Units
Practice Theories
Unit code: SWB220
Credit points: 12
Information about fees and unit costs
This unit is intended to enable you to develop an understanding of the major theoretical approaches (practice perspectives, practice theories and practice models) underpinning human service practice and critically examine the way theoretical concepts and disciplinary knowledge inform intervention process. [SWB220 is incompatible with HHB278]
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
In line with the orientation of the social work and human service courses as a whole, this unit emphasises the conceptual component of your developing personal and professional practice framework integral to working effectively with a range of services users in a range of different contexts. It is essential that students have a capacity to integrate and apply theoretical concepts to specific practice contexts, consider their own practice frame of reference and ideological influences, and understand the implications of these for practice. This unit introduces students to the dynamic interplay between the theoretical, personal, professional and ideological influences. Additionally, this unit provides a platform for developing practice frameworks in preparation for the social work and human services field placement units.
Aims
This unit focuses on developing the skills to critically reflect on and evaluate the selection, integration and applicability of practice frameworks to specific contexts, including culturally diverse populations across a range of practice settings.
Objectives
On successful completion of this unit, students will be able to:
- articulate the selection and application of major theoretical approaches (practice theories, perspectives and models), disciplinary knowledge and research that informs the ethical practice of social work and human service (GVS1 - 1.4, 1.8, 1.9; GVS2 - 2.1, 2.3, 2.6);
- critically analyse and evaluate the integration, application and utility of basic conceptual components of the major theories and personal and professional frameworks to complex practice contexts and problem based scenarios (GVS3 - 3.1, 3.2, 3.3, 3.4);
- critically reflect on frames of reference for practice and consider the way these are influenced by differing social and cultural perspectives, including the influence of gendered, Indigenous and international perspectives (GVS2 - 2.1, 2.1; GVS3 - 3.1, 3.2. 3.4; GVS4 - 4.6); and
- continue to refine written and oral communication skills that contribute to debate and discussion relating to social work and human service practice (GVS1 - 1.1, 1.4; GVS2 - 2.3, 2.5; GVS4 - 4.5).
Links to:
AASW Education and Accreditation Standards: 2.4, 2.3, 3.1, 3.2, 3.3, 4.1.1, 4.1.3, 4.2.2
AASW Practice Standards: 1.1, 1.7, 2.1, 2.2, 3.1, 3.2, 3.5, 4.1, 4.5, 5.3, 6.6
AIWCW Practice Standards: 1.3, 2.1, 2.3, 2.5, 4.1, 6.1, 6.2, 7.2
Content
The unit has a focus on the development of knowledge and skills necessary for social work and human service practice, with an emphasis on the conceptual components of practice frameworks. This unit is taught in four modules covering the following areas:
- Introduction: Situating conceptual knowledge in practice, contexts of practice and developing a practice frame of reference and practice framework.
- Module 1 Practice Perspectives: Anti-oppressive, Indigenous perspectives, ethno-sensitive perspective, ecological, feminist and strengths perspectives.
- Module 2 Practice Theories: Psychosocial, psychodynamic, cognitive-behavioural, systems and structural.
- Module 3 Practice Models: Crisis intervention, task-centred practice and solution-focussed approaches.
Approaches to Teaching and Learning
Study in this unit will be a mixture of formal lectures, presentations by the lecturer and guest presenters, class discussion and group case scenarios, video analysis and exercises. You will attend a weekly 1.5-hour lecture that succinctly examines relevant theoretical approaches and practice implications and a 1.5-hour interactive group workshop/tutorial session, which provides opportunities to critically examine discuss and apply major theoretical approaches to problem-based scenarios and small group learning activities. The underlying goal is to create a learning environment where students appreciate the nature and experience of collaboration and real-world learning. Learning is individual and group centred. Regular weekly attendance to tutorials is strongly recommended as the interactive activities link to assessment one (1) and two (2).
Lectures, podcasts and other resources will be available on Blackboard.
Assessment
Students are required to apply the learned theory, perspectives and models to a complex practice context using problem solving approaches.Both formative and summative feedback will be provided in this unit. Assessment 1: Problem Solving Task Assessment will generate summative feedback. However, as the tutorial activities are heavily linked to the assessment, formative feedback will also be available prior to submission of assessment 1. Formative feedback provided during the semester will also assist students appropriately address the examination questions. Summative feedback will be available to students after the centrally based exam on request from the student.
Assessment name:
Centrally based exam
Description:
Students will undertake a 2.5 hour exam consisting of short essay questions and problem based scenarios. The exam will occur during the central examination period.
Relates to objectives:
1, 2, 3, 4 & 5
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
End of Semester
Assessment name:
Problem Solving Task
Description:
Individual students will be required to prepare five written responses to a scenrario provided in the initial weeks of semester. This response links theory to practice and aims to support the development of students' practice frameworks and frames of reference.
Relates to objectives:
1, 2, 3, 4 & 5
Weight:
50%
Internal or external:
Internal
Group or individual:
Individual
Due date:
Progressive
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
Set text:
Payne, M. (2005). Modern social work theory (3rd ed.). Chicago, ILL: Lyceum Books.
Other required readings will be accessible on Blackboard.
Risk assessment statement
While there are no out of the ordinary risks associated with this unit, please note that videos may be used during lectures and tutorials to promote the critical discussion of points related to the lecture topic. Video content (M rating maximum) is also intended to reflect the reality of social work and human service practice. The use of the video method aligns with student and adult learning objectives. It is acknowledged that video content may be challenging and may generate strong emotional reactions. However, it is argued that this material is necessary for the realistic training of social workers/human service workers. Students who have difficulty dealing with the emotional content of any lecture or video are encouraged to seek appropriate support before or after the class.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 17-Oct-2012
