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

Pre-requisites: None

Unit Description:

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

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

Learning Outcomes:

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

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

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

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

Learning and Teaching Process

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

Students will participate in teaching and learning activities including:

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

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

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

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

Readings

Recommended Texts

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

Journals

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

Academic Misconduct

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

Disclaimer

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

Level: Bachelor
Credit Points: 6 (out of a total of 192)

Pre-requisites: None

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

Learning Outcomes:

Learning and Teaching Process

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

Students will participate in teaching and learning activities including:

a. Lectures and critical discussion

b. Tutorials and skill development activities

c. Pre-learning activities

d. Post-learning activities

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

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

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

Level: 100 level core

Credit points: 6

Mode of delivery: On-campus and online

Pre-requisites: None

Unit Description

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

Learning outcomes:

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

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

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

c. Evaluate and apply theories and evidence related to culturally safe practices in professional practice

Unit workload:

The workload for this unit is 10 hours per week.

Textbook

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

Academic misconduct

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

Disclaimer

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

Level: Bachelor
Credit Points: 6

Pre-requisites: SWSP1003, SWSP1053

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

Learning Outcomes:

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

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

b. Demonstrate knowledge of different theoretical approaches

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

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

Learning and Teaching Process

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

Students will participate in teaching and learning activities including:

a) Lectures and critical discussion

b) Tutorials and skill development activities

c) Online pre-learning activities

d) Online post-learning

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

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

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

Readings

Recommended Text

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

Recommended Readings

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

Journals

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

Academic Misconduct

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

Disclaimer

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

Level: 100 level core

Credit Points: 6

Pre-requisites: MULT1015 Applications in Context
Mode of delivery: On-campus and online

Unit description:

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

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

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

Learning outcomes:

Unit workload

The workload for this unit is 10 hours per week.

Level: Bachelor
Credit Points: 6

Pre-requisites: SWSP1003, SWSP1053, SWSP1013

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

Unit Workload:
This unit is taught over 13 weeks and a weekly 3 hour learning session [on Campus]. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities. Course material will be available in the online class space. In addition to the 3 hours of class time, students are expected to engage in 6 hours of private study per week. The workload for this unit is 9 hours per week.

Learning Outcomes:

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

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

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

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

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

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Readings

Recommended Texts

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

Journals

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

Academic Misconduct

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

Disclaimer

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

Level: 100 level core

Credit Points: 6

Pre-requisites: None

Mode of delivery: On-campus and online

Unit description:

This unit is a level 100 core and along with the interdisciplinary level 100 units and PSYC1052 Psychology: History Science and Application 1 provides an initial introduction to psychology. This unit will introduce fundamental psychological processes including principles of human learning, personality, motivation and emotion. The unit will provide a foundation for future study in psychology, including an introduction to the key processes of human cognition, human emotion, and human behaviour. Students will engage with empirical research as a means of evaluating competing theories and learn to engage in critical analysis of research findings. Culturally responsive approaches to the study of psychology are emphasised with the development of skills in communication of psychological processes across diverse contexts. Students will acquire skills in critical thinking and research communication that are necessary to progress through advanced and applied studies in psychology.

Learning Outcomes:

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

b. Twelve (12) weekly 120-minute lectures

c. Twelve (12) weekly 90-minute tutorials

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

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

Unit Description:

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

Learning Outcomes:

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

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

Unit Description:

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

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

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

Learning Outcomes:

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

Students will participate in teaching and learning activities including:

a)   Lectures and critical discussion

b)   Tutorials and skill development activities

c)   Online pre-learning activities

d)   Online post-learning

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

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

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

Recommended Texts

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

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

Academic Misconduct

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

Disclaimer

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

Level: Bachelor
Credit Points: 6
Pre-requisites: MULT1015, MULT1035, SWSP1003, SWSP1023, SWSP2003

Unit Description:

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

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

Learning Outcomes:

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

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

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

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

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

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

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Readings

Recommended Texts

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

Recommended Readings

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

Journals

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

Academic Misconduct

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

Disclaimer

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

Level: 200 level core
Credit points: 6
Prerequisites: All Level 100 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 successful completion of this unit, students will 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: 6
Pre-requisites: All level 100 units, SWSP1003, SWSP2003, and PSYC2132

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

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

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

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

Students will participate in teaching and learning activities including:

a)     Lectures and critical discussion

b)     Tutorials and skill development activities

c)     Online pre-learning activities

d)     Online post-learning

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

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

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

Readings

Recommended Text

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

Recommended Readings

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

Journals

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

Academic Misconduct

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

Disclaimer

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

Level: Bachelor
Credit Points: 18
Prerequisites: SWSP2023; SWSP2033; COUN2261

Unit Description:

Field education is a core component of social work education and is intended to assist students with integrating classroom learning with professional practice. Field Education socialises students into the profession, by providing an experiential learning opportunity to develop their professional identity and practice framework.

Field Education 1 is the first work integrated learning experience, embedded in real practice contexts. It introduces students to professional social work in human services agencies and fields of practice, when engaging with communities, individuals, groups and families. Students on placement are expected to continually develop a range of social work skills and knowledges, all of which assist them to reflect on the social work profession, and further develop their ways of thinking, doing and being in contemporary social work practice. Through processes of professional supervision from a qualified social worker students apply knowledges into practice settings using critical reflection and professional feedback as the means to develop practice which is safe, ethical and accountable and prepares them for Field Education 2. The focus of the learning in Field Education 1 is directly linked to the AASW Practice Standards (20203) and AASW Code of Ethics (2020).  This unit is supported by concurrent, compulsory theory-practice integrative seminars.

The unit consists of at least 500 hours of supervised field education, with formal supervision provided by a qualified social work Field Educator. Included in the 500 hours are compulsory integrative seminars, totaling 14 hours. Prior to commencing placement, students engage in a preplacement seminar to prepare them for their field placement which outlines, processes, assessments, responsibilities and management plan.

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:

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Readings

Recommended Texts

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

Recommended Readings

• These are provided in the readings list 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, 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
Pre-requisites: SWSP2003

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

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

a)     Lectures and critical discussion

b)   Tutorials and skill development activities

c)   Online pre-learning activities

d)   Online post-learning

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

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

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

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Level: Bachelor
Credit Points: 6
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

Unit Description:

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

Relevance to Social Work Practice

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

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

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

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

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Level: Bachelor
Credit Points: 6
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

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

Learning Outcomes:

Learning and Teaching Process

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

Students will participate in teaching and learning activities including:

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

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

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

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

Level: Bachelor
Credit Points: 6
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

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

Learning Outcomes:

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

a) Lectures and critical discussion

b) Tutorials and skill development activities

c) Online pre-learning activities

d) Online post-learning

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

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

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

Learning and Teaching Approach:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

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

Unit Description:

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

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

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

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

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

Students will participate in teaching and learning activities including:

a) Lectures and critical discussion

b) Tutorials and skill development activities

c) Online pre-learning activities

d) Online post-learning

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

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

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

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

Level: Bachelor
Duration: One Trimester
Credit Points: 6
Pre-requisites: All level 100 units, any two level 200 core units, SWSP1003, and SWSP2003

Unit Description:

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

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

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

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

Learning Outcomes:

Learning and Teaching Approach

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Level: Bachelor
Credit Points: 6

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

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

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

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

Students will participate in teaching and learning activities:

a)     Lectures and critical discussion

b)     Tutorials and skill development activities

c)     Online pre-learning activities

d)     Online post-learning

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

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

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

Level: Bachelor

Credit Points: 6
Prerequisites: COUN2261, SWSP2003, SWSP2013

Unit Description:

This Professional Practice Unit focuses on the on-going development of social work skills for practice. Students will deepen their knowledge and application of the key practice theories and approaches used in contemporary social work. Framed by social work values and ethics, cultural humility and a critical approach, students will engage in experiential learning designed to build on reflective practice skills learned in SWSP1023, SWSP 2023 and first placement.

Learning Outcomes:

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

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 here.

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: SWSP3023, SWSP3033, SWSP3043, SWSP3103, SWSP3913, SWSP3923

Unit Description:

Developing knowledge and practice skills to engage ethically with First Nations People is a central requirement for non-Indigenous social workers. This unit will introduce students to the history of the profession of social work with First Nations People, essential practice skills for ethical engagement with these groups and the historical and contemporary policies and practices that impact the lives of First Nations People and frame their relationship with social workers. Personal assumptions, ethics, and values will be critically examined as an essential component of contemporary practice with these groups.

This unit draws on content developed by First Nations social work academics and other relevant material and aims to begin to prepare students for ethical practice with First Nations People. Opportunities for students to add to their practice framework by critically examining and developing culturally safe practice are also included. Contemporary issues such as constitutional reform, treaty and truth telling will also be examined for their significance to all Australians and especially for social workers engaging with First Nations People.

Learning Outcomes:

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Level: Bachelor
Credit Points: 18
Prerequisites: Completion of SWSP3023 & SWSP4023

Unit Description:

Field Education 2 is the second and final placement which provides students with the opportunity to further develop the professional knowledge and skills acquired in their first placement. Students are expected to apply critical thinking and critical analysis to their practice when working with individuals, groups, families and communities within the relevant organisation field of practice.

Students will consider the role of social worker within multidisciplinary settings, their ability to promote the profession by having a practice framework which is safe and ethical drawing on relevant and contemporary theories, skills and knowledges. Field Education 2 will also assist students to critically analyse and respond to the complexity of social policies, legislation and professional mandates and advocate for change within contemporary social work settings with consideration given to power, oppression, privilege and structural inequity.

Students’ development in Field Education 2 is facilitated through the ongoing application of critical reflection and critical reflexivity, through formal social work supervision, assisting students in being able to articulate their professional identity as an emerging social worker. Their ability to account for lived experiences in ethical decision-making processes as well as assess risk. This unit is supported by concurrent, compulsory theory-practice integrative seminars.

The unit consists of at least 500 hours of supervised field education, with formal supervision provided by a qualified social work Field Educator. Included in the 500 hours are compulsory integrative seminars. Prior to commencing placement, students engage in a preplacement seminar to prepare for their field placement.

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 successful 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:

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

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

Students are expected to:

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

It is also recommended that students:

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

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

Readings

Recommended Texts

• The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: 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

Pre-requisites: MULT1015 Applications in Context

Mode of delivery: On-campus and online

Unit Description:

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

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

Learning outcomes:

Unit workload:

The workload for this unit is 10 hours per week.

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

Unit Description:

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

Learning Outcomes:

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

a. Discuss the distinctions between coaching, counselling and consulting

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

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

d. Apply the ICF Core Competencies utilised in coaching

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

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 300 level
Credit points: 6
Pre-requisites: 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 / elective
Credit points: 6
Pre-requisites: All Level 100 core units,  COUN2281 Coaching Theory and Practice

Unit Description:

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

Learning Outcomes:

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

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

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

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

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

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

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

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

Unit Description:

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

Learning Outcomes:

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

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

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

c. Critically appraise positive psychology techniques to enhance wellbeing

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

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

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

Unit Description:

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

Learning Outcomes:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

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

Unit Description:

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

Learning Outcomes:

Learning and Teaching Process:

The workload for this unit is 10 hours per week.

Level: 200 level core / elective
Credit points: 6
Pre-requisites: Successful completion of any four 100 level units

Unit Description:

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

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

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

Learning Outcomes:

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

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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

Level: 200 level core / elective
Credit points: 6
Pre-requisites: 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:

a. Examine sentencing purposes and considerations
b. Apply knowledge of the historical, philosophical and social aspects of correctional systems
c. Analyse concepts of punishment and rehabilitation in custodial and non-custodial settings.
d. Communicate in a professional manner.
Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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

Level: 200 level core / elective
Credit points: 6
Pre-requisites: Successful completion of any four 100 level units

Unit Description:

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

Learning Outcomes:

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

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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

Level: 300 level core / elective
Credit points: 6
Pre-requisites: Successful completion of all level 100 level units and any four 200 level units

Unit Description:

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

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

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

Learning Outcomes:

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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

Level: 300 level core / elective
Credit points: 6
Pre-requisites: Successful completion of all level 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:

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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

Level: 300 level core / elective
Credit points: 6
Pre-requisites: Successful completion of all level 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:

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

Learning and Teaching Process:

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

Students will participate in teaching and learning activities including:

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

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

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