Master of Social Work (Qualifying)
Master of Social Work (Qualifying)
Be the catalyst for change in the community. Progress your career in social work
Domestic Fees
Master of Social Work (Qualifying)
| Units x Cost |
|---|
| 10 x $2,605 2 x $7,815 |
View full fee information here
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International Fees
Master of Social Work (Qualifying)
| Units x Cost |
|---|
| 10 x $3,430 2 x $10,300 |
View full fee information here
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Be intrigued by the human mind
Overview
If you’re already working in the human and community services sector, love what you do and are looking for a postgraduate qualification in social work, this is your course. Our Master of Social Work (Qualifying) gives you a deep insight into why we think and act the way we do, and the skills and knowledge you need to develop your professional identity as a social worker.
This is an Australian Association of Social Workers (AASW) accredited qualification. It is an entry qualification into the social work profession and meets the Australian Social Work Education and Accreditation Standards (ASWEAS). The accrediting body may have additional requirements, including minimum English language, to meet professional accreditation standards. For more information on meeting those requirements visit aasw.asn.au. It is a condition of progression in this course that students complete a national police record check in their first trimester of enrolment.
This course has been accredited by TEQSA.
What you'll learn
Expertise in human behaviour forms the foundation of all our courses including our Master of Social Work (Qualifying).
EXPLORE WITH AN APPLIED FOCUS:
Social Policy and Practice
Critical Theories and Skills
Fields of Practice
Individuals and Families
Group, Teamwork and Organisational Learning
Field Education
Course structure
This course is comprised of 12 units, which are level 600 units.
The course duration is 2 years full time or part time equivalent. For more information on the recommended course sequence click here.
Level: Master
Credit Points: 6
Unit Description:
This unit introduces students to the social work profession, its history, philosophy, values, ethics, practices and key influences. Students are provided with an overview of the social work practice context, focusing on diverse fields of practice. Informed by principles of social justice and human rights, students will critically examine professional contexts of social work practice such as mental health, children and family services, aged care, disability and working with indigenous communities. This unit aims to provide students with an understanding of the social work role and practice methods that are required to work effectively with service users.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Discuss and evaluate the historical, cultural, political, social and global context of social work and social policy.
b. Analyse and discuss concepts of equality, fairness, social justice, human rights and how they underpin the philosophical, ethical and moral-base of social work practice.
c. Critically reflect on current fields of practice and communities of interest, identifying specific roles and responsibilities for practice.
d. Link current social work theories and methods to specific practice fields and assess their impact on targeted groups.
e. Demonstrate a critically reflective stance in their personal and professional lives in order to respond to the increasing complexities facing contemporary social welfare policy and 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]. This three-hour workshop is comprised of didactic material delivered, interactive class learning, group discussion, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Level: Master
Credit Points: 6
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 unit emphasises innovative, disruptive and creative practice solutions built on a foundation of critical thinking and structural analysis. Students are reoriented to new and innovative critical social work practice that draws on a rich history of collective action; linking experiences of oppression with emancipatory action for social change and social justice outcomes.
Learning Outcomes:
On completion of this unit, students will have:
a. Have developed a critical practice framework informed by critical theory, critical social work approaches and principles of ethical social work practice.
b. Advanced knowledge of the historical development of critical theory to explain the fundamental structural nature of poverty, inequality, disadvantage and marginalisation. Students will also be able to critically evaluate existing policies and programs developed to address disadvantage and oppression. Students will also be able to critically evaluate existing policies and programs developed to address disadvantage and oppression.
c. Mastery of critical social work practice and the range of theories, methods, approaches and skills it encompasses.
d. Advanced knowledge and skills in radical case work, critical policy analysis, community development, working with diversity, advocacy and collectivist social responses and ability to apply these approaches to a variety of practice contexts.
e. Cognitive, technical, and creative skills including critical and structural analysis and critical reflection. Demonstrated use of these skills to critically reflect on the ‘self’, identity and social location. Ability to link critical reflection implications for critical social work practice.
f. Cognitive, technical and creative skills to draw upon critical theory, critical social work practice and local and international critical social work examples. Demonstrated ability to develop innovative and alternative critical social work approaches that will address disadvantage and oppression in a range of practice contexts.
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]. 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).
Level: Master
Credit Points: 6
Prerequisites: SWSP6003, SWSP6013
Unit Description:
This experiential unit introduces students to essential interpersonal and communication skills necessary for anti-oppressive social work practice. Students will explore professional and personal ethics and values, cultural sensitivity, interviewing and assessment skills necessary for effective and engaging social work practice. This subject sets the scene for the integration of theory with practice- a crucial part in becoming a professional and competent social work practitioner. It also provides necessary preparation for field placement.
Learning Outcomes:
a. Critically reflect upon and articulate the implications for social work practice created by the intersection of personal and professional values, beliefs and ethical codes.
b. Conceptualise and apply a range of effective, relevant, and culturally appropriate communication skills (verbal, non-verbal and written) used in professional social work practice.
c. Appraise and apply engagement and decision-making skills and demonstrate the ability to work in partnership with individuals and those supporting them.
d. Critically apply knowledge and skills in record keeping and reporting.
e. Appraise and apply a range of social work theories, models and frameworks for anti-oppressive social work practice with individuals from diverse cultural backgrounds and in diverse contexts.
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 didactive 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).
Level: Master
Credit Points: 6
Prerequisites: SWSP6003, SWSP6013
Unit Description:
This unit explores the complexity of practice faced by social workers engaged in individual and family work with the aim to work towards effective outcomes for their individual and social wellbeing, and life chances. In this course you will harness your critical social work skills and explore ethical dilemmas, cultural identity, power and gender analysis when working with individuals and families. You will investigate the application of Anti-Oppressive theory, with a strengths-based practice framework when working in different fields of practice, with child protection forming the main practical focus. Students will be invited to engage in critical personal reflection of their understanding of family, challenge the construction of what family means and explore the changing social, cultural, political and historical context in which practice decisions are made.
Learning Outcomes:
On completion of this unit, students will be able to:
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom]. 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).
Readings
Recommended Text
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
-
Refer to the readings list located on the 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: Master
Credit Points: 6
Unit Description:
This unit looks at Australian political processes and institutions. It explores the way governments, through ideology and policy, including social policy, influence the formation of a certain type of citizenry and a civil society nationally and internationally. The role of social workers in the human services sector is explored in this context.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Describe the political process and ideologies that underpin the political process in Australia.
b. Demonstrate an understanding of the structures, processes and relationships that lie behind the public face of government in Australia.
c. Describe the complex set of relationships and a range of players and their competing interests in the socio-political, cultural, and economic discourses of the times.
d. Articulate what a civil society looks like and how stable this definition is.
e. Demonstrate an understanding of such concepts as; civil society, public good, power, elites, wealth, inequality, discourse, justice, and democracy. Explain how they are produced and to what effect.
f. Describe how the interconnectedness and interdependence with global societies, politics and cultures are producing a ‘global world’ and a ‘global citizen.’
Learning and Teaching Approach:
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom]. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Level: Master
Credit Points: 18
Prerequisites: SWSP6003, SWSP6013, SWSP6163, SWSP6033
Unit Description:
Field education is a core component of social work education intended to assist students with integrating theory and practice. Field Education units are work integrated learning focused on giving students the opportunity to work alongside professional colleagues engaged in the provision of human services. The units consist of at least 500 hours of supervised field education, provided by a qualified social work Field Educator. Included in the 500 hours are compulsory integrative seminars. Prior to commencing placement, students engage in preplacement briefings to prepare for their field placement.
Field Education 1
The first placement introduces students to human services agencies and social work fields of practice. It provides students with the opportunity to develop skills in assessment and intervention with individuals, families, small groups and communities as well as social work practice knowledge and skills. Under the supervision of a qualified social worker, students apply social work processes and theories to practice in the agency where they are placed. This unit is supported by concurrent, compulsory theory-practice integrative seminars.
Field Education 2
The second and final placement serves three purposes: firstly, it provides students with an opportunity to build on and extend the professional knowledge and skills acquired on the first placement and to apply and ‘test out’ subsequent theoretical and critical skills learned. Secondly, students are challenged further to allow for greater depth of learning. Finally, the second placement offers students a contrasting practice setting, allowing them to transfer their learning across client populations, problem circumstances and organisational environments. This process facilitates the development of students’ professional identity as an emerging social worker. This unit is supported by concurrent, compulsory theory-practice integrative seminars.
Unit Workload:
Integrative Seminar: The unit includes five weeks of 2.5 hours of class time, fortnightly.
Integrative seminars are designed to facilitate the integration of theory and practice during students’ placement and to support their learning experience.
This time will be used for interactions with students to facilitate discussion of field education unit materials and assessments, readings, presentations and group activities.
Course material will be available in the online class space.
In addition to the seminars, students are expected to engage in 4-5 hours of private study per week including completing the required reading tasks, completing a Field Education Journal and developing a reference list of relevant literature and research. Private study cannot be counted towards placement hours.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate knowledge relevant to the placement context, organisational structure and function, and the role of social work within this context.
b. Apply conceptual skills in relating theory to practice.
c. Work independently and demonstrate initiative in practice situations.
d. Demonstrate professional conduct in the field education placement and recognise the ways in which their values influence responses to particular practice situations.
e. Identify the ways in which the interests and values of dominant groups determine the definition of, and responses to, service user needs.
f. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e. communication skills, writing skills, recording and evaluation skills and organisational and planning skills.
g. Know how and when to use consultation and supervision.
h. Demonstrate an emerging capacity for critical reflective practice.
i. Demonstrate a practice-based awareness of the issues of consumers’ service and resource networks associated with their placement agency’s functions.
j. Continually assess the process of intervention in the light of personal and agency ideology and social work values.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Readings
Recommended Texts
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list located on your online class.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Master
Credit Points: 6
Prerequisites: Completion of SWSP6003, SWSP6013, SWSP6143 and SWSP6053
Unit Description:
This unit introduces students to an advanced understanding of social research aimed at influencing practice and policy outcomes. Students will explore the research process and discuss qualitative and quantitative social research methods. Students will gain an understanding of the theoretical and ethical considerations of undertaking social research and prepare to undertake an individual research project linking theory with practice.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Articulate the components required to undertake a research project.
b. Develop and write a research proposal, ethics application, and conduct a literature review.
c. Evaluate ethical issues and ethical guidelines for conducting social work research.
d. Analyse the socio-political and cultural context for undertaking research and its influence on the policy process.
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 expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Readings
Recommended Texts
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list on your online class space.
Journals
- Action Research (SAGE)
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Australian Social Work
- British Journal of Social Work
- Critical Social Work
- Health and Social Care in the Community (UK)
- Journal of Social Work (UK)
- Journal of Social Work Education (USA)
- Journal of Sociology and Social Work
- Qualitative Social Work
- Research on Social Work Practice
- Social Justice Research
- Systemic Practice and Action Research
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: Master
Credit Points: 6
Prerequisites: Successful completion of SWSP6003, SWSP6013, and SWSP6143
Unit Description:
This unit will introduce students to the diversity of the social, cultural and political situation in which Aboriginal and Torres Strait Islander people live. Indigenous Knowledge and practice as a new framework for working effectively within First Nations communities and influencing social work knowledge and practice will be explored.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate advanced theoretical knowledge relating to Indigenous social work and being able to reflect critically on this theory.
b. Demonstrate application of theory, knowledge and skills with creativity and initiative to social work with Indigenous people within a variety of settings.
c. Demonstrate advanced communication and technical skills to present a coherent and sustained argument within the context of Indigenous social work.
d. Analyse critically the impact of history and policy upon the lived experience of Aboriginal and Torres Strait Islander people and a variety of social work settings.
e. Demonstrate integrated knowledge of the links between First Nations worldviews and social work values and principals.
Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom or on-campus]. This three-hour workshop is comprised of didactic material delivered, interactive class learning, group discussion, readings, assessments and class activities.
In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
This course is experiential and interactive; students are encouraged to actively participate in group discussions and group activities and exercises.
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
- Keep 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: Master
Credit Points: 6
Prerequisites: Successful completion of SWSP6003, SWSP6013, SWSP6143 and SWSP6053
Unit Description:
Social workers often work in multidisciplinary teams.The unit enables students to analyse approaches to group work and multi-disciplinary teamwork in organisations and to demonstrate skills required for professional practice within a diverse range of groups and settings. This unit has a group project designed to link unit content with a particular issue or organisational context. This unit builds on learning from your first placement.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Evaluate institutional structures, policies, programs, practices, and routines in order to work effectively in the workplace culture.
b. Apply critical reflective skills and the ongoing use of workplace supervision.
c. Demonstrate a working knowledge of theoretical and practical issues of working with groups.
d. Demonstrate team building skills in order to build a supportive learning environment in an organisational setting.
e. Demonstrate a commitment to lifelong learning and professional development.
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 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).
Level: Master
Credit Points: Six
Prerequisites: Successful completion of SWSP6003, SWSP6013, SWSP6143, SWSP6053
Mode(s) of delivery: Online & On-Campus
Core/elective: Core
Unit Description
This unit introduces students to the philosophies, theory, principles, values, strategies and skills of community work as a way of building capacity in community and society over the long term. This unit of study has a practical component which will enable students to develop their skills as community and social development practitioners. Advocating for social change will be explored through social action theory and practice, building on social justice, community empowerment and anti-oppressive theory and practice approaches and strategies.
Learning Outcomes
On completion of this unit, students will be able to:
a. Demonstrate working knowledge of community work, its philosophy, practice context and skills.
b. Articulate how diversity and differences within and across communities add to the complexity of community work and the relevance of anti-oppressive theory and practice.
c. Critically reflect upon the potential of collaborative alliances and use of networks and partnerships that link individuals with communities and society.
d. Review and analyse how the dynamics of power and influence can be used in seeking social, economic and political change.
e. Evaluate examples of innovative community development programs in social justice settings in Australia and overseas.
f. Demonstrate skills for social action, community campaigns and community development – including its strengths and limitations.
Learning and Teaching Process
This unit is taught over 13 weeks and totals 3 student contact hours per week.
Students will participate in teaching and learning activities including:
- 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]. This three-hour workshop is comprised of didactic material delivered, interactive class learning, group discussion, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading).
Learning and Teaching Approach
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Level: Master
Credit Points: 18
Prerequisites: Completion of SWSP6003, SWSP6013, SWSP6163, SWSP6033, SWSP6153, SWSP6043 & SWSP6053
Unit Description:
All Field Education units include 500 hours of supervised practice in a social service agency. Opportunities to integrate theory with practice will inform these practice-based units. These units introduce students to the real world of practice. Students will be placed in agencies where they have the opportunity to utilise the skills developed in the practice units, such as engagement, assessment, and intervention with individuals, families, and small groups. Students are expected to develop practices that take account of the socio-economic structure of people’s lives as well as their psychosocial situation, to gain an understanding of the policy and organisational context of direct practice, and to explore the application of relevant theory and knowledge in the field of practice where they are placed.
Field Education 2
The second and final placement serves three purposes: firstly, it provides students with an opportunity to build on and extend the professional knowledge and skills acquired on the first placement and to apply and ‘test out’ subsequent theoretical and critical skills learned. Secondly, students are challenged further to allow for greater depth of learning. Finally, the second placement offers students a contrasting practice setting, allowing them to transfer their learning across client populations, problem circumstances and organisational environments. This process facilitates the development of a professional identity based on an understanding of the ‘universals’ of practice.
Placement opportunities for the second placement include further options, such as local, state and federal governments, schools and universities, social enterprise and community development projects, and indirect practice opportunities such as research, advocacy and policy development.
Unit Workload:
Integrative Seminar: The unit includes five weeks of 2.5 hours of class time, fortnightly
Integrative seminars are designed to facilitate the integration of theory and practice during students’ placement and to support their learning experience.
This time will be used for interactions with students to facilitate discussion of field education unit materials and assessments, readings, presentations and group activities.
Course material will be available in the online class space.
In addition to the seminars, students are expected to engage in 4-5 hours of private study per week including completing the required reading tasks, completing a Field Education Journal and developing a reference list of relevant literature and research. Private study cannot be counted towards placement hours.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate knowledge relevant to the placement context, organisational structure and function, and the role of social work within this context.
b. Apply conceptual skills in relating theory to practice.
c. Work independently and demonstrate initiative in practice situations.
d. Demonstrate professional conduct in the field education placement and recognise the ways in which their values influence responses to practice situations
e. Identify the ways in which the interests and values of dominant groups determine the definition of, and responses to, service user needs.
f. Demonstrate specific skills in relation to the particular emphasis of specific placements, i.e. communication skills, writing skills, recording and evaluation skills and organisational and planning skills.
g. Know how and when to use consultation and supervision.
h. Demonstrate an emerging capacity for critical reflective practice.
i. Demonstrate a practice-based awareness of the issues of consumers’ service and resource networks associated with their placement agency’s functions.
j. Continually assess the process of intervention in the light of personal and agency ideology and social work values.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Readings
Recommended Texts
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Recommended Readings
- These are provided in the readings list located on your online class space.
Journals
- Australian Social Work
- ADVANCES: Journal of Social Work and Welfare Education
- Australian Journal of Social Issues
- Critical Social Work
- Journal of Social Work Education (USA)
- Journal of Social Work (UK)
Academic Misconduct
Ethical conduct and academic integrity and honesty are fundamental to the mission of ACAP. Academic misconduct will not be tolerated by the college. Please refer to the Academic Misconduct Policy for full details.
Disclaimer
This unit outline may be updated and amended from time to time. To ensure you have the correct outline please check it again at the beginning of the trimester. For a list of required textbooks for the upcoming trimester, please click here.
Level: Master
Credit Points: 6
Prerequisites: Successful completion of SWSP6003, SWSP6013, and SWSP6143
Unit Description:
This unit explores whether it is possible to talk about international social work and if so what it looks like. Is it possible for social work to shrug off its past hegemonic structures and develop a non-hegemonic and anti-imperialist social work with professional partners from abroad? This unit asks students to reflect on this and come up with an answer. The links between international development and international social work are explored, and current international social work practice.
Unit Workload:
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. 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.
Learning Outcomes:
On completion of this unit, students will be able to:
- Compare and contrast global structures and global politics and its impact on cultures and national politics and citizenship.
- Articulate the history and conflicts associated with international social work and its development.
- Analyse in depth various perspectives and approaches to international social work.
- Critically reflect on global issues from a social work perspective.
- Demonstrate a working knowledge of current international social work practice and education.
- Articulate social work’s role in further international issues, especially the role of education and research.
- Plan and execute a research project and identify all steps involved and reflect on its process and outcome.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Level: Master of Social Work (Qualifying)
Duration: One Trimester
Credit Points: 6
Prerequisites: Completion of SWSP6003, SWSP6013, SWSP6143
Unit Description:
This unit introduces students to current social work practice focusing on supporting people living with a disability. It attempts to convey an impression of what it is like to be living with a disability and the challenges that people with disabilities face within everyday life. Students are introduced to the notion of self-determination and the discourse of choice and control that underpins current assessment and support approaches.
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:
a) Lectures and critical discussion
b) Tutorials and skill development activities
c) Online pre-learning activities
d) Online post-learning
Depending on the delivery mode, this unit’s content is delivered to students via
- A weekly 3 hour learning session [via Zoom]. One hour will be 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).
Level: Master
Credit Points: 6
Pre-requisites: SWSP6003, SWSP6013, SWSP6143
Unit Description:
Gender-based and family violence is widespread and one of the most significant social problems of our time. One in three women worldwide will experience physical or sexual violence in their lifetime. Cutting across class, ethnicity, age, culture and religion, family violence predominantly affects women and children. This unit aims to deepen students’ knowledge of gender-based violence and family violence through theory and practice, research and policy with reference to the relevance of intersectionality. The focus will be understanding the complex, interlinked experiences of family violence in the lives of victim/survivors who are from marginalised groups and the key barriers to accessing support faced by these communities. The unit provides students with essential competencies to work as social workers with survivors and perpetrators of family violence as well as greater understandings of how family violence is produced within systemic and cultural contexts.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate an understanding of the definitions, prevalence, underlying causes, tactics and impacts of family violence on those affected,
b. Demonstrate an understanding of how family violence is shaped by social and cultural values, and how a person’s identity (gender, age, socio-economic status, etc.) can produce different experiences of violence, vulnerability, and “help seeking”,
c. Demonstrate an understanding of, and critically evaluate, the different roles and responsibilities of civil society (NGOs), the judiciary, the government and the community in the prevention of, and responses to, family violence,
d. Demonstrate an understanding of the some of the key considerations for social workers in supporting victim/survivors and working with perpetrators of family violence.
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 [on Zoom]. One hour will be didactive material delivered in lecture format. Two hours will be interactive class time, for discussion of the lecture, readings, assessments and class activities.
In addition to timetabled contact hours, students are expect to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours per week (including teamwork on group assignments, writing assessments and reading).
Readings
Recommended
- The required text book for this unit can be found by viewing the textbook list by selecting the course and trimester at the following link: http://www.acap.edu.au/current-students/managing-my-course/order-course-materials-and-text-books/
Journals
- Australian Social Work
- Child & Family Social Work
- Children and Youth Services Review
- Feminist Review
- International Journal of Critical Indigenous Studies
- International Social Work
- Journal of Australian Indigenous Issues
- Journal of Family Studies
- Journal of Gender-based Violence
- Journal of Interpersonal Violence
- Journal of Social Work (UK)
- Journal of Social Work Education (USA)
- Journal of Women’s Health, Issues and Care
- No to Violence
- Violence Against Women
Level: Master
Credit Points: 6
Prerequisites: Successful completion of SWSP6003, SWSP6013, and SWSP6143
Unit Description:
This elective explores the issue of ageing and aged care and examines social work practice issues with this diverse population. Exploring life course context on ageing and then focusing on the end of life spectrum, this unit tackles difficult issues in order to understand the diversity and complexity of working with the aged population – from individual to community work and networking to policy and research. Social issues of invisibility, marginalisation, abuse, neglect, loss and grief will be addressed. The elderly contribution to unpaid productivity of caring and volunteerism as well as the wisdom and maturity that comes with old age will underpin much of this material. In highlighting key research, theory and policy relevant to working with older people key practice strategies available to address their health, welfare, physical and material wellbeing will be examined for their usefulness and effectiveness. How to have a meaningful old age will also be addressed.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Demonstrate advanced understandings of the nature, scope, and impact of ageing on individuals, families, communities and society.
b. Articulate advanced understanding of how ageing is constructed socially, politically, economically and culturally.
c. Demonstrate expert knowledge of the many pathways to ageing and the complexities of working with the aged population.
d. Demonstrate advanced knowledge of the health and well-being of the aged and the provision of services from the service users’, their carers’ and families’, social workers’, and consumer advocates’ perspectives.
e. Evaluate the political economy of ageing and its impact on society and the provision of services.
f. Analyse and provide advanced discussion of the social issues associated with ageing with a social justice and human rights perspective and social workers’ responses.
g. Understand the role and responsibilities of the Government and NGOs in relation to service provision for the aged population.
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]. 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).
Level: Master
Credit Points: 6
Prerequisites: Completion of SWSP6123 and Credit average
Unit Description:
This unit is undertaken in your final trimester of study. You will propose and complete a capstone project through which you will demonstrate your ability at and advanced level to command, analyse, synthesise and apply knowledge skills pertinent to your discipline. With guidance from your supervisor, you will formulate a detailed plan for independent learning that focuses on scholarly, professional or practice issues relevant to your discipline and interest in social work.
Learning Outcomes:
On completion of this unit, students will be able to:
a. Specialised knowledge and skills for research.
b. The components required to undertake a research project.
c. Research designs and methodologies.
d. Research functions and the application of established theories to a body of knowledge or practice
e. Interpreting and transmitting knowledge, skills and ideas to specialist and non-specialist audiences.
f. Reflecting on and resolving ethical issues as they occur in practice.
g. Writing a research report.
Learning and Teaching Process:
This unit is taught over 13 weeks and totals 1.5 student contact hours per week.
Students will participate in teaching and learning activities including:
a) Group discussion
b) Group-directed research
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 1.5 hour learning session [via Zoom or on-campus]. This time will be used for interactions with students to facilitate discussion of the challenges and learnings associated with implementing the research. Some of this will include group tutorials revising topics such as data collection, analysis, and presentation.
In addition to timetabled contact hours, students are expected to engage in 16.5 hours of self- or group-directed research totalling 18 hours per week.
Learning and Teaching Approach:
- Learning is an active process – which involves both questioning and challenging.
- Learning is a shared process – where others’ thoughts and ideas are presented, critically analysed, exchanged and respected.
- Learning is a collaborative and empowering process for self and others.
- Learning is thoughtful and reflective.
- Learning requires integration with prior knowledge and other arenas of knowledge development in the program.
- Preparation for lectures and seminars and reading the recommended texts and references is essential.
The content of this unit has been designed to maximise both online and face-to-face learning to integrate the subject matter.
Students are expected to:
- Complete all activities
- Complete readings
- Complete all assessments
- Attend all classes
It is also recommended that students:
- Keep a record of new terminology that is introduced in this unit
- Keep a copy of assessments and other correspondence
- Make notes on unit content and readings
There will be learning activities linked to all lecture materials which are designed to encourage students to deliberate and reflect and to provide opportunities for further learning. The activities are designed to help students think through and practise the specific skills and general concepts presented in this unit as well as provide valuable learning opportunities.
Download Course Guide
Pathways for future study
Completion of this course enables students to establish their professional identity as a social worker.
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Bachelor of Social Work
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Bachelor of Psychological Sciences and Counselling
Up To 8 Years Part Time Equivalent