Overview
This unit introduces you to the theory and practice of case management in criminal justice and related human service contexts. The aim of case management is to provide a consistent quality service as offenders pass through the complex criminal justice system. Effective case management can reduce incarceration, reoffending (recidivism), manage integration of offenders and those with mental illness back into society with meaningful employment, reunite and support families and prevent substance abuse. Case management can involve dealing with parole conditions and monitoring and engagement with court-ordered diversion programs. You will consider client intake and assessment, identification and troubleshooting issues, creating a management plan, dealing with difficult or uncooperative clients, providing support whilst maintaining a safe working environment and monitoring systems.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Survey
Students appreciated the lived experienced perspective from the UC
Continue to maintain the lived experience aspect of the unit assuming appropriate staff are available.
Feedback from Survey
At times, the assessment instructions could be clearer
Revise the assessment guidelines and provide extra time in the workshops to enhance student understanding of the assessment instructions.
Feedback from Student communication
UC's perspectives were clear and useful and provided real world context
Teaching staff will maintain an open communication style and foreground the impact of the criminal justice system on individuals.
- Discuss the theoretical and practical applications of case management
- Plan case management strategies for different types of client
- Outline strategies to deal with ethical, safety, privacy and confidentiality issues in case management
- Integrate various resources and networks to support case management plans.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Learning logs / diaries / Journal / log books - 30% | ||||
| 2 - Written Assessment - 40% | ||||
| 3 - Online Test - 30% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Learning logs / diaries / Journal / log books - 30% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Online Test - 30% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Teams
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
j.hotten@cqu.edu.au
Module/Topic
Introduction: 'What works?' in offender rehabilitation
Chapter
Queensland Productivity Commission. (2019). Summary Report: Imprisonment and Recidivism. QPC. https://apo.org.au/node/273991
NSW Corrective Services. (2015). Community Corrections Officer Handbook (Introduction pp. 4-18). CSA. https://csa.intersearch.com.au/csajspui/bitstream/10627/897/1/community-corrections-officer-handbook.pdf
Events and Submissions/Topic
Module/Topic
Case management in the criminal justice system
Chapter
Day, A., Hardcastle, L., & Birgden, A. (2012). Case Management in Community Corrections: Current Status and Future Directions. Journal of Offender Rehabilitation, 51(7), 484–495. https://doi.org/10.1080/10509674.2012.706245
NSW Corrective Services. (2015). Community Corrections Officer Handbook (‘Offender Management Framework’ pp. 19-28 & ’Decision Making in a High Risk Environment pp.40-47). https://csa.intersearch.com.au/csajspui/bitstream/10627/897/1/community-corrections-officer-handbook.pdf
Events and Submissions/Topic
Module/Topic
Assessing risk
Chapter
Bonta, J., & Andrews, D. A. (2007). Risk-Need-Responsivity Model for Offender Assessment and Rehabilitation. https://www.researchgate.net/publication/310747116_Risk-Need-Responsivity_Model_for_Offender_Assessment_and_Rehabilitation
NSW Corrective Services. (2015). Community Corrections Officer Handbook (‘Risk, Needs, Responsivity & Consequences’ pp. 29-39). https://csa.intersearch.com.au/csajspui/bitstream/10627/897/1/community-corrections-officer-handbook.pdf
Events and Submissions/Topic
Module/Topic
A better life? Strength-based approaches to case management
Chapter
Ward, T., & Brown, M. (2004). The good lives model and conceptual issues in offender rehabilitation. Psychology, Crime & Law, 10(3), 243–257. https://doi.org/10.1080/10683160410001662744
Whitehead, P. R., Ward, T., & Collie, R. M. (2007). Time for a Change: Applying the Good Lives Model of Rehabilitation to a High-Risk Violent Offender. International Journal of Offender Therapy and Comparative Criminology, 51(5), 578–598. https://doi.org/10.1177/0306624X06296236
Events and Submissions/Topic
Module/Topic
What causes crime? Introducing risks and needs
Chapter
Australian Institute of Health and Welfare. (2019). The Health of Australia’s Prisoners 2018 (‘Summary’ & ‘Overview’, pp. vi-12). https://www.aihw.gov.au/getmedia/2e92f007-453d-48a1-9c6b-4c9531cf0371/aihw-phe-246.pdf.aspx?inline=true
Luke McNamara, Julia Quilter, Tamara Walsh, & Thalia Anthony. (2021). Homelessness and contact with the criminal justice system: Insights from specialist lawyers and Allied professionals in Australia. International Journal for Crime, Justice and Social Democracy, 10(1), 111–129. https://doi.org/10.5204/ijcjsd.1742
Events and Submissions/Topic
Assessment 1 - Workbook part 1 (15%)
Module/Topic
Break Week
Chapter
Events and Submissions/Topic
Module/Topic
Education, employment and crime
Chapter
Bahn, S. (2011). Community safety and recidivism in Australia: Breaking the cycle of reoffending to produce safer communities through vocational training. The International Journal of Training Research, 9(3), 261–266. https://doi.org/10.5172/ijtr.9.3.261
Events and Submissions/Topic
Assessment 2 - Quiz 1 (15%)
Module/Topic
Cognitive and criminal behaviour
Chapter
Skeem, J. L., Manchak, S., & Peterson, J. K. (2011). Correctional Policy for Offenders with Mental Illness: Creating a New Paradigm for Recidivism Reduction. Law and Human Behavior, 35(2), 110–126. https://doi.org/10.1007/s10979-010-9223-7
Manjunath, A., Gillham, R., Samele, C., & Taylor, P. J. (2018). Serving a community sentence with a mental health treatment requirement: Offenders’ perspectives. Criminal Behaviour and Mental Health, 28(6), 492–502. https://doi.org/10.1002/cbm.2096
Events and Submissions/Topic
Module/Topic
Substance abuse and crime
Chapter
Bartle, J., & Lee, N. (7201, August). Prisoners need drug and alcohol treatments but AA programs aren’t the answer. https://theconversation.com/prisoners-need-drug-and-alcohol-treatments-but-aa-programs-arent-the-answer-102268
Payne, J., & Gaffney. A. (2012). How much crime is drug or alcohol related? Self-reported attributions of police detainees. Australian Institute of Criminology. https://www.aic.gov.au/publications/tandi/tandi439#:~:text=The%20adjusted%20estimates%20attribute%2052,to%20drug%20or%20alcohol%20use.
Events and Submissions/Topic
Module/Topic
Anger, aggression and violence
Chapter
Howells, K., Day, A., Williamson, P., Bubner, S., Jauncey, S., Parker, A., & Heseltine, K. (2005). Brief anger management programs with offenders: Outcomes and predictors of change. The Journal of Forensic Psychiatry & Psychology, 16(2), 296–311. https://doi.org/10.1080/14789940500096099
Davey, L., Day, A., & Howells, K. (2005). Anger, over-control and serious violent offending. Aggression and Violent Behavior, 10(5), 624–635. https://doi.org/10.1016/j.avb.2004.12.002
Events and Submissions/Topic
Module/Topic
Criminalising Indigenous peoples
Chapter
Macklin, A., & Gilbert, R. (2011). Working with Indigenous offenders to end violence. Indigenous Justice Clearinghouse. https://www.indigenousjustice.gov.au/wp-content/uploads/mp/files/publications/files/brief011.v2.pdf
Cunneen, C. (2006). Racism, Discrimination and the Over-Representation of Indigenous People in the Criminal Justice System: Some Conceptual and Explanatory Issues. Current Issues in Criminal Justice, 17(3), 329–346. https://doi.org/10.1080/10345329.2006.12036363
Events and Submissions/Topic
Module/Topic
Parole and probation
Chapter
Henshaw, M., Bartels, L., & Hopkins, A. (2019). To commit is just the beginning: Applying therapeutic jurisprudence to reform parole in Australia. University of New South Wales Law Journal, 42(4), 1411–1442. https://doi.org/10.53637/DGRL6582
Insight. (2013). Parole (p. 53 mins) [Video]. ABC. https://clickv.ie/w/LTbq
Events and Submissions/Topic
Assessment 1 - Workbook Part 2 (15%)
Module/Topic
Wrap-up. Revisiting what works
Chapter
Day, A. (2020). At a crossroads? Offender rehabilitation in Australian prisons. Psychiatry, Psychology, and Law, 27(6), 939–949. https://doi.org/10.1080/13218719.2020.1751335
Events and Submissions/Topic
Assessment 2 - Quiz 2 (15%)
Module/Topic
Chapter
Events and Submissions/Topic
Assessment 3 - Risk assessment & case management plan (40%)
Risk assessment & Case management plan Due: Review/Exam Week Tuesday (10 June 2025) 4:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
1 Learning logs / diaries / Journal / log books
Your workbook will consist of weekly exercises or reflections designed to facilitate your engagement with the course material and active participation in workshops and learning activities. Each workshop will be structured around an activity or challenge that helps you to explore, put into practice and discuss the key concepts and ideas we learn in set readings and modules each week. Workbook submissions are where you can reflect on the course material and workshop activities, demonstrate your engagement and show what you have learnt.
The workbook will be split up into two parts: one to be submitted in Week 5 and one in Week 11. For the first submission you must complete all three (3) exercises in weeks 2, 3 and 4. For the second you may choose any three (3) out of all exercises from weeks 5-11. Each workbook task should be around 300 words in length. References are not required.
As the workbook is in two parts, their due dates are listed in the unit's Moodle site (for weeks 5 & 11). The due time is in Queensland time (AEST).
Results and feedback will be released two weeks from their due dates.
The workbooks will be assessed on:
- Active engagement in workshop activities
- Understanding of key concepts and ideas from the course and ability to apply these to concrete situations
- Demonstration of learning
- Clear and succinct reflection
- Participation in group activities and supporting your peers' learning.
- Discuss the theoretical and practical applications of case management
- Outline strategies to deal with ethical, safety, privacy and confidentiality issues in case management
- Problem Solving
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
2 Online Test
There are two (2) multiple-choice quizzes: one in Week 6 and one in Week 12. The quizzes are designed to help build your comprehension and engagement with the unit content. The quizzes are based only on set readings and content contained in weekly learning modules. No further research will be required.
Each quiz will contain 15 questions drawn randomly from a larger pool of questions. Questions will be worth 1% each for a total of 30% (15% per quiz). The first quiz will assess content from Weeks 1-4, and the second will assess Weeks 5-11.
Quizzes will be open for one week (i.e., Monday through to Sunday). Once you begin, you will have 24 hours to complete them. You will be able to save your progress and return to the quiz at any point within the 24 hours.
As the quizzes are in two different weeks in the term, their due dates are listed in the unit's Moodle site (for weeks 6 & 12). The due time is in Queensland time (AEST).
Results and feedback will be released after all have completed the quiz.
Quizzes will test you on:
- Comprehension of set reading materials and module content
- Evaluating and responding to questions using evidence provided in set materials
- Discuss the theoretical and practical applications of case management
- Outline strategies to deal with ethical, safety, privacy and confidentiality issues in case management
- Integrate various resources and networks to support case management plans.
- Communication
- Problem Solving
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
3 Written Assessment
Your final assessment will be based around a specially created simulation called ‘Blight Town Boys’. The simulation has you managing the fictional Sir Dennis Hopeland youth detention centre. The assessment has been designed to illustrate the complexity and importance of decision making and the impact your decisions have on the overall objectives of an institution and your clients. The choices you make will change the final outcome of the simulation and the stories of the three young offenders involved. It should take around half an hour to work through the simulation depending on how long you take to consider your choices. You are free to play through multiple times if you wish to see the consequences of different choices.
The assessment itself will consist of two parts: a short reflection on the simulation (300 words) and a risk assessment and case management plan (1500 words). Further details, including the links to assessment materials (e.g., the simulation), are in the Assessment tab in the unit's Moodle site.
Review/Exam Week Tuesday (10 June 2025) 4:00 pm AEST
Submission point is in the unit's Moodle site. Time is Queensland's time - AEST.
Results and feedback will be released along with unit results on the Certification of Grades date.
You will be assessed on:
- Critical reflection on decision making within an organisational context
- Consideration of different approaches to offender rehabilitation and the need to balance different goals
- Ability to understand and apply risk assessment frameworks and sound judgment of risk
- Understanding of criminogenic and non-criminogenic needs and appropriate rehabilitative interventions
- Use of empirical evidence and theories of offender rehabilitation to justify decisions
- Clear, succinct and persuasive writing and correct use of APA 7 referencing.
- Plan case management strategies for different types of client
- Integrate various resources and networks to support case management plans.
- Communication
- Problem Solving
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
