Course Title: Undertake case-management in a justice environment

Part B: Course Detail

Teaching Period: Term1 2017

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

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 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, both in class and out of class.
In class activities will incorporate
Face to face lectures, simulated workplace scenarios, practical demonstrations and role-plays that identify with professional practice within the criminal justice system
· Individual oral and written questioning, and student-led group discussions and/or presentations, will exemplify your contextualizing of the class topics, and validate your learning of key procedures for conducting a client assessment plan, implementing and monitoring suitable case management models for clients within justice contexts.  
Out of class activities will Incorporate
· Readings, researching case studies, completing remaining in class activities, and preparing for in class group presentations/discussions

Teaching Schedule


180 min. Session One:

· Overview of Case Management in justice environments.
· Course Outline & Assessment Requirements.
· Case Management Principles – cornerstone of case management practice.

· Getting to know each other
· Case management models
· Course Guides and Assessment tasks

-PowerPoint session One
-Video presentation
-Essential readings on Blackboard
-Course Guides


180 min. Session 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

-PowerPoint session Two
-Video presentation
-Practical tools
-Essential readings on Blackboard


180 min. Session Three:

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

-PowerPoint session Three
-Case Study
-Essential readings on Blackboard
-Workshop role plays


180 min. Session Four:


· Applying theory to case management including interviews with client groups

· Case Management Principles
· Case vignettes and interview practice/role plays

-PowerPoint session Four
-Case Study
-Essential readings on Blackboard
-Workshop role plays

180 min. Session Five:

Interviewing skills, making assessments and client engagement
-PowerPoint session Five
-Case Study
-Essential readings on Blackboard
-Workshop role plays


180 min. Session Six:

· Cognitive behavioural approaches in case management including interviews with client groups

· Case vignettes and interview practice

-Powerpoint session Six
-Workshop role plays

 Week Seven: ANZAC Day


180 min. Session Seven:

Problem solving
a)working with clients with mental illness
b)Impact of Trauma and interventions

· Case vignettes and interview practice/role plays
· Final Discussion of Interview assessment task
· Development of Case Management Plans

-PowerPoint session Eight
-Case Study
-Visual presentation
-Workshop role plays


180 min. Session Eight:

· Risk Assessment and Risk Management and importance of case notes

· Case vignettes and risk assessment

-PowerPoint session Nine
-Workshop – role plays
-Client vignettes


180 min. Session Nine:

· Interventions and case management with sex offenders

· Case Vignettes and Risk Assessment

-PowerPoint session Ten
-Workshop role plays

180 min. Session Ten:

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
· Discussion of third and final assessment- how will you include information from this week’s session in you vignette?

· Case Vignette

-PowerPoint session Eleven
- Workshops activities
Case study
-Workshop activity – client vignettes


180 min. Session Eleven:

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

· Discussion of final assessment- + ensuring that you are aware of the way you need to refer to supervision in this assessment

-PowerPoint session Twelve
-Essential Readings on Blackboard

This Lesson Plan may vary depending on the availability of specialist lecturers

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


Students will be set a series of formative and summative tasks to prove competency in this subject. The assessable tasks are as follows:

Formative Assessment Tasks: In class group formative tasks – Each week in the workshops, students will be required to work in groups of 3-4 to practice their interview and assessment skills. A range of case vignettes will be provided and an activity sheet needs to be completed and submitted. These in class group formative tasks consist of engaging in a ‘layered’ project task that will assist with Summative Assessment Two and Three. This forms part of a family file, which will be used for your Summative assessments.

Educators will provide general group feedback and you will have the opportunity to make adjustments/improvements to the areas you are not competent in as a form of ongoing monitoring of your progress.

There are 3 summative tasks to be completed they are;

Summative Assessment Task One – Review/Critical analysis of Three theories (1500 words).

You will be provided with the theories to analyse and one will be compulsory. You will be asked to relate these to case management work with specific clients (details of these clients and nominated theories will be provided in Week 2).
Due Date: Week Four

Summative Assessment Task Two - Interview + Written Reflection - this must be written under prescribed headings below- this is not negotiable. Failure to do this will result in a loss of marks. 

Students are required to undertake an interview and submit this on the Blackboard. You will be given a number of case vignettes to choose from. You will be required to do an initial interview and assess the major issues the client presents with. The interview must be between 8-10 minutes

A Written Reflection (1000 words) addressing the following UNDER THE HEADINGS PROVIDED BELOW;

· What did you learn during the interview process?
· What did not go well in your interview?
· What would you differently next time?
· How did you apply the principles of case management? (You need to address four principles at a minimum)
· What theory/theories would you use to work with your client and how do these relate/apply to case management?
Due Date: Week 8

Summative Assessment Task Three : Written assessment on selected Case Vignette (2000 words). 
This must be written under prescribed headings, as failure to do this will result in a loss of marks. 

The word count does not include the contact book/list of services that you need to submit separately. This can be whatever length you choose.

Case vignettes will be provided. You will be able to choose from a range of case vignettes, which will be provided to you in your workshops. You will be expected to conduct an assessment and cover the following issues


· Summary of the major risk issues and or problems that the client is facing.
· A brief outline of the Case Management Plan, this should incorporate a cultural plan and genogram to assist with the management of the client’s risk factors.
· Discuss the theories that are relevant to the risk assessment/ analysis (minimum of four theories).
· Determine what possible strategies could be used to assist the client in the resolution of his/her issues and or problems?
· How will supervision be utilised to assist the assessment report?
· Determine what community links and networks would need to be made to assist the client (a summary of community resources that could be utilised needs to be provided here – it may be valuable to commence a contact book). 3 specific services PER RISK ISSUE to be identified.
Due Date: Week 13

**Students are reminded that to prove competency in this subject, they must satisfactorily prove competence in all assessment tasks.

Assessment Matrix

Graded results are summative assessments and will be recorded as either:
CHD - Competent High Distinction;
CDI - Competent with Distinction,
CC - Competent with Credit;
CAG - Competency Achieved-Graded;
NYC - Not Yet Competent; or
DNS - Did Not Submit for Assessment.

Other Information

Program inherent requirements

Inherent requirements refer to the abilities, knowledge and skills you must demonstrate to:
achieve program learning outcomes
work effectively as part of a team in classroom and work-integrated learning (WIL) settings
perform effectively in classroom and WIL settings without undue risk to your own or others' health, safety and welfare.
Depending on your program of study, inherent requirements may include:
verbal and non-verbal communication skills
reading, writing and number skills
concentration, memory and problem solving
mental wellness and behavioural stability
vision, hearing, touch and smell
physical skills, such as gross and fine motor skills.
If you have any injury, illness, disability, impairment, condition or incapacity that may affect your ability to perform the inherent requirements of your program of study, we encourage you to discuss this with the Program manager to enable RMIT University to identify whether there are any reasonable adjustments that would enable you to perform program requirements. RMIT University wants to place you in the best possible position to use your knowledge, skills and attributes effectively in your program of study.

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of work submitted in hardcopy. For every piece of work submitted online you will complete an e-Declaration. The signed cover sheet or e-Declaration acknowledges that you are aware of the plagiarism implications.


Examples of other information that could be included in this section are listed below. Please discuss with your Program Coordinator/Manager. Information needs to be consistent across the whole program.


It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

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:


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:

  1. a) You believe an error has occurred in the calculation of the grade; or,
  2. b) You believe the assessment did not comply with criteria published in the Course Guide; or,
  3. c) 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 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93


Plagiarism Software

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


Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.

Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:


Working with Children Check – This course requires a Working with Children Check

Police Check – This course requires a satisfactory police check

Course Overview: Access Course Overview