Course Title: Work with young offenders in justice environments

Part B: Course Detail

Teaching Period: Term2 2014

Course Code: JUST5718

Course Title: Work with young offenders in justice environments

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 determine, implement and review ethical strategies for working with young offenders in the justice system.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

VU20860 Work with young offenders in justice environments


1. Examine youth justice systems and provisions

Performance Criteria:

1.1 Historical and contemporary developments in youth justice work are researched and discussed
1.2 Contemporary theories and discourse on the causes and treatment of youth offending are reviewed for application to practice
1.3 Current legislative framework for youth justice are delineated
1.4 Out of home care and detention options for children and young people are examined


2. Respond to young offenders and children at risk within justice contexts

Performance Criteria:

2.1 Treatment programs and support services for young offenders and children at risk are identified and evaluated against client needs
2.2 Supervision practices and strategies that are children- and young people-focused are determined and applied
2.3 Prevention strategies for re-offending behaviours are determined applied
2.4 Key practice standards within youth justice are reviewed


3. Apply ethical practices that protect the rights of children and young people

Performance Criteria:

3.1 Protocols and duty of care compliance requirements for working with children and young people are identified and applied
3.2 Confidentiality compliance requirements are strictly maintained
3.3 Strategies for addressing and/or reporting ethical concerns about work practices around children and young people are developed in consultation with relevant people


4. Monitor and review response strategies

Performance Criteria:

4.1 Services, support and resources are regularly monitored against stated requirements, objectives and obligations, and any necessary periodic adjustments implemented
4.2 Outcomes are critically reviewed in consultation with relevant people, and where possible in conjunction with client, and findings documented according to organizational and legislative requirements
4.3 Findings are used to inform future practice

Learning Outcomes

On completion of the course, you will be able to:
• Develop and implement treatment and/or supervision strategies, for young offender clients within justice environments
• Apply key practice standards, relevant legislation and ethical requirements to development and implementation of strategies
• Monitor and review of implementation to order to make any necessary adjustments and to inform improved future practice
• Provide knowledge of current theories, approaches, debates and practices about effective and ethical responses to young offenders in justice contexts
• Provide knowledge of relevant legislative and statutory requirements

Details of Learning Activities

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

Out of class activities:
• Readings/Research activities
• Case studies
• Observations
• Self quiz/knowledge-based tests/questionnaires

Teaching Schedule

Week One: Human development and the age of criminal responsibility

Week Two: Doli Incapax and the differences between adult and youth justice sentencing principles.

Week Three: the foundations of Youth Justice: the welfare vs. the Justice model. Theories of punishment and sentencing principles in the justice model

Week Four: Sentencing hierarchies in Youth Justice: balancing risk vs. 2nd chances. 1st Assessment: Court presentation assessment introduced

Week Five: There is no scheduled class today. Students will be attending a Children’s Court venue

Week Six: the Youth Justice system: Community Based Units and Justice Centres. 2nd assessment: Pre-Sentence Report introduced.

Week Seven: Profiles of young people in the Youth Justice system with the values of: cultural diversity, Violence, Self-harm, Dual Diagnosis and patterns of offending. Panel presentations

Week Eight: Child Protection Panel Presentations

Week Nine: Risk assessment of young who self-harm, indicators and issues. Panel presentations. 3rd assessment: complete a CAP and VONIY introduced. 2nd assignment due.

Week Ten: working with Trauma in young men and women. Youth parole Board and treatment models.

Week Eleven: working with Young people in the Youth Justice system: advocacy and risk management

Week Twelve: A holistic approach to working with Youth Justice Clients. Community networking.

Week Thirteen: Excursion to justice centre

Week Fourteen: Excursion to justice centre. 3rd assessment due.

Week Fifteen: Bringing it all together

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 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

Juvenile Justice: Youth and Crime in Australia, 4th edition. by Cunneeen and White, Oxford University Press.
Otherwise all other required readings and case studies will be available either:
• Via My RMIT/Studies Blackboard
• Handed out in class as a hard copy
• Via the internet/assigned website
• Accessible via the RMIT Library


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 Tasks

All assessment tasks are based on the requirements of the performance criteria, range statements and the assessment guidelines of the course
There will be three summative assessments:

1. Group Court Report Oral presentation with the production of ONE PowerPoint slide worth 30% of the total assessment

2. A Pre-sentence Report (PSR) with a reflective summary worth 30% of the total assessment

3. A Client Assessment Plan ( CAP) and a risk assessment using the DHS risk management tool (VONIY) worth 40% of the total assessment

Comprehensive assessment outlines will be issued and discussed with students in class/and or through Blackboard prior to Week Four of the course

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