Outline

Overview

This unit addresses the range of factors from poverty to positive parenting that contribute to the safety, welfare and wellbeing of children, young people and their families. A range of theories, from psychological to sociological, are critically examined from a social work perspective. This unit examines multiple contested and socially constructed concepts such as 'child abuse and/or neglect,' 'child wellbeing and protection,' 'risk and resilience.' Research regarding the potential impact of child abuse and/or neglect on children's and young people's development is examined through human rights and trauma informed lenses. Promoting ethical, collaborative and socially just practices when working with individuals, families and communities is emphasised in order to develop environments that value children and young people. This UOS also addresses international issues of child protection and well-being including child trafficking, the treatment of refugee children and their families, poverty and war.

Unit details and rules

Unit code	SCWK5008
Academic unit	Social Work
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Mareese Terare, mareese.terare@sydney.edu.au
Tutor(s)	Denise Lynch, denise.lynch@sydney.edu.au

Type	Description	Weight	Due	Length
Small test	Values and Beliefs about Children Short essay	10%	- Due date: 17 Feb 2020 at 03:00	45 minutes
Outcomes assessed:
Presentation	A vulnerable group of Australian children or young people. group presentation	30%	Week -01 Due date: 21 Feb 2020 at 17:00 Closing date: 28 Feb 2020	20-30 minute presentation.
Outcomes assessed:
Assignment	Self reflection Reflection on the program	20%	Week 03 Due date: 06 Mar 2020 at 17:00 Closing date: 13 Mar 2020	500-800 words
Outcomes assessed:
Assignment	Child Protection Report Child Well Being and Protection Report	40%	Week 05 Due date: 30 Mar 2020 at 17:00 Closing date: 03 Apr 2020	2500-3000 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Task	Weight	Word count	Due date
1. Short In house Assessment	10%		Day 1. 17th February, 2020
2. Group presentation on child wellbeing and protection	30%	500 word summary	Day 5, 21st February, 2020
3. Reflection on Program	20%	500 words	5pm, 6th March, 2020
4. Child Protection Report	40%	2500-3000	Monday, 5pm, 30th March, 2020

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week -01	Orientation and Introduction to program and assessment. Aboriginal perspectives/theories/concepts and their link to Theories of Child Wellbeing and Protection	Lecture and tutorial (3 hr)
	UN Declaration on the Rights of the Child. History of Child Wellbeing and Child Protection. Latest OOHC Report On Children in Care in NSW. Small test on own beliefs.	Lecture and tutorial (3 hr)
	Principles of Child Well being and Protection. Identification of harm to children and families within an Aboriginal context.	Lecture and tutorial (3 hr)
	Decolonising the nuclear family: Indigenous approaches to child rearing. Consequences of Harm to children. Mental health, D and A, and Domestic Violence	Lecture and tutorial (3 hr)
	Part 2. Consequences of Harm. The Role of the state. Children in Care. Harming or Helping? 2019 NSW Report	Lecture and tutorial (3 hr)
	Responsibility. The role of the country, state, community, school, family and parent. Aboriginal perspectives.	Lecture and tutorial (3 hr)
	Resilience in Children. Understanding the positive coping mechanisms of children. The role of extended family, sport, good schools and communities. Alternative parents	Lecture and tutorial (3 hr)
	Anti-oppressive practice with children . The Legal Process. Critically analyse how the legal process works for children	Lecture and tutorial (3 hr)
	Vulnerable Families. Children's experiences of being 'helped' by social workers.	Lecture and tutorial (3 hr)
	Legislation and policy frameworks: Roles and responsibilities of social workers and other key professionals. Voices of Aboriginal Children.	Lecture and tutorial (3 hr)
	Grief and loss and bereavement as it relates to children. What can we learn about the well being of other children in Australia? What can others learn from Aboriginal Families? Australia's treatment of children who are refugees or asylum seekers and their families.	Lecture and tutorial (3 hr)
	Systems abuse: where to from here? Fostering safe, healthy and happy families. How do we do it? Assessment Preparation.	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

University of Sydney

Sydney School of Education and Social Work
Faculty of Arts and Social Sciences

Graduate Certificate in Human and Community Services (Trauma)

Reimagining Child and Family Social Work

Child Wellbeing and Protection

Coordinator: Denise Lynch

Denise.lynch@sydney.edu.au

Graduate Certificate in Human and Community Services (Trauma)

Child Wellbeing and Protection SCWK5008

Reading List for Intensive Session

Session 1

Fernando, T & Bennett, B (2018) Creating a Culturally Safe Space When Teaching Aboriginal Content in Social Work: A Scoping Review, Australian Social Work, Vol 72, Issue 1, p 47-61
Grant, S, (2016) The Australian Dream, Blood, History and Becoming, in Quarterly Essay, 64, p1-16
Baldwin, N, (2009) Laying the foundations for Good Health in Childhood in Bywaters, P, McLeod, E, Napier, L (2009) Social Work and Global Health Inequalities: Practice and Policy Developments, Bristol, Polity Press
Parter, C, Wilson, S and Hartz, D (2018) The Closing the Gap (CTG) Refresh: Should Aboriginal and Torres Strait Islander culture be incorporated in the CTG framework? How? Commentary: Australian and New Zealand Journal of Public Health. 2018 Online, p1-3
Boulton, J, (ed) (2016) Aboriginal Children, History and Health beyond Social Determinants, Routledge London
Connections Map.
Assistance with Making a Child Protection Report.

Session 2

Tilbury, C, Osmond, J, Wilson, S & Clark, J (2007) Ch 2: Theories about Child Abuse and Neglect, Good Practice in Child Protection, Frenchs Forest, NSW, Pearson Education Australia, p19-39
Kowal, E, (2015) Trapped in the Gap, Doing Good in Indigenous Australia. ANU Press
Oates, F (2019) Racism as trauma: Experiences of Aboriginal and Torres Strait Islander Australian child protection practitioners, Child Abuse and Neglect, Online 19th Oct, 2019, 104262

Session 3

Burns, A, Burns, K, Menzies, K and Grace, R, (2012) The Stolen Generations, in Bowes, J, Grace, R, Hodge, K, (2012) Children, Families and Communities, Contexts and Consequences Oxford University Press, Melbourne.
Ferguson, H (2005) Working with Violence, the Emotions and the Psychosocial Dynamics of Child Protection: Reflections on the Victoria Climbe Case, Social Work Education, 24,7, 781-795
UN Convention on the Rights of the Child.

Session 4

Bennett, B and Zubrzycki, J (2003) Hearing the stories of Australian and Torres Strait Islander social workers: challenging and educating the system, Australian Social Work, Vol 56, No 1, 61-70
*Frederico, M, Jackson, M, et al, (2008) Understanding the Impact of abuse and neglect on children and young people referred to a therapeutic program, Journal of Family Studies, 14, p342-361

Session 5

Library Information 10.30-12.30

Le Bon, G and Boddy, J (2010) Working with Vulnerable Primary School Aged Children and their Families: A review of the Australian literature on key principles, issues, and community level approaches, Journal of Social Inclusion, Vol 1, No 1 , p53-73

Arabena, K, The first 1000 days’ a project run out of Victoria Health and aims to assist Aboriginal children from conception to 2 years of age. (Prof Kerry Arabena, Melbourne University. VicHealth.) https://www.first1000daysaustralia.com/

Session 6

Blackstock, C and Trocme, N (2005) Community-based Child Welfare for Aboriginal Children: Supporting resilience through structural change. Social Policy Journal of New Zealand, Issue 24, p12- 33
La Pierre, S (2010) More Responsibilities, Less Control: Understanding the challenges and difficulties Involved in Mothering in the Context of Domestic Violence, British Journal of Social Work, Vol 40, Issue 5, p1434-1451

Session 7

Davies, M (2019) Family is Culture: Independent Review of Aboriginal and Torres Strait Islander Children and Young People in OOHC in NSW , Final Report. Sydney.

Doyle, C (2012) Working with Abused Children, 4th edition, Palgrave, Macmillan, UK London. Ch 8. Resilience and Social Support.

Silburn, Sven R; Zubrick, Stephen R; Lawrence, David M; Mitrou, Francis G; DeMaio, John A; Blair, Eve; Cox, Adele; Dalby, Robin B; Griffin, Judith A; Pearson, Glenn and Hayward, Colleen. (2006) The Intergenerational Effects of Forced Separation on the Social and Emotional Wellbeing of Aboriginal Children and Young People [online]. Family Matters, No. 75, 2006: 10-17.
Menzies, K, (2019) Beyond Public Acknowledgement to Action: The Role of Government in supporting Recovery from Trauma for Indigenous People as a Result of Past Policies of Forcible Separation and Assimilation, International Journal of Research and Innovation in Social Science, Vol 3, Issue 1, p120-127

Session 8

Bessarab, D and Crawford, F, (2013) Trauma, Grief and Loss: the vulnerable of Aboriginal families in the child protection system in Bennett, B, Green, S, Gilbert, S and Bessarab, D, Our Voices: Aboriginal and Torres Strait Islander Social Work. Macmillan, Melbourne.
Bennett, B, Zubrzycki, J and Bacon, B (2011) What do we know? The experiences of social workers working alongside Aboriginal people, Australian Social Work, Vol 64, Issue 1, 20-37

Session 9

Film: To be Advised

Session 10

Group Presentations

Extra Reading References

Tilbury, C, Osmond, J, Wilson, S & Clark, J (2007) Ch 4: Risk, Harm and Needs, Good Practice in Child Protection, Frenchs Forest, NSW, Pearson Education Australia, p 58-79
Scott, D (2006) Towards a Public Health Model of Child Protection in Australia. Research Article 1. Based on Keynote Address at 10th Australasian Child Abuse and Neglect Conference, Wellington, NZ. Feb, 2006. Communities, Families and Children, Australia, Vol 1, No 1, July, 2006, p 9-16

Waugh, F (2011) Risk Assessment: Working within a Legal Framework, Ch 7, p86-98 in Ohara, A and Pockett, R (2nd edition) Skills for Human Service Practice, Working with Individuals, Groups and Communities, Melbourne, Oxford University Press.

Appell, A, (1996) Protecting Children or Punishing Mothers: Gender, Race and Class in the Child Protection System (An Essay). South Carolina Law Review, 48, p578-611
Tyler, S, Allison, K and Winsler, A (2006) Child Neglect: Developmental Consequences, Intervention and Policy Implications, Child and Youth Care Forum, Vol 35, No 1, p1-20
Gilligan, (1999) Enhancing the resilience of children and young people in public care by mentoring their talents and interests, Child and Family Social Work, Vol 4, Issue, 3, p187-196
Gaudin, Jr, JM (1993) Effective Intervention with Neglectful Families, Criminal Justice and Behaviour, Vol 20, No 1, p66-89
*Sheehan, R (2003) The Marginalisation of children by the legal process, Australian Social Work, Vol 56, p28-39
Dickens,, J (2007) Child neglect and the law: catapults, thresholds and Delay, Child Abuse Review, Volume 16, Issue 2, pD 77–92
Menzies, K and McNamara, L (2007). Towards healing: recognizing the trauma surrounding Aboriginal family violence, in Fawcett, B and Waugh, F (eds) Addressing Violence, Abuse and Oppression: Debates and Challenges, London, Routledge.

Kaufman Kantor, G (2003) Defining the Boundaries of Child Neglect, When does Domestic Violence Equate with Parental Failure to protect? Journal of Interpersonal Violence, Vol 18, No 4, p338-355

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand the range and diversity of wellbeing and development, (particularly from Aboriginal perspectives) in children from national and international perspectives
LO2. Demonstrate an ability to critically reflect on their own experiences, beliefs, attitudes and behaviours and how these inform their practice
LO3. describe the impact of various forms of oppression on children's wellbeing, development and safety, including those based upon the intersection of gender, culture and class
LO4. Identify the values and ideologies underpinning the principles of child wellbeing and protection; from an Aboriginal perspective and the broader political context.
LO5. Define child abuse and neglect and understand and appreciate the immediate and long term psychological and social consequence of child abuse and neglect, including the harm caused to children who experience domestic violence.
LO6. demonstrate the ability to critically analyse approaches, policies and practices to working with individuals, families and communities to promote child and family wellbeing
LO7. Understand and demonstrate the significance of working positively and in partnership with families as well as other agencies and professionals in the child and family sector to ensure safety and security for young children. *
LO8. demonstrate comprehension of the benefits and challenges of interagency collaboration to address disadvantage and to promote socially just ways of working with individuals, families and communities.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

There will be further information given in the first class, with much greater detail about all aspects.

Additional information

Additional costs

There are no additional costs for this unit.

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Work, health and safety

There are no specific work, health and safety requirements for this UOS.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

SCWK5008: Re-Imagining Child and Family Social Work

Semester 1a, 2020 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect