SAP103

Unit Outline SAP103 Introduction to Welfare Law COURSE Bachelor of Community Services LEVEL OF STUDY 1st Year CORE/ELECTIVE Core CREDIT POINTS 15 Credit Points TOTAL COURSE CREDIT POINTS 360 credit points DURATION One trimester LECTURE & TUTORIALS 2 hours lecture, 1 hour tutorial per week PERSONAL STUDY HOURS 7 hours per week TOTAL WORKLOAD PER WEEK 10 hours per week PRE-REQUISITE SAP102 Welfare Systems and Services in Australia CO-REQUISITE Nil CONTACT DETAILS Unit Coordinator Dr Grania Sheehan, Email: [email protected] Lecturers/Tutors: MELBOURNE Dr Grania Sheehan (M1 & M2), Email: [email protected] SYDNEY Dr Asraful Alam (S1, S2, S3, S5 & S6), Email: [email protected] Shane Dang (S4, S5 & S6), Email: [email protected] Lenka Olejnikova (S2 & S4), Email: [email protected] Julie Porter-Stephens (S7, S8, S9 & S12), Email: [email protected] Carlo Soliman (S10, S11 & S12), Email: [email protected] BRISBANE Cameron McLean (B1 & B2), Email: [email protected] PERTH Natasa Adamovic (P1, P2, P3), Email: [email protected] Greg Swensen (P4, P5 & P6), Email: [email protected] DESCRIPTION An introduction to welfare law is concerned with the rights of vulnerable citizens in our society, the duties of those organisations entrusted to protect them and the level of legal protection and support available for these vulnerable citizens. The unit provides students with integrated knowledge of the relationship between welfare law, ethics and human practice. It introduces students to welfare legal obligations, rights-based discourse and regulation of human service professionals. Students will learn about court proceedings and tribunals in Australia through practical examination of case studies. The unit will explore in depth factors that influence decision-making and how human service professionals manage clients’ sensitive information. In addition, the unit will examine the ways in which the law supports and protects children, people with a disability, the elderly, and cultural minorities, specifically, Aboriginal and Torres Strait Islander peoples. GRADUATE ATTRIBUTES Graduates are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Graduate Attributes which you should demonstrate on completion of the course. Professional GA1 Hold a body of knowledge relevant to their field of study, that includes an understanding of theories, practices, and the scope of their discipline; GA2 Have the skills required to operate effectively within their chosen profession; Personal GA3 Have developed an appreciation, tolerance and ability to work effectively across the entire diversity spectrum; GA4 Be able to work independently and collaboratively; GA5 Be able to set appropriate goals for ongoing intellectual and professional development; GA6 Be self-critical and identify shortcomings in their own knowledge, skills and abilities; GA7 Understand ethical responsibilities and behaviour pertinent to their chosen discipline and profession and practice the behaviour to the highest standards; GA8 Have developed a high level of oral, visual and written communication skills, across a range of communication technologies, relevant to their fields of study, and recognise the importance of maintaining these; Academic 2 GA9 Be able to identify the need for data, information and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools and methodologies and be able to critically evaluate the information in terms of its validity, accuracy, currency against one’s own values; GA10 Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative and critical; GA11 Be able to understand, define, analyse, evaluate, investigate problems and make informed recommendations and decisions. COURSE LEARNING OUTCOMES The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian Quality Framework specifications for Bachelor’s degrees (AQF Level 7). On completion of the degree, graduates will have achieved these learning outcomes in the following dimensions: Knowledge CLO1 Demonstrate broad knowledge of a range of community services theories and frameworks. CLO2 Develop an appreciation for the legal framework in which organisations and communities operate. CLO3 Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family and mental health. CLO4 Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality. Skills CLO5 Critically review, analyse, and evaluate knowledge in community services theories and frameworks. CLO6 Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards. CLO7 Apply critical thinking and judgement in identifying and solving problems in case management interventions. CLO8 Demonstrate advanced counselling and communication skills in dealing with clients and other professionals. Application of Knowledge and Skills CLO9 Demonstrate applied research skills including projects. CLO10 Identify clients with complex and diverse needs and develop appropriate service provision. CLO11 Practice case management ethically and intentionally within established legal, policy and professional frameworks and codes of ethics. CLO12 Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability. 3 UNIT LEARNING OUTCOMES At the completion of this unit, a student should be able to: LO1 Describe the fundamental principles of welfare law. LO2 Analyse knowledge of the relationship between welfare law, ethics and human practice.. LO3 Demonstrate an understanding on the nature of professional practice, including codes of ethics, standards and responsibilities, in the community services sector. LO4 Demonstrate an understanding on the connections between legal processes and ethical considerations. LO5 Apply knowledge of how welfare law protects: children, adults who experience domestic violence, separating families, people with a disability, the elderly, cultural minorities, Aboriginal and Torres Straits Islander communities. CONTENT Topics will include: 1. Welfare Law and the justice system 2. Relationship between human service practice and law 3. Human service decision making and the law 4. Regulation of human services and managing client information 5. Courts, tribunals, and the human service practice 6. Supporting clients in the criminal justice system 7. Protecting adults and children from family violence 8. Protecting children from abuse 9. Supporting the elderly 10. Supporting people with a disability 11. Welfare systems and protecting welfare recipients 12. Protecting people from racial and religious based discrimination; and the Aboriginal and Torres Strait Islander experience of welfare law and the justice system LEARNING TASKS AND ASSESSMENT Assessment questions must be directed to your Tutor. In order to pass this unit, students are required to achieve an aggregate mark of 50% for all assessment tasks. Refer to the Assessment Grades section at the end of the unit outline for important information regarding awarding of grades. Attendance is crucial to pass this unit. Where required, you must use APA 7 Referencing in your assessments. 4 Assessment Weight Due Learning Outcomes Assessed Course Learning Outcomes ASSESSMENT 1: TAKE HOME EXAM BASED ON CASE STUDIES (WRITTEN ASSESSMENT) (1200 – 1400 WORDS) Application of the fundamental concepts of welfare law for community service workers (based on content covered in Weeks 1 – 4) 25% Week 5 LO1, 2, 3 CLO1 & 2 ASSESSMENT 2: PRACTICAL (1400-1600 words) Support plan prepared for a client attending court (based on content covered in weeks 5 – 8) 30% Week 8 LO0, 3, 4, & 5 CLO2, 6, 10 & 11 ASSESSMENT 3: ESSAY (1500 – 1700 words) Analysis of the application of welfare law to a vulnerable group (based on content covered in weeks 5, 9 – 12) 35% Week 11 LO1, 2, 3 & 5 CLO1, 2, 4, 6, 9. ASSESSMENT 4: PARTICIPATION (based on attendance and active participation in tutorials weeks 1-12) 10% Weeks 1-12 LO1-5 CLO1 – 7 & 11 TOTAL 100% 5 WEEKLY OUTLINE Week Topic Text reference and set readings Tutorial Activity Week 1 Welfare Law and the Justice System Kennedy et al., (2016, chp 2); Law Handbook. Welcome, overview of unit outline and assessments Week 2 The relationship between human service practice and the law Kennedy et al., (2016, chp 2); Health Justice Australia (2021). Examine a model of service integration Week 3 Human service decision making and the law Kennedy et al., (2016, chp 3 & 7); Australian Association of Social Workers (2020); Law Handbook. Apply the AASW Code of Ethics Week 4 Regulation of the human services and managing client information Kennedy et al., (2016, chp 4 & chp 5); Law Handbook. Assist a client to challenge a government agency decision Week 5 Courts, tribunals, and human service practice Kennedy et al., (2016, chp 6); Law Handbook. Assist a client to access legal and related support services Week 6 Supporting clients in the criminal justice system Kennedy et al., (2016, chp 8); Law Handbook. Research local court/tribunal and related support services for the victim of a crime. 6 Week 7 Protecting adults and children from family violence. Kennedy et al., (2016, chp 9); Law Handbook. Assist a client to complete an application for a protective order. Week 8 Protecting children from abuse Kennedy et al., (2016, chp 9); Law Handbook. Generate a cascade from a human right’s convention down to Australian law, policy and practice protocols Week 9 Supporting the elderly Kennedy et al., (2016, chp 11); Law Handbook. Assist a client experiencing discrimination and elder abuse Week 10 Supporting people with a disability Kennedy et al., (2016, chp 11); Law Handbook. Group discussion of Assessment 3 Week 11 Welfare systems and protecting welfare recipients Law Handbook. Assist a client to challenge a government agency decision to refuse access to the NDIS Week 12 Protecting people from racial and religious based discrimination; and ATSI experience of welfare law and the justice system Kennedy et al., (2016, chp 11); Law Handbook. Discuss the Uluru Statement from the Heart, and law as a tool for selfdetermination or oppression. 7 PRESCRIBED TEXTS AND REQUIRED READING Textbook: Kennedy, R., Richards, J.L. & Leiman, T. (2016). Integrating human service law, ethics and practice (4th ed.). Oxford University Press. (Available online via the Acknowledge Education library) Law Handbook: • Melbourne students – Fitzroy Legal Service (2021). The Law Handbook. Fitzroy Legal Service, Melbourne. https://www.lawhandbook.org.au • Sydney students – Redfern Legal Centre (2020). The Law Handbook. Redfern Legal Centre Publishing, Sydney. https://legalanswers.sl.nsw.gov.au/law-handbook-your-practical-guide-law-nsw • Perth students – Sussex Street Community Law Service (2019). Western Australian Law Handbook. Sussex Street Community Law Service Inc., Perth. http://austlii.community/foswiki/WALawHbk/WALawHandbook • Brisbane students – Caxton Legal Centre Inc (as at 2016). The Queensland Law Handbook. South Brisbane, Brisbane. https://queenslandandlawhandbook.org.au/the-queensland-law-handbook/ Required readings: Australian Association of Social Workers. (2020). AASW: code of ethics. Barton, A.C.T.: Australian Association of Social Workers. https://www.aasw.asn.au/practitioner-resources/code-of-ethics Health Justice Australia. (2021). Health Justice Insights: health justice partnership as a response to domestic and family violence. Health Justice Australia, Sydney. https://www.healthjustice.org.au/researchers/ Uluru Statement from the Heart. https://ulurustatement.org/ Additional references to complement lectures Australia. Productivity Commission. (2004). Review of the Disability Discrimination Act 1992: Productivity Commission inquiry report. Melbourne: Productivity Commission. Barnett, M. & Hayes, R. (2010). Not seen and not heard: protecting elder human rights in aged care. (Australia). University of Western Sydney Law Review, Annual, Vol.14, p.45(39). Basser, L. & Jones, B. The Disability Discrimination Act 1992 (Cth): A Three-Dimensional Approach to Operationalising Human Rights. Borowskki, A. & Sheehan, R. ‘The Children’s Court of Victoria’ in Sheehan, R., & Borowskki, A (2013). Australia’s Children’s courts today and tomorrow. Dordrecht: Springer. Byrnes, B. (2009). Improved protection of disability rights: Disability Discrimination Act 1992 amended. (Australia). Law Society Journal, Sept, Vol.47(8), p.44(2). Ciftci, Sarah; Howard-Wagner, Deirdre. (2012). Integrating indigenous justice into alternative dispute resolution practices: A case study of the aboriginal care circle pilot program in Nowra. Australian Indigenous Law Review, Vol. 16(2), pp.81-98. Clifford, D. (2016). Oppression and professional ethics. Ethics and Social Welfare, 02 January Vol.10(1), p.418. Freckelton, I. & Selby, H. (2013). Expert Evidence: law, practice, procedure and advocacy (5th ed). Pyrmont, N.S.W. Thomson Reuters Professional Australia. Gray, A. (2011). Religious freedom and section 116 of the Australian constitution: would a banning of the Hijab or Burqa be constitutionally valid? Forum on Public Policy: A Journal of the Oxford Round Table, Summer. Herlihy, B., Hermann, M. & Greden, L. (2014). Legal and ethical implications of using religious beliefs as the basis for refusing to counsel certain clients. (Special Section: Professionalism, Ethics, and ValueBased Conflicts in Counseling) (Report). Journal of Counseling and Development, April, Vol.92(2), p.148(6). Ife, J. (1946-2012). Human rights and social work: towards rights-based practice. Port Melbourne, Vic.: Cambridge University Press. Kaplan, D. (2014). Ethical implications of a critical legal case for the counseling profession: Ward v. Wilbanks (Special Section: Professionalism, Ethics, and Value-Based Conflicts in Counseling) (Report). Journal of Counseling and Development, April, Vol.92 (2), p.142 (5). Knapp, S., Vandecreek, L., Handelsman, M. & Gottlieb, M. (2013). Professional decisions and behaviors on the ethical rim. (Author abstract). Professional Psychology, Research and Practice, Dec, Vol.44 (6), p.378 (6). Laragy, C., Bland, R., Giles, R. & Scott, V. (2013). Australian Practice Standards nine years on: Are they useful? International Social Work, Vol.56 (5), pp.644-658. Lundy, C. (1946-2011). Social work, social justice & human rights: a structural approach to practice. North York, Ont.: University of Toronto Press 9 Mackay, A. (2015). Human Rights Protections for People with Mental Health and Cognitive Disability in Prisons. Psychiatry, Psychology and Law, 02 November, Vol.22 (6), p.842-868. Marks, J. (2012). Toward a unified theory of professional ethics and human rights. Michigan Journal of International Law, Wntr, Vol.33 (2), p.215-263. Matthews, B. & Bross, D. (2015). Mandatory reporting laws and the identification of severe child abuse and neglect. Dordrecht: Springer. McAuliffe, D. (2014). Interprofessional ethics: collaboration in the social, health and human services. Port Melbourne, VIC: Cambridge University Press. O’leary, P., Ming – Sum T. & Ruch, G. (2013). The Boundaries of the Social Work Relationship Revisited: Towards a Connected, Inclusive and Dynamic Conceptualisation. British Journal of Social Work, Feb, Vol.43 (1), p.135-153. Rasmusson, B., Hyvonen, U., Nygren, L. & Khoo, E. (2010). Child-centered social work practice — three unique meanings in the context of looking after children and the assessment framework in Australia, Canada and Sweden. (Report) Children and Youth Services Review, March, Vol.32 (3). Sibbald, B. & Holroyd-Leduc, J. (2012). Protecting our most vulnerable elders from abuse. Canadian Medical Association Journal, Nov 6, Vol.184 (16), p.1763. Soutphommasane, T. (2015). Forty years of the racial discrimination act. Alternative Law Journal, Sep, Vol.40 (3), p.153-156. Woodcock, R. (2011). Ethical standards in the NASW code of ethics: the explicit legal model, and beyond. (National Association of Social Workers). Families in Society: The Journal of Contemporary Social Services, Jan-March, Vol.92 (1), p.21-27. Additional references to assist with research essay Beecher, G. (2005). Disability Standards: The Challenge of Achieving Compliance with the Disability Discrimination Act” AUJlHRights 5; 11(1) Australian Journal of Human Rights 5 Carney, Terry — “Neoliberal Welfare Reform and ‘rights’ Compliance Under Australian Social Security Law” [2006] AUJlHRights 11; (2006) 12(1) Australian Journal of Human Rights 223 Nicholson, Justice Alastair — “Children and Young People – The Law and Human Rights” (FamCA) [2002] FedJSchol 7 O’Neill, N. & Peisah, C. (2011). “Chapter 14 – The Proper Practice and Law relating to decisionmaking about Treatment and Care at the End of Life” SydUPLawBk 16; in Capacity and the Law. Robertson, M. & Tranter, K. (2006). Grounding legal ethics learning in social scientific studies of lawyers at work. Legal Ethics, Winter Vol.9 (2), p.211 (18). Shacklock, Arthur; Lewis, Melea — Leading with Integrity: ethical leadership: a fundamental principle of integrity and good [2007] GovNeteJl 3; (2007) 1(1) GovNet eJournal 22 Singer, M. (2000). Ethical and fair work behaviour: a normative-empirical dialogue concerning ethics and justice. (Statistical Data Included). Journal of Business Ethics, Dec 1, Vol.28 (3), p.187(23). USEFUL RESOURCES Journals • Australian and International Journal of Rural Education • Child & Family Social Work • Social Work Education • Ethics & Social Welfare • Journal of International Law • International Social Work • Journal of Social Welfare and Family Law • Social Alternatives • Social Work with Groups • Australian Indigenous Law Review • Journal of Counselling and Development • Social Work with Groups • Journal of Contemporary Social Services 11 Journal and Reviews • ALRC Reform Journal 1995- • Australian Journal of Human Rights (AJHR) 1994- • Federal Judicial Scholarship 1980- • GovNet eJournal (GovNeteJl) 2007- • Law Institute Journal (LawIJV) 1997-2001 • Melbourne University Law Review (MelbULawRw) 1957- • Monash University Law Review (MonashULawRw) 1974- • Southern Cross University Law Review (SCULawRw) 2001- • The Newcastle Law Review 1995- • University of New South Wales Law Journal (UNSWLawJl) 1975- • University of Western Australia Law Review (UWALawRw) 1948- • University of Western Sydney Law Review (UWSLawRw) 2001- Websites www.aifs.gov.au www.asic.gov.au www.asx.com.au www.austlii.edu.au www.comlaw.gov.au www.humanservices.gov.au www.legislation.vic.gov.au www.vecci.org.au http://www.austlii.edu.au/cgibin/sinodisp/au/journals/SydUPLawBk/2011/16.html?stem=0&synonyms=0&query=elderly%20law www.health.nsw.gov.au/pubs. http://www.indigenous.gov.au/ Mandatory reporting of child abuse and neglect CFCA Resource Sheet (2016) https://aifs.gov.au/cfca/publications/mandatory-reporting-child-abuse-andneglect http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage http://www.indigenousaustralia.info/ http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage 12 Assessment 1: Take home exam (25%) Due Date: Friday of Week 5 The goal of this take home written assessment is to test your understanding of some fundamental concepts and terms used in welfare law, and to test your capacity to apply these concepts to practical scenarios involving clients. Assessment Criteria Assessment Format Students are required to analyse a series of case studies, which will test understanding and application of the material from the readings, lectures and class tutorials from Weeks 1, 2, 3, 4. Word Count: 1200 – 1400 words. Students will be given 7 days to complete the case studies and submit the assessment in Moodle. Take-home exam will be released Friday Week 4. Further information will be provided during the tutorials. The only references required for this assessment are your lectures, tutorial exercises and text-book. Please cite your textbook where this resource is used. Criteria Correct answers in response to the case studies. Criteria Weight: 100% Ability to respond to the case studies 40% Application of Unit content in the analysis 50% Structure: paragraph and sentence structure 10% Total /25% 13 Criteria High Distinction 80% -100% Distinction 70%- 79% Credit 60-69% Pass 50-59% Fail 0-49% Ability to respond to the case studies Demonstrates excellent understanding of the issues raised in the case studies, and responds to all issues with significant detail. Demonstrates a good understanding of the issues raised in the case studies, and responds to most issues in detail. Demonstrates an adequate understanding of the issues raised in the case studies. Minor details are omitted. Demonstrates a basic understanding of the issues raised in the case studies. Important details omitted. Demonstrates little or no understanding of the issues raised in the case studies. Omits most detail. Application of unit content in the analysis Response to the case studies demonstrates an excellent application of the concepts and content covered in lectures, tutorials and textbook readings. Response to the case studies demonstrates a good application of the concepts and content covered in lectures, tutorials and textbook readings. Response to the case studies demonstrates an adequate application of the concepts and content covered in lectures, tutorials and textbook readings. Response to the case studies demonstrates a basic application of the concepts and content covered in lectures, tutorials and textbook readings. Response to the case studies demonstrates little or no application of the concepts and content covered in lectures, tutorials and textbook readings. Structure: paragraph and sentence structure Writing is clear, concise, and well organised with excellent sentence/paragraph construction. Writing is clear, concise, and well organised with good sentence/ paragraph construction. Writing is mostly clear, concise, and well organised with adequate sentence/ paragraph construction. Writing is fairly clear and organized with basic sentence/ paragraph construction. Writing is unclear and disorganised with poor sentence/paragraph construction. Numerous spelling, grammar, or syntax errors. 14 Assessment 2: Practical Report (30%) Due Date: Friday of Week 8 Word Count: 1400-1600 words You are playing the role of a community service worker supporting a young adult son who is 18 years old who is seeking an order to protect himself from family violence perpetrated by his step-father at home where the son lives with his mother and step-father. You are required to investigate your local court and relevant support services and submit a written Support Plan for your client (i.e., the 18 year old son). Based on your individual research, your written Support Plan must include the following: (a) The location and role of the local court in the context of seeking a family violence protection order; (b) A summary of the legal process as it relates to protecting the adult son from family violence by order of the court; (c) An overview of the local support services available in connection with the court and external to the court that would assist your client; (d) An explanation of how you (as the community service worker) would prepare if you received a subpoena to both submit your file notes, and attend court as a witness in this case; (e) Identify and discuss two ethical issues that could arise for you in your role as a community service professional assisting the adult son in this matter. Include a description of how you would respond to the ethical issues that you have identified. The format of your report will be discussed in greater detail during tutorials. You must use APA 7 Referencing. You must include a reference section in your report and acknowledge any sources that you use, including all web-based sources. Please include at least 5 sources. Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignment. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment. Assessment Criteria Criteria Weighting 100% HD D C P F Court location and role 20% Summary of the legal process 20% Support services 20% Preparation 15% Ethics issues and worker response 15% Paragraph and sentence structure 10% TOTAL /30% 15 Criteria for report High Distinction 80% -100% Distinction 70%- 79% Credit 60-69% Pass 50-59% Fail 0-49% Local court and role (20% weight) Assessed the role of the local court comprehensively and accurately. Assessed the role of the local court in a way that is generally detailed and accurate. Assessed the role of the court in a way that is generally detailed and accurate. Assessed the role of the court with some inaccuracies. Superficial and inaccurate assessment of the role of the court. Legal process (20% weight) Synthesized the legal process comprehensively, and accurately, focusing on areas of direct relevance to the elderly father and the worker. Summarized the legal process comprehensively and accurately. Summarized the legal process in a way that is generally detailed and accurate. Attempted to summarize the legal process with some inaccuracy. Superficial and inaccurate summary of the legal process. Support services (20% weight) Support services at court and external to the court are comprehensively and accurately detailed, with clear links to the legal matter and the father’s needs. Support services and activities are comprehensivel y and accurately detailed. Support services and activities are presented in a way that is generally detailed and accurate. Support services and activities are presented with some inaccuracy and limited detail. Superficial and inaccurate presentation of support services and activities. Preparation (15% weight) Comprehensive and accurate description of the role of the worker in providing documentary evidence and as a witness present in court. Demonstrates an excellent understanding of the preparation needed. Good description of the role of the worker in providing documentary evidence and as a witness in court. Demonstrates a good understanding of the preparation undertaken. Description of role of the worker in providing documentary evidence and as a witness in court that is generally detailed and accurate. Description of the role of the worker in providing documentary evidence and as a witness in court with some inaccuracy and limited detail. Superficial and inaccurate description pf role of the worker in providing documentary evidence and as a witness in court. Ethics (15% weight) Two key ethical issues are clearly and accurately detailed with an excellent discussion of the worker response. Two key ethical issues are clearly and accurately detailed with a good discussion of the worker response. Two ethical issues are identified with some discussion of the worker response. An ethical issue is identified and described in some detail. Limited discussion of the worker response. Ethical issues are not identified and no discussion of the worker response. Paragraph & sentence structure & referencing (10% weight) Clear presentation and structure. Wide range of good quality contemporary sources that are well cited. Clear presentation and structure. Range of good quality sources cited. Mostly clear presentation and structure. Sources are adequately cited. Large sections of the support plan are unclear and unstructured. References were basic with frequent errors of citation. Unclear presentation and disordered structure. Referencing missing from major sections of content. Assessment 3: Essay (35%) Due Date: Friday of Week 11 Word Count: 1500-1700 words The assessment will require you to research and review the welfare law and its application in practice for one of the following vulnerable client groups: • Mental health inpatients requiring protection of their human rights; • Children requiring protection from parental abuse; • People with a disability requiring protection from discrimination in the workplace; • Elderly requiring protection from financial abuse. Your essay must include the following: • Analysis of the reasons why legal protection is needed; • Overview of the relevant principles of welfare law that underpin the legal protection; • Critique of the current application of the law for legal protection of your chosen vulnerable group. Your essay must be based on a review of the literature and should include at least 8 current peerreviewed (scholarly) journal articles or book chapters. This is in addition to any textbook, websites or other references you use. You must use APA 7 Referencing. The format of your essay will be discussed in greater detail during tutorials. Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment. Assessment Criteria Criteria Weighting 100% HD D C P F Analysis of literature on topic 20% Conclusions derived from analysis 20% Explanation of the relevant welfare law relating to the chosen group 25% Use and depth of research 20% Structure and presentation 10% Referencing 5% TOTAL /35% Criteria for essay High Distinction 80% – Distinction 70%- 79% Credit 60-69% Pass 50-59% Fail 0-49% Analysis of literature on topic Provides accurate and complete explanations of all issues drawing on most recent scholarly literature. Provides accurate and complete explanations of most issues drawing on relevant literature. Explanations of issues can mostly be identified and often cites the relevant literature. Explanations of issues are sometimes identified and not always accurate, sometimes cites the relevant literature. Unclear or absent explanations of issues that are inaccurate or incomplete, does not cite the relevant literature. Conclusions derived from analysis of the topic Shows an excellent understanding of how potential issues can be identified and their impact on targeted population. Shows a good understanding of how potential issues can be identified and their impact on targeted population. Shows an adequate understanding of how potential issues can be identified and their impact on targeted population. Shows a basic understanding of how potential issues can be identified and their impact on targeted population. Shows poor or no understanding of how potential issues can be identified and their impact on targeted population. Explain the relevant welfare law relating to the chosen vulnerable group All of the relevant welfare law is clearly and accurately detailed, referenced and discussed. Most of the relevant welfare law is clearly and accurately detailed. Adequate coverage of the relevant welfare law and detail provided. Some of the relevant welfare law is identified. The relevant welfare law is not identified. Use and depth of research A comprehensive analysis is developed. Demonstrates insightful synthesis of the current research literature. A good analysis is developed. Demonstrates synthesis of the current research literature. An adequate analysis is developed. Summarises the literature. Basic analysis is evident along with some summarising of the literature. No analysis is evident. No summarising or synthesis of literature. Presentation and structure Excellent written presentation and structure. Good written presentation and structure. Mostly clear presentation and a basic structure. Some sections of the essay are unclear and unstructured. Unclear presentation and no structure. Referencing Wide range of good quality, contemporary refereed sources that are well cited. Wide range of good refereed sources that are well cited. Sources are adequately cited. References were basic with frequent errors of citation. No references, or references unrelated to topic. Referencing missing from major sections of content. TOTAL /35% 19 TUTORIAL PARTICIPATION & ACTIVITIES (10%) This assessment encourages students to articulate their ideas, build shared understandings, engage with content, and to contribute to a dynamic learning environment during tutorials. Criteria Areas to be covered Weight Outstanding participation • • • • • Contributing to whole class discussions Illustrating high quality of the contributions: to readings, materials, assessing the key issues, analysing problems Demonstrating high level of preparation and skills in leading discussions High level of facilitating skills and responding to peers’ contributions: in small group discussions or debate Leading group discussions 10% Good participation • • • • • Contributing to good class discussions Illustrating good quality of the contributions: to readings, materials, assessing the key issues, analysing problems Demonstrating good preparation and skills in leading discussions Demonstrate facilitating skills and responding to peers’ contributions: in small group discussions or debate Illustrating some leading group discussions 7% Satisfactory participation • • • • • Contributing to whole class discussions at times Illustrating some quality of the contributions: to readings, materials, assessing the key issues, analysing problems Demonstrating some level of preparation and skills in leading discussions Demonstrating some level of facilitating skills and responding to peers’ contributions: in small group discussions or debate Illustrating effort in leading group discussions 5% Poor participation • • • • • Contribution to whole class discussions is absent Illustrating minimal quality of the contributions: to readings, materials, assessing the key issues, analysing problems Demonstrating minimal level of preparation and skills in leading discussions Demonstrating minimal level of facilitating skills and not responding to peers’ contributions: in small group discussions or debate Illustrating minimal effort in leading group discussions <2% 20 IMPORTANT NOTES ON PASSING THIS UNIT Moodle Unit Site Important information, announcements, learning materials, learning activities and assessment specifications concerning this unit can also be found on Moodle, accessible via https://lms.stotts.edu.au/. Ensure to log in on a regular basis and undertake activities which are set on Moodle. The written assessments will also need to be submitted through Moodle unless the tutor sets other methods of submission. Please follow the below link to activate your Moodle account: 1. Type the URL: https://lms.stotts.edu.au/ Username: Student Number Password: Student Number For example, your student number is 1037234. To activate your Moodle, you will: 1. Enter your username: 1037234 2. Enter your password: 1037234 Once you log-in, you will be required to reset your password. Please remember your password, and store it safely. Student Portal on RTOManager RTOManager is your student portal. All enrolment details, fee records, attendance and results will be updated through RTOManager. Please follow the below instructions to activate your RTOManager account: 1. Type the URL: https://ae.rtomanager.com.au/ 2. Username: Student Number 3. Password: (will be emailed to you when your account has been setup, normally one week after your enrolment). 21 Once you log in, please click the Profile section, and update your details accordingly, i.e. address, email, phone number, etc. (As part of your enrolment requirements, it is mandatory for students to provide your most up-to-date details in the system.) You may also click on “Change Password” and reset the password provided to you. Please ensure that you do not share your login details with others. Email Communication Emails to the educators must be sent from the Stott’s student email account and vice versa. If students access their emails through a provider other than Stott’s, it is the student’s responsibility to ensure that Stott’s emails are forwarded to the student’s private email address. Stott’s will use email communications as primary means of communicating important enrolment and study information to students. Course Progress Students should become familiar with the academic policies and procedures regarding course progress as found on https://ae.rtomanager.com.au/Publics/PublicsPages/DocView.aspx To demonstrate satisfactory course progress, a student will need to achieve at least a “Pass” result in at least 50% of units undertaken in each trimester. Where applicable, the student must at all times be capable of completing the course within the expected duration as specified on the Confirmation of Enrolment (CoE). 22 If the student fails to demonstrate this, they will be identified as a student who is “at-risk” of failing to complete their course within the expected duration. In order to avoid this and to ensure that the student’s study will improve in the subsequent trimester, the student will be required to attend an intervention meeting with the Academic Support Officer (or the relevant Stott’s College representative) to discuss their study needs and appropriate study support strategies. It is crucial that the student attends this meeting to avoid further actions being taken by the College that might seriously affect the student’s enrolment status. If the student is unable to attend this meeting due to compassionate or compelling circumstances outside of the student’s control, the student will need to e-mail the Academic Support Officer (or Stott’s College representative) to organise an alternative meeting. Individual and Group Assessments All assessments will have clear guidelines on whether they must be completed individually or as a formal group assessment. While group discussion is encouraged, the final submission for an individual written assessment must be the student’s original work. All collaboration and assistance received must be clearly acknowledged. See below for information on Plagiarism and other forms of Academic Misconduct. Assignment Extension of Due Dates All written assessments must be submitted on Moodle by the due date and time the assessment is due. Written assessments should be submitted with the Assessment Cover Sheet and follow the Written Assessment Formatting Guidelines available on Moodle. Emails and hard copies will not be considered a submission. A duplicate copy of all work submitted must be kept by the student. Permission to make a late submission of an assignment must be obtained from the tutor. Extension requests for up to 7 days must be submitted in writing to the tutor before the assessment due date. Having ‘work in other units’ will not be accepted as reasonable grounds for granting an extension. Additionally, excuses involving computers or printers will not be accepted as valid reasons for late submission. It is the student’s responsibility to organise their assessments so that all required work is submitted by the due date. Where the student’s work is submitted after the due date and compassionate or compelling grounds cannot be established, there will be a penalty of 5% of the total weight of the assessment for each day (including public holidays and weekends) the submission is overdue. Late submissions will only be allowed up to 14 days after the original due date (minus the period for an approved extension, where applicable). Due Date Length of Extension Form Approval Before Due Date Up to a maximum of 7 days In writing, such as through an email Tutor Before Due Date More than 7 days Application for Special Consideration Form (Student Portal) Course Coordinator After Due Date Application for Special Consideration Form (Student Portal) Must be submitted within three days of the due date Course Coordinator 23 Absence during Presentations, Exams and Invigilated Tests If the student is requesting for an extension that is longer than 7 days or unable to complete an assessment (including a presentation or test) due to compassionate or compelling circumstances, the student must complete and submit the Application for Special Consideration Form to the Course Coordinator within three days of the assessment due date. Appropriate evidence and documentation must also be supplied to support the claim. Minor illnesses (such as headaches, colds and minor gastric upsets) and excuses such as timetable confusion or forgetfulness are not considered to be valid reasons for special consideration. The form is available on the Student Portal. A deferred or a supplementary examination or online test may be administered as scheduled by the Department. Students will only be granted one opportunity to take a deferred test. For students with life circumstances or personal limitations that may affect their course of study, it is recommended that they contact the Dean or Course Coordinator as soon as possible. Plagiarism and Academic Misconduct Plagiarism and academic misconduct Stott’s College aims to produce graduates with attributes of honesty, integrity and ethical behaviour. Stott’s College expects students to strive for the best results they can from their own efforts and to gain results that reflect their achievements. It is expected that students will avoid behaviours that are dishonest such as contract cheating, plagiarism and collusion. It is your responsibility to learn the conventions and become familiar with the policy and procedures relating to academic misconduct. Contract Cheating Occurs when a student submits work that has been completed for them by a third party, irrespective of the third party’s relationship with the student, and whether they are paid or unpaid (Harper & Bretag et al 2018). The consequences and more information can be found in Stott’s College’s Academic Misconduct policy and procedure at https://ae.rtomanager.com.au/ Results or Grade Review If the student would like to request a review of their assessment results, the student must fill and submit the Application for Review or Remark of Assessment Form (Student Portal on RTOManager) within 20 working days to the Course Coordinator or delegate. Reviews after this date will not be heard. There will be a charge associated with this application, and any changes made to the results will override the original results and be final. Student Support The lecturers and tutors will be able to assist the student regarding unit specific questions or assessment queries. In addition to this, there are a variety of other academic and non-academic support services available to assist students in their study ranging from how to analyse assignment 24 questions, researching for background reading, structuring answers to rewriting skills and citing and referencing correctly. Please contact your Academic Support Officer in your campus or program for more details. There will also be workshops on library and study skills available throughout the trimester for all students. These workshops are extremely useful for study and they can help students obtain excellent academic outcomes. 25 Assessment Grades Code Grade (Nomenclature) Mark Information HD High Distinction 80- 100 Outstanding comprehension and demonstration of Unit Learning Outcomes D Distinction 70-79 Excellent comprehension and demonstration of Unit Learning Outcomes C Credit 60-69 Sound comprehension and demonstration of Unit Learning Outcomes P Pass 50-59 Satisfactory comprehension and demonstration of Unit Learning Outcomes PSA Pass Supplementary Assessment 50 Awarded a Pass after successfully passing a supplementary assessment N Fail Below 50% Fails to achieve Satisfactory comprehension and demonstration of Unit Learning Outcomes R Resit 45-49 Interim grade pending result of supplementary assessment. Success in the supplementary assessment will result in a PSA. If resulting in unsuccessful result, N. IMPORTANT: Only students who have attempted all assessment tasks in the unit may be eligible for a supplementary assessment. ND Deferred Result – Interim grade pending result of a deferred exam DNS Did Not Sit Exam 0-60 Completed some assessments of the unit but did not attempt final exam DNA Did Not Attempt Unit 0 Enrolled in unit, did not withdraw but did not attempt any unit assessments Q Did Not Make Terms 0-100 Failed unit for any other reason W Withheld Result – Results withheld for non-payment of fees, outstanding library books other administrative reasons CT Credit Transfer – Unit previously completed at another Higher Education Provider and deemed equivalent RPL Recognition of Prior Learning – Awarding of credit for unit other than Credit Transfer, i.e. completion of lower AQF level course and subsequent credit exemptions 26 Version Control Version 1, 20201222 Study Period Trimester 1-2021 Reviewer Tertiary Program Manager & Director of Curriculum Note to Educator/Trainer: The layout and structure of this document must not be changed. Any changes you make to the contents must be reported to the Head of Discipline before each study period. These changes will be recorded. Date of Review 30.01.2021 Document Change and Review log Provide details of changes made to the document and the rationale for the changes, including student feedback, continuous improvement, or as part of quality assurance review Date Version By Notes 30.01.2021 1, 20201222 KS Update to APA 7 referencing Update to all references to assessments/marking to be directed to Tutors 27