Course Title: Analyse impacts of sociological factors on clients in community work and services
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: HUSO5213C
Course Title: Analyse impacts of sociological factors on clients in community work and services
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C5331 - Diploma of Youth Work
Course Contact: Dianne Mackay
Course Contact Phone: +61 3 9925 4454
Course Contact Email: dianne.mackay@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 100
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
None
Course Description
In this course you will develop the skills and knowledge required to better understand client groups and the issues that impact on their lives. This understanding will enable you to function independently and to plan and undertake community work and associated services. You will focus on the broad social and cultural context in which work is planned and implemented in the community services industry.
This unit is taught in a cluster with:
CHCYTH005 - Develop and implement procedures to enable young people to address their needs
CHCYTH008 - Support young people to take collective action
CHCYTH009 - Support youth programs
CHCYTH011 - Work effectively with young people and their families
CHCYTH012 - Manage service response to young people in crisis
160 hours of work placement undertaking youth work practice support the learning and assessment tasks for these units
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCDEV002 Analyse impacts of sociological factors on clients in community work and services |
Element: |
1. Identify social and cultural issues impacting on clients in Australian society |
Performance Criteria: |
1.1 Identify major social and cultural institutions in Australian society and their societal functions 1.2 Identify ways in which major institutions in Australian society can impact clients as individuals and as part of community and family groups 1.3 Examine and identify possible effects and consequences of conditions and experiences of inequality on clients as individuals and as part of community and family groups 1.4 Identify impacts of long-term unemployment and associated issues on clients as individuals and as family members 1.5 Where relevant, identify factors associated with age in Australian society and their impact on clients as individuals and in family and community settings |
Element: |
2. Analyse impacts of social and cultural factors on clients |
Performance Criteria: |
2.1 Use available information to identify and analyse social and cultural factors impacting on individual clients, groups or communities 2.2 Clarify current health and wellbeing and associated needs for individual clients, groups or communities 2.3 Make informed decisions in relation to specific work to be undertaken and/or services to be provided to client/s |
Element: |
3. Monitor impact of social and cultural factors on community work and services provided to clients |
Performance Criteria: |
3.1 Monitor impact of work undertaken and/or services provided to clients, in line with scope of own work role and organisational policies and procedures 3.2 Review effectiveness of work undertaken and/or services provided to clients, in relation to identified social and cultural factors impacting on clients, groups or communities 3.3 If required, revise aspects of work undertaken and/or services provided to better address social and cultural issues and enhance outcomes for clients, groups or communities |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements.
Details of Learning Activities
Learning activities:
This course learning activities will be supported and complimented by RMIT’s online learning management tool Canvas. Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies. Some learning activities that you will undertake in the workshops are:
- Work shops
- class exercises to review discussions/lectures
- responses to case studies
- workplace simulations and role plays of youth work practice
- analysis/critique of relevant reading material
- peer learning
- guest speakers
- group discussion / activities
- research
- independent project based work
- work placement
160 hours of work placement undertaking youth work practice support the learning and assessment of this unit
Teaching Schedule
Semester 1
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 |
Kate Rizzo and Cath Bateman |
Welcome, introductions, unit introduction What do we remember from last year? DOTE review |
|
|
|
Socrative formative assessment – Australian Youth Stats quiz |
2 |
Kate Rizzo and Cath Bateman |
Identify social and cultural issues impacting on young people in Australian society |
|
CHCDEV002: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1 |
|
Discussion forum – VicHealth Youth Megatrends |
3 |
Kate Rizzo and Cath Bateman |
Political and Economic context Connections between sociological, economic and political contexts |
|
|
|
Socrative formative assessment – Australian Political System and History |
4 |
Kate Rizzo and Cath Bateman |
Political structures and theories Economic structures and theories |
|
|
|
Discussion forum – Victorian Youth Policy http://www.youthcentral.vic.gov.au/government-info-assistance/youth-programs/victorian-government-youth-policy
|
5 |
Kate Rizzo and Cath Bateman |
Excursion to YACVic |
|
|
|
|
6 |
Kate Rizzo and Cath Bateman |
Identifying and addressing individual needs |
|
CHCDEV002: 2.2, 2.3 CHCYTH005: 1.1, 1.2, 1.3 CHCYTH008: 1.1, 1.2, 1.3, 1.4 |
|
Socrative formative assessment – UDHR and CROC |
7 |
Kate Rizzo and Cath Bateman |
Situating youth work and programs in societal context |
|
CHCDEV002: 2.3, 3.1, 3.2, 3.3 CHCYTH008: 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5 |
|
Discussion forum – FYA New Work Order |
8 |
Kate Rizzo and Cath Bateman |
Situating youth work and programs in societal context |
|
CHCDEV002: 2.3, 3.1, 3.2, 3.3 CHCYTH008: 1.5, 1.6, 3.1, 3.2, 3.3, 3.4, 3.5 |
|
Socrative formative assessment – Social context of youth work |
9 |
Kate Rizzo and Cath Bateman |
Welcome back from mid-semester break. Program design and development |
|
CHCYTH009: 1.1, 1.2, 1.3 |
|
Discussion forum - Out of Sight Out of Mind YACVic submission: https://www.yacvic.org.au/assets/Documents/SUB-Exclusion-and-inclusion-of-students-in-Victorian-schools-2016.pdf |
10 |
Kate Rizzo and Cath Bateman |
Program development, partnerships, planning events. |
|
CHCYTH009: 22.1, 2.2, 2.3, 2.4, 2.5, 2.6 |
|
|
11 |
Kate Rizzo and Cath Bateman |
Program delivery |
|
CHCYTH009: 3.1, 3.2, 3.3, 3.4 |
|
Discussion forum – Royal Commission into Institutionalised Child Abuse |
12 |
Kate Rizzo and Cath Bateman |
Crisis response frameworks |
|
CHCYTH012: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4 |
|
Socrative formative assessment - Crisis |
13 |
Kate Rizzo and Cath Bateman |
Reflecting on and evaluating your work |
|
CHCDEV002: 3.1, 3.2, 3.3 CHCYTH005: 4.1, 4.7 CHCYTH009: 4.1, 4.2, 4.3 CHCYTH012: 3.3
|
|
Discussion forum - |
14 |
Kate Rizzo and Cath Bateman |
Debriefing and self-care |
|
CHCYTH005: 4.3, 4.4, 4.5, 4.6 CHCYTH012: 3.2 |
|
Socrative formative assessment - |
15 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
|
16 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations |
|
|
|
Semester 2
Class |
Teacher |
Topic |
Content |
Elements of Competency |
Resources |
Assessment Due Dates
|
1 |
Kate Rizzo and Cath Bateman |
Welcome back from mid-year break.
|
|
|
|
|
2 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations Working with families |
|
CHCYTH011: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 |
|
|
3 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations Working with families |
|
CHCYTH011: 2.1, 2.2, 2.3, 2.4 |
|
|
4 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations Working with families |
|
CHCYTH011: 3.1, 3.2, 3.3, 3.4, 3.5 |
|
|
5 |
Kate Rizzo and Cath Bateman |
Preparation for Career Pop-up shops in youth organisations Working with families |
|
CHCYTH011: 4.1, 4.2, 4.3., 4.4, 45, 4.6, 4.7, 4.8, 4.9 |
|
|
6 |
Kate Rizzo and Cath Bateman |
Career Pop-up shops in youth organisations |
|
|
|
|
7 |
Kate Rizzo and Cath Bateman |
Career Pop-up shops in youth organisations |
|
|
|
|
8 |
Kate Rizzo and Cath Bateman |
Welcome back from mid-semester break. Assessments |
|
|
|
|
9 |
Kate Rizzo and Cath Bateman |
Career Pop-up shops in youth organisations Assessments |
|
|
|
|
10 |
Kate Rizzo and Cath Bateman |
Career Pop-up shops in youth organisations Assessments |
|
|
|
|
11 |
Kate Rizzo and Cath Bateman |
Welcome back from mid-semester break.
|
|
|
|
|
12 |
Kate Rizzo and Cath Bateman |
Assessments |
|
|
|
|
13 |
Kate Rizzo and Cath Bateman |
Assessments |
|
|
|
|
14 |
Kate Rizzo and Cath Bateman |
Catch up Final Tasks |
|
|
|
Learning Resources
Prescribed Texts
References
Other Resources
Learning resources
You will be provided with the resources and tools for learning in this course. These resources will also be provided in Canvas. They include recommended texts, relevant learning materials from subject experts and websites, DVD’s, class notes, case studies.
Overview of Assessment
Assessment Task 1 Knowledge assessment : Sociological & Policy Frameworks
You will demonstrate knowledge of sociological methods that you will need to apply to your practice as a youth worker.
Assessment Task 2 Organisational Frameworks in Youth Sector
Problem based written assessment where you will demonstrate an understanding of policy frameworks and key issues for youth work
Assessment Task 3 Working with Youth and their families
This is a simulated workplace assessment for you to support and facilitate young people and their families
Assessment Task 4 Working with youth services
This assessment requires you to review services offered, identifying service gaps and developing a program or activity to meet the needs of the youth.
Assessment Task 5 community youth Project
This assessment requires you to set up, coordinate and evaluate a youth work program.
Assessment Task 6 Workplace observation: supporting youth participation
This is a practical assessment that takes place in your workplace
160 hours of work placement undertaking youth work practice support the assessment tasks
You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria.
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
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 http://www.rmit.edu.au/about/studentcharter 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:http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca
Assessment Tasks
Assessment Task 1
Knowledge assessment: Sociological & Policy Frameworks
Written responses to 8 questions demonstrating theoretical knowledge that you need to apply to your practice as a youth worker. You will demonstrate knowledge of sociological factors impacting on young people and youth work programs that you will need to apply to your practice as a youth worker.
This assessment requires a written response to questions about sociological factors impacting on youth work practice. Topics included understanding impact of social institutions, government policy, inequality and the impact of political systems
Assessment Task 2
Organisational Frameworks in Youth Sector
Written responses to 8 questions demonstrating theoretical knowledge that you need to apply to your day to day work of a youth worker
Topics include your understanding of policy frameworks and key issues for youth work including the professional role of a youth worker, duty of care, human rights, rights of the child and risk factors for children and young people.
Assessment Task 3
Working with young people and their families
This is a practical assessment that takes place in a simulated workplace. This assessment task will assess your ability to gain trust from the young person and to gather information about a problem and to provide information to identify and encourage change.
Preparation of evaluation report based on outcomes is required.
There are also 4 questions to answer on the underpinning knowledge for working with young people and families and a support plan for a young person to be completed.
Assessment Task 4 :
Working with Youth services
This is a practical assessment that asses your ability to review services and offer a program or activity to meet the needs of the young people who access the services where you are undertaking work placement.
The assessment will require you to demonstrate your ability to
- Locate workplace information and documentation
- Review information about the services provided
- Support the development of a program or activity in line with organisational procedures
- Report and review the delivery of activity/service
Assessment Task 5:
Community based youth project
This assessment requires you to devise, set up, coordinate and evaluate a program that supports 3 young people to identify suitable services for their needs.
You will be assessed on your research skills, communication skills with young people and your youth centred practice.
Assessment includes
- Undertaking research and prepare a report
- Select a partner organisation and propose a community based youth event
- Organise and publicise the event
- Hold the event
- Report and evaluate outcomes
Assessment Task 6:
Workplace observation: supporting youth participation
This is a practical assessment that takes place in the workplace. You will also be required to answer 8 questions and write an evaluation report.
You will be assessed on
- Working with young people and supporting them to identify youth issues
- Encourage young people to discuss and network to address issues on 3 separate occasions
- Support and mentor at least 2 young people to address issues and to follow up with appropriate action
- Prepare and evaluation report based on outcomes
160 hours of work placement undertaking youth work practice support the learning and assessment of these tasks
Assessment Matrix
Provided in class
Other Information
Work Integrated Learning
Work placement
This unit must be assessed in the work place. You must complete 160 hours of work placement in a youth work organisation, undertaking the kinds of professional tasks you could expect to perform while employed as a youth worker in order to gain competency in this unit of competency.
Police Check
You must obtain evidence of a satisfactory National Police Records Check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory National Police Records Check at the request of their placement agency.
Working with Children
You must provide evidence of a satisfactory Working with Children check before undertaking work placements and will need to pay the associated costs.
or
You may be required to obtain a satisfactory Working with Children Check at the request of their placement agency.
Immunisation
You may be required to provide evidence of immunisation for certain diseases before undertaking work placement. You will need to discuss the specific requirements of your placement with the course coordinator and/or WIL practitioner and will need to pay the associated costs for immunisation.
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
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.
Attendance
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: http://www1.rmit.edu.au/students/specialconsideration
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: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals
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: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/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 – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Course Overview: Access Course Overview