Unit rationale, description and aim

All social workers can expect to work with children, young people and families, whether they practice directly with clients, or are in advocacy, policy, community development, or research roles.

This unit will explore knowledge and skills necessary for working with children, young people and families from diverse backgrounds and in a range of practice contexts, including child protection. The unit covers theories of child and youth development and teaches skills for working with children, young people, and families. Ethical issues that impact on working with children, young people and families will be explored, developing in students social work practice responses that are courageous and creative, which reflect commitment to social justice, and childrens' rights.

This unit will provide students with an essential area of competency, as outlined by the Australian Association of Social Workers (AASW), in working with children, young people and families. The aim of this unit is to provide students an evidence informed theoretical base and an opportunity to develop beginning practice skills for future professional practice in the area of child and adolescent wellbeing and protection, and for working collaboratively with families.

2025 10

Campus offering

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  • Term Mode
  • Semester 2Campus Attendance
  • Term Mode
  • Semester 2Campus Attendance

Prerequisites

Nil

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.

Demonstrate knowledge on a range of issues experie...

Learning Outcome 01

Demonstrate knowledge on a range of issues experienced by children, youth and families from diverse backgrounds in a range of contexts
Relevant Graduate Capabilities: GC2

Demonstrate beginning knowledge of Aboriginal and ...

Learning Outcome 02

Demonstrate beginning knowledge of Aboriginal and Torres Strait Islander community and family life and how it informs social work practice with children and youth
Relevant Graduate Capabilities: GC5, GC9

Demonstrate knowledge of social work ethics in pra...

Learning Outcome 03

Demonstrate knowledge of social work ethics in practice with children, youth and families from diverse backgrounds
Relevant Graduate Capabilities: GC1, GC11

Demonstrate beginning social work practice skills ...

Learning Outcome 04

Demonstrate beginning social work practice skills in conducting child, youth and family assessments
Relevant Graduate Capabilities: GC2

Demonstrate beginning skills of reflective practic...

Learning Outcome 05

Demonstrate beginning skills of reflective practice in work with children, youth and families from diverse backgrounds
Relevant Graduate Capabilities: GC3, GC7

Construct a Child, Youth and Family Social Work pr...

Learning Outcome 06

Construct a Child, Youth and Family Social Work practice model which reflects a commitment to social justice and human rights, with understanding of policies and strategies for building safe and supportive environments for working with children, young people and vulnerable adults
Relevant Graduate Capabilities: GC1, GC8

Content

Topics will include: 

 

Contemporary contexts of social work practice 

  • Children in refugee context 
  • Children with disabilities 
  • Young people in the youth justice system 
  • Children in out of home care 
  • Statutory family practice 
  • Child protection practice 
  • Children and young people as carers 

 

Social work knowledge 

  • Child development 
  • Family life cycle 
  • Trauma 
  • Parent-child attachment 
  • Practice theories and models 
  • Social policies and programs 

 

Strategies, techniques and interventions 

  • Case management (e.g., case planning, family group conferences) 
  • Solution focused approaches 
  • Child centred practice  
  • Family centred practice 
  • Collaborative inter-disciplinary practice 

 

Knowledge and skills for work with Aboriginal and Torres Strait Islander families and their communities in the context of child, youth and family social work 

  • Community and family life, including country, language and kinship  
  • Critical analysis of attachment theory as it relates to Aboriginal and Torres Strait islander families 
  • Alternate practice frameworks which are informed by cultural knowledge and perspectives 

 

Ethics 

  • Social work ethics, social justice and human rights framework in work with families children and young people 

 

Skill development 

  • Effective communication skills in conducting assessment and intervention 
  • Critically reflective use of self 
  • Building skills in developing safe and supportive environments for working with children, young people and vulnerable adults. 

Assessment strategy and rationale

This unit takes an authentic assessment approach allowing students to demonstrate their learning and competency to currently relevant practice scenarios. The assessments are designed to give students the opportunity to demonstrate their knowledge of social work theories that inform this area of practice as well as demonstrate their developing skills in critical reflection of self, and holistic assessment and intervention planning for families.  

 

In assessment 1 students are required to demonstrate knowledge of a relevant theory or models of family assessment and interventions and apply this to a case scenario (LO1, 2, 3). Following formative feedback on assessment 1, students must then apply this knowledge by engaging in a simulation with the same case study family in assessment 2, (LO1, 2, 3, 4). Students are required to reflect on ethical issues, as well as professional and personal values when responding to the case study, ensuring a thoughtful approach to practice that can manage bias, consider alternative perspectives, and assess and respond to risk. The third assessment gives students the opportunity to apply their learning from the unit, including feedback from the previous two assessments, by reflecting on their approach to working with children, young people and families including their use of self and influence of personal and professional values on their practice (LO3, 4, 5, 6). Passing each assessment ensures students have beginning skills in ethical engagement, assessment and planning work with a family.  

Overview of assessments

Assessment 1: Written assignment: Enables student...

Assessment 1: Written assignment: Enables students to develop assessment and planning skills for work with diverse families

Weighting

30%

Learning Outcomes LO1, LO2, LO3

Assessment 2: Simulation: Enables students to dev...

Assessment 2: Simulation: Enables students to develop beginning skills of engagement and assessment with diverse families.

Weighting

30%

Learning Outcomes LO1, LO2, LO3, LO4

Assessment 3: Written assignment: Enables student...

Assessment 3: Written assignment: Enables students to demonstrate critical understanding and reflection on the concepts of family and childhood, the influence of social context and use of self in practice with children, young people and families.

Weighting

40%

Learning Outcomes LO3, LO4, LO5, LO6

Learning and teaching strategy and rationale

This unit involves 150 hours of learning with a combination of face-to-face lectures and interactive skill-building tutorials. Attendance at 100% of lectures and tutorials is expected and an attendance record of all tutorial classes will be recorded. A minimum of 80% of tutorial classes is mandatory.  The rationale for compulsory attendance is to ensure students are interacting with other students and developing skills, which they will use in their professional/clinical experience. Students who do not attend are at risk of not developing these essential skills.  

 

Lectures provide detailed content on knowledge which informs practice with children, young people and families. Guest lectures from practitioners will also be incorporated when available, to provide students real-world examples of practice with children, young people or families. Interactive tutorials incorporate small group reflective and skills exercises to allow students to link social work theory and knowledge with their emerging practice. Case-based learning is utilised allowing students to acquire knowledge and beginning skills in assessment frameworks and intervention strategies. The assessments in this unit are an important part of learning. They provide students with the opportunity to critically reflect on self, demonstrate their knowledge on social work theory and apply their knowledge to the task of a case analysis. A focus on critical reflection and ethical use of self in tutorials and assessments ensures pedagogical alignment between teaching, learning and assessment.  

AASW Practice Standards

This Unit has been mapped to the ACU Graduate Attributes and the ASWEAS Profession-Specific Graduate Attributes. The following table sets out the broad relationship between the Learning Outcomes, Graduate Attributes and the ASWEAS Profession-Specific Graduate Attributes provided in the Australian Social Work Education and Accreditation Standards: https://www.aasw.asn.au/document/item/13565  

Standards/Attributes/Criteria

1 Values and Ethics

2 Professionalism

3 Culturally responsive and inclusive practice

4 Knowledge for Practice

5 Applying knowledge to practice

6 Communication and Interpersonal skills

7 Information recording and sharing

8 Professional development and supervision

ASWEAS Profession-Specific Graduate Attributes

This Unit has been mapped to the ACU Graduate Attributes and the ASWEAS Profession-Specific Graduate Attributes. The following table sets out the broad relationship between the Learning Outcomes, Graduate Attributes and the ASWEAS Profession-Specific Graduate Attributes provided in the Australian Social Work Education and Accreditation Standards: https://www.aasw.asn.au/document/item/13565  

Standard/Attributes/Criteria

Standard/Attributes/CriteriaLearning Outcomes

4.2 Understand and articulate social work and other relevant theories and concepts 

LO1 

1.1 Practice in accordance with the AASW Code of Ethics  

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 

5.4 Apply critical and reflective thinking to practice 

LO2

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 

6.1 Effectively communicate with a diverse range of people 

LO3

2.1 Represent the social work profession with integrity and professionalism 

5.1 Assess and analyse needs to inform practice

5.3 use a range of specific social work methods and techniques appropriate to area of practice 

5.4 Apply critical and reflective thinking to practice 

LO4

1.2 Manage ethical dilemmas and issues arising in practice 

2.1 Represent the social work profession with integrity and professionalism 

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 

LO5

1.1 Practice in accordance with the AASW Code of Ethics

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 

LO6

Representative texts and references

Representative texts and references

Australian Association of Social Workers (2020). Code of ethics. Canberra: AASW. 

Arney, F. (2013). Working with vulnerable families: a partnership approach (2nd ed.) Port Melbourne: Cambridge University Press. 

Briskman, L. (2014). Social Work with Indigenous Communities (2nd ed), Sydney: Federation Press. 

Featherstone, B., White, S. & Morris,K. (2014), Re-imagining Child Protection: Towards humane social work with families. Bristol: Policy Press. 

Harms, L. (2010). Understanding human development: a multidimensional approach (2nd ed). Melbourne: Oxford University Press.  

Geldard, K., & Geldard, D (2016). Counselling adolescents: The proactive approach for young people. London: Sage 

Geldard, K., Geldard, D., & Foo, R. Y. (2013). Counselling children: A practical introduction. London: Sage. [note new edition available November 2016] 

Mainstone, F. (2014). Mastering whole family assessment in social work: Balancing the needs of children, adults and their families. London. Jessica Kingsley.Ruch, G.,Turney, D., & Ward, A. (2010). Relationship-based social work: Getting to the heart of practice. London: Jessica Kingsley. 

Trotter, C. (2013). Collaborative work with families: a practical guide to working with families in the human services.  Sydney: Allen & Unwin. 

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