Overview
In this unit you will gain the knowledge, values and skills required for effective cross-cultural practice. You will examine the history of migration and migration policies and its impact on the experiences of culturally diverse communities in Australia. You will also explore key cross-cultural research literature for effective cross-cultural practice. You will have the opportunity to reflect on the impact of your personal and professional values on cross-cultural practice.
Details
Pre-requisites or Co-requisites
Pre-requisites: SOWK11014; SOWK11015.
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 SUTE data
I learned so much in this course! I spent so much time doing extra study and research because the further the course went on, the less I realised I knew.
Continue to maintain the focus on enhancing critical thinking and engagement around issues related to culturally humility and safety in social work practice
Feedback from SUTE data
I truly appreciate the kindness, compassion and support I received. It made me really thankful to be at this uni, learning from these wonderful teachers who care about me genuinely as a person.
Continue to maintain a student-centered approach to teaching and learning.
Feedback from SUTE data
This unit is challenging. I would appreciate more guidance and assistance with assessments.
While the unit is designed to challenge the students' thinking around issues related to cross-cultural practice, the unit will continue to offer opportunities for students to explore and unpack these themes. Assessment-focused ZOOM sessions will continue to be delivered alongside with opportunities for students to consult with the unit coordinator when uncertain around assessment task requirements.
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - Case Study - 40% | |||||
| 3 - Written Assessment - 40% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Written Assessment - 20% | ||||||||||
| 2 - Case Study - 40% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
a.sobolewska2@cqu.edu.au
Module/Topic
Cultural Diversity & Cross-Cultural Social Work Practice - The Introduction
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Our Social Locations & Cross-Cultural Social Work Practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Eurocentrism, Anti-Racism and Social Work
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Australia & Its Multicultural "Others" - Policy & Practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Settlement: Establishing New Home & Finding Belonging
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Mental Health and Cross-Cultural Practice
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work with Culturally and Racially Diverse Families
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Social Work with Children and Young People From Culturally and Racially Diverse Backgrounds
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Cross-Cultural Communication & Social Work
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Cultural Safety & Service Delivery
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Cross-Cultural Practice & Disabilities
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Supporting Older Migrants and Refugees in Aged Care
Chapter
Please refer to Moodle for unit readings.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Length: 750 words +/- 10%
Aim
The aim of this assessment is for you to reflect on your own identity and values, and how these may influence your understanding of cross-cultural practice.
Culturally safe and sensitive practice starts with our own self-awareness. The AASW Code of Ethics (2020, p. 12) states that "social workers have a responsibility to acknowledge the significance of culture in their practice, recognising the impact their own social locations, views and biases can have on their practice and on culturally different service users and colleagues." In other words, reflecting on our values and identity are the starting points.
Instructions
You are writing about yourself and writing in the first person. In this assessment, you are to:
1. Reflect on aspects of your identity (e.g., gender, cultural background, religion/spirituality, family background, sexual orientation, etc.) and how they shape your values and beliefs about diversity.
2. Using examples, reflect how your personal values relate to professional social work values. Please consider how these align together, or if they diverge, how they can be more aligned.
3. Examine how your identity and values may influence your social work practice with people from culturally and linguistically diverse backgrounds. You may also consider how you can enhance your cultural humility as a social worker in training.
4. Based on your reflection and thinking about principles of cultural humility and cultural safety, consider how you would navigate professional situations when your values and the values of your clients and/or colleagues would differ.
5. In this assessment, since you are sharing personal information; please only share what you would be comfortable discussing in a professional setting.
Literature and references
In this assessment use at least four contemporary references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· You will write in the first person as it is your reflection on your ‘self’.
· Use formal language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important. Please note that the lecture notes are not peer-reviewed primary sources of evidence.
· We recommend that you access your discipline specific library guide: Social Work and Community Services Guide.
· You may like to manage your citations and reference list. Information on how to use academic referencing software (EndNote) is available at the CQUniversity Library website should you wish to learn how to use it
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
· Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Learning Outcomes Assessed
· Reflect on the impact of personal cultural and professional values in cross-cultural practice.
Reference
Australian Association of Social Workers (AASW) (2020) Code of Ethics, Canberra, Australia, AASW.
Week 5 Monday (7 Apr 2025) 9:00 am AEST
Week 6 Monday (21 Apr 2025)
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
|
Clarity of written communication. Organisation of the material (10%) |
The writing demonstrates exceptional clarity, purpose and logical flow. Information is highly organised, and easy to follow. Consistent use of professional social work language appropriate to the context. |
The writing is clear, purposeful and mostly logical. Information is well organised with minor inconsistencies. Professional social work language appropriate to the context is mainly used. |
The writing is generally clear and easy to read, with some inconsistencies in flow and organisation. Appropriate social work terminology is generally well used. |
The writing demonstrates some clarity and purpose. Information is not presented in an organised, structured format, and can be difficult to read and interpret. Social work terminology is inconsistently used. |
The writing is unclear, and lacks purpose. Information is incomplete or does not make sense. The format lacks structure and is difficult to read and interpret. The terminology used misaligns with social work professional language. |
......./10 |
|
Examination of personal values and identity (20%) |
Detailed multi-faceted examination of personal values and aspects of your own identity. Comprehensively articulated link between your values and identity. |
Well-developed discussion of personal values and identity. Personal values and aspects of identity are well connected.
|
Generally well-developed description of personal values and aspects of your own identity including a link between these. Some parts are better developed than others. |
Sound description outlining your values and the various aspects of your own identity. The link between identity and values is sound with missing details. |
Examination is extremely limited or not evident. Confusing outline of personal values and identity. The link between own identity and values is unclear. |
......../20 |
|
Integration of professional values and discussion of implications for cross-cultural social work practice (35%)
|
The relationships between personal values, professional values and cross- cultural practices are thoughtfully examined. Examples are insightful.
|
The relationships between personal values, professional values and cross- cultural practices have been effectively examined, with minor inconsistencies in depth. Discussion is well supported with examples.
|
The relationships between personal values, professional values and cross-cultural practices have been well articulated with inconsistent attention to detail. Examples are present but may not fully support the discussion. |
Very few links between personal values, professional values and cross-cultural practices have been identified and presented. Examples are underdeveloped.
.
|
Links between personal values, professional values and cross- cultural practices are absent or unclear. Examples are missing or not relevant for the context.
|
……/35 |
|
Integration of social work principles and theoretical concepts related to cross-cultural practice (10%) |
Consistent integration of principles and theoretical concepts related to cross-cultural social work practice throughout the discussion.
|
Principles and theoretical concepts related to cross-cultural social work practice are very well integrated. |
Principles and theoretical concepts related to cross-cultural social work practice are well integrated with inconsistent attention to detail. |
Sound integration of principles and theoretical concepts related to cross-cultural social work practice. Some parts lack clarity or depth. |
Integration of principles and theoretical concepts related to cross-cultural social work practice is extremely limited or missing. |
…./10 |
|
Originality and depth of reflection (15%)
|
Highly original reflection, thought-provoking reflections that demonstrate deep personal insight and critical engagement with cross-cultural social work concepts. |
Original reflections with clear personal insight and engagement with cross-cultural social work concepts. |
Some original reflections with basic personal insights. Engagement with cross-cultural social work concepts is more evident in some parts than others. |
Reflection is generic with limited originality and minimal personal insight. Limited engagement with cross-cultural social work concepts. |
Lack of originality, reflections are extremely limited or underdeveloped. Minimal or no engagement with cross-cultural social work concepts. |
…./15 |
|
Referencing (10%)
|
All references are relevant and scholarly. Referencing occurred where required. Unit material from the e-reading list included. APA 7th edition style is used flawlessly. |
References are mostly scholarly and relevant. |
Most references used are appropriate and scholarly. |
Some of the literature used is appropriate and scholarly. |
Most references are inappropriate or non-scholarly.
|
……../10 |
|
Total Marks |
|
|
|
|
|
/100 |
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
2 Case Study
Length: 1500 words +/- 10%
Aim
In this assessment, you will examine issues that the person in the case study is experiencing locating them within the person’s family, cultural and societal contexts. The case study is uploaded onto Moodle. You will identify and critique the knowledge, theoretical concepts, skills, and values that would inform your practice with this person and their family. The aim is not to problem solve, but to explore how you would approach working within the cross-cultural context.
Instructions
Please follow the steps below to complete your assessment task. Focus your discussion on the case study.
1. Identify and examine the cross-cultural issues present for the client and their family drawing on relevant research and/or theory. You can use culturagram as a guiding framework to identify the cultural and contextual factors impacting the family’s lived experience. Discuss the role of the broader community in facilitating or hindering integration and a sense of belonging for the client and their family.
2. Choose one or two theoretical approaches and explain how you would apply them to guide your practice to help with building working alliances and cultural safety.
3. Reflect on any cross-cultural issues and/or values that you have identified in the case that you found significant to consider. Examine any personal values, biases or assumptions that emerged for you that would challenge you in cross-cultural practice and how would you go about addressing potential tensions.
Literature and references
In this assessment use at least eight contemporary references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers.
Requirements
• Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
• Include page numbers on the top right side of each page in a header.
• Write in the first-person perspective for your reflection, however, write in the third-person perspective when referring to the literature.
• Use formal academic, social work discipline specific, professional and inclusive language.
• Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
• The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
• You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
• We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
• We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
• For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
• Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
• Gen AI content is used to generate ideas and general structures.
• Gen AI content editing.
• Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Late penalties of 5% per day of the available mark may be applied as per the Assessment Policy and Procedure (Higher Education Coursework).
Contact TASAC if you experience technical issues submitting your assessment:
• Phone toll-free 1300 666 620
• Email tasac@cqu.edu.au
Marking Criteria
Refer to the marking rubric for more detail on how marks will be assigned.
Learning Outcomes Assessed
• Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
• Identify research on cross-cultural communication and apply to cross-cultural practice
• Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply crosscultural perspectives to cross-cultural practice
• Identify research on cultural identity and acculturation and apply to cross-cultural practice
• Reflect on the impact of personal cultural and professional values in cross-cultural practice
Week 9 Wednesday (14 May 2025) 6:00 pm AEST
Week 11 Wednesday (28 May 2025)
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
|
Clarity of written communication. Organisation of the material (10%) |
The writing demonstrates exceptional clarity, purpose and logical flow. Information is highly organised, and easy to follow. Consistent use of professional social work language appropriate to the context. |
The writing is clear, purposeful and mostly logical. Information is well organised with minor inconsistencies. Professional social work language appropriate to the context mainly used. |
The writing is generally clear and easy to read, with some inconsistencies in clarity flow and/or organisation. Appropriate social work terminology generally well used. |
The writing demonstrates some clarity and purpose. Information is not presented in an organised, structured format, and can be difficult to read and interpret. Social work terminology inconsistently used. |
The writing is unclear, and lacks purpose. Information is incomplete or does not make sense. Format is unstructured, and difficult to read and interpret. Terminology used misaligns with social work professional language. |
............./10 |
|
Understanding of issues in the case study and the role of the broader community in facilitating integration (30%) |
Comprehensive and nuanced analysis of the various aspects of the issues facing the person and the family and the role of the broader community in facilitating integration. The literature has been synthesised, substantially supporting the analysis. |
Well-developed analysis of the various aspects of the issues facing the person and the family, and the role of the broader community in facilitating integration. The literature has been synthesised to support the arguments.
|
Generally well-developed discussion outlining the various aspects of the issues facing the person and the family, and the role of the broader community in facilitating integration. Literature has been summarised and incorporated, supporting key points. |
Sound description outlining the various aspects of the issues facing the person and the family, and the role of the broader community in facilitating integration. Literature has been referred to in the paper.
|
Understanding is extremely limited or not evident. Confusing outline of the various aspects of the issues facing the person and the family, and the role of the broader community in facilitating integration. Links to the literature are minimal or absent. |
............./30 |
|
Application of appropriate research and theories to inform cross cultural practice (30%) |
Comprehensive and multifaceted discussion on how your practice would be theoretically informed. Theoretical concepts are well integrated and clearly applied to the discussion. |
Clear discussion on how your practice would be theoretically informed. Theoretical concepts are applied effectively, with minor inconsistencies in integration. |
Discussion is clear with some areas less comprehensively addressed than others. Appropriate theoretical concepts are identified. Theoretical concepts are integrated with inconsistent attention to detail.
|
Appropriate research and theories are identified, though their application to the discussion is sound. Some parts lack clarity or depth. The content is unclear and limited in part. |
Application of research and theories is extremely limited, inappropriate or missing. Discussion is difficult to read and interpret.
|
…......./30 |
|
Reflection on issues/values in cross-cultural practice (20%) |
Reflection demonstrates personal insight, and deep engagements. Comprehensive and detailed discussion focused on potential biases and addressing them, grounded in cross-cultural practice principles. |
Reflection demonstrates clear personal insight. Mostly comprehensive discussion focused on potential biases, identifying areas of potential tensions. |
The discussion well identifies potential biases. Some parts of reflection have more insights than others. |
Some potential biases are identified. Discussion and insights are limited. |
Poor or unclear and confusing discussion. Reflection is extremely limited in depth. |
/20 |
|
Use of references and referencing (10%) |
All literature used is appropriate and scholarly. Unit material from the e-reading list included. The APA referencing conventions have been applied accurately and consistently in both in-text referencing and reference lists. |
All literature used is appropriate and scholarly. In both in-text referencing and the reference list, APA referencing conventions have been used accurately and consistently with minimal mistakes. |
Most of the literature used is appropriate and scholarly. APA referencing in both in-text referencing and the reference list has been used with some mistakes. |
Some of literature used is appropriate and scholarly. APA referencing in both in-text referencing and the reference list has been used with many mistakes. |
Most of the literature used is not credible or relevant or tenuously related to the topic. APA referencing in both in-text referencing and the reference list is minimal.
|
……./10 |
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Reflect on the impact of personal cultural and professional values in cross-cultural practice.
- Communication
- Critical Thinking
- Cross Cultural Competence
3 Written Assessment
Length: 1500 words +/-10%
Aim
The aim of this assessment is to conceptualise a service delivery system that embeds culturally safe and inclusive practices, taking into account the needs, challenges and systemic barriers experienced by multicultural communities.
Instructions
You are a social worker in training based in an agency of your choice in your region. You have been asked to draft a report focused on your multicultural community and how the agency can provide an effective and safe service. Your report should critically engage with the theoretical and practical dimensions of cross-cultural practice.
Please follow the steps below to complete your assessment task:
(1) Identify your local area, name your chosen agency and in a sentence or two, articulate its scope of practice.
(2) Describe the multicultural composition in your region or you can focus on one or two migrant/refugee communities. Briefly consider the reasons for migration/settlement. Assess the needs or challenges experienced by your local multicultural community. Use research to discuss how these issues may impact on community’s experiences.
(3) Discuss the factors that may hinder members of the multicultural community from accessing this service, also giving consideration to potential structural barriers.
(4) Examine how theoretical concepts could inform engaging with the migrant/refugee community.
(5) Drawing on contemporary literature, consider innovative approaches for enhancing engagement and collaborative relationships with your local migrant/refugee community.
Literature and references
In this assessment use at least eight contemporary references to support your discussion. You may also use seminal scholarly literature where relevant. Suitable references include peer-reviewed journal articles as well as textbooks and credible websites. When sourcing information, consider the 5 elements of a quality reference: currency, authority, relevance, objectivity, and coverage. Grey literature sourced from the internet must be from reputable websites such as from government, university, or peak national bodies: for example, the Australian Association of Social Workers or Australian Human Rights Commission.
Requirements
· Use a conventional and legible size 12 font, such as Times New Roman, with 2.0 line spacing and 2.54cm page margins (standard pre-set margin in Microsoft Word).
· Include page numbers on the top right side of each page in a header.
· Use formal academic language.
· Use the seventh edition American Psychological Association (APA) referencing style. The CQUniversity Academic Learning Centre has an online APA Referencing Style Guide.
· The word count is considered from the first word of the introduction to the last word of the conclusion. The word count excludes the reference list but includes in-text references and direct quotations.
Resources
· You can use unit provided materials and other credible sources (e.g. journal articles, books) to reference your argument. The quality and credibility of your sources are important.
· We recommend that you access your discipline specific library guide: the Social Work and Community Services Guide.
· We recommend you use EndNote to manage your citations and reference list. More information on how to use EndNote is available at the CQUniversity Library website.
· For information on academic communication please go to the Academic Learning Centre Moodle site. The Academic Communication section has many helpful resources including information for students with English as a second language.
· Submit a draft before the due date to review your Turnitin Similarity Score before making a final submission. Instructions are available here.
Submission
Submit your assessment via the unit Moodle site in Microsoft Word format only.
Academic Integrity
1. You must abide by the principles of academic integrity (see Student Academic Integrity Policy and Procedure). Completion of this assessment with another party or sharing of responses is not permitted at any time.
2. The use of any generative artificial intelligence is permitted for the following purposes:
· Gen AI content is used to generate ideas and general structures.
· Gen AI content editing.
· Checking spelling and grammar (for example, Grammarly).
If you use Gen AI to generate ideas, you are required to reference the Gen AI agent as per APA 7th guidelines. If you are using a Gen AI agent for content editing, please complete the declaration on the title page of your assessment. If Gen AI is not used, please delete this declaration.
Learning Outcomes Assessed
· Analyse the impact of migration and migration polices on the experiences of diverse communities in Australia
· Identify research on cross-cultural communication and apply to cross-cultural practice
· Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
Identify research on cultural identity and acculturation and apply to cross-cultural practice
Review/Exam Week Monday (9 June 2025) 9:00 am AEST
assessments will be returned two weeks from submission
|
Key Criteria |
HD 84.5-100% |
D 74.5 – 84.49% |
C 64.50-74.49% |
P 49.50-64.49% |
F <49.5% |
MARKS |
|
Clarity of written communication. Organisation of the material (10%) |
The writing demonstrates exceptional clarity, purpose and logical flow. Information is highly organised, and easy to follow. Consistent use of professional social work language appropriate to the context. (8.45-10) |
The writing is clear, purposeful and mostly logical. Information is well organised with minor inconsistencies. Professional social work language appropriate to the context mainly used. (7.5-8.4) |
The writing is generally clear and easy to read, with some inconsistencies in clarity flow and/or organisation. Appropriate social work terminology is generally well used. (6.5-7.4). |
The writing demonstrates some clarity and purpose. Information is not presented in an organised, structured format, and can be difficult to read and interpret. Social work terminology is inconsistently used. (5-6.4). |
The writing is unclear, and lacks purpose. Information is incomplete or does not make sense. Format is unstructured, and difficult to read and interpret. The terminology used misaligns with social work professional language (<5). |
............./10 |
|
Understanding the needs or challenges of the community (20%) |
Excellent understanding of the community. The needs of the community are comprehensively presented (17-20) |
Very good understanding of the community. The needs of the community are presented in detail (15-16.5) |
Good understanding of the community. A general overview of the needs of the community is presented (13-14.5) |
Adequate understanding of the community. Incomplete presentation of the needs of the community (10-12.5) |
Inadequate understanding of the community. No details were presented about the needs of the community (<10) |
…………/20 |
|
Application of theoretical concepts to inform cross-cultural practice (20%) |
Theoretical concepts and their relevance are thoroughly discussed. Concepts are clearly and appropriately applied 17-20) |
Theoretical concepts and their relevance are well explained. Concepts are generally clearly and appropriately applied (15-16.5) |
Theoretical concepts and their relevance are explained. Concepts are generally applied, with some aspects being better covered than others (13-14.5) |
Theoretical concepts’ explanation and application are broad and missing detail (10-12.5) |
Theoretical concepts lack sufficient explanation and application, their relevance is unclear (<10) |
…………/20 |
|
Understanding of the barriers to service delivery experienced by the community (20%) |
Excellent understanding of the barriers to service delivery experienced by the community demonstrated. (17-20) |
Very good understanding of the barriers to service delivery experienced by the community was demonstrated. (15-16.5) |
Good understanding of the barriers to service delivery experienced by the community demonstrated.(13-14.5) |
Adequate understanding of the barriers to service delivery experienced by the community demonstrated.(10-12.5) |
Poor understanding of the barriers to service delivery experienced by the community demonstrated. (<10) |
…………/20 |
|
Presentation of engagement strategy (20%) |
Excellent presentation of engagement strategy. The strategy is creatively and comprehensively addressed; and consistently supported by research on cross-cultural practice. (17-20) |
Very good presentation of engagement strategy. The content is clear and thorough and supported by relevant research evidence. (15-16.5) |
Good presentation of engagement strategy. The content is generally clear, with some areas less comprehensive than others. Good application of research evidence (13-14.5) |
Adequate presentation of engagement strategy. The content is unclear and limited in parts. Adequate use of research evidence (10-12.5) |
Poor presentation of engagement strategy. The content is unclear and limited in parts.(<10) |
…………/20 |
|
Referencing (10%) |
All literature used is appropriate and scholarly. APA referencing is used with no mistakes. Unit material from the e-reading list included. (8.45-10) |
Most of the literature used is appropriate and scholarly. APA referencing is used with minimal. mistakes. (7.5-8.4) |
Most of the literature used is appropriate and scholarly. APA referencing is used with some mistakes. (6.5-7.4)
|
Some of the literature used is appropriate and scholarly. APA referencing is used with many mistakes. (5-6.4) |
Most of the literature used is inappropriate and not scholarly. APA referencing is not used. (<5) |
……..…/10 |
|
Total Marks |
|
|
|
|
|
…………/100 |
- Analyse the impact of migration and migration policies on the experiences of diverse communities in Australia
- Identify research on cross-cultural communication and apply to cross-cultural practice
- Analyse the applicability of Eurocentric theories for working with culturally diverse groups and apply cross-cultural perspectives to cross-cultural practice
- Identify research on cultural identity and acculturation and apply to cross-cultural practice
- Communication
- Critical Thinking
- Cross Cultural Competence
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.
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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?
