Level: 100 level core

Credit points: 6

Mode of delivery: On-campus and online

Pre-requisites: None

Unit Description

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

Learning outcomes:

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

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: https://www.acap.edu.au/student-resources/student-central-your-studies/textbooks-and-course-materials/

Academic misconduct

Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy 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

Pre-requisites: None

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:

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

Pre-requisites: None

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

Pre-requisites: None

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, philosophy, and methods 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:

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

Pre-requisites: None
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.

Please note: There are slightly different expectations in MULT1035 for Graduate Certificate of Psychological (GCPS) Science students. If you are enrolled in the Graduate Certificate of Psychology there are modified versions of Learning Outcome [c], the Assessment 1b rubric, and the Assessment 2 rubric in the relevant sections below. If you are not enrolled in the Graduate Certificate of Psychological Science, you can ignore these sections.

Learning outcomes:

Unit workload

The workload for this unit is 10 hours per week.

Level: 200 level core

Credit Points: 6

Pre-requisites: 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 all Psychology degrees. 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 that explore 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 of 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 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:

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

Pre-requisites: 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:

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

Pre-requisites: 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:

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

Pre-requisites: 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:

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 PSY2102. 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., ANOVA and Regression). 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:

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:

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

Pre-requisites: 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:

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

Pre-requisites: 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 history and crises of social psychology, Indigenous psychology and culture, self-identity and knowledge, attributions and attitudes, social influence, prejudice, acculturation, aggressive and pro-social behaviour, and social justice. 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:

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

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

Mode of delivery: Online

Unit description:

This unit provides an overview of the interactions and dynamic, reciprocal transactions between people and their environment. In the unit we will examine both: (1) the influences that our environment can have on human thoughts, feelings, and behaviour, such as our well-being and stress, and (2) the influence of humans on the our environment, such as pro or anti-environmental behaviour. When examining environments in PSYC2142 we will cover all natural, social, built (human-made), and virtual environments. We begin with the history and development of environmental psychology, including an overview of the research methods often used when studying the interactions between people and their environment.

Learning Outcomes:

1. Explain key developments in the discipline of environmental psychology in their historical, cultural and social context
2. Critically compare and contrast major theories of the dynamic, reciprocal transactions between people and their environment
3. Apply the scientific method and specific environmental psychology research methods to address questions on the interactions between people and their environment
4. Effectively communicate research findings on the interactions between people and their environment to a wide range of audiences
5. Understand the role of different environments (such as built, natural and virtual) on our everyday thoughts, feelings and behaviour
6. Understand the role of culture on the interactions between people and their environment

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 online 120-minute pre-tutorial learning activities
2. Twelve (12) weekly 90-minute live (online) tutorials
3. Twelve (12) weekly online 120-minute post-tutorial learning activities

Level: 200 level elective

Credit Points: 6

Pre-requisites: 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:

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 elective

Credit Points: 6

Pre-requisites: 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 well-being from an Indigenous perspective.

Learning Outcome:

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

Pre-requisites: PSYC3102 Psychology: History, Science and Application 3

Mode of delivery: On-campus and 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 Outcomes:

a. Critically apply psychological concepts associated with learning and teaching to understanding how people learn across the lifespan and in different settings

b. Apply a broad understanding of psychological processes to address learning difficulties and promote educational achievement

c. Show initiative and judgement in planning, problem solving and decision making relating to the design of learning and teaching

d. Adapt fundamental psychological principles, concepts and techniques to the analysis and management of education

e. Apply cognitive, communication and analytical skills to present knowledge of key concepts in the psychology of teaching and learning to 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. Online pre-tutorial learning activities

b. Twelve (12) weekly 90 minutes skill development tutorials

c. Online post-tutorial learning activities

Level: 300 level elective
Credit points: 6

Pre-requisites: PSYC3102 Psychology: History, Science and Application 3; incompatible with JALE3014 and

JALE3934

Unit Description:

This unit is a Level 300 elective unit. This unit will explore psychological processes and their application to crime and justice, and provide an opportunity for students to engage in depth with theory, research, and practice in the field of psychology of crime and justice. Students will be introduced to core topics such as understanding criminal behaviour psychologically, key ethical issues, giving evidence, risk assessment, child protection, working with offenders and victims of crime, and correctional programs. Students will develop, consolidate, and apply knowledge to critically evaluating offending behaviour and rehabilitation from multiple perspectives, and understand contextual influences on offending behaviour and rehabilitation. By critically appraising contextual influences on offending behaviour and rehabilitation, students will be able to apply cognitive and analytical skills to understand key areas of psychological practice such as ethical frameworks, cultural and public safety, and effectively communicate this understanding to a variety of stakeholders.

This unit is an introduction to working as a psychologist in the justice and corrective system and will enable students to understand how this specialist area of practice fits within the wider domain of psychological practice.

Learning Outcomes:

Level: 300 level elective
Credit points: 6
Pre-requisites: 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 – Bachelor of Psychological Science

300 level core – Graduate Diploma of Psychological Science
Credit points: 6
Pre-requisites: PSYC3102 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 / elective
Credit points: 6
Pre-requisites: 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. Examine the effects of media consumption on society, including in relation to criminal behaviour and attitudes to justice
3. Examine attempts to regulate media, including censorship
4. Explain and contrast media representations of crime and criminal justice processes

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 / elective
Credit points: 6
Pre-requisites: 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 / elective
Credit points: 6
Pre-requisites: 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 / elective
Credit points: 6
Pre-requisites: Any four level 100 units

Unit Description:

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

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

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

Learning Outcomes:

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

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

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 / elective
Credit points: 6
Pre-requisites: Any four level 100 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:

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

a. Examine sentencing purposes and considerations
b. Apply knowledge of the historical, philosophical and social aspects of correctional systems
c. Analyse concepts of punishment and rehabilitation in custodial and non-custodial settings.
d. Communicate in a professional manner.
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 / elective
Credit points: 6
Pre-requisites: Any four level 100 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: 200 level core / elective
Credit points: 6
Pre-requisites: 4x Level 100 units

Unit Description:

This unit introduces students to the various forms of transnational crime and its effects on domestic and global environment. The unit commences by introducing students to the concept of transnational crime and by defining and distinguishing the various offences that are classified under this concept.  The global context in which these activities occur will be identified, with specific attention paid to globalisation and modernisation processes.  Students will also be introduced to the broader contexts and impacts of these activities, including the social, legal, economic and political arenas via examination of transnational organised crime as a threat to national and global security.

The unit will examine the main forms of transnational crime, focusing on illegitimate economies and ‘black market’ trade.  Key offences examined include illegal trade of: arms; licit and illicit substances; and human beings.  Environmental harms, cyber-offences, maritime piracy and terrorism will also be examined. Throughout, students will analyse the roles played by organised criminal networks and official corruption in relation to the commission and facilitation of transnational offences.

The unit will critically examine attempts by governments and domestic and global agencies to combat transnational crime, including legislative and enforcement strategies.  Students will analyse the effectiveness of governmental and agency attempts to combat transnational crime, with particular attention paid to the difficulties encountered.  The unit will conclude by considering future trends in the area of transnational crime.

Learning Outcomes:

On successful completion of this subject 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: 200 level core / elective
Credit points: 6
Pre-requisites: 4x Level 100 units

Unit Description:

This unit encourages students to think critically about criminal justice issues and how they manifest in the experiences of those who come into contact with criminal justice systems. On completing this unit students will have a broader understanding of contemporary criminal justice issues and be able to critically engage in debates that question its effectiveness and role in a changing society.

This unit introduces students to a range of critiques that arise in the context of criminal justice in action. It examines how relationships of power manifest within criminal justice systems, including how these impact on what behaviours are defined as criminal and whether justice is applied universally. It takes a critical look at the effectiveness of traditional criminal justice, including the sustainability of current imprisonment practices. This unit considers some innovative forms of justice that have arisen in both international and Australian contexts, and the emergence of justice reinvestment as a principle. The unit concludes by critically examining some contemporary challenges to criminal justice in Australia.

Learning Outcomes:

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

1. Evaluate the effectiveness of traditional criminal justice processes and institutions, including juries and prisons
2. Examine the nature and impact of societal changes on the criminal justice system
3. Demonstrate knowledge of the various drivers of criminal justice policy and practice, including political, economic, and social factors
4. Analyse non-traditional approaches to criminal justice, including restorative justice and justice reinvestment
5. Demonstrate knowledge of the informal functions of law enforcement, court and correctional systems

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 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: 200 level core / elective
Credit points: 6
Pre-requisites: 4x Level 100 units

Unit Description:

This unit introduces students to the study of crime prevention strategies and the analysis of techniques and theories used in crime prevention programs. In doing so, the unit examines the key approaches and theories within the crime prevention field, including the situational, developmental, social, and crime prevention through environmental design (CPTED) approaches. Specific techniques of prevention associated with each approach are analysed, as are weaknesses and critiques. The unit will also engage students in the application of crime prevention theories, with specific contexts and offence-types considered. In doing so, the unit will demonstrate the differences between crime prevention and crime control. The unit concludes with a consideration of the future directions of crime prevention.

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 / elective
Credit points: 6
Pre-requisites: 4x Level 100 units

Unit Description:

This unit extends students’ understanding of criminology and criminal justice by introducing them to the field of comparative criminology. The unit commences with an explanation of the ‘why’ and ‘how’ of comparative criminology, including its aims, benefits and key methodological approaches. It then introduces students to the different major legal traditions by comparing the common law/adversarial system with the civil law/inquisitorial and Islamic systems of justice.

Throughout the unit, students will be exposed to the similarities and differences between criminal justice agencies and processes across national jurisdictions. This will include examinations of law enforcement, types of punishment, imprisonment, and youth justice. These analyses will be interspersed with case studies of different nations from across the world. Case studies will provide students with an understanding of the similarities criminal justice systems share, as well as their differences. Case studies will also involve analysis of the various factors that influence crime in different societies and the development of criminal justice systems and processes, including history, culture, politics, and economics. Indigenous justice practices of justice will also be examined, including consideration of the extent to which such practices are integrated within broader justice systems.

Learning Outcomes:

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

1. Demonstrate knowledge of the aims and benefits of comparative criminology
2. Analyse the nature and causes of crime across societies
3. Examine the influence of various factors, including history, culture and politics, on the development of different criminal justice systems and processes
4. Analyse the similarities and differences of criminal justice systems across different jurisdictions

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: 300 level core / elective
Credit points: 6
Pre-requisites: All level 100 units and 4x Level 200 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 core / elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit extends student’s understanding of sex, gender and crime. Taking a theoretical and critical approach to identity, this unit examines how gender and sexuality interact with criminal offending, victimisation and criminal justice processes. Specific topics covered include social constructions of gender and sexuality, sexual violence, and violence in the home. Throughout, students will apply intersectionality in considering the multidimensional nature of identity and its impact on individuals and society in relation to crime and criminal justice.

Learning Outcomes:

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

1. Analyse socially constructed forms of identity, including gender and sexuality
2. Examine critically the relationship between gender, criminal behaviour and victimisation
3. Evaluate the impact of gender on criminal justice agencies and processes
4. Examine the intersections between gender and sexuality and other points of difference including class and race, in relation to crime, victimisation and criminal justice

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit synthesises students’ understanding of criminal justice processes via an introduction to the approaches, methods, structures, and processes of criminal justice at the international level. The unit commences with an introduction to the international criminal justice (ICJ) context, including how international crime is defined and classified. Content examines the interplay between international criminal justice (ICJ) and human rights and explores how nation-states can be held accountable. The unit examines the different forms of international crime, including genocide and crime against humanity, and the use of international criminal tribunals and the International Criminal Court to investigate and prosecute such acts.

Broader analysis of the place of ICJ will then occur, with students examining the globalised nature of crime and crime control and the place and potential role of ICJ in global governance. In this context, the relationship between crime and development is investigated, with the unit concluding by considering the future of ICJ, particularly in relation to human rights. Throughout the unit, students will be asked to consider the role and impact of political power and agendas on ICJ.

Learning Outcomes:

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

1. Examine the origins, goals and effectiveness of international criminal justice and its associated processes
2. Differentiate the main categories of crime under the operation of the International Criminal Court, including torture, genocide, crimes against humanity, and war crimes
3. Analyse the role and validity of human rights in relation to crime and criminal justice in the international context
4. Evaluate the current international features of law enforcement, investigation, prosecution, and punishment

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit enhances students’ understanding of how crime has expanded into online spaces. Through analysis of cybercrime, students will gain knowledge of various forms of online offending, the theoretical underpinnings of online offences, and associated responses. Upon completion, students will demonstrate a firm knowledge of cybercrime and be able to critically evaluate current and future responses to online offences.

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: 300 level core / elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units; incompatible with JALE3934 and PSYC3162

Unit Description:

This unit explores the intersection between mental health and the criminal justice system (CJS) in Australia and examines current debates surrounding outcomes for people interacting with the CJS who are classified as exhibiting mental illness. This unit canvases the breadth of the problem of mental illness in the criminal justice system, and outlines the multidisciplinary approach developed to address the needs of this population. It also examines the vulnerability of persons with mental illness as victims of crime and the history of classification of behaviours as mental illness. This unit then explores the classification of offenders as mentally disordered in the context of police, courts, sentencing, prisons and the community, and responses to mental illnesses and special populations. Students should develop a broad understanding of the relationship between mental illness and offending, and the risks and services associated with case management.

Learning Outcomes:

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

1. Examine the relationship between mental illness and crime
2. Examine the challenges faced by the criminal justice system, including by police, when dealing with mentally ill individuals
3. Evaluate the provision of mental health treatment by the criminal justice system, including in prisons
4. Analyse the relationship between mental health and institutionalisation

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: 300 level elective
Credit points: 6
Pre-requisites: All level 100 units and 4x Level 200 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:

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units; incompatible with JALE3014 and PSYC3162

Unit Description:

This unit introduces students to the primary tenets and central topics within the specialist field of forensic psychology. The unit will outline the history and definition of “forensic psychology”, exploring in detail the five key subspecialties within the discipline, and identifying conflicts that arise between psychology and the law. Contemporary theories of offending will be examined in detail and linked to the empirical principles that underlie work with forensic clients.

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit enhances student’s understanding of the historical and contemporary issues relevant to policing in Australia. The unit commences with an overview of the historical basis for the development of statutory authorities including police and introduces students to the general roles performed by police. The unit will examine the influence of the changes in society to the evolution of policing and the role of police within society before examining contemporary law enforcement powers and duties aimed at the prevention and detection of crime. Students will consider the role of training and education within enforcement and will analyse “culture” as it applies to policing and how it can impact upon issues of corruption and the protection of human rights.

The unit will then evaluate accountability mechanisms including internal and external monitors such as the Independent Broad-based Anti-Corruption Commission (Victoria) and interstate equivalents, the courts as regulators such as coronial proceedings, and internal Professional and Ethical Standards Departments. Critical analysis will also relate to the exercise of discretion within enforcement agencies.

The unit will conclude with an overview of recent initiatives relative to law enforcement and include a critical review of contemporary issues and practices.

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit introduces students to historical and contemporary ideas and issues surrounding terrorism, including its impact on domestic and global environments. From the outset, students will be introduced to the political context in which terrorism exists, including the process by which non-state actors are classified as terrorist. To understand terrorism as political violence, the unit will examine the nature of non-state actors classified as terrorist, including their ideological motivations, goals and tactics, as well as the structures of such groups. Recruitment practices will also be examined, such as radicalisation processes, as will the use of technologies by groups to communicate, recruit and conduct attacks.

The unit will also consider the counter-terrorism strategies adopted by governments and the effectiveness of these strategies. The role of intelligence and criminal justice agencies will be specifically considered in this context. The unit will also analyse the implications of counter-terrorism strategies for human rights and due process.

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: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, 4x Level 200 units

Unit Description:

This unit expands students’ understanding of crime and criminalisation processes by engaging them in the sociology of deviance. In doing so, the unit adopts a view of deviance as socially constructed, allowing students to identify and analyse the social, legal and political forces at play in classifications of people and behaviour as deviant.

Specifically, the unit applies key sociological approaches to deviancy (e.g. labelling, feminism, functionalism, post-modernism) and societal attitudes. Students critically examine the nature of crime, deviance and corresponding societal reactions and control measures in their socio-political and socio-legal contexts. Throughout the unit, case studies will be employed to engage students in the study of the sociology of deviance and to provide students with real-life and practical examples of deviance as well as the formal and informal measures employed to prevent and manage behaviours and populations classified as deviant.

Learning Outcomes:

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

1. Apply the major sociological theories of deviance to social contexts and behaviour
2. Differentiate between crime and deviance
3. Analyse the nature of deviance and corresponding societal reactions and control measures
4. Evaluate formal and informal attempts to prevent and manage deviant behaviour

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. Seminars, critical discussion and skill development activities
2. Online pre-learning activities
3. Online post-learning

This unit’s content is delivered to students via a weekly 3-hour (on-campus) seminar. Online students will have access to the seminar recording and will attend a weekly 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 teamwork, individual self-study and reading).

Level: 100 level core / elective
Credit points: 6
Pre-requisites: 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 / elective
Credit points: 6
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 / elective
Credit points: 6
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: 100 level core / elective
Credit points: 6

Unit Description:

This unit introduces students to the principles of ethical-informed trauma counselling. Students learn to identify a range of traumatic triggers and indicators of trauma responses relevant for individuals of diverse backgrounds. Assessment tools for trauma related presentations are outlined and contemporary evidence-based and practice-based approaches to specific populations in response to trauma informed practice are analysed. Vicarious trauma and compassion fatigue are discussed as students critically reflect on potential impacts of working with trauma on the self of the counsellor.

Learning Outcomes:

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

a. Outline the principles of ethical-informed trauma counselling

b. Identify a range of indicators of trauma responses for individuals of diverse backgrounds

c. Outline assessment tools for trauma related presentations

d. Analyse contemporary evidence-based and practice-based approaches to trauma informed practice

e. Critically reflect on the impacts of working with trauma on the self of the counsellor

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core / elective
Credit points: 6
Pre-requisites: 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 successful completion of this unit, students will 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 / elective
Credit points: 6
Pre-requisites: All level 100 core units, COUN1231

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 successful completion of this unit, students will 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 / elective
Credit points: 6
Pre-requisites: All Level 100 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 successful completion of this unit, students will 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 / elective
Credit points: 6
Pre-requisites: All Level 100 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 successful completion of this unit, students will 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 / elective
Credit points: 6
Pre-requisites: All Level 100 core units

Unit Description:

This unit forms part of the Coaching minor and introduces theories, models and practices of coaching to the student. In the unit, students will explore the context of coaching within the broader professions of psychology, and in contrast to counselling, psychotherapy, mentoring, and consulting. The theory of coaching is critiqued in the light of Positive Psychology principles and practice and how they contribute to effective coaching. Students learn the characteristics of coaching practice, including how to set effective goals with clients and effective interviewing techniques. In this unit, students will engage in role play practice sessions to learn how to effectively structure a coaching session.

Learning Outcomes:

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

a. Discuss the distinctions between coaching, counselling and consulting

b. Critically review the major theories and models of behaviour change relevant to coaching (goal theory, positive psychology, adult learning models and theories of change)

c. Discuss and apply the key techniques and processes utilised in the practice of coaching (goal setting, solution orientated practices, Cognitive Behaviour Therapy, applied positive psychology) to plan an effective structure and approach for a coaching session

d. Apply the ICF Core Competencies utilised in coaching

e. Appraise major issues in the ethics of coaching (boundaries, referrals and the client-coach relationship)

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core / elective
Credit points: 6
Pre-requisites: 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 successful completion of this unit, students will 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 / elective
Credit points: 6
Pre-requisites: All Level 100 units, all Level 200 units

Unit Description:

This unit assures student counsellors interrogation of contemporary counselling paradigms and research. Students identify and deliberate on ethical and professional issues in applying contemporary counselling approaches in practice. The evidence base and theoretically philosophy of contemporary counselling orientations is critically evaluated. Students critical reflect on developing competencies with the effective enactment of contemporary counselling approaches with clients of diverse backgrounds.

Learning Outcomes:

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

a. Interrogate contemporary counselling paradigms and research

b. Critically evaluate the evidence base of contemporary counselling orientations

c. Identify ethical and professional issues in applying contemporary counselling approaches in practice

e. Critically reflect on skills and knowledge required for contemporary counselling approaches

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core / elective
Credit points: 6
Pre-requisites: All Level 100 units, all Level 200 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 successful completion of this unit, students will 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
Pre-requisites: All Level 100 units, all Level 200 units

Unit Description:

In this unit, student counsellors are introduced to the principles of positive psychology. Students will learn how positive psychology emerged as a study of what makes people happy and well. Students will be guided in critically evaluating the theories, techniques and evidence-base of positive psychology. It will assist students to develop an in-depth understanding of the range of positive psychology interventions to strengthen optimism, resilience and self-esteem to enhance the wellbeing of clients of diverse backgrounds. Students will gain an understanding of how positive psychology is implicated beyond the individual to communities and institutions.

Learning Outcomes:

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

a. Classify and apply key theories and techniques of positive psychology

b. Critically evaluate the theories, techniques and evidence-base of positive psychology

c. Critically appraise positive psychology techniques to enhance wellbeing

d. Integrate positive psychology techniques to enhance mental health and wellbeing for individuals of diverse backgrounds

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level core / elective
Credit points: 6
Pre-requisites: All Level 100 core units, all Level 200 core units, COUN2281

Unit Description:

This unit forms part of the Coaching minor and introduces theories, models and practices of life coaching to the student. Students will explore the context of life coaching within the broader profession of psychology, and in contrast to counselling, psychotherapy, mentoring and consulting. The unit immerses students in the major theories and models of behaviour change and their application to the life coaching context. Ethical concerns will be discussed, as will issues that require attention for starting own life coaching practices.

Learning Outcomes:

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

a. Critically evaluate the major theories, approaches, practices and models of behaviour change underpinning the practice of life coaching

b. Outline and apply the main assumptions associated with life coaching and the links to theoretical traditions to a life coaching session

c. Apply the key theories and techniques utilised in the practice of life coaching

d. Critically analyse major ethical principles in the practice of life coaching

e. Reflect on and evaluate coaching practice to integrate the ICF Core Competencies into coaching practice and to develop coaching skills

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level
Credit points: 6
Pre-requisites: All Level 100 units, COUN2281

Unit Description:

This unit forms part of the Coaching specialisation and focuses on the application of coaching in a variety of settings and human endeavours across the lifespan. Students will learn how to tailor and adapt the coaching process to various client bases working towards achieving health and wellness goals, professional/career goals, personal/life goals, education goals and relationship goals. The unit covers current issues in the practice of coaching across the various niche markets. The capacity to assess the ethics and effectiveness of coaching is also explored in depth.

Learning Outcomes:

On completion of this unit students should be able to:

a. Apply coaching models with diverse individuals, groups and teams across the lifespan

b. Apply coaching interventions to facilitate clients’ goals; including professional and personal objectives

c. Critically reflect on and evaluate coaching practices, issues and applications

d. Integrate the ICF Core Competencies into coaching practice

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 units, all Level 200 units, COUN1211, COUN1231

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:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level elective
Credit points: 6
Pre-requisites: All Level 100 and all Level 200 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:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

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

Pre-requisites: None

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; 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.

Practising critical reflection is central to becoming a social worker and students will be encouraged throughout the unit to identify and reflect on their personal values and beliefs and their alignment with core social work values and purpose. Knowledge of the diversity of social work practice and social work roles will be explored and applied during class activities and assessment tasks.

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/student-resources/student-central-your-studies/textbooks-and-course-materials/

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

Pre-requisites: SWSP1003, SWSP1053

Unit Description:
This unit introduces first year students to the role and importance of theory to the social work profession.  Students will learn a range of social work theories and explore how theory informs and integrates with social work practice. The strengths perspective, ecological systems theory, crisis intervention, task – centred, cognitive behavioural theory and child-parent attachment theory are specifically examined. Students will learn to analyse these theoretical approaches and articulate their application to knowledge and practice in social work.

Learning Outcomes:

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

a. Understand what theory is and articulate its role in social work practice.

b. Demonstrate knowledge of different theoretical approaches

c. Apply selected theories to contemporary anti-oppressive social work practice with people from diverse backgrounds.

d. Critically reflect on the intersections between personal knowledge, theoretical perspectives, and ethical social work practice.

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).

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/student-resources/student-central-your-studies/textbooks-and-course-materials/

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 our 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

Pre-requisites: SWSP1003, SWSP1053, SWSP1013

Unit Description:
In this unit, students are introduced to a range of foundational social work skills and knowledge crucial to becoming a competent social worker. Students will have the opportunity to identify their own personal values and beliefs and the ways that these intersect with the values and ethics of the profession. Developing self-awareness as a pathway to empathy and compassion is a focus of this unit, giving students the skills for engagement and rapport building with individuals from diverse cultural backgrounds. Students will begin to integrate theory with practice which is crucial for preparation for field placements and to becoming a professional, competent and ethical social worker.

Unit Workload:
This unit is taught over 13 weeks and a weekly 3 hour learning session [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. Course 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. The workload for this unit is 9 hours per week.

Learning Outcomes:

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

a. Identify personal values and beliefs and demonstrate understanding and implications of their intersection with core professional social work ethics and values.

b. Demonstrate knowledge and awareness of self and a beginning ability to critically reflect on their own practice.

c. Identify and demonstrate essential interpersonal verbal, non-verbal and written communication skills used in social work practice.

d. Identify, understand and apply various models, frameworks and theories for anti-oppressive social work practice with people from diverse cultural backgrounds and in diverse contexts.

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.

Readings

Recommended Texts

• Loughran, H., (2019). Counselling Skills for Social Workers. Routledge 
• Pomeroy, E. C., & Bradford Garcia, R. (2018). Direct practice skills for evidence-based social work: A strengths-based text and workbook. Springer. 

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 our 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)

Pre-requisites: None

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:

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
Pre-requisites: All level 100 units, SWSP1003, and SWSP1053

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:

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: https://www.acap.edu.au/student-resources/student-central-your-studies/textbooks-and-course-materials/

• 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
Pre-requisites: MULT1015, MULT1035, SWSP1003, SWSP1023, SWSP2003

Unit Description:

This unit focuses on further developing the professional practice skills introduced in Professional Practice 1 (SWSP 1023). Students use role plays to practice skills and develop a strength-based, ‘person in context’ approach.

To ensure that students are placement ready, there is a focus on core social work documentation including how to write case notes and carry out and record assessments and reviews. Students explore the role of social workers in different types of teams and organisations and learn how to resolve the challenges they will face in their work, for example, limited resources, working to legislative and policy requirements.  A range of in class activities and assessments enable students to develop their critical reflection skills, further preparing them for placement.

Learning Outcomes:

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

a. Critically reflect on the intersection and role of personal and professional values and beliefs in ethical social work practice

b. Demonstrate the ability to foster collaboration with people from diverse backgrounds and work effectively with other professionals and those supporting the client such as family and friends.

c. Demonstrate relevant and culturally appropriate social work practice skills in engagement, assessment, planning, intervention, and review.

d. Demonstrate effective and appropriate verbal, non-verbal and written professional communication skills.

Unit Workload:
The workload for this unit is nine hours per week. This includes twelve weeks of three hours of class time on Zoom. 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. 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 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.

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/student-resources/student-central-your-studies/textbooks-and-course-materials/

Recommended Readings

• These are provided in the readings list on your 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, here.

Level: Bachelor
Credit Points: 6
Pre-requisites: All level 100 units, SWSP1003, SWSP2003, and PSYC2132

Unit Description:
This unit explores the complexity of practice faced by social workers working towards effective outcomes to enhance the wellbeing of individuals and families. This unit teaches students how to develop key skills required for engaging, assessing and working alongside diverse individuals, children, and families in contrasting fields of social work practice, through the application of anti-oppressive and strengths-based practice frameworks.

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

1. Apply strength-based and anti-oppressive approaches to practice with individuals and families.
2. Adopt a critical social work approach to understand the contemporary challenges that diverse individuals and families experience.
3. Critically reflect upon the personal and professional ethics, values, and assumptions that influence social work practice with individuals and families.
4. Develop and apply social work practice skills for working with diverse individuals and families.

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/student-resources/student-central-your-studies/textbooks-and-course-materials/

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, click here.

Level: Bachelor
Credit Points: 6
Pre-requisites: SWSP2003

Unit Description:
This unit explores the history, critiques, challenges and opportunities of international social work. International social work encompasses those aspects of the profession that address practice or policy issues that affect more than one country. The effects of globalisation and the reality of global social problems (environment, health, disaster, poverty, gender inequality, conflict, people movement) requires social workers to develop an understanding of the international dimensions of structural and systemic problems. Understanding and locating contemporary social problems globally is relevant to national and transnational social work practice. In this subject, students will deep dive into contemporary global issues to understand and apply social work responses to these problems. Students will further develop their critical social work practice framework with a focus on human rights and decolonialization in an international context. Students will be challenged to explore the ethics and values of transnational social work practice and consider social worker responsibility to engage internationally.

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, 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).

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
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

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

Learning Outcomes:

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
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

Unit Description:

The capacity of groups to enable personal and social transformation is well known in social work practice. Members of a group can effectively combine their energy and resources to attain a shared goal in areas such as advocacy, therapy, and work teams. This unit introduces students to a range of frameworks, concepts, strategies, and skills essential to maximising the benefits of group work within formal and informal settings. Students will explore group work theories and practice and apply their knowledge through in class activities and assessments. Students will gain insights into the diversity of groups and group work in practice, including planning and evaluating groups, understanding, and managing group processes and dynamics, and engaging in self-reflective practice in groups. Students will consider practice issues such as the ethics of privacy, role clarity, cultural humility, and teamwork, relevant to a wide range of organisational contexts.

Relevance to Social Work Practice

This unit directly addresses three of the nine AASW Practice Standards. Standard 1: Social workers conduct themselves according to the values, principles, and guidelines of the AASW Code of Ethics 2020; Standard 5: Social workers practice within a professional knowledge framework informed by a critical understanding of contemporary social work theory and research; and Standard 6: Social workers make professional decisions based on a holistic assessment of the needs, strengths, goals and preferences of people. This unit provides a firm foundation for students to know when and how to engage in effective and ethical group work in community and organisational settings. It contributes to students’ ability to recognise, and use responsibly, the power and authority they have when exercising professional judgement affecting people.

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

1. Demonstrate theoretical knowledge about groupwork process and the principles that underpin groupwork as a practice method.
2. Apply groupwork theory to establishing a group, that includes developing a purpose and structure for the group and facilitating one group session.
3. Critically reflect on the process of groupwork including awareness and use of self, and relationship skills.
4. Analyse and critically reflect on groupwork within the context of Australian social work ethics and practice standards

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

Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

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 successful 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
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

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:

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
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

Unit Description:

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

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

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:

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: 300
Duration: One Trimester
Credit Points: 6 credit points
Pre-requisites: SWSP2003

Unit Description:

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

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

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

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

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 hours learning session [via 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.

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).

Participation in class times is compulsory. This time will be used for interactions with students to facilitate discussion of unit materials and assessments. The remainder of course material will be available in the online class space.