Unit rationale, description and aim
Families account for a significant proportion of unpaid care provision and support to people experiencing mental health problems. Therefore, it is essential that mental health professionals understand and consider the conceptual and practice implications of supporting and upholding the social context within which recovery occurs.
This unit explores the relational elements of recovery and the roles that close social relationships often play in the recovery journey. It compares individualist approaches with collectivist approaches to recovery and wellbeing and examines the impact of mental illness on close social network members. Contemporary perspectives on the role of family inclusive recovery-based practice in mental health and family inclusive processes will be considered and explored. The unit will focus on the development of core practice skills relevant to family inclusive recovery based practice, including individual and family wellbeing assessment processes.
The aim of this unit is to provide students with the opportunity to integrate family perspectives into their practice in order to provide holistic, person-centred and recovery-based services to consumers and support to families.
Campus offering
No unit offerings are currently available for this unit.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.
Articulate and differentiate between contemporary ...
Learning Outcome 01
Apply Family Inclusive Recovery-Based Practice kno...
Learning Outcome 02
Analyse, engage and apply Family Inclusive Recover...
Learning Outcome 03
Content
Topics will include:
Contemporary Recovery Theory and Approaches
- Individualist and collectivist approaches to recovery based theory and practice
- Contested perspectives on families and mental health theory, policy and practice
- Recovery as a relational journey and the experience of individuals, families and close social networks
- Social and cultural models of mental health and wellbeing
Family Inclusive Practice and Family Inclusive Recovery Based Practice
- Contemporary family inclusive policy and practice
- Contemporary models of Family Inclusive Recovery Based Practice Language, positioning and roles in supporting wellbeing and recovery
- Core practice skills
Family Inclusive Recovery based Practice Applications:
- Family assessment and planning
- Applying models of Family Inclusive Recovery Based Practice within the existing policy, practice parameters, roles and settings– support work, peer mentoring, counselling, psychoeducation, therapy, diversional activities, respite, clinical support
- Outcome evaluation and measurement
Assessment strategy and rationale
To pass this unit, students must attempt and submit both assessment tasks, demonstrate achievement of every unit learning outcome, and obtain a minimum mark of 50%.
The assessment strategy used allows for the progressive development of knowledge and skills necessary for the student to be able to demonstrate ethical and effective professional practice in the delivery of family inclusive, recovery-oriented mental health services. To effectively and safely implement Family Inclusive Recovery-Based Practice, students first demonstrate evidence of understanding the theories pertaining to family-centred and family-inclusive practice, the impact of mental ill health on families and close social networks, and contemporary models of Family Inclusive Recovery-Based Practice. This understanding is demonstrated through a portfolio task comprising a recorded seminar-style presentation and a written critical reflection on a practice scenario (Assessment 1, 50%; LO1, LO2, LO3). Students then apply and synthesise their learning to show how Family Inclusive Recovery-Based Practice knowledge and skills within an organisational context can lead to best practice in family-inclusive, recovery-oriented services through an organisational process, policy, or service context application paper (Assessment 2, 50%; LO1, LO2, LO3).
Overview of assessments
Assessment 1: Portfolio (recorded presentation + ...
Assessment 1: Portfolio (recorded presentation + written critical reflection)
This portfolio requires students to (1) record a short seminar-style presentation that critically analyses contemporary recovery theories and approaches and the role of families and close social networks, and (2) submit a written critical reflection on a practice scenario demonstrating application of Family Inclusive Recovery-Based Practice.
50%
Assessment 2: Practice/organisation application p...
Assessment 2: Practice/organisation application paper
Students apply Family Inclusive Recovery-Based Practice knowledge and skills to an organisational process, policy, or service context to propose and justify a best-practice, family-inclusive, recovery-oriented approach.
50%
Learning and teaching strategy and rationale
Learning and teaching strategies utilised in this unit will support students in meeting the aim and achieving the learning outcomes relevant to this unit, as well as to the broader course learning outcomes. This unit uses an active learning approach to support students in the exploration of family inclusive recovery-based practice. Delivered as fully online, asynchronous learning allows students to learn at their own pace within the parameters of the teaching term. Weekly modules are structured around an inquiry cycle (engage, explore, apply and reflect) that guides students from key concepts and evidence to analysis of authentic scenarios. Learning is further supported through facilitated asynchronous discussion forums, weekly online drop-in sessions, and an online assessment session for each assessment task with the unit's online facilitator. The discussion forums provide students with activities that encourage students to critically discuss concepts, share practice-based examples (including from their own professional contexts), and provide constructive peer feedback. These activities are designed to build a learning community and deepen critical reflection in a supported online environment. Students receive regular and timely feedback on their learning, which includes information on their progress.