Bachelor of Social Work
Bachelor of Social Work
Act on empathy. Lead a fulfilling career in social work
Be intrigued by the human mind
Overview
You’re passionate, you see the opportunities and you want to make a positive difference in your community. Our Bachelor of Social Work gives you deep insight into why we behave the way we do and strategies to help guide people in need.
Your passion for helping others will pave the way for many rewarding health and welfare career paths, where demand continues to grow.
It is a requirement of this course for students to complete two field education placements totalling 1,000 hours, helping you graduate with applied skills. The accrediting body may have additional requirements, including minimum English language, to meet professional accreditation standards. For more information on meeting those requirements visit aasw.asn.au.
This course has been accredited by the Navitas Professional Institute (NPI) under its self-accrediting authority.
What you'll learn
Expertise in human behaviour forms the foundation of all our courses including our Bachelor of Social Work.
EXPLORE WITH AN APPLIED FOCUS:
Psychology of Health and Wellness
Development Psychology
Social Work Theories
Cultural Diversity
International Social Work
Interpersonal, Family and Structural Violence
Mental Health
Indigenous Social Work
Ageing and Disability Social Work
Course structure
This course is comprised of 28 units, which are level 100, 200, 300 and 400 units.
The course duration is 4 years full time or up to 8 years part time. For more information on the recommended course sequence click here.
Level: Bachelor
Credit Points: 6
Core/Elective: Core
Unit Description:
This unit introduces students to the values-based profession of social work. Students will explore the core values that underpin social work purpose and ethics namely, respect, professional integrity and social justice. Understanding the historical development of social work in Australia provides a context for learning about contemporary Australian social work practice and the organisation of human services.
Learning Outcomes:
On successful completion of this unit students will be able to:
a. Demonstrate skills to identify, examine and reflect upon the personal and professional dimensions of social work practice.
b. Demonstrate knowledge of the history, philosophy, ethics, values and legal frameworks informing contemporary social work practice.
c. Demonstrate knowledge of key fields of social work practice in relation to marginalised individuals, groups and communities.
Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom or on-campus]. One hour will be active material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Readings
Recommended Texts
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: https://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6 (out of a total of 192)
Prerequisites: Completion of a minimum of four Level 100 units
Unit Description:
The unit provides an introduction to the social and human sciences, their historical foundations and their role in understanding and working in contemporary society. Concepts studied in this unit to understand social inequality are structural theories about gender, class, diversity, politico-economic systems, social institutions, culture, colonisation, globalisation, neoliberalism and (post)modernity. Students will also explore postmodern concepts of human agency, lived experience, identity, knowledge, self and subjectivity. This analysis aims to provide students with an appreciation of the role of the social sciences in understanding contemporary society, but even more importantly it establishes a foundational framework through which the analysis of contemporary social issues takes place.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Define and apply key sociological concepts to contemporary social issues
b. Analyse the influence of socialisation on social roles, beliefs and values
c. Discuss and apply sociological concepts, including: gender; class; status; power; structure and agency; and analyse how these contribute to social inequality
d. Explore diversity within social environments and analyse historical patterns of social inequalities
e. Describe and discuss the roles of the social sciences in contemporary society
Learning and Teaching Process
This unit is taught over 13 weeks and totals 36 student contact hours per week.
Students will participate in teaching and learning activities including:
a. Lectures and critical discussion
b. Tutorials and skill development activities
c. Pre-learning activities
d. Post-learning activities
Depending on the delivery mode, this unit’s content is delivered to students:
- A weekly 3 hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities;
In addition to timetabled contact hours, students are expected to do at least 9.5 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total workload of this unit will be around 150 hours (including teamwork, individual self-study and reading).
Level: 100 level core
Credit points: 6
Mode of delivery: On-campus and online
Unit Description
Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the 4 Disciplines in the College to develop three integrative units that are core to first-year Undergraduate courses. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession/vocation.
This unit will introduce students the issues of living and working in a culturally diverse professional and social environment. We will examine interactions between our own and others’ personal cultural identities, and how these shape our experience of relationships personally and professionally. The unit provides students with an opportunity to explore, analyse and reflect on the cultural context in which you will study and practice your chosen profession, and to develop the foundational critical thinking and reflective skills required for this.
Learning outcomes:
On completion of this unit students should be able to:
a. Identify, summarise and communicate concepts from credible sources of information
b. Explain the role of culture, cultural identity and cultural influence in higher education and professional practice
c. Evaluate and apply theories and evidence related to culturally safe practices in professional practice
Unit workload:
The workload for this unit is 10 hours per week.
Textbook
The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Academic misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
Unit information may be subject to change prior to the teaching trimester commencing. Once term has commenced please review the Unit Outline in your class space to ensure your trimester study plan is correct.
Level: Bachelor
Credit Points: 6
Prerequisites: 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 about 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://students.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list on your online class space.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-Z-Policies/Academic-Misconduct-Policy.pdf for full details of the Academic Misconduct Policy.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: 100 level core
Credit Points: 6
Mode of delivery: On-campus and online
Unit description:
Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the 4 Disciplines in the College to develop three integrative units that are core to first-year Undergraduate courses. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession/vocation.
This unit will introduce students the issues of sustainability on a personal, professional and community level. We will examine individual and group practices that can meet the needs of current generations without compromising our or future generations ability to meet their own needs through a transdisciplinary perspective. This will encompass evidence-based approaches to promoting sustainability in the context of study, professional work and within our communities.
The unit provides students with an opportunity to explore, analyse and reflect on the contribution of human behaviour to the sustainability of individuals and communities, and apply this to their personal, educational and future professional lives.
Learning outcomes:
On completion of this unit students should be able to:
a. Define sustainability in personal, professional and community contexts
b. Apply the principles of sustainability to personal, professional and community contexts
c. Demonstrate how evidenced-based approaches can be used to take action to support sustainability
Unit workload
The workload for this unit is 10 hours per week.
Level: Bachelor
Credit Points: 6
Prerequisites: 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:
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:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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 http://currentstudents.acap.edu.au/assets/Managing-My-Course/A-Z-Policies/Academic-Misconduct-Policy.pdf for full details of the Academic Misconduct Policy.
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
Unit Description:
This unit looks at the Australian political processes and institutions and the way Governments, through ideology and public policy, including social policy, influence the formation of a certain type of citizenry and a civil society, nationally and internationally. The role of social workers in the human services sector is explored in this context.
Unit Workload:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom]. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning Outcomes:
On completion of this unit, students will be able to:
a) Describe the political process and ideologies that underpin the political process in Australia.
b) Demonstrate an understanding of the structures, processes and relationships that lie “behind” the public face of government in Australia.
c) Describe the complex set of relationships and a range of players and their competing interests in the socio-political, cultural and economic discourses of the times.
d) Articulate what a civil society looks like and how stable this definition is.
e) Demonstrate an understanding of such concepts as; civil society, public good, power, elites, wealth, inequality, discourse, justice and democracy are explain how they are produced and to what effect.
f) Describe how the interconnectedness and interdependence with global societies, politics and cultures are producing a ‘global world’ and a ‘global citizen’.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: 200 level core
Credit points: 6
Prerequisites: N/A
Unit Description:
This unit draws on a knowledge base of development across the lifespan in order to critically investigate and evaluate factors contributing to typical and atypical human behaviour. Students use a combination of lifespan theories and case studies to develop critical knowledge and understanding of issues specific to typical and atypical human development, applying this knowledge to the counselling field.
Learning Outcomes:
On completion of this unit students should be able to:
a. Describe developmental characteristics in children, adolescents, adults and the elderly, along with how these impact on various stages of development
b. Define and recognise a range of typical and atypical behaviours and apply this knowledge to the counselling field
c. Evaluate factors contributing to typical and atypical development across the lifespan
d. Use developmental lifespan theories as a lens for understanding human development
Learning and Teaching Process:
The workload for this unit is 10 hours per week.
Level: Bachelor
Credit Points: 6
Prerequisites: SWSP1003, SWSP1053, SWSP1013
Unit Description:
This unit explores critical social work’s foundations in critical theory and the development of critical social work practice and approaches. It critiques historical and contemporary establishment social work approaches to address oppression and marginalisation and argues that only a critical approach can affect social change for human betterment.
Core skills imperative to a lifelong commitment to emancipatory social work practice are developed including critical thinking, critical and structural analysis, critical reflection and the use of critical theory to inform practice. A critical social work practice framework will be developed, informed by critical theory, critical social work approaches and principles of ethical social work practice. Understandings of the ‘self’, privilege, power, social location, oppression and disadvantage are explored including implications for practice.
The course emphasises innovative, disruptive and creative practice solutions built on a foundation of critical thinking and structural analysis. Students are reoriented to new and innovative critical social work practice that draws on a rich history of collective action; linking experiences of oppression with emancipatory action for social change and social justice outcomes.
Learning Outcomes:
On completion of this unit, students will have:
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Recommended Texts
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Australian Social Work
- Critical Social Work
- Journal of Social Work (UK)
- Journal of Social Work Education (USA)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6
Prerequisites: MULT1015, MULT1035, SWSP1023, SWSP1043, COUN2231
Unit Description:
This unit focuses on further developing the professional practice skills introduced Professional Practice 1 (SWSP 1023).
Students will use role plays and video work to practice skills and reflect on their usefulness from a strength-based, ‘person in context’ approach.
This unit will include thinking about how to work with other professionals and informal carers.
Students will explore the role of social workers in different types of teams and organizations and learn how to resolve the challenges they will face in their work.
Students will learn about social work documentation including how to write case notes and carry out and record assessments and reviews.
Students will develop their critical reflection skills.
Learning Outcomes:
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.
d. Demonstrate relevant and culturally appropriate anti-oppressive social work practice skills in engagement, assessment, planning, intervention, and review.
e. 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:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list on your class space.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: 200 level core
Credit points: 6
Prerequisites: All Level 100 Core units
Unit Description:
This unit develops student counsellors knowledge of different mental health conditions, their symptoms and evidence-based treatment approaches for clients of diverse backgrounds. Students explore the application of mental health policy, processes and approaches from a legal and ethical perspective. Mental health theory is interrogated through foundational application of mental health case formulation. Students engage with critical reflection as they develop an integrated understanding of theoretical knowledge of mental health and wellness practice.
Learning Outcomes:
On completion of this unit students should be able to:
a. Apply mental health policy, processes and approaches from a legal and ethical perspective
b. Critically evaluate and apply mental health case formulation clients of diverse backgrounds
c. Explain different mental health conditions, their symptoms and evidence-based treatment approaches
d. Critically reflect and integrate the theoretical knowledge of mental health and wellness practice
Learning and Teaching Process:
The workload for this unit is 10 hours per week.
Level: Bachelor
Credit Points: 18
Prerequisites: SWSP2023; SWSP2033; COUN2261
Unit Description:
All Field Education units include 500 hours of supervised practice in a social service agency. Opportunities to integrate theory with practice will inform these practice-based units. These units introduce students to the real world of practice. Students will be placed in agencies where they have the opportunity to utilise the skills developed in the practice units, such as engagement, assessment, and intervention with individuals, families, and small groups. Students are expected to develop practices that take account of the socio-economic structure of people’s lives as well as their psychosocial situation, to gain an understanding of the policy and organisational context of direct practice, and to explore the application of relevant theory and knowledge in the field of practice where they are placed.
Field Education 1
The first placement introduces students to human services agencies and social work fields of practice. This is when the student immerses in the full integration of theory and practice applying the knowledge and skills learned in class. It is in this unit that the student commences experiencing themselves as emerging social work professionals. Students are mentored, supervised and supported to reflect critically upon their practice as well as their personal assumptions and beliefs.
Placement opportunities for the first placement include agencies and human service agencies, such as family and children’s services, local community centres, community health centres, crisis support and/or accommodation services, hospitals, housing services, mental health services, and large and small government and NGOs.
Unit Workload:
Integrative Seminar: The unit includes five weeks of 2.5 hours of class time, fortnightly.
Integrative seminars are designed to facilitate the integration of theory and practice during students’ placement and to support their learning experience.
This time will be used for interactions with students to facilitate discussion of field education unit materials and assessments, readings, presentations and group activities.
Course material will be available in the online class space.
In addition to the seminars, students are expected to engage in 4-5 hours of private study per week including completing the required reading tasks, completing a Field Education Journal and developing a reference list of relevant literature and research. Private study cannot be counted towards placement hours.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate knowledge relevant to the placement context, organisational structure and function, and the role of social work within this context.
b. Apply conceptual skills in relating theory to practice.
c. Work independently and demonstrate initiative in practice situations.
d. Demonstrate professional conduct in the field education placement and recognise the ways in which their values influence responses to practice situations
e. Identify the ways in which the interests and values of dominant groups determine the definition of, and responses to, service user needs.
f. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e. communication skills, writing skills, recording and evaluation skills and organisational and planning skills.
g. Know how and when to use consultation and supervision.
h. Demonstrate an emerging capacity for critical reflective practice.
i. Demonstrate a practice-based awareness of the issues of consumers’ service and resource networks associated with their placement agency’s functions.
j. Continually assess the process of intervention in the light of personal and agency ideology and social work values.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list located on your online class.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6
Prerequisites: MULT1015, MULT1035, SWSP1023, SWSP1043, COUN2231
Unit Description:
This unit explores the complexity of practice faced by social workers engaged in individual and family work with the aim to work towards effective outcomes for their individual and social wellbeing, and life chances. In this unit you will harness your critical social work skills and explore ethical dilemmas, cultural identity, power and gender analysis when working with individuals and families. You will investigate the application of Anti-Oppressive theory, with a strengths-based practice framework when working in different fields of practice, with child protection forming the main practical focus. Students are invited to engage in critical personal reflection of their understanding of family, challenge the construction of what family means and explore the changing social, cultural, political and historical context in which practice decisions are made.
Learning Outcomes:
On completion of this unit, students will be able to:
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom or on Campus]. One hour will be active material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Readings
Recommended Text
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: https://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list on your online class space.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6
Prerequisites: Completion of a minimum of four Level 100 units
Unit Description:
This unit will introduce students to digital, new and social media concepts. It will guide the students through a basic understanding of social media, the power relations and dynamics, therein, while helping students to understand how they can theorise around social media. A large part of the unit twill be spent unpacking and analysing the potential of social media for advocacy, activism and social justice, while also situating the conversation within ongoing discussions around access, online identity, as well as surveillance and privacy.
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, this unit’s content is delivered to students via
- A weekly 3-hour 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).
Learning Outcomes:
On completion of this unit, students will be able to:
a. Articulate an understanding of social media as a space for expression, solidarity and activism
b. Demonstrate an understanding of the political economy of digital and social media companies
c. Use theory to look at specific digital and social media moments/movements/platforms
d. Demonstrate a global understanding of the various challenges and opportunities for social media for activism and advocacy
e. Demonstrate practice skills linked to theories discussed, such as relationship work, problem exploration, the process of assessment, networking and advocacy.
Readings
Recommended Texts
Due to the fast-changing nature of digital and social media, this unit will not prescribe core texts as these tend to become dated quite quickly. However, it is advised that all students engage as much as possible with the recommended texts, as well as set up regular alerts (for example Google Alerts which come directly to one’s email address) on topics or areas of interest around digital and social media. This unit will be most useful if students endeavour to be curious and more engaged in general literature and texts online.
Journals
- Media, Culture and Society
- New Media and Society
- Media and Communication
- Journal of Digital Media and Policy
- International Journal of Digital Humanities
- The Journal of Social Media in Society
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6
Prerequisites: COUN2261, SWSP2003, SWSP2013
Unit Description:
This experiential unit develops reflection and practice skills that focus on change at the socio-politico-cultural level, the Community level and the individual level within the traditions of anti-oppressive practice and social justice. It invites students to consider the linkage between private and public problems using a collective ethics framework, locating sites of oppression and determining resistance and response options. Advanced skills in mediation, conflict resolution, advocacy and effective decision-making for use in practice will be explored.
Learning Outcomes:
a. Demonstrate the ability to apply culturally relevant and effective professional communication skills in social work practice.
b. Appraise and apply a range of social work theories, models and frameworks in anti-oppressive social work practice with individuals from diverse cultural backgrounds and in diverse contexts.
c. Apply advanced critical reflection skills to their own social work practice.
d. Articulate and apply relevant social work theory and practice skills to working with at risk clients with complex needs.
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:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- 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 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 per week (including assignments and required weekly 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.
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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Bachelor
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units complete
Unit Description:
This unit explores whether it is possible to talk about international social work and if so what it looks like. Is it possible for social work to shrug off its past hegemonic structures and develop a non-hegemonic and anti-imperialist social work with professional partners from abroad? This unit asks students to reflect on this and come up with an answer. The links between international development and international social work are explored, and current international social work practice.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Compare and contrast global structures and global politics and their impact on cultures, national politics and citizenship.
b. Articulate the history and conflicts associated with international social work and its development.
c. Analyse in depth various perspectives and approaches to international social work.
d. Critically reflect on global issues from a social work perspective.
e. Demonstrate a working knowledge of current international social work practice and education.
f. Articulate social work’s role in further international issues, especially the role of education and research.
g. Plan and execute a research project and identify all steps involved and reflect on its process and outcome.
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
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:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Level: Bachelor
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units completed
Unit Description:
This unit introduces students to the process of policy development within an organisational setting. You will have an opportunity to become familiar with a range of current methodologies for policy development, develop a policy proposal, present your proposal to a service provider and or fellow students and work towards the development of a policy position in collaboration with service users and staff. Students will be assigned to one of two streams (ageing/juvenile justice) and will be required to get an excellent grasp of past and current policy initiatives within their stream. Working in groups, you will be required to research, implement, and draft a policy paper and present your work to service users and management as part of your assessment. This unit of study has a practical component which will enable students to develop their policy development skills within a workplace setting. Emphasis will be placed on understanding the benefits and disadvantages of different policy development methodologies.
Learning Outcomes:
On completion of this unit, students will be able to:
a) Demonstrate working knowledge of policy development, its philosophy, theories, practice context and skills.
b) Acknowledge how diversity and differences within and across communities add to the complexity of policy development and the relevance of anti-oppressive theory and practice.
c) Critically reflect upon the potential of collaborative alliances and use of these alliances in the policy development process.
d) Review and analyse how the dynamics of power and influence can be used in policy development seeking professional practice change.
e) Reflect upon and evaluate examples of innovative policy development processes applicable to ageing and juvenile justice.
f) Demonstrate practical skills for policy development, including liaison with key stakeholders and collaborative approaches.
g) Engage with service users and staff, learn from their experience, and bring their expertise to bear on the policy development process.
h) Demonstrate policy development skills by completing a policy development project and reflecting on its success/outcome.
Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- Online post-learning
Depending on the delivery mode, the unit’s content is to be delivered to students via
- A weekly 3-hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments and class activities.
In addition to the 3 hours of class time, students are expected to engage in 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit is around 9 hours (including teamwork, individual self-study and reading).
Level: Bachelor
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units completed
Unit Description:
The unit will enable students to analyse approaches to group work, multi-disciplinary teamwork and organisational learning and to demonstrate skills required for professional practice within a diverse range of groups and settings. This unit has a group project designed to link unit content with a particular issue or organisational context.
Unit Workload:
The workload for this unit is nine hours per week. The unit includes twelve weeks of three hours of class time on Zoom or On Campus. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities. Material will be available in the online class space. In addition to the 3 hours of class time, students are expected to engage in 6 hours of private study per week.
Learning Outcomes:
On completion of this unit, students will be able to:
- Evaluate institutional structures, policies, programs, practices, and routines in order to work effectively in groups in the workplace.
- Apply critical reflective skills and the ongoing use of workplace supervision
- Demonstrate a working knowledge of theoretical and practical issues of working with groups
- Demonstrate team building skills in order to build a supportive learning environment in an organisational setting.
- Demonstrate a commitment to lifelong learning and professional development.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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
Unit Description:
Gender-based and family violence is widespread and one of the most significant social problems of our time. One in three women worldwide will experience physical or sexual violence in their lifetime. Cutting across class, ethnicity, age, culture and religion, family violence predominantly affects women and children. This unit aims to deepen students’ knowledge of gender-based violence and family violence through theory and practice, research and policy with reference to the relevance of intersectionality. The focus will be understanding the complex, interlinked experiences of family violence in the lives of victim/survivors who are from marginalised groups and the key barriers to accessing support faced by these communities. The unit provides students with essential competencies to work as social workers with survivors and perpetrators of family violence as well as greater understandings of how family violence is produced within systemic and cultural contexts.
Learning Outcomes:
On completion of this unit, students will be able to:
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom]. One hour will didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours per week (including teamwork on group assignments, writing assessments and reading).
Level: Bachelor
Credit Points: 6
Prerequisites: COUN2261, SWSP2003, SWSP2013, SWSP3103
Unit Description:
This unit introduces students to the philosophies, theory, principles, values, strategies and skills of community work as a way of building capacity in community and society over the long term. This unit of study has a practical component which will enable students to develop their skills as community and social development practitioners. Advocating for social change will be explored through social action theory and practice, building on social justice, community empowerment and anti-oppressive theory and practice approaches and strategies.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate working knowledge of community work, its philosophy, practice context and skills.
b. Articulate how diversity and differences within and across communities add to the complexity of community work and the relevance of anti-oppressive theory and practice.
c. Critically reflect upon the potential of collaborative alliances and use of networks and partnerships that link individuals with communities and society.
d. Review and analyse how the dynamics of power and influence can be used in seeking social, economic and political change.
e. Evaluate examples of innovative community development programs in social justice settings in Australia and overseas.
f. Demonstrate skills for social action, community campaigns and community development – including its strengths and limitations.
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom or on-campus]. This three-hour workshop is comprised of didactic material delivered, interactive class learning, group discussion, readings, assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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
Prerequisites: SWSP1003
Unit Description:
This unit introduces students to current social work practice focusing on supporting people living with a disability. It attempts to convey an impression of what it is like to be living with a disability, the challenges that people with disabilities face within everyday life and introduce students to the notion of self-determination and the discourse of choice and control that underpins current support approaches.
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.
Level: Bachelor
Duration: One Trimester
Credit Points: 6
Prerequisites: Level 100 units completed, 2 Level 200 units completed
Unit Description:
This unit introduces students to some of the most challenging issues students are likely to encounter in the field of aged care.
Unit Workload:
The unit includes 12 session of 3 hours of class time on campus [or via zoom]. This time will be used for interactions with students to facilitate discussion of unit materials and assessments, presentations and group activities. Course material will be available in the online class space.
In addition to the 36 hours of class time, students are expected to engage in 2 hours of private study per hour of class time.
Learning Outcomes:
On completion of this unit, students will be able to:
- Describe the policy trajectory of aged care in Australia.
- Demonstrate an understanding of some of the tensions between fiscal conservative, market liberalist, consumer choice, critical genrontological, humanist, and human rights orientations as they play out in Australian aged care.
- Articulate key positions in the policy debates around rationing in aged care.
- Demonstrate a good understanding of the socio-political context and the demographics of ageing.
- Describe and critically reflect on key issues (e.g. poverty, discrimination, abuse, isolation and illness, euthanasia, transition from their home, palliative care, dying with dignity, advance care planning, euthanasia) faced by older people.
- Awareness of key challenges that face social workers in an aged care context.
Learning and Teaching Approach
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Level: Bachelor
Credit Points: 6
Prerequisites: SWSP3023, SWSP3033, SWSP3043, SWSP3103, SWSP3913, SWSP3923
Unit Description:
In this Unit, students will begin to build their knowledge and skills for contemporary social work practice with First Nations people. With a focus on ethical engagement, students will learn about the on-going impacts of historical and contemporary policies and practices and how they frame the relationship between social workers and First Nations people. Students will engage in critical reflection on personal and professional assumptions, values and principles, an essential component of ethical social work practice.
Learning Outcomes:
On successful completion of this unit students will be able to:
a. Demonstrate knowledge of First Nations People’s history and culture and the intersections with contemporary social work practice
b. Demonstrate social work practice skills, qualities, values, and ethics for culturally appropriate and ethical engagement with First Nations People
c. Critically analyse the contemporary impact of past and current policies on the lives of First Nations People
d. Critically reflect and articulate the impact on ethical social work practice of personal values beliefs and ethics.
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
- 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 expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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: 18
Prerequisites: Completion of SWSP3023 & SWSP4023
Unit Description:
All Field Education units include 500 hours of supervised practice in a social service agency. Opportunities to integrate theory with practice will inform these practice-based units. These units introduce students to the real world of practice. Students will be placed in agencies where they have the opportunity to utilise the skills developed in the practice units, such as engagement, assessment, and intervention with individuals, families, and small groups. Students are expected to develop practices that take account of the socio-economic structure of people’s lives as well as their psychosocial situation, to gain an understanding of the policy and organisational context of direct practice, and to explore the application of relevant theory and knowledge in the field of practice where they are placed.
Field Education 2
The second and final placement serves three purposes: firstly, it provides students with an opportunity to build on and extend the professional knowledge and skills acquired on the first placement and to apply and ‘test out’ subsequent theoretical and critical skills learned. Secondly, students are challenged further to allow for greater depth of learning. Finally, the second placement offers students a contrasting practice setting, allowing them to transfer their learning across client populations, problem circumstances and organisational environments. This process facilitates the development of a professional identity based on an understanding of the ‘universals’ of practice.
Placement opportunities for the second placement include further options, such as local, state and federal governments, schools and universities, social enterprise and community development projects, and indirect practice opportunities such as research, advocacy and policy development.
Unit Workload:
Integrative Seminar: The unit includes five weeks of 2.5 hours of class time, fortnightly, plus one 3-hour Career & Industry focussed seminar at the end of placement.
Integrative seminars are designed to facilitate the integration of theory and practice during students’ placement and to support their learning experience.
This time will be used for interactions with students to facilitate discussion of field education unit materials and assessments, readings, presentations and group activities.
Course material will be available in the online class space.
In addition to the seminars, students are expected to engage in 4-5 hours of private study per week including completing the required reading tasks, completing a Field Education Journal and developing a reference list of relevant literature and research. Private study cannot be counted towards placement hours.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate knowledge relevant to the placement context, organisational structure and function, and the role of social work within this context.
b. Apply conceptual skills in relating theory to practice.
c. Work independently and demonstrate initiative in practice situations.
d. Demonstrate professional conduct in the field education placement and recognise the ways in which their values influence responses to practice situations
e. Identify the ways in which the interests and values of dominant groups determine the definition of, and responses to, service user needs.
f. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e. communication skills, writing skills, recording and evaluation skills and organisational and planning skills.
g. Know how and when to use consultation and supervision.
h. Demonstrate an emerging capacity for critical reflective practice.
i. Demonstrate a practice-based awareness of the issues of consumers’ service and resource networks associated with their placement agency’s functions.
j. Continually assess the process of intervention in the light of personal and agency ideology and social work values.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- 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: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list located on your online class space.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: 100 level core
Credit points: 6
Mode of delivery: On-campus and online
Unit Description:
Opening up possibilities for developing multidisciplinary knowledge and practice, ACAP draws on the four disciplines in the college to develop three integrative units that are core to first-year undergraduate courses and a postgraduate course. These inquiry-driven units lay the groundwork for engaging students with multidisciplinary thinking, discourse and initiative in their fields of endeavour and in their future profession.
This unit introduces the student to academic skills and reflective writing practices. The unit develops the student’s understanding of ethical practice across multiple disciplines. The human rights framework in Australia and its relation to ethics and ethical behaviour in professional practice is also explored.
Learning outcomes:
On successful completion of this unit, students will be able to:
a. Demonstrate effective information literacy skills when identifying and assessing the credibility of sources (undergraduate)
b. Demonstrate reflective thinking skills in constructing arguments about ethics in contemporary society and their value in their chosen profession (undergraduate)
c. Describe, explain and reflect on the key parts of relevant professional codes of conduct and ethics and their role in professional life (undergraduate)
d. Identify ethical dilemmas and apply ethical frameworks to guide practical decision making (undergraduate)
e. Demonstrate a capacity for self-awareness and emerging reflective practices in personal and professional development (undergraduate)
On successful completion of this unit, students will be able to:
a. Demonstrate effective information literacy skills when identifying and critically evaluating credibility of sources (postgraduate)
b. Demonstrate critical reflective thinking skills in the analysis of ethics in contemporary society and their value in professional life (postgraduate)
c. Describe, explain, and critically reflect on the key parts of relevant professional codes of conduct and ethics and their role in professional life (postgraduate)
d. Identify ethical dilemmas and critically analyse using relevant ethical frameworks to guide practical decision making (postgraduate)
e. Demonstrate a capacity for self-awareness and emerging reflective practices in personal and professional development (postgraduate)
Unit workload:
The workload for this unit is 10 hours per week.
Level: 200 level core
Credit points: 6
Prerequisites: All Level 100 core units
Unit Description:
This unit 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 completion of this unit students should 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: 300 level
Credit points: 6
Prerequisites: All Level 100 units, COUN2281 Coaching Theory and Practice
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 Core (Minor in Coaching)
Credit points: 6
Prerequisites: All Level 100 and all Level 200 core units
COUN3291 Coaching Application
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 completion of this unit students should 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 elective
Credit points: 6
Prerequisites: All Level 100 and all Level 200 core 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 completion of this unit students should 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
Credit points: 6
Prerequisites: All Level 100 and Level 200 core units
Unit Description:
This unit introduces student counsellors to ethical and legal issues of significance that shape family counselling and relationship counselling practice. Developing knowledge and skills for family counselling and relationship counselling, students critically evaluate the research evidence associated with various forms of family counselling and relationship counselling. Theoretical approaches are scrutinised as is the application of counselling skills and processes for family counselling and relationship counselling.
Learning Outcomes:
On completion of this unit students should be able to:
a. Identify ethical and legal aspects of family and relationship counselling practice for clients of diverse backgrounds
b. Explain and critically evaluate theoretical approaches for family and relationship counselling
c. Critically appraise the application of counselling skills and processes for family and relationship counselling
d. Explain evidence based reflective practices when working with family and relationship counselling
Learning and Teaching Process:
The workload for this unit is 10 hours per week.
Level: 300 level elective
Credit points: 6
Prerequisites: All Level 100 core units & all Level 200 core units
Unit Description:
In this unit student counsellors will become familiar with the impact of crisis on individuals and on diverse individuals and diverse groups of individuals. The unit will provide opportunity for students to learn about philosophies, processes, strategies and microskills for crisis counselling. Students will engage with models of crisis counselling, assessment tools and appropriate skills and interventions for crisis counselling. Specific groups of people who face crisis are presented including those experiencing developmental crisis, cultural crisis, loss due to a disability crisis, personal victimisation crisis and those experiencing natural disasters. In the field of crisis and trauma counselling there are major legal and ethical issues for counsellors to consider as well as awareness and management of self care. The unit will provide opportunity to grow in knowledge and skills in caring for clients in crisis with mental health supports and psychoeducation post crisis. The unit will also assist students to reflect on their skill level and to refer to specialist services when appropriate.
Learning Outcomes:
On completion of this unit students should be able to:
- Analyse the ethical implications and professional issues of crisis intervention
- Critically evaluate the evidence-based and practice-informed fundamentals of specific situational and developmental crises
- Translate the ABC Model of crisis intervention to different situational and developmental crises
- Identify interviewing and counselling microskills relevant to crises related case vignettes
Learning and Teaching Process:
The workload for this unit is 10 hours per week.
Level: 300 level elective
Credit points: 6
Prerequisites: All Level 100 core units & all level 200 core units
Unit Description:
This unit introduces a framework for addictive behaviours counselling by providing an overview of counselling approaches in this complex field. Student counsellors will learn professional and ethical issues specific to addiction counselling and develop skills in assessment and referral, intervention planning for a range of client presentations, and relapse prevention. An understanding of the impacts of addictive behaviours on clients of diverse backgrounds and their families. Students will engage with harm minimisation and abstinence models of change. Principles for working with involuntary clients and clients with concurrent conditions are also presented. The areas of professional practice for counsellors working with clients who present with substance use, abuse and dependency issues and counsellors, foster boundaries and self-care, are addressed. Throughout this unit, students will be encouraged to reflect on their personal values and attitudes towards substance abuse, which will influence counselling practice in the field of addictive behaviour.
Learning Outcomes:
On completion of this unit students should be able to:
a. Critically apply theories of addictive behaviours
b. Explain the interactions between addictive behaviours and the social context
c. Apply specific assessment referral skills and relapse prevention plans for working effectively with clients who present with substance use, abuse and dependency issues
d. Identify treatment approaches and evaluation of their effectiveness with clients of diverse backgrounds
Learning and Teaching Process:
The workload for this unit is 10 hours per week.
Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units
Unit Description:
This unit aims to introduce students to issues related to substance use and dependency, drug-related crime, and the effects of these on criminal justice and society.
The unit commences by providing students with an understanding of key terms and substances before embarking on an historical examination of drugs, drug use and drug control. The unit will then outline the nature and extent of drug use and dependency in Australian society, especially as it pertains to vulnerable populations including Indigenous Australians and youth, as well as the causes of use. The unit will then address the link between drug use and other criminal behaviours, including organised crime.
The unit analyses a range of policies to reduce drug use and its related issues including supply reduction, demand reduction and harm minimisation approaches. Specific initiatives examined include diversion strategies, needle exchange programs, drug courts, education programs and injecting facilities. Further examination will be made in the context of the criminal justice system, including the involvement of police, courts and corrections. The unit concludes by considering the influence of the internet on the illicit drug market and assessing future trends.
Learning Outcomes:
On successful completion of this unit the student should be able to:
- Examine key issues relating to licit and illicit substance use in Australian society
- Demonstrate knowledge of the various factors that inform the drug debate and shape drug policy, such as historical, health, political and societal influences
- Examine the association between substance use and anti-social behaviours, including criminal offending
- 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:
- Lectures and critical discussion
- Tutorials and skill development activities
- Pre-learning activities
- Post-learning activities
This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial (via Zoom).
In addition to timetabled contact hours, students are expected to do at least6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The weekly individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units
Unit Description:
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:
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.
This unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).
Level: 200 level core
Credit points: 6
Prerequisites: Successful completion of any four 100 level units
Unit Description:
This unit 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:
- Demonstrate knowledge of pre-settler Indigenous Australian cultures
- Analyse the impacts of colonialism on Indigenous populations in historical and contemporary contexts
- Compare Indigenous and non-Indigenous legal and justice processes
- 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:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via a weekly 2-hour lecture and 1-hour tutorial.
In addition to timetabled contact hours, students are expected to do at least6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 72 hours (including teamwork, individual self-study and reading).
Level: 300 level core
Credit points: 6
Prerequisites: Successful completion of all 100 level units and any four 200 level units
Unit Description:
This unit enables students to examine trends and initiatives that impact upon victims in various contexts, with particular reference to the criminal justice system.
The first half of this unit explores the relationship between victims, society, and the criminal justice system. It begins with an examination of how the area of Victimology emerged and some of the ways victims have been conceptualised in relation to criminal behaviour and theories. It explores the [re]discovery of the crime victim, both in academia and in legal processes. This is followed by an examination of victim’s experiences of the criminal justice system and the sorts of legislative and procedural reforms that have arisen in response to an increased awareness of victim’s needs. The role of the media in the social construction of victim ideal types is studied, along with a critical examination of gender and experiences of victimhood, as well as the victimisation of especially vulnerable populations.
The unit also considers the specific forms of victimisation, with a particular focus on crimes against the person. It explores the complexities around victims of sexual crimes before examining intimate partner violence. This is followed by a focus on the issue of institutional abuse and the emergence of interest in victims of international crimes such as human trafficking and terrorism. This unit concludes with a discussion of victim centred response to crime, the role of victim restitution in the aftermath of a crime, and current controversies in Victimology.
Learning Outcomes:
On successful completion of this unit the student should be able to:
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- 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
Credit points: 6
Prerequisites: Successful completion of all 100 level units and any four 200-level 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:
- Analyse socially constructed forms of identity, including gender and sexuality
- Examine critically the relationship between gender, criminal behaviour and victimisation
- Evaluate the impact of gender on criminal justice agencies and processes
- 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:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- 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
Credit points: 6
Prerequisites: Successful completion of all 100 level units and any four 200-level units
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:
- Examine the relationship between mental illness and crime
- Examine the challenges faced by the criminal justice system, including by police, when dealing with mentally ill individuals
- Evaluate the provision of mental health treatment by the criminal justice system, including in prisons
- 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:
- Lectures and critical discussion
- Tutorials and skill development activities
- Online pre-learning activities
- 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).
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Pathways for future study
Eligible graduates of this course, with a GPA over 6.0 can apply for the Bachelor of Social Work (Honours).
Related courses
Applied Psychology
Master of Social Work (Qualifying)
Applied Psychology
Master of Social Work (Qualifying)
Our Master of Social Work (Qualifying) gives you a deep insight into why we think and act the way we do, and the skills and knowledge you need to develop your professional identity as a social worker.