Course Title: Undertake case-management in a justice environment

Part B: Course Detail

Teaching Period: Term1 2014

Course Code: JUST5716

Course Title: Undertake case-management in a justice environment

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C6124 - Advanced Diploma of Justice

Course Contact: Irene Pagliarella, Program Manager

Course Contact Phone: +61 3 9925 4581

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Sandra Reitano

Nominal Hours: 50

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

Successful completion of, or demonstrated equivalence to, the following units of competency:

VU20861 Apply criminal law within justice environments
VU20862 Work with family violence contexts within justice environments
VU20863 Work with culturally diverse clients within justice environments
VU20864 Work with conflict resolution and mediation processes within justice environments
VU20865 Apply management and leadership within justice environments

And ONE of the following electives:

LGACOM406A Investigate alleged breaches of legislation and prepare documentation
CHCAOD402B Work effectively in the alcohol and other drugs sector

Course Description

In this course you will develop the skills and knowledge required to conduct client assessment, plan, implement and monitor suitable case‐management for clients within justice contexts.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20858 Undertake case-management in a justice environment


1. Review case-management process in legal environments

Performance Criteria:

1.1 Current approaches to case-management processes are researched and critically analysed
1.2 Complex client issues are identified and feasible responses in justice contexts researched
1.3 Complex legal, ethical and budgetary issues pertaining to aspects of case-management process are addressed
1.4 Processes for monitoring and changing case-management plan are established according to organisation requirements and in consultation with relevant people


2. Conduct client assessment

Performance Criteria:

2.1 Critical review of assessment processes and protocols is undertaken to inform preparation for assessment
2.2 Client is interviewed using communication strategies to assist client engagement and collaboration
2.3 Appropriate referrals, information and advocacy are provided in accordance with ethical, organisational and legislative requirements
2.4 Client assessment information is recorded in accordance with ethical, organisational and legislative requirements


3. Develop and implement case-management plan

Performance Criteria:

3.1 Relevant client assessment information is accessed and used to inform case-management plan
3.2 Client management plan is developed, and goals set, in conjunction with client
3.3 Level of case-management support required to implement case-management plan is estimated in consultation with relevant people
3.4 Collaborative relationships with other support/treatment services are developed and maintained to ensure high-quality client outcomes


4. Monitor and review case-management

Performance Criteria:

4.1 Planned services, support and resources are regularly monitored against planned goals and objectives
4.2 Periodic adjustments to services, supports and resources, as required to best meet client-identified goals, are implemented
4.3 Client outcomes are evaluated, where possible in conjunction with client, and in consultation with relevant people
4.4 Findings are used to inform future practice

Learning Outcomes

On completion of the course, you will be able to:
• Develop and implement a case‐management plan for a client within a justice context
• Monitor a case‐management process using evaluation of outcomes to inform future practice
• Provide evidence of knowledge of case‐management processes and approaches
• Provide evidence of knowledge of relevant legislative and statutory requirements

Details of Learning Activities

Students will participate in a variety of learning activities. They include the following:
• Role plays
• Observations
• Demonstrations
• Presentations
• Class discussions/group activities
• Oral and written questioning
• Incursion/guest speakers

Out of class activities:
• Readings
• Case studies
• Role plays
• Observations
• Excursions
• Knowledge-based tests/questionnaires

Teaching Schedule

 Week One: An introduction to Case Management
Course Outline & Assessment Requirements
What is Case Management Practice?
Case Management Principles
• Integrated service systems and responses
• Continuity of care
• Access to services
• Quality/duty of care
• Is advocacy possible?
• Holistic case practice
• Client empowerment
• Client engagement
These principles are the cornerstone of case management practice, hence we will be revisiting them throughout the course and they are an integral part of all of your assessment tasks.
Getting to know each other
Case management models
Course Guides and Assessment tasks

Week Two: Applying Theory to Case Management
• Understanding Case Management
• Working with Involuntary Clients
• Working with culturally diverse clients
• Limitations of Case Management
• Case Management Principles
• Theory and Case Management
• Systems and Family systems theory
Case Management Principles
Case vignettes and interview practice/role plays – Formative Assessment

Week Three: Theoretical frameworks and Women offenders
• Working with victims of domestic violence
• Family work with offenders family members
• Issues re culturally diverse communities
Case Management Principles
Case vignettes and interview practice/role plays – Formative Assessment

Week Four: Theoretical underpinnings continued
• Child and Adolescent development, including those across diverse communities
• Attachment Theory
• Problem solving approach
• Task centred approach
Case Management Principles
Case vignettes and interview practice/role plays
Formative Assessment– Issue of practical exercise. Students will be required to discuss client vignettes and relate this directly to theories covered in lectures. Four theories will be selected for students to consider in relation to the vignettes presented.
Students will need to relate each of the selected theories to each client presented and be able to discuss the following;
1. What is this Theory about? i.e. the critical points
2. What are the strengths of the theory?
3. What are the weaknesses of the theory?
4. How does the theory relate to the client vignette?
5. How does this theory link/apply to Case Management?
Students will receive feedback and a worksheet in order to complete the above Task as part of the Tutorial workshop. This worksheet will be submitted and feedback will be provided to demonstrate progressive knowledge in case management theory and critical thinking skills.

Week Five: Cognitive behavioural approaches - Guest speaker
• Why cognitive approaches?
• Applying cognitive approaches to work with clients
Case vignettes and interview practice – Formative Assessment

Week Six: Problem solving – and working with clients with mental illness
• Engaging your client
• •Ways to motivate and encourage
• •On being judgmental
• •Warmth, genuineness and empathy
• •Working with involuntary clients
• •Use and abuse of power
• •Clients rights
• Who owns the problem?
• •Setting boundaries
Case vignettes and interview practice/role plays – Formative Assessment
Group work re Assessment One

Week Seven: Making assessments
Engaging your client continued
• Ways to motivate and encourage
• On being judgmental
• Warmth, genuineness and empathy
• Working with involuntary clients
• Use and abuse of power
• Clients rights
Engaging related to making assessments
• Initial contact
• Collecting information
• Identifying criminogenic issues
• Interviewing (including principles of interviewing/listening
• Questioning – closed and open responses
• First contact (Intake)
• Establishing rapport /remaining impartial
• Issues re victims
• Risk assessment
Case vignettes and Interview Practice/role plays – Formative Assessment

Week Eight: Follow up interviews
• Ongoing contacts with clients
• Reviewing and assessing information gathered
• Documenting/recording information gathered
• Time frames for undertaking such tasks
• Dual client issues
• Termination/closure interviews
Planning and Implementation: The development of Case Management Plans
1. Planning
Translating information into a plan
2. Setting Goals
Whose goals?
Client problems and realistic goals
3. Implementation of the plan
Networking/access/consultation with community services
• Advocacy
• Case reviews
• Monitoring
• Coordination between services
• Protocols between services
Summative assessment 1 due
Final Discussion of Assessment 2 - how does the above information relate to this assessment task?
Development of Case Management Plans

Week Nine: Interventions and case management with sex offenders
From a youth perspective
From an adult perspective
Risk Assessment
Monitoring and evaluation
Working with victims
Case vignettes and risk assessment – Formative Assessment

Week Ten: Case documentation and File management
• Intake summaries/Case notes
• Formal Reports
• Incident reports
• Court Reports
• Computer systems
• Responding to crisis
• Managing a case load
• Effective writing skills
• Accountability & Transparency
Ethics and Confidentiality
Case Vignettes and Risk Assessment – Formative Assessment
Discussion re Summative assessment 2

Week Eleven: Working with Violent clients
• How violence is defined?
• What strategies might you use when working with violent clients?
• Are male or female clients different to work with when they are demonstrating violent behaviour?
• If yes Why? If no why not?
• Risk Assessment
• Conflict resolution
Case Vignette
Discussion of third and final assessment- how will you include information from this week’s session in you vignette?

Week Twelve: Supervision (educative, supportive, administrative)
• When and how do you use supervision? – You will need to relate this to your final assessment.
• Effective use of supervision
• Conflict with Manager
• Change and culture
• Mentoring
Bringing it all together! What have you learnt? What value do you place on this learning?
Discussion of final assessment- + ensuring that you are aware of the way you need to refer to supervision in this assessment

Week 13:
Summative assessment 2 due

The teaching schedule outlined above is subject to change depending on your assimilation of knowledge and skills of the subject matter, and on changes to contemporary knowledge in the practice of Case Management, legislation as well as unforeseen circumstances.

Attendance in this VET Justice Course is to help you develop a self-directed, professional attitude and to maximize your educational vocational opportunities and practical skills. Regular class attendance provides fundamental educational value and offers the most effective means for you to gain knowledge and skills of the concepts of the justice environment. Lack of regular attendance and participation may compromise your performance in the course and achieving the final outcome.

Learning Resources

Prescribed Texts


Other Resources

Overview of Assessment

Assessments may incorporate a variety of methods including role plays, observations, lectures, tutorials, class discussion, reports, group/individual training workshops, and audio-visual presentations.



Assessment Type

Word limit or equivalent

Assessment (Formative)

Workshop scenarios - Triad interview models (weekly)


Assessment One

Critique of Case Management Theories

1000 words

 Assessment Two

 Interview and Critical Reflection

1000 words

Assessment Three

Risk Assessment and Contact Journal

1800 words












If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:;ID=c15i3ciaq8ca

Assessment Tasks

Formative Assessments
Tasks will consist of engaging in a ‘layered’ case vignettes in weekly workshop sessions that will assist with Summative Assessment One and Two. These will be based on the performance criteria of the applicable elements. You will have the opportunity to receive feedback and make adjustments/improvements to the areas you are not competent in as a form of ongoing monitoring of your progress.
Summative Assessment
Task One: Interview + reflections (1500 words). This assessment task will be based on a case vignette provided via Blackboard. The task will incorporate an interview and a written reflection. Both of the components must incorporate relevant theoretical perspectives and be written under prescribed headings, this is not negotiable. Failure to do this will result in a loss of marks. The assessment comprises 40% of the total mark.

Task Two: Written assessment – Case Vignette (2250 words). This assessment will be based on a case vignette provided via Blackboard and must incorporate relevant theoretical perspectives and be written under prescribed headings, this is not negotiable. Failure to do this will result in a loss of marks. This assessment comprises 60% of the final mark.

The word count does not include the contact book/list of services that you need to submit separately. This can be whatever length that you choose.
Assignments must be uploaded on the Blackboard individually using your surname first, followed by your first name. Please ensure that your name is also on the Risk Assessment paper.
Detailed assessment outlines will be provided to students in class and through Blackboard in Week 1.

Assessment Matrix

The assessments have been designed to cover all Learning Outcomes and will be graded in accordance with RMIT’s Mark Table which is as follows:

CHD=Competent with High Distinction
CDI=Competent with Distinction
CC=Competent with Credit
CAG=Competency Achieved - Graded
NYC=Not Yet Competent
DNS=Did not Submit for Assessment

Grades which apply to course delivered in accordance with competency-based assessment (not-graded)

CA=Competency Achieved
NYC=Not Yet Competent
DNS=Did Not Submit For Assessment

Other Information

All written work must adhere to the following criteria:
1. Written reports, research projects or essays are to demonstrate an understanding of the concepts and familiarity with the prescribed or negotiated topics
2. It is expected that all submitted work will be well written, with clear and consistent grammar, expression and punctuation. It must be well structured and cogently address the issues raised in the chosen topic in a logical, ordered and organised manner
3. The concepts must be well defined and demonstrate a critical analysis of the chosen topic
4. Written submissions must demonstrate appropriate preparation, reading and research
5. In-text references must follow the APA style of referencing. In addition, you must provide a bibliography with correct and comprehensive details in relation to texts, articles, research reports and other sources that you have used
6. Double or 1.5 spacing and a font size of 10-12 must be used in either Arial or Times Roman. Do not submit double paged assessments.

In accordance with RMIT policy, you may apply for an extension where there have been unexpected or extenuating circumstances, e.g.
• Hospital admission, serious injury, severe asthma, severe anxiety or depression. This does not include minor illness such as a cold, period pain or hay fever.
• Loss or bereavement – e.g. death of a close family member, family/relationship breakdown.
• Hardship/trauma – e.g. victim of crime, sudden loss of income or employment, severe disruption to domestic arrangements.
You must keep a copy of their assessment until the graded submission has been returned or marks have been posted.

All email communications will be sent to your RMIT student email address.

Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your tutor or the course coordinator as early as possible, and no later than one working day before the due date for submission.
You can apply for extension using the University’s Extension Application Form – – or by emailing your course coordinator or tutor directly.
An extension of up to seven calendar days may be granted if good reason can be demonstrated. Include supporting evidence (such as medical certificates) with your application.
Extensions beyond seven calendar days cannot be granted by course coordinators, tutors or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration.

Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Penalties for Late Submission
If you have not been granted an extension or special consideration, late submission will be penalised as follows:
Assessment tasks submitted after the due date of submission shall receive a penalty of five per cent of the grades available for that assessment per day for each working day late.
No assessment task shall be accepted more than three weeks after the due date.

Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
• You believe an error has occurred in the calculation of the grade; or,

• You believe the assessment did not comply with criteria published in the Course Guide; or,

• You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).

• Full details of the procedure (including appeals procedure) can be located at this RMIT site:

Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:
The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 – and the RMIT Student Discipline Statute and Regulations -;ID=11jgnnjgg70y

Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see:

Course Overview: Access Course Overview