a. During the four tutorials from weeks 7-10 or, if you are an external student, during the intensive workshops you will prepare for and practice engagement with children by participating in a variety of role play scenarios

Course Outline: practice engagement with children by participating in a variety of role play scenarios



Introduction
Welcome
Dear Students,
As third year Bachelor of Social Work students you will combine theoretical approaches of child centred
practice with some of the practice skills needed as a Social Worker who has the ability to work with and
for children and families. Graduate qualities GO1-G07 will be achieved through completing this course.
Our role as experienced social workers and teachers is to act as resource people and to facilitate your learning
as much as possible but the onus will be on each participant in the class to take responsibility for their
learning, use appropriate resources and contribute to the learning of others. You will be expected to read in
preparation for weekly sessions, to listen to lectures and actively engage and participate.


I would like to acknowledge Dr Fiona Buchanan for the research and preparation of the course content,
lectures and eReadings. My sincere gratitude to Dr Buchanan for her guidance and support this semester.
We look forward to working with you all back on campus in the studios!


Academic Work Definitions
Internal mode includes face to face/in person components such as lectures, tutorials, practicals, workshops
orseminars that may be offered at a University campus or delivered at another location. Courses delivered
ininternal mode may also be offered intensively allowing them to be completed in a shorter period of time.
Thereis an expectation that students will be physically present for the delivery of face to face/in person teaching
andlearning activities.


Lecture
Student information
A lecture is delivery of course content either in person, or online in a virtual classroom, that builds on the course
readings and pre-lecture requirements for you and other students in the course. The primary purpose of the
lecture is to comprehensively describe and explain course content, ideas or skills to provide a foundation on
which students build understanding through extended study. Lectures may also be pre-recorded and embedded
in online courses.


All students are expected to have undertaken required readings and assigned activities prior to the lecture.
Staff information
A lecture is delivery either in person, or online in a virtual classroom environment, of original material to
students with the primary purpose of comprehensively describing and explaining course content, ideas or skills.
Consequently, lectures require adequate preparation time to ensure appropriate and current content across
multiple delivery modes. Online delivery may require additional preparation time to adapt or record material.


Tutorial
Student information
A tutorial can be conducted either in person or online in a virtual classroom. A tutorial is a facilitated group
discussion, where your tutor leads analyses of issues and/or more detailed explanations related to the topics
provided to you in online resources and/or lectures.
All students are expected to be familiar with relevant lecture content and readings prior to a tutorial and to
participate actively in the related activities assigned for preparation. Tutorials may include a range of activities,
including problem solving, group work, practical activities, and presentations.


Staff information
A tutorial can be conducted either in person, or online in a virtual classroom, as a facilitated group discussion,
which includes analysis of issues and/or more detailed explanation related to topics provided in online
resources and/or lectures. Tutorials may include a range of activities, including problem solving, group work,
practical activities, and presentations.
Staff are expected to be familiar with the relevant and related course content as described and set out in the
course documentation. Consequently, tutorials require adequate preparation time to ensure relevance to, and
reinforcement of, course content across multiple delivery modes.

  • Please refer to your Course homepage for the most up to date list of course teaching staff.
    Contact Details
    UniSA Justice & Society
    Website: https://www.unisa.edu.au/about-unisa/academic-units/justice-and-society/
    Additional Contact Details
    If you have questions about the course or assessments that cannot be answered from looking through the
    course website and/or Course Outline please ask your tutor during tutorial time or contact your tutor by email
    and allow 2 days for your tutor to respond.
    Version 4 (23 July 2020) 3

  • Course Overview
    Prerequisite(s)
    WELF 1020 Child Development
    Corequisite(s)
    There are no corequisite courses to be completed in conjunction with this course.
    Course Aim
    To further develop students’ ability to critically analyse and apply contemporary child development theories
    through applying child centred practice methods of engagement with children, young people and their families
    in a range of human service contexts.
  • Course Objectives
    On completion of this course, students should be able to:
    CO1. Apply knowledge and understanding of current trends, theories and discourses in family policy and
    practice in Australia and their relevance to children and families from diverse socio-cultural backgrounds.
    CO2. Identify age and development appropriate intervention strategies that can be used with children and their
    families including those who have endured adverse life events and trauma.
    CO3. Evaluate and apply child centered practices that incorporate respectful inclusion and consultation with
    parents, families and caregivers.
    CO4. Utilise evidence based creative methods to engage with children and adolescents dependant on their
    developmental stage.
    Upon completion of this course, students will have achieved the following combination of Graduate Qualities
    and Course Objectives:
    Graduate Qualities being assessed through
    the course
    GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7
    CO1 • •
    CO2 • • • •
    CO3 • • •
    CO4 •
  • Graduate Qualities
    A graduate of UniSA:
    GQ1. operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice
    GQ2. is prepared for life-long learning in pursuit of personal development and excellence in professional
    practice
    GQ3. is an effective problem solver, capable of applying logical, critical, and creative thinking to a range of
    problems
    GQ4. can work both autonomously and collaboratively as a professional
    GQ5. is committed to ethical action and social responsibility as a professional and citizen
    GQ6. communicates effectively in professional practice and as a member of the community

    GQ7. demonstrates international perspectives as a professional and as a citizen
    Course Content
    Students will apply theoretical perspectives while further developing skills in child focused, child inclusive
    techniques and approaches to direct practice with children, adolescents, and families. Learning includes
    culturally-sensitive and ethical practice with Indigenous and migrant families. Students will develop the
    knowledge to define age and development appropriate interventions. The course includes a combination of
    theoretical approaches to child centred practice with a range of the practice skills needed for work with children
    and families who have endured adverse life events.
    Teaching and Learning Arrangements
    Tutorial 1.5 hours x 10 weeks
    Online (Lecture) 1 hour x 2 weeks
    Lecture 1 hour x 8 weeks
    Unit Value
    4.5 units
    Further Course Information
    TEACHING AND LEARNING ARRANGEMENTS
    This course is taught through an internal in person (not via Zoom) in the studios and external (online) format.
    All lectures are already recorded on line for all students regardless of study mode.
    .
    External students are required to attend a two (not one as written above) day intensive in person at Magill
    Campus in September. Dates to be advised.
  • ASSESSMENT DETAILS
    Details of assessment submission and return are listed under each assessment task. Assessment tasks will be
    returned to you within two to three weeks of submission.
    All assessments must be submitted via Learnonline. Assessment cover sheets are NOT required but please
    attach a feedback sheet to your assessment. All assignments must be double line spaced, font 12 and use the
    Harvard referencing system.
    Version 4 (23 July 2020) 5
    Learning Resources
  • Textbook(s)
    You will need continual access to the following text(s) to complete this course. The library does not hold
    multiple copies of the nominated text books. It is strongly recommended that you purchase the book(s). An
    eBook version may be available but please check with the library as availability is limited and dependent on
    licence arrangements. http://www.library.unisa.edu.au
    Geldard, K., Geldard, D. and Foo, R.Y. 2017, Counselling children, a practical introduction , 5th ed, Sage.
    Reference(s)
  • Recommended reading:
    Berk, L.E. 2014 Development through the lifespan, Pearson Education
    Buchanan, F. 2018 Mothering babies in domestic violence: Beyond attachment theory, Routledge, London UK.
    Connolly, M. (ed) 2017 Beyond the risk paradigm in Child Protection. Palgrave MacMillan London, UK.
    Ferguson H. 2011, Child protection practice. Palgrave MacMillan London, UK.
    Frizzell, J & Barrow D 2007, Good practice in child and family welfare services for Aboriginal children, young
    people and families, Centre for Excellence in Child and Family Welfare, Melbourne.
    Lonne, B, Parton N, et al. 2009, Reforming child protection, Abingdon, Routledge.
    Mudaly, N & Goddard, C 2006, The truth is longer than a lie: children’s experiences of abuse and professional
    interventions, Jessica Kinglsey, London.
    Scott, D. 2009 “Think child, think family”: How adult specialist services can support children at risk of abuse and
    neglect, Family Matters, 81; 37-42
    Australian Association of Social Workers AASW, 1999. Code of Ethics,
  • Association of Social Workers.
    Canberra.
    Version 4 (23 July 2020) 6
    Materials to be accessed online
    learnonline course site
    All course related materials can be accessed through your learnonline course site which you will be able to
    access from the my Courses section in myUniSA.
    myUniSA
    All study related materials can be accessed through: https://my.unisa.edu.au
    Version 4 (23 July 2020) 7
    Assessment
    Assessment Details
    Details of assessment submission and return are listed under each assessment task. Assessment tasks will be
    returned to you within two to three weeks of submission.
    Cover sheets
    A cover sheet is not required for assessment tasks submitted via learnonline, as the system automatically
    generates one.
    If the Course Coordinator allows submissions in hard copy format, you will be required to attach an
    Assignment Cover Sheet which is available on the learnonline student help (https://lo.unisa.edu.au/mod/book/
    view.php?id=1843&chapterid=567) and in myUniSA.
    Assessment Summary

Form of assessment Length Duration Weighting Due date


Submit via Objectives being
assessed
1 Critical analysis 2250 words N/A 50% 20 Sep

2 Demonstration 2250 words N/A 50% 1 Nov 2020,
8:00 PM
learnonline CO1
Feedback proformas
The feedback proforma is available on your learnonline course site. It can be accessed via the Feedback Form
link in the Course Essentials block.

Assessments
Critical analysis (Graded)
This assignment is designed to allow you to demonstrate your knowledge and application of a child centred
approach.
Please watch “Removed” (Part 1) (12 mins) available on the Learnonline site.
Imagine that you are a social worker working in an organisation required to initiate contact with Zoe, her family
and foster carer. Zoe’s household consisted of Zoe (aged 10 years) her mother, step father and brother
Benaiah (aged 2 years). The short film is set overseas however you can apply the scenario to the local context
of South Australia.
Your role is to develop a child centred plan to work towards reunifying Zoe with her mother and little brother so
that they may safely live together again.
Imagine how you would engage with them, assess their needs and develop a plan of action. How will your
decision making process about what to do involve the children, family, foster carer, the school and community
in a child centred way with 10 year old Zoe as the focus?


You may not be aware of the specific services available in the community, but you should indicate what kinds of
resources you could explore and how they may help.
Please apply child development theories (ie Piaget, Vgotsky, Erikson) and Bronfenbrenner’s ecosystems
perspective learned in this course to develop a comprehensive plan for intervention (goal is family reunification)
which involves Zoe and her brother, her mother and their community.
You should consider the impact of domestic violence on the family unit and include state policy and legislation,
national and international policy (weeks 1 & 2) and the relevance of these to the children and family.
What ethical principles (include reference to the AASW Code of Ethics) do you need to consider when working
Version 4 (23 July 2020) 8
with Zoe, her brother, the community, your organisation?
Are there any ethical tensions between the interests of children, young people and their families which may
conflict?


You need to support your work with a minimum of 8 appropriate references utilising readings from the course
site ie Berk, Winkworth, Kolar & Soriano etc.
Please communicate clearly in a professional style, edit carefully and list references on a separate page.
Skills demonstration analysis (Graded)
Effective intervention relies on experience and the application of knowledge, as well as self reflection. This
assignment will assist and support students in the development and critical reflection of child focussed
engagement skills.
a. During the four tutorials from weeks 7-10 or, if you are an external student, during the intensive workshops
you will prepare for and practice engagement with children by participating in a variety of role play scenarios.
This provides opportunities to simulate work with children and adolescents and to identify appropriate
engagement strategies.
Following participation in the role plays you will take detailed notes of your interaction(s) and your reflections of
the child’s’ reactions and the social work purpose in the role play.
Feedback from your role play observer also needs to be noted and included. You are not required to do a
process recording (word for word) of your practice sessions but you will need to reflect on what worked and
what didn’t.


Your notes will form a basis for assessment 2 where you’re required to briefly describe two of your role play
interventions undertaken in tutorials and to critically analyse your performance in each of them with reference to
your learning in this course, social work theories and the literature. The questions in part ‘b’ below should guide
both your note taking and your completed assessment 2.
Participation in tutorial/workshop role plays is an essential requirement for completion of this assessment.
b. Assessment two builds on your reflections and the feedback from your role play observer and the ‘child’
about your participation in the two role plays you have chosen.
You are required to demonstrate your preparation for the session, relevant knowledge of age appropriate
engagement strategies, empathy for children and understanding of child centred practice and how this has
been applied in your two chosen role-play scenarios.
Your paper should be divided into two separate analyses of two role plays and should cover the following;
Brief description of each of your two separate role-play scenarios; beginning, middle and ending (including
what you did to prepare for the session)
What was child centred about your approach? Which child centred approaches were you drawing from and
why?

How did you demonstrate your knowledge of child development theories? Give specific examples from your
role-play scenario to APPLY this knowledge.
What child centred social work skills, knowledge and values (refer to the AASW Code of Ethics) did you utilise?
Why did you choose these approaches for this scenario? Explain how these were demonstrated – include
examples.
How did you demonstrate empathy with the child/young person? Include examples of what you said/did.
Critically reflect on what went well in your role play? What could you have done differently and why? Include
examples of feedback from the observer.
Your paper must be supported by at least 8 academic references from social work literature including readings
from the course which pertain to child centred practice.
The UniSA Harvard referencing system applies for assignments in this course.
Version 4 (23 July 2020) 9
Submission and return of assessment tasks
Requests for extensions need to be submitted 3 days prior to the due date. Applications for extension
must be made via the Extension request link on the course Learnonline page and must include
supporting documentation (e.g. medical certificate, letter from counsellor).
Students will be notified (via Learnonline) whether or not the extension has been granted (and the new
submission date where appropriate). Assignments will not normally be accepted once marked assignments
have been returned to the class (and if accepted will receive a maximum mark of 50%).
Assignments which are handed in late without an extension will have 2% per day deducted from the
assessment mark.
Resubmission and remarking of assessment two (the final summative assessment) is not permitted (UniSA
Assessments Policy and Procedure Manual 2020 – revised edition).
For more information see the University’s Policies and Procedures Manual 2020.


Exam Arrangements
This course does not have an exam.
Variations to exam arrangements
Variation to exam arrangements does not apply to this course.
Supplementary Assessment
Supplementary assessment or examination offers students an opportunity to gain a supplementary pass (SP)
and is available to all students under the following conditions unless supplementary assessment or examination
has not been approved for the course:

  1. if the student has achieved a final grade between 45-49 per cent (F1) in a course
  2. if a student who has successfully completed all of the courses within their program, with the
    exception of two courses in which they were enrolled in their final study period, a supplementary
    assessment or examination may be granted where the final grade in either or both of these
    courses, is less than 45 percent (F1 or F2) and all assessments in the courses were attempted by
    the student. Supplementary assessment will not be available for a course under investigation for
    academic integrity until the investigation is completed, and determined that it did not constitute
    academic misconduct.
    More information about supplementary assessment is available in section 7.5 of the Assessment Policy and
    Procedures Manual.
    http://i.unisa.edu.au/policies-and-procedures/codes/assessment-policies/
    Important information about all assessment
    All students must adhere to the University of South Australia’s policies about assessment:
    http://i.unisa.edu.au/policies-and-procedures/codes/assessment-policies/.
    Version 4 (23 July 2020) 10
    Additional assessment requirements
    Students are required to attend compulsory on campus workshops in line with Australian Association of Social
    Workers accreditation requirements for attendance.
    Students with disabilities or medical conditions
    Students with disabilities or medical conditions or students who are carers of a person with a disability may be
    entitled to a variation or modification to standard assessment arrangements. See Section 7 of the Assessment
    Policy and Procedures Manual (APPM) at: http://i.unisa.edu.au/policies-and-procedures/codes/assessmentpolicies/
    Students who require variations or modifications to standard assessment arrangements should make contact
    with their Course Coordinator as early as possible in order to ensure that appropriate supports can be
    implemented or arranged in a timely manner.
    Students can register for an Access Plan with UniSA Access & Inclusion Service. It is important to make contact
    early to ensure that appropriate support can be implemented or arranged in a timely manner. See the Access
    and Inclusion for more information: https://i.unisa.edu.au/students/student-support-services/access-inclusion/
    Students are advised there is a deadline to finalise Access Plan arrangements for examinations. Further
    information is available at: http://i.unisa.edu.au/campus-central/Exams_R/Before-the-Exam/Alternative-examarrangements/
    Deferred Assessment or Examination
    Deferred assessment or examination is not available for this course.

  3. Special Consideration
    Special consideration is not available for this course. APPM 7.7.4
    Variations to assessment tasks
    Variation to assessment methods, tasks and timelines may be provided in:
    Unexpected or exceptional circumstances, for example bereavement, unexpected illness (details of
    unexpected or exceptional circumstances for which variation may be considered are discussed in clauses 7.8 –
    7.10 of the Assessment Policy and Procedures Manual). Variation to assessment in unexpected or exceptional
    circumstances should be discussed with your course coordinator as soon as possible.
    Special circumstances, for example religious observance grounds, or community services (details of special
    circumstances for which variation can be considered are discussed in clause 7.11 of the Assessment Policy and
    Procedures Manual). Variations to assessment in expected circumstances must be requested within the first
    two weeks of the course (or equivalent for accelerated or intensive teaching).
    Students with disabilities or medical conditions please refer to Students with disabilities or medical
    conditions.
    Marking process
    Because assessment 2 is based on skills practice role plays undertaken during the last 4 tutorials or during the
    intensive workshop for external, Whyalla and Mt Gambier students attendance at these tutorials/workshops
    is compulsory.
    Version 4 (23 July 2020) 11
    Academic Integrity
    Academic integrity is the foundation of university life and is fundamental to the reputation of UniSA and its staff
    and students. Academic integrity means a commitment by all staff and students to act with honesty,
    trustworthiness, fairness, respect and responsibility in all academic work.
    An important part of practising integrity in academic work is showing respect for other people’s ideas, and being
    honest about how they have contributed to your work. This means taking care not to represent the work of
    others as your own. Using another person’s work without proper acknowledgement is considered Academic
    Misconduct, and the University takes this very seriously.
    The University of South Australia expects students to demonstrate the highest standards of academic integrity
    so that its degrees are earned honestly and are trusted and valued by its students and their employers.
  4. To
    ensure this happens, the University has policies and procedures in place to promote academic integrity and
    manage academic misconduct. For example, work submitted electronically by students for assessment will be
    examined for copied and un-referenced text using the text comparison software Turnitin http://www.turnitin.com.
    More information about academic integrity and what constitutes academic misconduct can be found in Section 9
    of the Assessment Policies and Procedures Manual (APPM): http://i.unisa.edu.au/policies-and-procedures/
    codes/assessment-policies/. The Academic Integrity Module explains in more detail how students can work with
    integrity at the University: https://lo.unisa.edu.au/mod/book/view.php?id=252142

  5. Further Assessment Information
    SUBMISSION AND RETURN OF ASSESSMENT TASKS
    All assessments must be submitted through the learn on line site and will be returned within 2-3 weeks of
    submission.
    Refer also to extra course information at: http://www.unisa.edu.au/ltu/staff/practice/materials/courseinformation/extra.asp
    Action from previous evaluations
    Students will be given the opportunity to give constructive feedback on the course, in order to ensure that the
    course continues to serve the needs of students appropriately.

    Weeks Topic Assessment Details
    (Adelaide Time)
    Public Holidays
    22 – 28 June Pre-teaching
    29 June – 5 July Pre-teaching
    06 – 12 July Pre-teaching
    13 – 19 July Pre-teaching
    20 – 26 July Pre-teaching
    1 27 July – 2 August Child wellbeing
    2 03 – 9 August Child centred policy
    3 10 – 16 August Child Development
    4 17 – 23 August Children and domestic
    violence
    5 24 – 30 August Key issues in child
    protection
    6 31 August – 6 September Promoting resilience
    7 07 – 13 September Engaging with Children
    8 14 – 20 September Relating to children Critical analysis due 20
    Sep 2020, 8:00 PM
    21 – 27 September Mid-break
    28 September – 4
    October
    Mid-break
    9 05 – 11 October Working with Aboriginal
    families and children
    Labour Day Monday
    5/10/2020 – tutorials will
    proceed
    10 12 – 18 October Working with refugee
    children
    11 19 – 25 October working on assignment
    12 26 October – 1 November swot vac Skills demonstration
    analysis due 01 Nov
    2020, 8:00 PM
    02 – 8 November Swot-vac
    09 – 15 November Swot-vac
    16 – 22 November Swot-vac
    23 – 29 November Swot-vac
    Version 4 (23 July 2020) 13
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