Level: 100 level core

Credit points: 6

Mode of delivery: On-campus and online

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 living and working in a culturally diverse professional and social environment. We will examine interactions between our own and others’ personal cultural identities, and how these shape our experience of relationships personally and professionally. The unit provides students with an opportunity to explore, analyse and reflect on the cultural context in which you will study and practice your chosen profession, and to develop the foundational critical thinking and reflective skills required for this.

Learning outcomes:

On completion of this unit students should be able to:

a. Identify, summarise and communicate concepts from credible sources of information

b. Explain the role of culture, cultural identity and cultural influence in higher education and professional practice

c. 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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/

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 for full details.

Disclaimer

Unit information may be subject to change prior to the teaching trimester commencing. Once term has commenced please review the Unit Outline in your class space to ensure your trimester study plan is correct.

Level: 100 level core

Credit Points: 6

Mode of delivery: On-campus and online

Unit description:

This unit is one of two introductory units in psychology for commencing students. Along with PSYC1052 Foundational Psychological Processes and the three interdisciplinary units (MULT1015 Applications in Context, MULT1025 Professions and Society and MULT1035 Sustainability in Helping Professionals) this unit builds foundational knowledge relevant to the history and philosophy underpinning the scientific study of psychology.

In this unit, the history and philosophy of both the quantitative and qualitative approaches are presented within the broader historical and philosophical themes of psychology as a discipline. The goals of this unit are to set the foundation for understanding research design and methods in psychology and to develop skills relevant to critiquing research, which involves developing knowledge and skills in research thinking, research doing and research consuming.

The unit considers the application of these research methods within the context of important concepts, such as the scientist-practitioner model, evidence-based practice, ontology and epistemology and ethics. Content related to introductory concepts in the history of philosophy of psychology are also covered, along with content on the application of psychology in current professional and social contexts. This material will be presented in a manner that is scientifically rigorous yet culturally responsive and informs a broader discussion of psychology as both a professional practice in Australia and as an agent of social benefit.

This unit is the first in a scaffolded series of units that, taken together, will facilitate the development of a comprehensive understanding of the skills and knowledge associated with research methods in psychology, the history and philosophy of psychology, and their contribution to the application of psychology.

Learning Outcomes:

On completion of this unit students should be able to:

a. Explain key developments in the discipline of psychology in their historical, cultural and social context

b. Describe and differentiate the epistemological and ontological bases of common research approaches in psychology

c. Apply the scientific method to question claims that arise from myths, stereotypes, pseudoscience or untested assumptions

d. Identify and describe the structure and content of a standard research report

e. Explain key ethical principles and their applications to research and interdisciplinary professional practice to protect public safety

f. Communicate key psychological findings applying academic integrity by acknowledging sources using APA (7th edition)

Learning and Teaching Process:

This unit is taught over 13 weeks. Students will participate in teaching and learning activities including:

a. Twelve (12) weekly pre-recorded 120 minute lectures

b. Twelve (12) weekly 90-minute live tutorials

For live tutorials, students will be enrolled to attend a regular class either a) on campus or b) online via Zoom.

In addition, the Unit Coordinator will be available for live online consultation for an hour on a weekly basis.

Level: 100 level core

Credit points: 6

Mode of delivery: On-campus and online

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:

Unit workload:

The workload for this unit is 10 hours per week.

Level: 100 level core

Credit Points: 6

Mode of delivery: On-campus and online

Unit description:

This unit is a level 100 core and along with the interdisciplinary level 100 units and PSYC1052 Psychology: History Science and Application 1 provides an initial introduction to psychology. This unit will introduce fundamental psychological processes including principles of human learning, personality, motivation and emotion. The unit will provide a foundation for future study in psychology, including an introduction to the key processes of human cognition, human emotion, and human behaviour.

Students will engage with empirical research as a means of evaluating competing theories and learn to engage in critical analysis of research findings. Culturally responsive approaches to the study of psychology are emphasised with the development of skills in communication of psychological processes across diverse contexts. Students will acquire skills in critical thinking and research communication that are necessary to progress through advanced and applied studies in psychology.

Learning Outcomes:

On completion of this unit students should be able to:

a. Describe foundational concepts in human learning, personality, motivation, and emotion, through the lens of different theoretical perspectives in psychology

b. Identify the relevance of foundational processes in psychology to everyday situations or issues, and demonstrate ability to communicate this knowledge using appropriate interpersonal skills within diverse groups

c. Conduct basic searches of the psychological literature to identify and summarise relevant empirical research that conveys current scientific understanding of foundational psychological concepts

d. Apply knowledge of psychological principles underpinning human learning, personality, motivation, and emotion to identify effective study skills and strategies to maintain one’s own health and wellbeing

e. Exercise critical thinking in identifying and evaluating approaches to psychology that are more and less culturally responsive and ethically appropriate, including a focus on public safety

f. Communicate knowledge of fundamental psychological processes through the writing and reading of scientific research, showing integrity in communication by acknowledging sources using APA 7 style.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly 120-minute interactive self-directed learning activities

b. Twelve (12) weekly 120-minute lectures

c. Twelve (12) weekly 90-minute tutorials

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 100 level core

Credit Points: 6

Mode of delivery: On-campus and online

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 transdisciplinary 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 outcomes:

On completion of this unit students should be able to:

a. Define sustainability in personal, professional and community contexts

b. Apply the principles of sustainability to personal, professional and community contexts

c. Demonstrate how evidenced-based approaches can be used to take action to support sustainability

Unit workload

The workload for this unit is 10 hours per week.

Level: 200 level core

Credit Points: 6

Prerequisites: PSYC1042 Psychology: History, Science and Application 1

Mode of delivery: On-campus and online

Unit description:

This unit is one of the four core second-year units in Psychology. The unit builds upon foundational level knowledge of the history and philosophy underpinning the scientific study of psychology introduced in PSYC1042 Psychology: History, Science and Application 1. The unit also complements other units at this level which explore in core perspectives that inform contemporary psychology (e.g.,  PSYC2112 Foundational Perspectives: Cognition,  PSYC2122 Foundational Perspectives: Biological Bases, and  PSYC2132 Foundational Perspectives: Lifespan Development) and includes a focus on the application of psychology to everyday lives. This unit is the second in a scaffolded series of units that, taken together, will facilitate the development of a comprehensive understanding of the skills and knowledge associated with research methods in psychology, the history and philosophy of psychology, and their contribution to the application of psychology.

In this unit, the history and philosophy of both the quantitative and qualitative approaches is presented within the broader historical and philosophical themes of psychology as a discipline. The goals of the unit are to develop an understanding the role of quantitative data analysis and statistical testing (using the SPSS data analysis package) and qualitative approaches in answering research questions in psychology, which involves developing knowledge and skills s in research thinking, research doing, and research consuming. The unit considers the application of these research methods within the context of important concepts, such as the scientist-practitioner model, evidence-based practice, ontology and epistemology and ethics. This material will be presented in a manner that is scientifically rigorous yet culturally responsive and informs a broader discussion of psychology as both a professional practice in Australia and as an agent of social benefit.

Learning Outcomes:

On completion of this unit students should be able to:

a. Reflexively analyse social, cultural and historical influences on psychological research and its application to local and global issues

b. Evaluate the rigour of research designs and methods used in psychology, their epistemological and ontological bases, limitations and implications for psychological research and practice

c. Evaluate the strengths and limitations of contemporary psychological and other forms of knowledge in upholding cultural safety in practice and research

d. Conduct, report and interpret quantitative and qualitative analyses, including using statistical software

e. Communicate effectively and with integrity for relevant audiences

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week. Students will participate in teaching and learning activities including:

a. Twelve (12) weekly 90 minute tutorials

b. Twelve (12) weekly online 120 minute asynchronous lectures

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 200 level core

Credit Points: 6

Prerequisites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit description:

This unit is one of the core Level 200 units in the Bachelor of Psychological Science, Bachelor of Psychological Science and Counselling and Bachelor of Psychological Science and Criminology course. This unit will introduce students to theory and research in cognitive psychology. An emphasis of this unit is on the application of cognitive psychology to everyday life across the lifespan. Topics include learning and memory, academic performance, eyewitness testimony, neuropsychological disorders, resilience and wellbeing. We will also consider the origins of knowledge and consider Indigenous knowledges and their value in contributing to processes of learning, individual and community wellbeing, resilience and cultural safety.

Learning Outcomes:

On completion of this unit students should be able to:

a. Explain key theories, principles and research findings in cognitive psychology

b. Communicate key theories and research findings in cognitive psychology to a range of audiences, applying academic integrity using APA (7th edition)

c. Analyse the strengths and limitations of contemporary psychological perspectives on cognition as applied across the lifespan and to different cultures

d. Apply knowledge of cognitive psychology to enhance cognitive performance in the real world

e. Evaluate the implications of cognitive psychology to the protection of public safety.

Learning and Teaching Process

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90 minute tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 200 level core

Credit Points: 6

Prerequisites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit description:

This unit is a core subject in the 2nd year of the Bachelor of Psychological Science, Bachelor of Psychological Science and Counselling, and Bachelor of Psychological Science and Criminology programs. This unit will introduce students to the biological bases that contribute to our understanding of human behaviour. It will provide an in-depth understanding of the anatomical, biochemical, genetic and physiological bases of brain function and dysfunction, current neuroscientific approaches to brain function and behaviour, including detailed knowledge of the processes of perception by the senses. This foundational knowledge will then be applied to current understandings of neuropsychological disorders.

Learning Outcomes:

On completion of this unit students should be able to:

a. Identify and apply a coherent knowledge of biological theories, principles and scientific methods to understanding human behaviour

b. Critically analyse of historical trends in biological psychology and their impact on understanding human behavior in diverse communities

c. Apply knowledge of biological psychology to understanding of variations and disorders of behaviour

d. Evaluate the application of key ethical principles to biological psychology research and its applications to protect public safety

e. Communicate theories and evidence in biological psychology to diverse audiences applying principles of academic integrity.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90 minute tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 200 level core

Credit Points: 6

Prerequisites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit description:

This unit is one of the core Level 200 units in the undergraduate psychology course. This unit will introduce theory and research related to major themes of psychological development across the lifespan. The aim of the unit is to provide a solid understanding of issues and methods used in the psychological study of human development across the lifespan. Topics covered in the unit include theoretical perspectives on lifespan development; physical and biological development; the development of cognition, intelligence, and language; social, emotional, and moral development; contexts for development; love and intimacy; gender and sexuality; and ageing, death, dying, and bereavement.

In this unit, students will develop the capacity to view key psychological processes from a lifespan perspective, adding to the breadth of knowledge of psychology provided by other Level 1 units, laying the foundation for further studies in developmental and professional psychology. The unit will emphasise skills required to comprehend and critically analyse psychological research in a manner that is scientifically rigorous yet culturally responsive. Further development of effective written communication skills in this unit will also provide framework for application of these skills across diverse groups in later professional contexts. The unit also emphasises understanding and demonstration of key elements of public safety including informed consent, equity and inclusion, and social sustainability. Students will have the opportunity to practice reflexivity through applying knowledge obtained in this unit to themselves and wider real-world contexts, providing foundational skills towards further professional development and practice in a culturally safe manner, to maintain personal and professional resilience across the lifetime.

Learning Outcomes:

On completion of this unit students should be able to:

a. Compare and contrast the key theoretical psychological perspectives of lifespan development and their application to diverse others

b. Critically evaluate scientific methods from a position of reflexivity when applied to explore local and global lifespan issues

c. Synthesise theoretical approaches and empirical evidence from a search of the literature and effectively communicate findings applying academic integrity in all communications

d. Identify and analyse key ethical issue inherent in lifespan psychological research and their application to maintaining public safety

e. Apply knowledge of health and wellbeing across the lifespan to develop strategies and skills to facilitate working with others, to effectively negotiate life transitions, in order to promote resilience and wellbeing

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90 minute tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 300 level core
Credit Points: 6

Pre-requisites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit Description:

This unit is one of the four core level 300 units in Psychology. The unit builds upon foundational level knowledge of the history and philosophy underpinning the scientific study of psychology as was introduced in PSYC1042 and PSYC2012. This unit also complements other units at this level where there is a significant and advanced focus on the application of psychology in other core units (e.g. PSYC3112, PSYC3132) and electives. In this unit, the history and philosophy of both the quantitative and qualitative approaches is presented within the broader historical and philosophical themes of psychology as a discipline.

The goals of the unit are to further student’s knowledge and skills in research methods used in psychological research and the application of this research, with a specific emphasis on qualitative research and advanced statistics (e.g. Regression and ANOVA). The unit considers the application of these research methods within the context of important concepts, such as the scientist-practitioner model, evidence-based practice, ontology and epistemology and ethics.  This material will be presented in a manner that is scientifically rigorous yet culturally responsive and informs a broader discussion of psychology as both a professional practice in Australia and as an agent of social benefit. This unit is the third, and final unit, in a scaffolded series of units that, taken together, will facilitate the development of a comprehensive understanding of the skills and knowledge associated with research methods in psychology, the history and philosophy of psychology, and their contribution to the application of psychology.

Learning Outcomes:

On completion of this unit students should be able to:

a. Apply effective written and oral communication skills consistent with research and professional standards in psychology

b. Apply an ethical, critical and reflexive standpoint to uphold cultural safety in the application of psychological knowledge to practice and research

c. Critically evaluate and apply robust and rigorous qualitative and quantitative methods to investigate contemporary issues in psychological research and practice

d. Apply skills in conducting, reporting, interpreting and critiquing qualitative and quantitative psychological research in contemporary issues

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week. Students will participate in teaching and learning activities including:

a. Twelve (12) weekly 90 minute tutorials

b. Twelve (12) weekly online 120 minute pre-tutorial learning activities

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 300 level core
Credit Points:  6
Pre-requisites:  PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: On-campus and online

Unit Description:

This unit is a level 300 core unit in fulfilment of the Bachelor of Psychological Science, Bachelor of Psychological Science and Counselling and the Bachelor of Psychological Science and Criminology. This unit will introduce key concepts pertaining to individual differences and assessment. It will provide students with an understanding of the psychological characteristics that distinguish and define individuals and how to use assessment of psychological characteristics appropriately. More specifically, this unit will introduce and discuss intelligence, personality, aptitude and values. This unit further examines key concepts of psychological assessment and its psychometric properties and assessing in different settings.

Beginning with the history and development of psychological assessment and test theory, the unit will further examine theoretical and methodological issues in the measurement of intelligence, cognition, psychosocial functioning, adaptive behaviour, attitudes, and values. This unit further looks at norms and bias and its link to cultural sensitivity in the use of psychological assessment. Tests of special abilities are also considered, along with measures developed for different settings. Through practical work, students will develop an understanding of the way in which psychologists use the outcomes of psychological assessments.

Learning Outcomes:

On completion of this unit students should be able to:

a. Compare and contrast major theories of individual differences and their underlying features, as well as their application to culturally responsive psychological assessment

b. Identify, explain, and differentiate the factors associated with individual differences including personality, intelligence, aptitude and values

c. Explain and apply test theory and psychometrics to the safe use of common psychological measures

d. Explain and evaluate the strengths and limitations of psychological assessment and the impact these have on culturally responsive testing practices

e. Effectively interpret and communicate results of psychological assessments for diverse audiences with academic integrity.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90 minute tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 300 level core unit

Credit Points:  6

Prerequisites:  PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: On-campus and online

Unit Description:

This unit is one of the core Level 300 units in the undergraduate psychology course. This unit will extend students understanding of psychological processes provided by other level 2 and 3 units by introducing theory and research related to abnormal psychology and interventions for mental health disorders. The aim of the unit is to introduce students to how behaviour is categorised as abnormal and to examine how mental health problems are diagnosed and managed across the lifespan.

The unit explores cultural perspectives, history, classification, causes and treatment of psychological disorders. Students will critically examine the contribution of psychological, biological, and socio-cultural factors to the expression of psychopathology. Students will explore how psychological problems are defined and understood by other mental health professions and will learn skills on how to communicate and work with other health professionals.  Ethical and legal issues relevant to the provision of mental health services and how professional psychological practice can inform the health sector and increase public safety will also be explored and critically analysed.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically evaluate and apply different systems of classification and formulation of psychological disorders, including their strengths and shortcomings

b. Critically integrate and apply theoretical frameworks and empirical research findings from biological, socio-cultural and psychological perspectives concerning the causes, management and impact of major psychological disorders

c. Critically evaluate the application of treatments for psychological disorders and how they may be implemented in a range of contexts and diverse populations to promote cultural safety

d. Critically apply relevant legal, ethical and professional standards to ensure the protection of individuals experiencing psychological disorders and the public

e. Demonstrate and apply effective written and spoken communication skills to effectively work with diverse groups and interprofessional teams

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90-minute live tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

For live tutorials, students will be enrolled to attend a regular class either a) on campus or b) online via Zoom.

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 300 level core unit
Credit points: 6
Prerequisites: PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: On-campus and online

Unit description:
This unit is one of the core Level 300 units in the undergraduate psychology course. This unit will introduce theory and research related to major themes of social and community psychology. The aim of the unit is to provide a solid understanding of the theoretical underpinnings, empirical evidence, and applications of social and community psychology. Key theories and research methods in social psychology are examined across a broad spectrum of issues and topics. The unit explores the study of social knowledge, attributions attitudes, social influence, group processes and decision-making, prejudice, pro-social behaviour, Indigenous psychology, acculturation, prejudice and discrimination, conflict, social identity and identities, social cognition and interconnectedness. The unit has a focus on the applications of social and community psychology including the impact of culture on social behaviour.

In this unit, students will develop the capacity to view key psychological processes from a social and community psychology perspective, adding to the breadth of knowledge of psychology provided by other Level 200 and 300 units, laying the foundation for further studies in social and community psychology. The unit will emphasise skills required to comprehend and critically analyse psychological research in a manner that is scientifically rigorous, yet reflexive and culturally responsive.

The development of oral communication, interpersonal and reflective skills in this unit will also provide a framework for the application of these skills across diverse groups in later professional contexts and help to prepare students for further study in psychology. The unit also emphasises understanding and demonstration of key elements of public safety including equity and inclusion, and social sustainability. Students will have the opportunity to practice reflexivity through a reflective assessment task, as well as applying knowledge obtained in this unit to themselves and wider real-world contexts, providing foundational skills towards further professional development and practice in a culturally safe manner, to maintain personal and professional resilience.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically evaluate and apply the social and community psychology perspective, including key theories, methods and evidence

b. Evaluate cultural influence, including minority groups, within the fields of social and community psychology

c. Display effective and culturally responsive interpersonal communication in written, visual, and oral formats for a range of audiences consistent with standards of academic integrity

d. Apply an ethical, critical and reflective standpoint when applying social and community psychology concepts and methods to real world issues

e. Apply psychological knowledge and skills to effective participation in groups

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly online 120 minute pre-tutorial learning activities

b. Twelve (12) weekly 90-minute live tutorials

c. Twelve (12) weekly online 120 minute post-tutorial learning activities

For live tutorials, students will be enrolled to attend a regular class either a) on campus or b) online via Zoom.

In addition, Coordinators are available for consultation for an hour on a weekly basis.

Level: 200 level elective

Credit Points: 6

Prerequsites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit description:

This unit is a Level 200 elective unit. This unit will explore human sexual behaviour and intimate relationships in relation to psychology. This unit examines the various frameworks that have been developed within sex and intimate relationships, exploring the strengths and weaknesses of these frameworks, drawing on case studies and historical and cultural contexts in this exploration.

This unit examines theoretical concepts and evidence that informs the ways in which people do and have done sex and intimate relationships over time and across cultures. The unit will guide students  in applying concepts derived from attachment, social exchange, equity, systems, and social constructionist theories to key areas in the study of sex and intimate relationships, such as how people ‘do’ sex and intimate relationships, become attracted, love, communicate, and negotiate conflict and challenges in their intimate relationships, including infidelity and jealousy. How key theoretical accounts shape different couple and relationship therapies will also be addressed. An emphasis on drawing from interdisciplinary perspectives in the study of sex and intimate relationships will also facilitate a critical analysis of ontologies and epistemologies used in the explanation of human sexual and relational behaviours.

The unit will build upon students’ skills and competencies necessary for them to progress in their studies. The unit aims to provide students with the opportunity to improve and hone their analytical and critical evaluation skills, apply theories and concepts in a meaningful manner, demonstrate an understanding of ethical and cultural values, and enhance their communication and team working skills. These attributes are all vital for students wishing to further their study within psychology and/or research.

Learning Outcomes:

On completion of this unit students should be able to:

1. Identify, analyse and evaluate information and concepts integral to the study of sex, sexualities, and intimate relationships
2. Demonstrate a broad understanding of key theoretical standpoints in the areas of sex, sexualities, and intimate relationships
3. Adapt fundamental psychological principles, concepts and techniques to understanding how people do and have done sex and intimate relationships over time and across cultures
4. Demonstrate cognitive, communication and analytical skills to present knowledge of key concepts in the psychology of sex and intimate relationships to relevant audiences
5. Adapt knowledge of key concepts of the psychology of sex and intimate relationships to enable the enactment of inclusive practices that deliver social justice and equality of opportunity
6. Apply knowledge and skills to demonstrate responsibility and accountability for own learning and work in collaboration with others

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

1. Twelve (12) weekly 90 minutes skill development tutorials
2. Online pre-tutorial learning activities
3. Online post-tutorial learning activities

Level: 200 level core

Credit Points: 6

Prerequsites: PSYC2102 Psychology: History, Science and Application 2

Unit description:
This unit is a Level 200 elective unit in the undergraduate Bachelor of Psychological Science. The unit will explore psychological processes and their application to stress, trauma, and resilience, providing an opportunity for students to engage in depth with this area of the discipline. The unit will critically explore relevant definitions and theories of stress, trauma, and resilience within their cultural contexts. The unit explores neurobiological bases of responses to stress and trauma, as well as the role of genetic, cognitive, emotional, and social factors. Psychological assessment and treatment of a variety of types of stress and trauma will be explored, including the implications of our understanding of trauma for culturally safe psychological services and enhancing post-traumatic growth. Embedded throughout this unit will be a focus on enhancing resilience, implementing recovery-oriented services and promoting wellbeing from an Indigenous perspective.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

1. Twelve (12) weekly 90 minutes skill development tutorials
2. Online pre-tutorial learning activities
3. Online post-tutorial learning activities

Level: 200 level core

Credit Points: 6

Prerequsites: PSYC2102 Psychology: History, Science and Application 2

Mode of delivery: On-campus and online

Unit description:

This unit is a Level 200 elective unit. This unit will explore psychological processes related to the study of culture incorporating social, cultural, historical and professional influences on its application in local and global environments. Students will develop an understanding of the history of the study of culture in psychology by reviewing research conducted with different ontological frames within the areas of cultural psychology, cross-cultural psychology and Indigenous psychology. Students will explore the role of culture in applied contexts including: human development across the lifespan; social psychological processes; values, self and identity; and diverse communities. Students will gain an understanding of the concept of decolonisation in psychology and will learn about the importance of Indigenous knowledges and the strength and resilience of Indigenous populations both locally and abroad. Students will apply their knowledge and skills in demonstrating key skills related to the critique of research, reflexivity, cultural responsivity, globalisation and sustainability.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

1. Twelve (12) weekly 90 minutes skill development tutorials
2. Online pre-tutorial learning activities
3. Online post-tutorial learning activities

Level: 300 level elective
Credit points: 6
Prerequisites: PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: Online

Unit Description:

This unit is a Level 300 elective unit. This unit will explore and examine psychological processes and its application to the workplace. The unit will progress through a range of topics related to psychology in the workplace commencing with an introduction to organisational psychology, methods and statistics, individual differences and assessment, job analysis and performance, performance measurement, training and development; human factors and cognitive engineering; motivation, attitudes, emotions, and work; stress and work-related wellbeing; and leadership and change and teams in organisations. The unit will explain the behaviours of people in work environments within the context of theories pertaining to cognitive, learning, social, emotional and personality factors in psychology. An overview of the scientific basis of psychology of work and organisational psychology will be considered by looking at key theories, research methodologies, and applications of importance. This unit will emphasise the application of theory in real world professional settings, while also identifying key aspects of psychology in the workplace such as organisational culture, psychosocial safety, research and how to communicate in a workplace setting.

Learning Outcomes:

On completion of this unit students should be able to:

1. Describe the development of the psychology of the workplace as a scientific discipline.
2. Outline and appraise the major theoretical principles of Organisational Psychology
3. Analyse workplace events in terms of cognitive, learning, social, emotional and personality factors.
4. Apply the principles or theories of cognitive, learning, social, emotional and personality psychology in the development of solutions to problems in the workplace.
5. Recognise the development of organisational culture in the workplace, and the mechanisms used to alter inappropriate organisational culture.
6. Recognise the role of psychosocial safety within psychology of the workplace and job characteristics.
7. Understand the processes involved in conducting research on human performance within the workplace.
8. Use written communication appropriate to context and purpose to communicate within an organisational setting.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

1. Twelve (12) weekly 90 minutes skill development tutorials
2. Online pre-tutorial learning activities (i.e., lecture recordings and some tutorial preparation)
3. Online post-tutorial learning activities (i.e., lecture reflection quizzes)

Level: 300 level elective
Credit points: 6
Prerequisites: PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: Online

Unit Description:

This unit is a Level 300 elective unit. This unit will explore psychological processes and their application to learning and teaching and provide an opportunity for students to engage in depth with this area of the discipline. The unit will examine the application of key theories and concepts from developmental psychology, learning and motivation, and psychological assessment and intervention to effective learning and teaching. This unit critically examines the social, emotional and cognitive processes that constitute learning throughout the lifespan. It will also explore the use of psychological knowledge and skills to promote student wellbeing and academic achievement among diverse learners. The unit will prepare students with knowledge and skills relevant to further study in the area of educational and developmental psychology and careers related to education.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

1. Twelve (12) weekly 90 minutes skill development tutorials
2. Online pre-tutorial learning activities (i.e., lecture recordings and some tutorial preparation)
3. Online post-tutorial learning activities (i.e., lecture reflection quizzes)

Level:

300 level elective – Bachelor of Psychological Science

300 level core – Graduate Diploma of Psychological Science
Credit points: 6
Pre-requisite: PSYC312 Psychology: History, Science and Application 3

Co-requisites: PSYC312 Psychology: History, Science and Application 3

Mode of delivery: Online

Unit Description:

This unit is a capstone unit intended for students to reflect upon and consolidate their knowledge and skills in psychology in relation to theory, method, and evidence. During this unit, students will participate in a service-learning activity of their choice. They will reflect on the application of their foundational knowledge and skills of psychology to this activity and to their future personal and working lives.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critique and apply a coherent and broad knowledge of psychology to addressing everyday personal and occupational issues

b. Apply effective communication and interpersonal skills to convey psychological findings and work with diverse others

c. Apply a critical and reflexive standpoint to uphold ethical principles in the application of psychological knowledge and skills

d. Integrate advanced psychological knowledge and skills to promote resilience and sustainability among diverse individuals and communities in a manner that upholds cultural and public safety

Learning and Teaching Process:

This unit is taught over 13 weeks and totals approximately 10 to 12 hours of learning activities per week.

Students will participate in teaching and learning activities including:

a. Twelve (12) weekly 60-minute interactive self-directed learning preparatory activities

b. Twelve (12) weekly 90-minute live tutorials

c. Service-learning activities

Level: 100 level core
Credit points: 6
Prerequisites: None

Unit Description:

This unit introduces students to media representations of crime, criminal justice and society. It examines the influence of media and popular culture on attitudes and behaviours, and how the law intersects with media via attempts to moderate its effect. Interactions between media and political and economic factors are analysed, as are issues including ‘fake news’ and censorship. Throughout, real-world examples of media will be considered, including news broadcasts, television programs and films.

Learning Outcomes:

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

1. Discuss and compare forms of media and their effects on society
2. Explain and contrast media representations of crime and criminal justice processes
3. Examine the effects of media consumption on society, including in relation to criminal behaviour and attitudes to justice
4. Examine attempts to regulate media, including censorship

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 100 level core
Credit points: 6
Prerequisites: None

Unit Description:

This unit introduces students to contemporary issues surrounding the impact of social and cultural diversity on Australian society and the criminal justice system. The objective of this unit is to provide students with a sociological framework to inform their studies in criminal justice. This includes understandings of social and cultural diversity, and constructed norms, processes of socialisation, issues of inequity and the concept of intersectionality. Students will expand their understanding of the role of the media and popular culture and will examine the intersections of class, ethnicity, disability, gender, sexuality and mental health status. Students will then explore the historical and contemporary issues regarding the impact of cultural and social diversity on the Australian criminal justice system (CJS).

This unit will provide students with a theoretical framework in sociology that allows them to understand how the CJS and society interact in the Australian setting.

Learning Outcomes:

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 100 level core
Credit points: 6
Prerequisites: None

Unit Description:

Throughout the unit, students will examine the historical and social contexts within which criminological theories have arisen, as well as their current relevance to the Australian criminal justice system and society.

The unit commences by introducing students to the broader perspectives and orientations within which criminological theories are situated. Following an introduction to these foundational concepts, students will then examine major criminological theories, beginning with classicism, positivism and social theories.  Labelling perspectives will then be introduced, and the sociological origins of these models explored.  The final major theoretical areas to be outlined are the conflict and radical perspectives, Marxist and feminist perspectives.  The critical ideas inherent in these models will be used to analyse the assumptions of previously analysed theories. The contemporary perspectives of new right criminology and left realism will also be examined, and the subject will conclude by examining the optimistic approach and initiatives espoused by republican theory, and critical criminology’s post-modern and structuralist approaches.

Learning Outcomes:

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

1. Demonstrate knowledge of the major theoretical perspectives within criminology
2. Explain the contemporary relevance of criminological theories to the Australian criminal justice system
3. Understand and apply key concepts and terms within criminology
4. Identify the strengths and weaknesses of criminological theories

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via a weekly 2 hour lecture and 1 hour tutorial via Zoom.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including assessments, lecture and tutorial preparation, individual self-study and reading).

Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units

Unit Description:

Penology is the study of punishment. This unit introduces students to the issues involved in approaches to sentencing and punishment, rehabilitation and reintegration of offenders. This unit will provide introductory knowledge and critical insights into the theories and practices of punishment, correctional ideologies and practices and prison privatisation. Emphasis will also be placed on the question of whether prisons effectively rehabilitate offenders, prisoner rights and alternatives to imprisonment and punitive processes.

Learning Outcomes:

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning.

This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units

Unit Description:

This unit aims to introduce 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

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3.  Pre-learning activities
4. Post-learning activities

This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial (via Zoom).

In addition to timetabled contact hours, students are expected to do at least6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The weekly individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units

Unit Description:

This unit develops students’ understanding of Indigenous populations and the crime and criminal justice issues they face. In doing so, it examines the histories and justice processes of Indigenous populations prior to and following western colonisation and the impact of western colonisation on Indigenous peoples. The unit will analyse the reasons underlying Indigenous over-representation in the criminal justice system, as well as the treatment of Indigenous people by government and criminal justice agencies, such as police. This analysis will include consideration of Indigenous offending and victimisation and official responses to crime in Indigenous communities. The unit will also consider attempts to resolve the issues faced by Indigenous populations, including reconciliation and treaty.

Learning Outcomes:

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

1. Demonstrate knowledge of pre-settler Indigenous Australian cultures
2. Analyse the impacts of colonialism on Indigenous populations in historical and contemporary contexts
3. Compare Indigenous and non-Indigenous legal and justice processes
4. Examine critically the nature and effects of western criminal justice policies and practices in relation to Indigenous people in Australia

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 300 level core
Credit points: 6
Prerequisites: Successful completion of all 100 level units and any four 200 level units

Unit Description:

This unit enables students to examine trends and initiatives that impact upon victims in various contexts, with particular reference to the criminal justice system.

The first half of this unit explores the relationship between victims, society, and the criminal justice system. It begins with an examination of how the area of Victimology emerged and some of the ways victims have been conceptualised in relation to criminal behaviour and theories. It explores the [re]discovery of the crime victim, both in academia and in legal processes. This is followed by an examination of victim’s experiences of the criminal justice system and the sorts of legislative and procedural reforms that have arisen in response to an increased awareness of victim’s needs. The role of the media in the social construction of victim ideal types is studied, along with a critical examination of gender and experiences of victimhood, as well as the victimisation of especially vulnerable populations.

The unit also considers the specific forms of victimisation, with a particular focus on crimes against the person. It explores the complexities around victims of sexual crimes before examining intimate partner violence. This is followed by a focus on the issue of institutional abuse and the emergence of interest in victims of international crimes such as human trafficking and terrorism. This unit concludes with a discussion of victim centred response to crime, the role of victim restitution in the aftermath of a crime, and current controversies in Victimology.

Learning Outcomes:

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

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 300 level elective
Credit points: 6
Prerequisites: Successful completion of all 100 level units and four 200 level units

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:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).

Level: 100 level core
Credit points: 6
Prerequisites: None

Unit Description:

This unit introduces students to the principles and effective processes for developing personal and professional self-awareness in counselling. Students engage in an analysis of the characteristics of self and influences on effective counselling processes and practices. Students appraise practices, processes and systemic barriers that have the potential to influence personal and professional growth and development in the counselling profession. Students develop a knowledge base to assist them plan for sustainable mental health and wellness in the counselling profession.

Learning Outcomes:

On completion of this unit students should be able to:

a. Outline the principles and effective processes for developing personal and professional self-awareness in counselling

b. Analyse the characteristics of self and influences on effective counselling processes and practices

c. Appraise practices, processes and systemic barriers on personal and professional development in the counselling profession

d. Plan for sustainable mental health and wellness in the counselling profession

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 100 level core
Credit points: 6
Prerequisites:

Diploma of Counselling Skills and Bachelor of Counselling:

• COUN1211 Professional Reflection and Self-Care
• COUN1221 Mental Health and Wellness
• MULT1025 Professions and Society

Bachelor of Psychological Science and Counselling: None

Co-requisites:

Diploma of Counselling Skills and Bachelor of Counselling :

• COUN1251 Counselling Theory

Bachelor of Psychological Science and Counselling: None

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:

a. Describe ethical principles and processes for multicultural counselling and interviewing

b. Discuss counsellor receptiveness to the client’s unique worldview

c. Demonstrate foundational counselling and interviewing microskills to conduct a full session using only listening skills

d. 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.

Level: 100 level core
Credit points: 6
Prerequisites:

Diploma of Counselling Skills, Bachelor of Counselling (Nested), Bachelor of Counselling (Minor in Coaching):

• COUN1211 Professional Reflection and Self-Care
• COUN1221 Mental Health and Wellness
• MULT1025 Professions and Society

Bachelor of Psychological Science and Counselling: None

Co-requisites:

Diploma of Counselling Skills, Bachelor of Counselling (Nested), Bachelor of Counselling (Minor in Coaching),

• COUN1231 Counselling Skills Training 1

Bachelor of Psychological Science and Counselling: None

Unit Description:

This unit introduces students to foundational theories of counselling practice. Students develop their knowledge and understanding of counselling as they differentiate, describe and apply counselling theories within specific contexts for diverse client presentations. Students begin working these theories into their own personal theory of counselling as they critically reflect on theories of choice and divergence from their own frames of reference.

Learning Outcomes:

On completion of this unit students should be able to:

a. Describe the purpose of theories in the counselling and career counselling process

b. Apply counselling theories for diverse client presentations

c. Articulate the differentiations between counselling theories

d. Critically reflect on counsellor theories of choice and divergence from own theoretical frames of reference

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: All level 100 core units

Unit Description:

This unit introduces student counsellors to cutting edge neuroscience in relation to trauma and mental health. Critical evaluation of the dominant counselling models of the early 20th Century enables students to develop an understanding of the connection between mind/body health and the development of interpersonal relationships, resilience and self-esteem. Critically analysing the counselling process through the lens of neuroscience students learn new approaches for facilitating neural development and integrating basic aspects of neuroscience with counselling skills.

Learning Outcomes:

On completion of this unit students should be able to:

a. Explain current neuroscience in relation to trauma and mental health

b. Describe the links between mind/body health and the development of interpersonal relationships, resilience and self esteem

c. Critically analyses the counselling process through the lens of neuroscience to foster a foundation upon which to build a coherent and effective integrational model of therapy

d. Critically evaluate the dominant counselling models of the early 20th Century and how these have developed over the course of time due to greater understanding of the mind/body connection

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: 

Bachelor of Counselling (Nested); Bachelor of Counselling (Minor in Coaching):

• All Level 100 Core units
• COUN2211 Counselling and Neuroscience
• MULT1015 Applications in Context

Bachelor of Psychological Science and Counselling: Level 100 Multidisciplinary and Counselling core units

Unit Description:

Building upon the basic microskills of counselling taught in the Counselling Skills Training 1 Unit, students will develop knowledge and skills to a positive wellness orientation into counselling practice. Building on the basic listening sequence, students practice and demonstrate focusing and empathetic confrontation skills, reflection of meaning and reframing. Responding to cultural diversity in counselling practice, students develop an awareness of the purpose and range of psychoeducation in counselling. Reflecting on professional identity, students conduct a self-audit of their counselling skills, including identifying strengths and areas for future professional development.

Learning Outcomes:

On completion of this unit students should be able to:

a. Outline humanistic-existential and technical components of counsellors in the developmental / wellness approach to counselling practice

b. Critically appraise of the three-stage problem management process framework

c. Demonstrate the application of microskills in creating opportunities for establishing counselling objectives and for problem resolution

d. Conduct a self-audit of humanistic – existential and microskills approach to create movement for clients of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: 

Bachelor of Counselling (Nested) and Bachelor of Counselling (Minor in Coaching): All Level 100 core units

Bachelor of Psychological Science and Counselling: Level 100 Multidisciplinary and Counselling core units

Unit Description:

This unit further progresses student counsellors’ critical analysis of theories and models of trauma informed counselling for clients of diverse backgrounds. Students examine the application of trauma informed care to distinct types of trauma. They learn how to recognise and assess a range of trauma symptoms and triggers; and explore available assessments according to professional level qualifications. Within the ethical and legal framework of trauma informed practice, skills and intervention techniques are scrutinised.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically reflect on ethical and legal issue in trauma informed practice

b. Recognise and assess a range of trauma symptoms and triggers

c. Critically analyse theories and models of trauma informed counselling for clients of diverse backgrounds

d. Evaluate trauma informed interventions techniques for usefulness and effectiveness

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: 

Bachelor of Counselling (Nested); Bachelor of Counselling (Minor in Coaching): All Level 100 core units

Bachelor of Psychological Science and Counselling: All Level 100 Multidisciplinary and Counselling core units

Unit Description:

This unit introduces student counsellors to ethical and professional processes and practices of grief and loss counselling with diverse individuals. Students critique contemporary approaches to grief and loss, grief and loss theories and models in counselling. Skilled application of grief and loss counselling interventions are matched to a range of client presentations across the lifespan. Counsellor self-care is considered for student counsellors working with varying experiences and expressions of grief and loss.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically evaluate theories, models and contemporary approaches of grief and loss counselling

b. Skilfully apply grief and loss counselling interventions, matched to client presentations

c. Identify ethical and professional aspects of grief and loss counselling practice for individuals of diverse backgrounds

d. Explain varying experiences and expressions of grief and mourning and the influence of personal, family, social and cultural contexts

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core
Credit points: 6
Prerequisites: All Level 100 units

Unit Description:

This unit introduces student counsellors to contemporary applications of group work. Students will learn the function of key elements of group structure, process and dynamics as well as adult learning principles, communication skills and group work techniques for systematic group facilitation. Students will use case studies to analyse group dynamics, probable causes of dysfunction, stages of a group’s development, group member functions, power dynamics and leader interventions and their outcomes. Students will consider the purposes, missions and formats of group work in light of ethical codes of engagement. Self-reflection and evaluation processes are incorporated to foster effective professional development for student counsellors.

Learning Outcomes:

On completion of this unit students should be able to:

a. Apply group theory to working with groups in counselling

b. Critically appraise the complexities of ethical and professional issues in group counselling

c. Demonstrate and analyse the stages of group structure and process in group counselling

d. Provide an overview of diversity issues in group counselling practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core
Credit points: 6
Prerequisites: 

Bachelor of Counselling (Nested) and Bachelor of Counselling (Minor in Coaching): All Level 100 and all Level 200 core units

Bachelor of Psychological Science and Counselling:

• Level 100 Multidisciplinary and Counselling core units
• All Level 200 Counselling core units

Unit Description:

This unit assures student counsellors’ critical appraisal of culture and context underpinning counselling practice. Students further build their counselling skill repertoire, developing and practicing counselling skills and techniques appropriate for diverse clients presenting with complex and challenging issues. Striving to adapt counselling theories to the diverse client context, students conduct a self-audit, with integrating counselling theories, counselling skills and techniques across specific contexts in creating client movement toward agreed-upon objectives and problem – and opportunities – resolution. Throughout this process, students deepen their knowledge, understanding and skills with the interpersonal process approach to counselling.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically analyse culture and context through the case conceptualisation process

b. Demonstrate and analyse counselling skills and techniques applicable to diverse client cultural contexts

c. Conduct a self-audit, integrating counselling theories, skills and techniques across specific contexts in helping to create movement for clients of diverse backgrounds

d. Critically appraise the interpersonal process approach in counselling practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Prerequisites: All Level 100 core units & all Level 200 core units

Unit Description:

In this unit student counsellors will become familiar with the impact of crisis on individuals and on diverse individuals and diverse groups of individuals. The unit will provide opportunity for students to learn about philosophies, processes, strategies and microskills for crisis counselling. Students will engage with models of crisis counselling, assessment tools and appropriate skills and interventions for crisis counselling. Specific groups of people who face crisis are presented including those experiencing developmental crisis, cultural crisis, loss due to a disability crisis, personal victimisation crisis and those experiencing natural disasters. In the field of crisis and trauma counselling there are major legal and ethical issues for counsellors to consider as well as awareness and management of self care. The unit will provide opportunity to grow in knowledge and skills in caring for clients in crisis with mental health supports and psychoeducation post crisis. The unit will also assist students to reflect on their skill level and to refer to specialist services when appropriate.

Learning Outcomes:

On completion of this unit students should be able to:

1. Analyse the ethical implications and professional issues of crisis intervention
2. Critically evaluate the evidence-based and practice-informed fundamentals of specific situational and developmental crises
3. Translate the ABC Model of crisis intervention to different situational and developmental crises
4. Identify interviewing and counselling microskills relevant to crises related case vignettes

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Prerequisites: All Level 100 core units & all level 200 core units

Unit Description:

This unit introduces a framework for addictive behaviours counselling by providing an overview of counselling approaches in this complex field. Student counsellors will learn professional and ethical issues specific to addiction counselling and develop skills in assessment and referral, intervention planning for a range of client presentations, and relapse prevention. An understanding of the impacts of addictive behaviours on clients of diverse backgrounds and their families. Students will engage with harm minimisation and abstinence models of change. Principles for working with involuntary clients and clients with concurrent conditions are also presented. The areas of professional practice for counsellors working with clients who present with substance use, abuse and dependency issues and counsellors, foster boundaries and self-care, are addressed. Throughout this unit, students will be encouraged to reflect on their personal values and attitudes towards substance abuse, which will influence counselling practice in the field of addictive behaviour.

Learning Outcomes:

On completion of this unit students should be able to:

a. Critically apply theories of addictive behaviours

b. Explain the interactions between addictive behaviours and the social context

c. Apply specific assessment referral skills and relapse prevention plans for working effectively with clients who present with substance use, abuse and dependency issues

d. Identify treatment approaches and evaluation of their effectiveness with clients of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: Bachelor
Credit Points: 6
Core/Elective: Core

Unit Description:
This unit introduces students to the values-based profession of social work. Students will explore the core values that underpin social work purpose and ethics namely, respect, professional integrity and social justice. Understanding the historical development of social work in Australia provides a context for learning about contemporary Australian social work practice and the organisation of human services.

Learning Outcomes:

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

a. Demonstrate skills to identify, examine and reflect upon the personal and professional dimensions of social work practice.

b. Demonstrate knowledge of the history, philosophy, ethics, values and legal frameworks informing contemporary social work practice.

c. Demonstrate knowledge of key fields of social work practice in relation to marginalised individuals, groups and communities.

Learning and Teaching Process

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

1. Lectures and critical discussion
2. Tutorials and skill development activities
3. Online pre-learning activities
4. Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom or on-campus]. One hour will be active material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

Readings

Recommended Texts

• 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/current-students/managing-my-course/order-course-materials-and-text-books/

Journals

• Australian Social Work
• ADVANCES: Journal of Social Work and Welfare Education
• Australian Journal of Social Issues
• Critical Social Work
• Journal of Social Work Education (USA)
• Journal of Social Work (UK)

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 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 (out of a total of 192)

Prerequisites: Completion of a minimum of four Level 100 units

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 completion of this unit, students will be able to:

a. Define and apply key sociological concepts to contemporary social issues

b. Analyse the influence of socialisation on social roles, beliefs and values

c. Discuss and apply sociological concepts, including: gender; class; status; power; structure and agency; and analyse how these contribute to social inequality

d. Explore diversity within social environments and analyse historical patterns of social inequalities

e. Describe and discuss the roles of the social sciences in contemporary society

Learning and Teaching Process

This unit is taught over 13 weeks and totals 36 student contact hours per week.

Students will participate in teaching and learning activities including:

a. Lectures and critical discussion

b. Tutorials and skill development activities

c. Pre-learning activities

d. Post-learning activities

Depending on the delivery mode, this unit’s content is delivered to students:

• A weekly 3 hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities;

In addition to timetabled contact hours, students are expected to do at least 9.5 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total workload of this unit will be around 150 hours (including teamwork, individual self-study and reading).

Level: Bachelor
Credit Points: 6

Unit Description:
This unit looks at the Australian political processes and institutions and the way Governments, through ideology and public policy, including social policy, influence the formation of a certain type of citizenry and a civil society, nationally and internationally. The role of social workers in the human services sector is explored in this context.

Unit Workload:
This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

a)   Lectures and critical discussion

b)  Tutorials and skill development activities

c)  Online pre-learning activities

d)  Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom]. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.

 In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

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

a) Describe the political process and ideologies that underpin the political process in Australia.

b) Demonstrate an understanding of the structures, processes and relationships that lie “behind” the public face of government in Australia.

c) Describe the complex set of relationships and a range of players and their competing interests in the socio-political, cultural and economic discourses of the times.

d) Articulate what a civil society looks like and how stable this definition is.

e) Demonstrate an understanding of such concepts as; civil society, public good, power, elites, wealth, inequality, discourse, justice and democracy are explain how they are produced and to what effect.

f) Describe how the interconnectedness and interdependence with global societies, politics and cultures are producing a ‘global world’ and a ‘global citizen’.

Learning and Teaching Approach:

1. Learning is an active process – which involves both questioning and challenging.
2. Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
3. Learning is a collaborative and empowering process for self and others.
4. Learning is thoughtful and reflective.
5. Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
6. Preparation for lectures and seminars and reading the recommended texts and references is essential.

The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.

Students are expected to:

• Complete all activities
• Complete readings
• Complete all assessments
• Attend all classes

It is also recommended that students:

• Keep a record of new terminology that is introduced in this unit
• Keep a copy of assessments and other correspondence
• Make notes on unit content and readings

There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.

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 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: SWSP1003, SWSP1053, SWSP1013

Unit Description:

This unit explores critical social work’s foundations in critical theory and the development of critical social work practice and approaches. It critiques historical and contemporary establishment social work approaches to address oppression and marginalisation and argues that only a critical approach can affect social change for human betterment.

Core skills imperative to a lifelong commitment to emancipatory social work practice are developed including critical thinking, critical and structural analysis, critical reflection and the use of critical theory to inform practice. A critical social work practice framework will be developed, informed by critical theory, critical social work approaches and principles of ethical social work practice. Understandings of the ‘self’, privilege, power, social location, oppression and disadvantage are explored including implications for practice.

The course emphasises innovative, disruptive and creative practice solutions built on a foundation of critical thinking and structural analysis. Students are reoriented to new and innovative critical social work practice that draws on a rich history of collective action; linking experiences of oppression with emancipatory action for social change and social justice outcomes.

Learning Outcomes:
On completion of this unit, students will have:

Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

a)     Lectures and critical discussion

b)   Tutorials and skill development activities

c)   Online pre-learning activities

d)   Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

Recommended Texts

• 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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/

• ADVANCES: Journal of Social Work and Welfare Education
• Australian Journal of Social Issues
• Australian Social Work
• Critical Social Work
• Journal of Social Work (UK)
• Journal of Social Work Education (USA)

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 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: MULT1015, MULT1035, SWSP1023, SWSP1043, COUN2231

Unit Description:
This unit explores the complexity of practice faced by social workers engaged in individual and family work with the aim to work towards effective outcomes for their individual and social wellbeing, and life chances. In this unit you will harness your critical social work skills and explore ethical dilemmas, cultural identity, power and gender analysis when working with individuals and families. You will investigate the application of Anti-Oppressive theory, with a strengths-based practice framework when working in different fields of practice, with child protection forming the main practical focus. Students are invited to engage in critical personal reflection of their understanding of family, challenge the construction of what family means and explore the changing social, cultural, political and historical context in which practice decisions are made.

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

Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

a)     Lectures and critical discussion

b)     Tutorials and skill development activities

c)     Online pre-learning activities

d)     Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom or on Campus]. One hour will be active material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

Readings

Recommended Text

• 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/current-students/managing-my-course/order-course-materials-and-text-books/

Recommended Readings

• These are provided in the readings list on your online class space.

Journals

• Australian Social Work
• ADVANCES: Journal of Social Work and Welfare Education
• Australian Journal of Social Issues
• Critical Social Work
• Journal of Social Work Education (USA)
• Journal of Social Work (UK)

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 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: Level 100 units completed, 2 Level 200 units completed
Unit Description:
The unit will enable students to analyse approaches to group work, multi-disciplinary teamwork and organisational learning and to demonstrate skills required for professional practice within a diverse range of groups and settings. This unit has a group project designed to link unit content with a particular issue or organisational context. 

Unit Workload:
The workload for this unit is nine hours per week. The unit includes twelve weeks of three hours of class time on Zoom or On Campus. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities. Material will be available in the online class space. In addition to the 3 hours of class time, students are expected to engage in 6 hours of private study per week.

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

1. Evaluate institutional structures, policies, programs, practices, and routines in order to work effectively in groups in the workplace.
2. Apply critical reflective skills and the ongoing use of workplace supervision
3. Demonstrate a working knowledge of theoretical and practical issues of working with groups
4. Demonstrate team building skills in order to build a supportive learning environment in an organisational setting.
5. Demonstrate a commitment to lifelong learning and professional development.

Learning and Teaching Approach:

1. Learning is an active process – which involves both questioning and challenging.
2. Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
3. Learning is a collaborative and empowering process for self and others.
4. Learning is thoughtful and reflective.
5. Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
6. Preparation for lectures and seminars and reading the recommended texts and references is essential.

The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.

Students are expected to:

• Complete all activities
• Complete readings
• Complete all assessments
• Attend all classes

It is also recommended that students:

• Keep a record of new terminology that is introduced in this unit
• Keep a copy of assessments and other correspondence
• Make notes on unit content and readings

There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.

Level: Bachelor
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units completed

Unit Description:
This unit introduces students to the process of policy development within an organisational setting. You will have an opportunity to become familiar with a range of current methodologies for policy development, develop a policy proposal, present your proposal to a service provider and or fellow students and work towards the development of a policy position in collaboration with service users and staff. Students will be assigned to one of two streams (ageing/juvenile justice) and will be required to get an excellent grasp of past and current policy initiatives within their stream.  Working in groups, you will be required to research, implement, and draft a policy paper and present your work to service users and management as part of your assessment. This unit of study has a practical component which will enable students to develop their policy development skills within a workplace setting. Emphasis will be placed on understanding the benefits and disadvantages of different policy development methodologies.

Learning Outcomes:

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

a)     Demonstrate working knowledge of policy development, its philosophy, theories, practice context and skills.

b)     Acknowledge how diversity and differences within and across communities add to the complexity of policy development and the relevance of anti-oppressive theory and practice.

c)     Critically reflect upon the potential of collaborative alliances and use of these alliances in the policy development process.

d)     Review and analyse how the dynamics of power and influence can be used in policy development seeking professional practice change.

e)     Reflect upon and evaluate examples of innovative policy development processes applicable to ageing and juvenile justice.

f)      Demonstrate practical skills for policy development, including liaison with key stakeholders and collaborative approaches.

g)     Engage with service users and staff, learn from their experience, and bring their expertise to bear on the policy development process.

h)     Demonstrate policy development skills by completing a policy development project and reflecting on its success/outcome.

Learning and Teaching Process

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

• Lectures and critical discussion
• Tutorials and skill development activities
• Online pre-learning activities
• Online post-learning

Depending on the delivery mode, the unit’s content is to be delivered to students via

• A weekly 3-hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities.

In addition to the 3 hours of class time, students are expected to engage in 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit is around 9 hours (including teamwork, individual self-study and reading).

Level: Bachelor
Credit Points: 6

Unit Description:
Gender-based and family violence is widespread and one of the most significant social problems of our time. One in three women worldwide will experience physical or sexual violence in their lifetime. Cutting across class, ethnicity, age, culture and religion, family violence predominantly affects women and children. This unit aims to deepen students’ knowledge of gender-based violence and family violence through theory and practice, research and policy with reference to the relevance of intersectionality. The focus will be understanding the complex, interlinked experiences of family violence in the lives of victim/survivors who are from marginalised groups and the key barriers to accessing support faced by these communities. The unit provides students with essential competencies to work as social workers with survivors and perpetrators of family violence as well as greater understandings of how family violence is produced within systemic and cultural contexts.

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

Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities:

a)     Lectures and critical discussion

b)     Tutorials and skill development activities

c)     Online pre-learning activities

d)     Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom]. One hour will didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.

In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours per week (including teamwork on group assignments, writing assessments and reading).

Level: Bachelor
Credit Points: 6
Prerequisites: COUN2261, SWSP2003, SWSP2013, SWSP3103

Unit Description:
This unit introduces students to the philosophies, theory, principles, values, strategies and skills of community work as a way of building capacity in community and society over the long term. This unit of study has a practical component which will enable students to develop their skills as community and social development practitioners. Advocating for social change will be explored through social action theory and practice, building on social justice, community empowerment and anti-oppressive theory and practice approaches and strategies.

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

a. Demonstrate working knowledge of community work, its philosophy, practice context and skills.

b. Articulate how diversity and differences within and across communities add to the complexity of community work and the relevance of anti-oppressive theory and practice.

c. Critically reflect upon the potential of collaborative alliances and use of networks and partnerships that link individuals with communities and society.

d. Review and analyse how the dynamics of power and influence can be used in seeking social, economic and political change.

e. Evaluate examples of innovative community development programs in social justice settings in Australia and overseas.

f. Demonstrate skills for social action, community campaigns and community development – including its strengths and limitations.

Learning and Teaching Process:

This unit is taught over 13 weeks and totals 3 student contact hours per week.

Students will participate in teaching and learning activities including:

a) Lectures and critical discussion

b) Tutorials and skill development activities

c) Online pre-learning activities

d) Online post-learning

Depending on the delivery mode, this unit’s content is delivered to students via

• A weekly 3 hour learning session [via Zoom or on-campus]. This three-hour workshop is comprised of didactic material delivered, interactive class learning, group discussion, readings, assessments and class activities.

In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).

Learning and Teaching Approach:

1. Learning is an active process – which involves both questioning and challenging.
2. Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
3. Learning is a collaborative and empowering process for self and others.
4. Learning is thoughtful and reflective.
5. Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
6. Preparation for lectures and seminars and reading the recommended texts and references is essential.

The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.

Students are expected to:

• Complete all activities
• Complete readings
• Complete all assessments
• Attend all classes

It is also recommended that students:

• Keep a record of new terminology that is introduced in this unit
• Keep a copy of assessments and other correspondence
• Make notes on unit content and readings

There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.

Level: Bachelor
Duration: One Trimester
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units completed

Unit Description:
This unit introduces students to some of the most challenging issues students are likely to encounter in the field of aged care.

Unit Workload:
The unit includes 12 session of 3 hours of class time on campus [or via zoom]. This time will be used for interactions with students to facilitate discussion of unit materials and assessments, presentations and group activities. Course material will be available in the online class space.

In addition to the 36 hours of class time, students are expected to engage in 2 hours of private study per hour of class time.

Learning Outcomes:
On 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 genrontological, 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 Approach

1. Learning is an active process – which involves both questioning and challenging.
2. Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
3. Learning is a collaborative and empowering process for self and others.
4. Learning is thoughtful and reflective.
5. Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
6. Preparation for lectures and seminars and reading the recommended texts and references is essential.

The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.

Students are expected to:

• Complete all activities
• Complete readings
• Complete all assessments
• Attend all classes

It is also recommended that students:

• Keep a record of new terminology that is introduced in this unit
• Keep a copy of assessments and other correspondence
• Make notes on unit content and readings

There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.