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.  

In this unit, students will be provided with the knowledge and skills to practice competently and ethically as social workers with children, young people and families from diverse backgrounds, at different life stages and in different contexts. The unit revises knowledge of developmental stages and analyses the progress of social work practice with families and children through consideration of theories and models. Emphasis is given to the principles of collaborative practice, strengths-based practice, child and family centred practice, and child safety and protection. 

This unit will provide students with the foundations of 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 an evidence-informed theoretical foundation as well as the development of ethical skills for future social work practice in the area of child and adolescent wellbeing and protection, and for working collaboratively with families. 

2026 10

Campus offering

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  • Term Mode
  • ACU Term 3Online Unscheduled

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.

Examine and discuss issues experienced by children...

Learning Outcome 01

Examine and discuss issues experienced by children, young people and families from diverse backgrounds in a range of contexts
Relevant Graduate Capabilities: GC1, GC2, GC5, GC9

Apply knowledge of social work ethics in practice ...

Learning Outcome 02

Apply knowledge of social work ethics in practice with children, youth and families from diverse backgrounds
Relevant Graduate Capabilities: GC1, GC2, GC6, GC8

Assess and respond effectively to complexities of ...

Learning Outcome 03

Assess and respond effectively to complexities of social work practice with children, young people and families, including issues of child protection and family and domestic violence
Relevant Graduate Capabilities: GC3, GC4, GC7

Apply understanding of the use of self and use of ...

Learning Outcome 04

Apply understanding of the use of self and use of theory and research to social work practice with children, young people and families from diverse backgrounds
Relevant Graduate Capabilities: GC2, GC3

Apply a wide range of advanced assessment and inte...

Learning Outcome 05

Apply a wide range of advanced assessment and intervention skills in social work practice with children, young people and families, demonstrating use of effective oral and advanced written communication skills
Relevant Graduate Capabilities: GC1, GC2, GC10, GC11

Content

Topics will include: 

Specialised knowledge 

  • Theories of childhood, development, adolescence and family 
  • Systems  
  • Child protection/safety, including knowledge of state based legislation and relevant mandatory reporting requirements 
  • Family and domestic violence 

Practice theories and approaches 

  • Solution focused approaches 
  • Child centred practice 
  • Family centred practice 
  • Collaborative practice and pro social modelling 
  • Psychodynamic theory 
  • Attachment 
  • Crisis Intervention 
  • Post-structural approaches (Narrative, Strengths) 
  • Practice frameworks which are informed by Aboriginal and Torres Strait Islander cultural knowledge and perspectives 

Contemporary contexts of practice with children, young people and families 

  • Culturally diverse context of families 
  • Aboriginal and Torres Strait Islander families, children and young people 

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 

Assessment strategy and rationale

This unit takes an authentic assessment approach enabling students to engage with relevant practice scenarios.

Assessment 1 is a quiz. After viewing a recording of a social work session, students will be quizzed on their ability to identify practice theory approaches.

Assessment 2 is a written report based on a practice analysis.

Assessment 3 asks students to deliver a case presentation. Students will be required to assess client needs reflect on ethical issues, professional and personal values and respond with appropriate strategies, manage risk and demonstrate case planning knowledge and skills. Students are required to demonstrate and apply knowledge of relevant theory to assessing needs and developing an intervention plan for a complex family scenario with children. 

In order to pass this unit students must demonstrate achievement of every unit learning outcome and obtain a minimum mark of 50% in graded units

Overview of assessments

Assessment Task 1 Practice Analysis Quiz Critiq...

Assessment Task 1

Practice Analysis Quiz Critique of a session - Enables students to further develop their ability to analyse an engagement session, assess client needs and respond with appropriate strategies and case planning.

Weighting

30%

Learning Outcomes LO1, LO2, LO4, LO5

Assessment Task 2 Written Report based on Practi...

Assessment Task 2

Written Report based on Practice Analysis - Enables students to identify and develop the key social work skills necessary for conducting social work assessments and interventions with families. 

Weighting

30%

Learning Outcomes LO2, LO4, LO5

Assessment Task 3 Presentation Students choose ...

Assessment Task 3

Presentation Students choose one of several case studies and deliver an asynchronous oral presentation in the form of a case presentation. Students are required to demonstrate and apply knowledge of relevant theory to assessing needs and developing an intervention plan for a complex family scenario with children.

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4, LO5

Learning and teaching strategy and rationale

This unit involves 150 hours of learning. It will be delivered in an online mode using an active learning approach. Students will have access to self-paced learning modules, contemporary literature, multi-media resources and collaborative discussion forums. Real-world examples of practice with children, young people and families will be provided by a range of practitioners. Online discussion forums will facilitate learning by sharing critical reflections with a focus on case-based learning relating to social work with children and families. This flexible and inclusive learning approach will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as professional practice standards.

Graduate Attributes and the Practice Standards (ASWEAS, 2024)

This Unit has been mapped to the ACU Graduate Capabilities and the Graduate Attributes and the Practice Standards (ASWEAS, 2024) . The following table sets out the broad relationship between the Learning Outcomes, Graduate Attributes and the Graduate Attributes and the Practice Standards (ASWEAS, 2024).

  • Relating to

    Conduct themselves according to the values, principles and guidelines of the AASW

    Code of Ethics 2020

    Relevant learning outcomeLO2, LO3

  • Relating to

    Have a clear sense of accountability for their actions and accept responsibility for the

    decisions they make and their professional actions

    Relevant learning outcomeLO2, LO3

  • Relating to

    Recognise and take responsibility for what is within their power, control or

    management

    Relevant learning outcomeLO2, LO3, LO4

  • Relating to

    Can articulate the ethics underpinning their approach to decisions and actions

    Relevant learning outcomeLO2, LO3, LO4, LO5

  • Relating to

    Practice in partnership with Aboriginal and Torres Strait Islander peoples to support

    their priorities and aspirations

    Relevant learning outcomeLO1

  • Relating to

    Are aware of the diversity among, and differences between, Aboriginal and Torres

    Strait Islander cultures throughout Australia

    Relevant learning outcomeLO1

  • Relating to

    Respect the knowledge and lived experiences of Aboriginal and Torres Strait Islander

    peoples, and privilege their voices

    Relevant learning outcomeLO1

  • Relating to

    Can recognise and draw upon the cultural knowledge, experience, and wisdom

    provided by Aboriginal and Torres Strait Islander peoples to guide approaches to

    practice

    Relevant learning outcomeLO2, LO4

  • Relating to

    Adopt appropriate cultural and communication protocols

    Relevant learning outcomeLO3, LO4

  • Relating to

    Advocate for human rights and practice in ways that aim to achieve access, equity, participation and legal protection for all

    Relevant learning outcomeLO2, LO3

  • Relating to

    Ensure that the rights of the people they work with are promoted, protected, and

    upheld

    Relevant learning outcomeLO2, LO3, LO4

  • Relating to

    Support action to enable people to live a life free of abuse, neglect, exploitation and

    violence

    Relevant learning outcomeLO2, LO3, LO4, LO5

  • Relating to

    Conduct their approach to practice respectfully and inclusively with regard to culture

    and diversity

    Relevant learning outcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Apply an intersectional lens in their approach to complexities around culture and

    diversity

    Relevant learning outcomeLO1, LO2, LO3, LO4, LO5

  • Relating to

    Adapt and modify their practice on the basis of a critical awareness of how their

    personal values, cultures and beliefs impact on their interactions with people

    Relevant learning outcomeLO1, LO4

  • Relating to

    Practise within a professional knowledge framework informed by a critical

    understanding of contemporary social work theory and research

    Relevant learning outcomeLO4

  • Relating to

    Work from a clearly articulated framework for reflective practice

    Relevant learning outcomeLO4

  • Relating to

    Make professional decisions on the basis of a holistic assessment of the needs,

    strengths, goals and preferences of people

    Relevant learning outcomeLO2, LO3, LO4, LO5

  • Relating to

    Recognise, and use responsibly, the power and authority they have when exercising

    professional judgement affecting people

    Relevant learning outcomeLO3, LO4

  • Relating to

    Critically assess the quality and veracity of all relevant information to support their

    decisions

    Relevant learning outcomeLO3

  • Relating to

    Make decisions aimed primarily at achieving the best possible outcomes for people

    Relevant learning outcomeLO2, LO3, LO4, LO5

  • Relating to

    Assess the nature and level of risk to people and incorporate that into the overall

    assessment

    Relevant learning outcomeLO5

  • Relating to

    Make assessments and decide courses of action informed and guided by the lived

    experience, wishes and preferences of service users to the fullest extent possible

    Relevant learning outcomeLO5

Representative texts and references

Representative texts and references

Arney, F. & Scott, D. (Eds) (2013). Working with Vulnerable Families: a partnership approach (2nd ed), Melbourne: Cambridge University Press.  

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

Australian Association of Social Workers (2023) Practice standards. AASW: North Melbourne.

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

Collins, D.,Jordan, C. & Coleman, H. (2013). An introduction to Family Social Work (4th ed). California: Brooks/Cole 

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

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

Harms, L. (2020). Understanding Human Development: A multidimensional approach (3rd ed.). Melbourne: Oxford University Press. 

Lindsey, J. & Dempsey, D. (2014). Families, Relationships and Intimate Life (2nd ed), Melbourne: Oxford University Press.  

Mainstone, F. (2014). Mastering whole family assessment in social work: Balancing the needs of children, adults and their families. London. Jessica Kingsley. 

Trotter, C. (2020). Collaborative Family Work, Sydney: Allen & Unwin. 

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