‑based, and ethically grounded community services practice. This 200-hour placement fulfils the 400-hour mandatory requirement for accreditation of a Bachelor of Community Services course by the professional body, Community Work Australia (CWA).

Throughout the placement, students engage in meaningful community work tasks that require the application of social, political, human development, Indigenous and global perspectives to support equitable and culturally responsive practice. Students work purposefully with service users, carers, colleagues, and supervisors, building inclusive partnerships and contributing to interdisciplinary practice within organisational and regulatory frameworks.

The placement requires students to apply ethical principles, legal requirements, policy settings, and Community Work Australia Practice Guidelines in day‑to‑day service delivery and professional decision‑making. Students analyse complex social issues encountered in practice, synthesise research and practice knowledge, and implement evidence‑based interventions that support individuals, groups, and communities.

Students’ professional learning is supported through supervision, structured self‑review, and critical reflection, enabling students to demonstrate accountability, autonomy, and reflective practice. Through formal presentation, self‑evaluation, and a professional readiness discussion (Viva Voce), students evidence their capability to manage practice responsibly, evaluate their professional strengths and challenges, and transition confidently toward employment as work‑ready community services practitioners.

The Community Services Fieldwork Manual outlines all students need to know to meet expectations and make the most of the experiences in HUS2300 Community Services Fieldwork 1 and HUS3300 Community Services Fieldwork 2.

This Secure Unit is where students prove what they can do. They will complete high-stakes tasks that demonstrate achievement of all the CLOs for this AQF Level, to the standard expected. This final Fieldwork placement verifies students’ achievement of graduate‑level capability through sustained participation in real‑world professional contexts.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Integrate social, political, human development, Indigenous and global perspectives and context to guide equitable and responsive community services practice
2. Establish and evaluate evidence-based interventions to support positive and sustainable outcomes for individuals, groups, and communities
3. Communicate effectively and build inclusive, culturally responsive partnerships with clients, stakeholders, and interdisciplinary teams
4. Apply ethical principles, legal requirements, policy settings and regulatory standards in service delivery and decision-making
5. Analyse complex social issues and synthesise research to inform evidence‑based practice, program evaluation, and policy advice
6. Engage in reflective practice and wellbeing to inform innovative responses to emerging trends in community services
7. Manage professional practice with autonomy and accountability, including service coordination and collaborative practice within ethical boundaries

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level elective
Credit Points: 6
Prerequisites: nil

Unit Description:
This unit develops students’ understanding of justice systems in practice through applied engagement with the Australian criminal justice pathway, from courts through to imprisonment and community‑based corrections, including probation and parole. Students examine how justice system structures, processes, and inter‑agency interactions shape client pathways, service access, and outcomes, with particular attention to systemic bottlenecks, disparities, and reform opportunities relevant to community services practice.

The unit engages students with key theories of corrections as they relate to contemporary justice services. Students articulate and evaluate correctional theories in connection with observed and researched justice programs, considering their relevance to Australian contexts, their practical implications for service delivery, and their strengths and limitations when applied to justice‑involved clients.

Students develop reflective practice capability by critically reflecting on case management processes within justice services. This includes examining ethical, legal, procedural, cultural, and systemic influences on practitioner decision‑making, and considering how case management approaches impact client engagement, wellbeing, and outcomes across justice settings.

The unit also builds applied capability through the analysis, planning, and simulated implementation of interventions for justice services clients. Students undertake needs assessment, goal setting, and intervention design aligned with evidence‑informed frameworks, including Risk‑Need‑Responsivity and the Good Lives Model. Cultural considerations, implementation processes, and evaluation methods are embedded throughout, supporting the development of practice‑ready skills relevant to justice and community services contexts.

Learning Outcomes:
On completion of this unit, students will be able to:

1. Critically review the criminal justice systems from courts through to imprisonment and probation and parole services
2. Articulate and evaluate theories of corrections and their relevance for practice within justice services
3. Critically reflect on case management processes within justice services
4. Plan and implement programs of intervention for justice services clients

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core / elective
Credit points: 6
Pre-requisites: HUS2720 Justice Systems in Practice

Unit Description:
This unit introduces students to issues related to substance use and dependency, drug-related crime, and the effects of these on criminal justice and society.

The unit commences by providing students with an understanding of key terms and substances before embarking on an historical examination of drugs, drug use and drug control. The unit will then outline the nature and extent of drug use and dependency in Australian society, especially as it pertains to vulnerable populations including Indigenous Australians and youth, as well as the causes of use. The unit will then address the link between drug use and other criminal behaviours, including organised crime.

The unit analyses a range of policies to reduce drug use and its related issues including supply reduction, demand reduction and harm minimisation approaches. Specific initiatives examined include diversion strategies, needle exchange programs, drug courts, education programs and injecting facilities. Further examination will be made in the context of the criminal justice system, including the involvement of police, courts and corrections. The unit concludes by considering the influence of the internet on the illicit drug market and assessing future trends.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Examine key issues relating to licit and illicit substance use in Australian society
2. Demonstrate knowledge of the various factors that inform the drug debate and shape drug policy, such as historical, health, political and societal influences
3. Examine the association between substance use and anti-social behaviours, including criminal offending
4. Analyse attempts by authorities to prevent or reduce substance use and abuse and the difficulties encountered by authorities when attempting to do so

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level elective
Credit points: 6
Pre-requisites:
Justice Services Elective stream – JALE2024 Drugs and Crime
Youth Work Elective stream – HUS2960 Young People, Risk, Wellbeing and Intervention

Unit Description:
This unit aims to provide the student with an understanding of the philosophies and practices of youth justice. The unit looks holistically at youth crime from a historical perspective through to contemporary approaches to prevent youth offending. Consideration will be given to debates about young people and their status in society including the notions of competence, criminal responsibility, and maturity as central considerations in the youth justice system. The age of criminal responsibility is analysed within a historical and political context. Throughout the unit, theories, legislation, services, institutions, sentencing options, preventative approaches and processing pathways that exist for young offenders will be examined.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Demonstrate knowledge of the origins, aims and key concepts of youth justice
2. Analyse the application of criminal responsibility to young people and wider debates that surround this application
3. Apply criminological theories of offending to young people
4. Evaluate the effectiveness of responses to youth offending, including the youth justice system.

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level elective
Credit points: 6
Pre-requisites: Ethics, Values and Legal framework for Community Services Work

Unit Description:
This unit develops foundational youth work capability by examining the values, principles, theories, models, and frameworks that inform contemporary youth work practice. Students explore how youth work is enacted across diverse community and public settings and examine the roles and responsibilities of youth workers when engaging with young people in real‑world contexts.

The unit focuses on building relational practice through supported application of core youth work skills, including rapport building, active listening, strengths‑based engagement, inclusion, and culturally safe practice. Students analyse how youth work principles and models are applied by community services agencies and youth programs responding to contemporary issues affecting young people, including mental health, vaping and health risk behaviours, suicide, social media, bullying, consent in relationships, and the emerging impacts of artificial intelligence on future employment.

Ethical and value‑based practice is embedded throughout the unit. Students develop awareness of ethical decision‑making, professional boundaries, legal and policy responsibilities, and the Youth Work Code of Ethics as they apply to both simulated and supervised practice situations.

Through analysis tasks and a practical, low‑key youth engagement activity in a community setting, students progressively develop the ability to plan, facilitate, and reflect on group‑based youth activities that promote young people’s participation, voice, and development. Learning is supported through structured guidance, supervision, and reflection, positioning the unit as a developmental step toward confident, ethical, and evidence‑informed youth work practice in contemporary contexts.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Build and maintain positive, empowering relationships with young people using core youth work skills
2. Apply and reflect on youth work principles, models, and approaches in contemporary practice contexts
3. Exercise ethical decision-making and uphold the value base of youth work in real or simulated practice situations
4. Facilitate group activities, programs, or sessions that promote young people’s development, participation, and voice.

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level elective
Credit points: 6
Pre-requisites: Ethics, Values and Legal framework for Community Services Work

Unit Description:
This unit develops students’ capability to work effectively with young people experiencing vulnerability, risk, and compromised wellbeing within community services contexts. Young people engaged in this unit are understood as living within complex social, developmental, cultural, and systemic environments, often shaped by trauma, marginalisation, and uneven access to support.

Students examine how social conditions, service systems, policies, and ethical responsibilities influence young people’s experiences of risk and wellbeing. The unit emphasises person‑centred and holistic practice, supporting students to analyse specific vulnerabilities, such as mental health challenges, substance use, family violence, or homelessness, through trauma‑informed and strengths‑based lenses.

Across reflective, applied, and skills‑based tasks, students develop foundational capability in assessing needs, planning interventions, and engaging young people in ways that prioritise safety, choice, collaboration, and empowerment. Cultural safety, inclusive communication, and advocacy are embedded throughout the unit, alongside attention to professional boundaries, ethical decision making, and appropriate referral pathways.

The unit also supports students to engage in reflective practice by examining their own values, assumptions, and wellbeing when working with young people at risk. Through guided analysis, simulated practice, and structured reflection, students progressively build the knowledge, skills, and professional judgement required for ethical, trauma‑informed youth practice and preparation for further applied learning and placement experiences.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Critically analyse the social, developmental, systemic, and trauma-related factors contributing to vulnerability and risk among young people and evaluate the role of trauma-informed principles in promoting wellbeing and resilience
2. Apply person-centred and holistic approaches to assess needs, plan interventions, and engage young people through empowerment, advocacy, and supportive communication, while respecting their strengths, experiences, and cultural backgrounds
3. Demonstrate ethical and professional practice, including the use of professional boundaries, ethical decision-making, and appropriate referrals to specialist services
4. Critically reflect on personal values, biases, self-care, and professional growth when working with young people at risk.

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level elective
Credit points: 6
Pre-requisites:
Justice Services Elective stream – JALE2024 Drugs and Crime
Youth Work Elective stream – HUS2960 Young People, Risk, Wellbeing and Intervention

Unit Description:
This unit aims to provide the student with an understanding of the philosophies and practices of youth justice. The unit looks holistically at youth crime from a historical perspective through to contemporary approaches to prevent youth offending. Consideration will be given to debates about young people and their status in society including the notions of competence, criminal responsibility, and maturity as central considerations in the youth justice system. The age of criminal responsibility is analysed within a historical and political context. Throughout the unit, theories, legislation, services, institutions, sentencing options, preventative approaches and processing pathways that exist for young offenders will be examined.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Demonstrate knowledge of the origins, aims and key concepts of youth justice
2. Analyse the application of criminal responsibility to young people and wider debates that surround this application
3. Apply criminological theories of offending to young people
4. Evaluate the effectiveness of responses to youth offending, including the youth justice system.

Learning and Teaching Process:
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level elective
Credit points: 6
Pre-requisites: Ethics, Values and Legal framework for Community Services Work

Unit Description:
This foundational elective unit introduces students to the context, patterns, and impacts of alcohol and other drug (AOD) use across the lifespan and in diverse communities. Students explore Australia’s harm minimisation framework, the biopsychosocial factors influencing AOD use, and the effects on individuals, families, and communities. Particular attention is given to developmental stages, cultural contexts (especially Aboriginal and Torres Strait Islander peoples), and vulnerable populations. The unit emphasises non-stigmatising, person-centred, and culturally responsive approaches suitable for community services work. It provides the essential knowledge base for more advanced study in the subsequent elective units within the AOD stream.

Learning outcomes:
On successful completion of this unit, students will be able to:

1. Describe the patterns, prevalence, and key determinants of AOD use across the lifespan and in diverse Australian communities and reflect on personal values, attitudes, and biases related to AOD use
2. Explain the biopsychosocial effects of alcohol and other drugs on individuals, families, and communities, with attention to developmental stages and co-occurring issues
3. Outline Australia’s harm minimisation framework and apply it to community services responses for different populations
4. Identify and discuss, culturally responsive approaches to AOD prevention, early intervention, basic referral processes, and support for diverse groups, particularly Aboriginal and Torres Strait Islander peoples.

Learning and Teaching Process
The workload for this unit is 10 hours per week.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 200 level core / elective
Credit points: 6
Pre-requisites: HUS2720 Justice Systems in Practice

Unit Description:
This unit introduces students to issues related to substance use and dependency, drug-related crime, and the effects of these on criminal justice and society.

The unit commences by providing students with an understanding of key terms and substances before embarking on an historical examination of drugs, drug use and drug control. The unit will then outline the nature and extent of drug use and dependency in Australian society, especially as it pertains to vulnerable populations including Indigenous Australians and youth, as well as the causes of use. The unit will then address the link between drug use and other criminal behaviours, including organised crime.

The unit analyses a range of policies to reduce drug use and its related issues including supply reduction, demand reduction and harm minimisation approaches. Specific initiatives examined include diversion strategies, needle exchange programs, drug courts, education programs and injecting facilities. Further examination will be made in the context of the criminal justice system, including the involvement of police, courts and corrections. The unit concludes by considering the influence of the internet on the illicit drug market and assessing future trends.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Examine key issues relating to licit and illicit substance use in Australian society
2. Demonstrate knowledge of the various factors that inform the drug debate and shape drug policy, such as historical, health, political and societal influences
3. Examine the association between substance use and anti-social behaviours, including criminal offending
4. Analyse attempts by authorities to prevent or reduce substance use and abuse and the difficulties encountered by authorities when attempting to do so

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.

Level: 300 level elective
Credit points: 6
Pre-requisites: Ethics, Values and Legal framework for Community Services Work

Unit Description:
This unit develops students’ capability to engage with contemporary alcohol and other drugs (AOD) practice through critical examination of evidence informed models, complex case analysis, and reflective professional practice. Building on prior learning in AOD intervention approaches, students analyse the effectiveness and limitations of commonly used evidence‑informed models, such as motivational and behaviour change frameworks, and consider their application across diverse populations and contexts, including cultural and Indigenous considerations.

Through progressively detailed case studies, students develop skills in conducting needs assessments and collaboratively designing care and support plans that incorporate harm minimisation principles, family and carer involvement, and appropriate referral pathways. Emphasis is placed on justifying practice decisions using research evidence and outlining processes for implementation and review within complex AOD practice contexts.

The unit also engages students in analysing emerging trends and contemporary issues in AOD work by synthesising current research to inform practice responses and program evaluation. Reflective learning activities support students to examine personal and professional values, biases, and practitioner wellbeing, and to consider ethical, legal, and policy boundaries shaping accountable AOD practice.

By the end of the unit, students will have strengthened their ability to critically analyse evidence, apply informed judgement to complex AOD scenarios, and engage in reflective, ethical, and culturally responsive practice as developing community services professionals.

Learning Outcomes:
On successful completion of this unit the student should be able to:

1. Critically evaluate the effectiveness of evidence-informed models and interventions in AOD practice and their application to diverse people considering contextual factors
2. Assess needs and collaboratively develop, implement, and review care and support plans for people affected AOD issues incorporating harm minimisation, family/carer involvement, and referral pathways
3. Analyse complex AOD-related issues and synthesise research and evidence to inform practice, program evaluation, and reflective responses to emerging trends
4. Reflect on personal and professional values, biases, and wellbeing in AOD work, demonstrating autonomy and accountability within ethical, legal, and policy boundaries.

Academic Misconduct:
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy on Policies & Procedures webpage for full details.

Disclaimer:
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.