Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
SWTP620 Social Work Theory and Ethics SWTP622 Social Work with Individuals
Teaching organisation
This unit comprises 48 hours of face-to-face learning and teaching (or equivalent) with a prescribed attendance requirement.Unit rationale, description and aim
Two key learning objectives in the MSW are the ability of social work students to understand and apply the essential role of values in the practice of social work, incorporating the values of a commitment to the dignity of the human person, social justice, respect for human rights, and a commitment to non-sexist, culturally responsive, and anti-oppressive practice. This includes demonstrating confidence and skills in cross cultural social work practice with Aboriginal and Torres Strait Islander and culturally and linguistically diverse colleagues, agencies and communities. The Cross Cultural social work unit focuses on these aspects of learning by providing students with the opportunity to develop the knowledge, skills and values that inform social work practice with culturally and linguistically diverse communities and Aboriginal and Torres Strait Islander people. Culturally specific content focuses on; historical and social policy issues that have shaped these practice contexts as well as key cultural and social work theories, Cross-cultural skill development includes skills in communication, yarning, cultural empathy, working with interpreters, collaborative practice and engaging with community. A range of evidence informed social work interventions are explored and personal and professional value and ethical issues critically examined.
The overarching aim is to develop in students the ability to conceptualise and demonstrate culturally responsive practices with Aboriginal and Torres Strait Islander people and culturally and linguistically diverse communities.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Analyze the impact of key historical and social policy issues on the contemporary experiences of Aboriginal and Torres Strait Islander peoples and culturally and linguistically diverse peoples (GA1);
LO2 - Apply key social work theories and cultural theories in a range of cross-cultural practice contexts (GA4, GA5,GA6);
LO3 - Evaluate the applicability of social work and service delivery frameworks for working with Aboriginal and Torres Strait Islander peoples and culturally and linguistically diverse peoples (GA6, GA8);
LO4 - Critically reflect on the impact of self and personal and professional values in a range of cross-cultural practice contexts (GA1, GA4);
LO5 - Effectively use oral and written communication skills in order to demonstrate culturally responsive practices practice (GA7,GA5).
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
AASW GRADUATE ATTRIBUTES
On successful completion of this unit, students should have developed their ability to:
GA2 - Sound understanding of and commitment to social work values and ethics to guide professional practice; |
GA3 - Ability to apply social work knowledge and interventions to respond effectively in meeting the needs of individuals, groups and communities in diverse settings, client groups and geographic locations; |
GA4 - Ability to apply knowledge of human behaviour and society, as well as the social, cultural, political, legal, economic and global contexts of practice to respond effectively within a human rights and social justice framework; |
GA5 - Ability to review, critically analyse and synthesise knowledge and values and apply reflective thinking skills to inform professional judgement and practice; |
GA7 - Demonstration of effective communication and interpersonal skills; |
GA8 - Ability to work with diversity and demonstrate respect for cultural difference. |
AASW PRACTICE STANDARDS
This Unit has been mapped to the AASW Practice Standards. The following table sets out the broad relationship between the Learning Outcomes, ACU Graduate Attributes and the AASW Practice Standards.
| Standard/Attributes/Criteria | Learning Outcomes |
|---|---|
3.1 Work respectfully and inclusively with cultural difference and diversity 3.2 Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures 4.1 Understand higher level systemic influences on people with respect to an area of practice. | 1 |
4.2 Understand and articulate social work and other relevant theories and concepts 4.4 Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice 5.4 Apply critical and reflective thinking to practice | 2 |
3.2 Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures 5.3 Use a range of social work methods and techniques appropriate to area of practice | 3 |
1.1 Practice in accordance with the AASW Code of Ethics 2.1 Represent the social work profession with integrity and professionalism 3.1 Work respectfully and inclusively with cultural difference and diversity | 4 |
1.1 Practice in accordance with the AASW Code of Ethics 1.2 Manage ethical dilemmas and issues arising in practice 3.2 Respect, strive to understand and promote the rights of Aboriginal and Torres Strait Islander peoples and their cultures 5.3 Use a range of social work methods and techniques appropriate to area of practice. | 5 |
6.1 Effectively communicate with a diverse range of people 3.1 Work respectfully and inclusively with cultural difference and diversity. | 6 |
Content
Historical and political overview
- Pre-invasion - Dreamtime, Aboriginal and Torres Strait Islander ways of knowing, being and doing
- Political history
- Cultural history
- Social history
- History of migration, refugee and asylum seeker policies and practices
Theoretical frameworks and perspectives
- Aboriginal and Torres Strait Islander ways of knowing, being and doing
- Human Rights
- Critical race theory
- Whiteness theory
- Trauma theories
- Resilience theories
- Critical post-modern theories
- Acculturation theory
Human rights and social justice issues
- Identity
- Privilege
- Racism
- Lateral violence
- Self-determination
- Decolonisation
- Multiculturalism
Social and emotional wellbeing issues
- Trauma and torture
- Grief and loss
- Physical, spiritual and mental health
- Acculturation and settlement
- Racism
Practice Frameworks
- Narrative therapy
- Cultural responsiveness
- Yarning
- Anti-racist practice
- Anti-oppressive practice
- Healing practices
Community based practices
- Engagement and relationship building skills and protocols
- Collaborative practices
Practice skills
- Working with interpreters
- Culturally responsive engagement and assessment practices and processes
Professional and personal values and ethics
- use of self
- social work values and ethics
- skills of critical reflection
Learning and teaching strategy and rationale
Teaching and learning strategies may include lectures, tutorials, workshops, web-based learning, and reflective/critical thinking activities. Critical to the learning in this unit will be the involvement of culturally and linguistically diverse and Aboriginal and Torres Strait Islander people in the teaching process. Tutorials will incorporate a range of simulation activities designed to provide learning opportunities that facilitate the development of the skills in culturally responsive communication. Teaching and learning strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within class activities. This unit comprises 48 hours of face-to-face learning and teaching (or equivalent) with a prescribed attendance requirement deemed necessary to achieve the intended learning outcomes.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit objectives consistent with University assessment requirements. The first assignment addresses the importance of students demonstrating insight about the influence of their cultural identity on their developing professional identity.
The emphasis in the second assignment is culturally responsive service delivery with culturally and linguistically diverse communities. Students are required to develop a service delivery strategy which addresses structural and cultural impediments that culturally and linguistically diverse communities may experience accessing welfare services .
The third assignment focusses on the Indigenous Allied Health (IAHA) cultural responsiveness framework. Using the medium of a recorded oral presentation, students will be required to demonstrate their understanding of how the framework would inform their practice with an Aboriginal and Torres Strait Islander person and community.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Reflective assignment: The first assignment is a short essay which is written in the first person. Students are invited to critically reflect on the various aspects of the personal self with particular focus on their cultural identity. The purpose is to encourage the development of personal and professional insights about the dynamic influence of culture in practice. | 20% | LO3, LO4, LO5 | GA1, GA4, GA5, GA6 GA7 |
Written assignment: The second assignment is an essay which requires students to choose a culturally and linguistically diverse community and present an analysis of some of the barriers that the community experience accessing welfare services. The students will be required to develop a number of strategies that address these barriers. The assignment enables students to apply theoretical concepts, knowledge of a CALD community in order to plan a service delivery response. | 40% | LO1, LO2, LO3, LO5 | GA4, GA5, GA8 |
Skills assessment: The third assignment is a 15-20 minute video recorded oral presentation. The oral presentation enables students to choose one of the IAHA cultural responsive capabilities that is relevant to particular case study and describe how the ways of knowing, doing and being would inform their practice responses. | 40% | LO2, LO4, LO5 | GA1, GA4, GA5 GA7 |
Representative texts and references
Bennett, B., Green, S., Gilbert, S., & Bessarab, D. (2013). (Eds). Our Voices: Aboriginal andTorres Strait Islander Social Work. South Yarra: Palgrave Macmillan.
Briskman, L. (2014). Social work with Indigenous communities: A human rights approach. Annandale, NSW: The Federation Press.
Diller, J.V. (2011). Cultural diversity – A primer for the human services (4th ed.). Belmont, CA: Brooks/Cole.
Drozdek, B. & Wilson, J.P. (2007) (Eds.). Voices of trauma: Treating psychological trauma across cultures. N.Y: Springer.
Dudgeon, P., Milroy, H., Walker, R. (2014) (Eds.). Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice. Canberra: Commonwealth of Australia.
Gallina, N. (2012). Cultural competence in assessment and social work interventions: Implications for practice and professional education. USA: Bentham Science.
How Kee, J., Martin, J., & Ow, R. (2014) (Eds.). Cross-cultural social work: Local and global. South Yarra: Palgrave Macmillan
Lum, D. (Ed.). (2011). Culturally competent practice – A framework for understanding diverse groups and justice issues (4th ed.). Belmont, CA: Brooks/Cole.
Morgan. S.,Tjalaminu.M., Kwaymullina.B. (2007) (Eds.) Speaking from the Heart: Stories of Life, Family and Country. Fremantle, WA: Fremantle Arts Centre Press.
Pease, B. (2010). Undoing privilege: Unearned advantage in a divided world. London: Zed Books.