Unit rationale, description and aim
A knowledge of mental health, illness and wellbeing is considered essential for social work practice across a wide range of health and welfare settings. In this unit, students will be provided with foundational knowledge of contemporary concepts in mental health, illness and wellbeing, acknowledging that these concepts are ubiquitous to all social work service settings, but have particular significance in mental health service systems. The aim of this unit is provide students with the opportunity to explore and critically analyse practice approaches relevant to the field of mental health and wellbeing, preparing graduates for person-centred, evidence-based social work practice.
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.
Analyse the role of social movements in mental hea...
Learning Outcome 01
Differentiate the roles and responsibilities of so...
Learning Outcome 02
Interpret and apply research skills to explore the...
Learning Outcome 03
Apply relevant assessment and intervention skills ...
Learning Outcome 04
Content
Topics will include:
Understandings of mental health and well being
- conceptions of mental health
- historical narratives of mental illness
- cultural perspectives on wellbeing and illness
- social determinants of well being
- national and state mental health policy and legislation
- critical analysis of current policies and implications for practice
Diagnosis, classification systems and treatment modalities
- ‘low’ and ‘high’ prevalence disorders such as schizophrenia, depression, anxiety disorders, bipolar disorder, personality disorders, post-traumatic stress disorder
- cognitive behaviour therapy
- dialectical behaviour therapy
The lived experience of mental health
- stigma
- powerlessness
- marginality and disadvantage
- recovery
Socio-political influences on mental health and wellbeing
- age
- gender
- ethnicity
- socioeconomic status
- geographical location
Mental health and wellbeing in specific populations
- Aboriginal and Torres Strait Islander peoples
- culturally and linguistically diverse people
- migrants and refugees
- young people
- older people
Contemporary approaches to mental health care
- recovery
- working in partnership with consumers and families
- prevention and early intervention
Social work with people with mental health problems
- evidence based practice
- recovery and relapse
- consumer rights and perspectives
- trauma informed approaches
Skills and values in assessment
- social work assessment (bio-psycho-social)
- assessing risk
- reflection on personal and professional values
- ethical dilemmas in practice
Social work interventions
- recovery orientated approaches
- crisis intervention
- case management
- family work
Service provision
- multi, inter and transdisciplinary teamwork
- mental health care system in Australia
- e-mental health and telehealth
- Lived Experience workforce
Assessment strategy and rationale
ON CAMPUS:
The unit has three assessable tasks, designed to test different learning outcomes for the unit. There is a focus on engaging with the research literature, and applying knowledge for practice situations.
The first assessment task is a quiz covering basic core concepts required for social work in mental health.
The second assessment is a student presentation to be delivered in class time, on a topic chosen by the student. This allows students a wide range of choice and a capacity to share ideas and knowledge from the broader mental health research literature. In the past some students have chosen to focus on their own “lived experience”, or chosen a topic because of its relevance to themselves or family member.
The final assessment task asks students to demonstrate their capacity to gather and organise information into a standardised assessment framework. This tests their skills in observation, analysis, and professional writing. Students are then required to connect their assessment with theoretical concepts in mental health, particularly recovery theory.
In order to pass this unit students must demonstrate achievement of every unit learning outcome, pass hurdle tasks, and obtain a minimum mark of 50% in graded units.
ACU ONLINE:
The unit has three assessment tasks, designed to test different learning outcomes for the unit. There is a focus on engaging with the research literature, and applying knowledge for practice situations.
The first assessment task is a quiz covering basic core concepts required for social work in mental health.
The second assessment is a student presentation on a topic chosen by the student. This allows students a wide range of choice and a capacity to share ideas and knowledge from the broader mental health research literature. In the past some students have chosen to focus on their own “lived experience”, or chosen a topic because of its relevance to themselves or family member.
The final assessment task asks students to demonstrate their capacity to gather and organise information into a standardised assessment framework. This tests their skills in observation, analysis, and professional writing. Students are then required to connect their assessment with theoretical concepts in mental health, particularly recovery theory.
In order to pass this unit students must demonstrate achievement of every unit learning outcome, pass hurdle tasks, and obtain a minimum mark of 50% in graded units.
Overview of assessments
Assessment 1: Online Quiz: To assess studen...
Assessment 1: Online Quiz: To assess students’ knowledge of core concepts for social work in mental health.
20%
Assessment 2: Presentation: Articulation of...
Assessment 2: Presentation: Articulation of social work approaches to mental health practice. 10 minutes duration, plus reference list.
30%
Assessment 3: Case study report and analysis: &nb...
Assessment 3: Case study report and analysis: Identify and develop the key social work skills necessary for conducting social work mental health assessments and interventions with individuals and families.
50%
For On Campus: A2 Presentation to be scheduled during Workshop 2
For ACUO: Multi media/e-presentation choice of a recording, annotated PowerPoint or video (as stipulated on the CANVAS site each year) due to asynchronous nature of delivery,
Learning and teaching strategy and rationale
ON CAMPUS:
This unit involves 150 hours of learning with a combination of online material and interactive workshops.
This unit will be offered in multi-mode, using a blended approach of online material and intensive workshops. Online material will include weekly mini-lecture recordings exploring each concept or topic as well as synchronous and non-synchronous online activities. Online material will provide students with foundational knowledge about mental health, wellbeing and mental illness, exploring contemporary approaches to social work practice in diverse mental health and wellbeing contexts. Three intensive sessions of six hours each, offered across the teaching semester, will provide students with collaborative learning opportunities, with a focus on case-based learning and practice of relevant skills.
ACU ONLINE:
This unit involves 150 hours of study delivered online using an active learning approach. Students are expected to complete readings, reflect and engage with peers over the study period. Students will have access to self-paced learning modules, readings, webinars, discussion forums and assessment tasks. Online forums and chat rooms will facilitate learning by sharing critical reflections with a focus on case-based learning. This learning approach is flexible and inclusive, allowing students the opportunity to analyse, critically evaluate and reflect on contemporary approaches to social work practice delivered in mental health and wellbeing settings.
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 outcomeLO1, LO2, LO4
Relating to
Recognise and take responsibility for what is within their power, control or
management
Relevant learning outcomeLO2
Relating to
Can articulate the ethics underpinning their approach to decisions and actions
Relevant learning outcomeLO2
Relating to
Practice in partnership with Aboriginal and Torres Strait Islander peoples to support
their priorities and aspirations
Relevant learning outcomeLO2, LO4
Relating to
Respect the knowledge and lived experiences of Aboriginal and Torres Strait Islander
peoples, and privilege their voices
Relevant learning outcomeLO2, LO4
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 outcomeLO4
Relating to
Adopt appropriate cultural and communication protocols
Relevant learning outcomeLO4
Relating to
Advocate for human rights and practice in ways that aim to achieve access, equity, participation and legal protection for all
Relevant learning outcomeLO1
Relating to
Ensure that the rights of the people they work with are promoted, protected, and
upheld
Relevant learning outcomeLO1
Relating to
Support action to enable people to live a life free of abuse, neglect, exploitation and
violence
Relevant learning outcomeLO1, LO3
Relating to
Promote public policy initiatives aimed at eliminating structural and systemic
inequities experienced by people
Relevant learning outcomeLO1
Relating to
Conduct their approach to practice respectfully and inclusively with regard to culture
and diversity
Relevant learning outcomeLO3
Relating to
Apply an intersectional lens in their approach to complexities around culture and
diversity
Relevant learning outcomeLO1
Relating to
Respectfully engage with people who have culturally diverse identities
Relevant learning outcomeLO4
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 outcomeLO4
Relating to
Practise within a professional knowledge framework informed by a critical
understanding of contemporary social work theory and research
Relevant learning outcomeLO3, LO4
Relating to
Contribute their critical perspectives in interactions with other professions in a
positive and constructive manner
Relevant learning outcomeLO2
Relating to
Practise within the limits of their professional scope, knowledge and skills and, where
necessary, direct people to alternative sources of professional advice
Relevant learning outcomeLO2, LO3
Relating to
Make professional decisions on the basis of a holistic assessment of the needs,
strengths, goals and preferences of people
Relevant learning outcomeLO3, LO4
Relating to
Recognise, and use responsibly, the power and authority they have when exercising
professional judgement affecting people
Relevant learning outcomeLO1, LO3, LO4
Relating to
Critically assess the quality and veracity of all relevant information to support their
decisions
Relevant learning outcomeLO1, LO2, LO3, LO4
Relating to
Make decisions aimed primarily at achieving the best possible outcomes for people
Relevant learning outcomeLO2, LO3, LO4
Relating to
Assess the nature and level of risk to people and incorporate that into the overall
assessment
Relevant learning outcomeLO1, LO3, LO4
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 outcomeLO3, LO4
Relating to
Consult with other professional practitioners who are contributing to the wellbeing of
the people they serve or work with
Relevant learning outcomeLO2, LO3, LO4
Relating to
Treat colleagues and all who contribute to the wellbeing of service users with
courtesy, and demonstrate respect for their individual expertise
Relevant learning outcomeLO1
Relating to
Be active learners, open to new and emerging knowledge, research and evidence
informing their practice
Relevant learning outcomeLO3