Overview
This unit examines social work practice with children, young people, and families, with a particular focus on statutory contexts including child protection, youth justice, family law, and mental health. It explores the historical, socio-political, and legislative conditions that shape contemporary practice, including the emergence of child-focused approaches and the principle of the ‘best interests of the child’. The unit critically engages with the multidimensional nature of child maltreatment and youth risk, with particular attention to structural influences such as poverty, social determinants of health, and systemic inequality. It examines the role of surveillance, control, and regulation within welfare systems, and the ongoing impacts of colonisation on Aboriginal and Torres Strait Islander children, young people, and families. The unit develops practice capability in risk assessment, professional judgement, and intervention planning. Students engage in applied learning through case-based analysis and a simulated multidisciplinary case conference to collaboratively develop and justify risk assessments and intervention strategies in complex practice contexts.
Details
Pre-requisites or Co-requisites
Students must have completed first and second year units before enrolling in this unit. Foundational knowledge is required to successfully meet the unit's learning outcomes.
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 2 - 2026
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 Unit Comments
Moodle was very hard to navigate. Weekly tiles for content would have been easier. There were also double ups of information across tiles.
The new Moodle set out has been introduced across social work units to improve accessibility and navigation.
- Critically analyse the historical, socio-political, and legislative contexts shaping contemporary practice with children, young people and families, including the construction of the ‘best interests of the child’ and child-focused approaches.
- Critically evaluate practice issues and decision-making in statutory contexts (including child protection, youth justice, family law, and mental health), with particular attention to risk, harm, and professional judgement.
- Apply and justify assessment and intervention strategies when working with children, young people and families, including the assessment of risk and harm, in ways that are ethically informed and responsive to complex practice contexts.
- Critically reflect on and apply culturally responsive and ethical practice, including working with Aboriginal and Torres Strait Islander children, young people and families, within statutory and non-statutory settings.
Learning Outcome: Relevant ASWEAS (2024) Standards and Clauses
LO1: Critically analyse the historical, socio-political, and legislative contexts shaping contemporary practice with children, young people and families, including the construction of the ‘best interests of the child’ and child-focused approaches.
Standard 3: Curriculum – Knowledge for practice; understanding of social, political and legislative contexts; human rights and social justice frameworks; child-focused and rights-based approaches.
LO2: Critically evaluate practice issues and decision-making in statutory contexts (including child protection, youth justice, family law, and mental health), with particular attention to risk, harm, and professional judgement.
Standard 3: Curriculum – Professional judgement and decision-making; ethical practice; understanding of statutory and legal contexts; risk and harm assessment.
LO3: Apply and justify assessment and intervention strategies when working with children, young people and families, including the assessment of risk and harm, in ways that are ethically informed and responsive to complex practice contexts.
Standard 3: Curriculum – Application of knowledge to practice; assessment and intervention skills; ethical and accountable practice; working with complexity and uncertainty; and collaborative and multidisciplinary practice.
LO4: Critically reflect on and apply culturally responsive and ethical practice, including working with Aboriginal and Torres Strait Islander children, young people and families, within statutory and non-statutory settings.
Standard 1: Aboriginal and Torres Strait Islander Knowledges and Practice.
Standard 3: Curriculum – Culturally responsive practice; reflexivity; ethical practice; working with diverse populations
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Group Work - 60% | ||||
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 - First Nations Knowledges | ||||
| 11 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
Working with Families Experiencing Vulnerability: A Partnership Approach
- Third Edition (2023)
- Authors: Susan Heward-Belle and Menka Tsantefski
- Cambridge University
- ISBN: 978009218320
Working with involuntary clients
- Fourth Edition (2023)
- Authors: Chris Trotter
- Taylor & Francis
- Abingdon Abingdon , UK
- ISBN: 9780367744106
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Academic Learning Centre services
- Microsoft Word
- CQU Library hosted Literature Databases
- CQUniversity Library resources for research
- Zoom access
- Zoom access: microphone and webcam required
- Wordprocessing, spreadsheeting and powerpoint
- CQU library Nursing/ Midwifery/ Social Work resources
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.
p.cesare@cqu.edu.au
g.adams@cqu.edu.au
r.kemble@cqu.edu.au
Week 1
Begin Date: 13 Jul 2026Module/Topic
Conceptual Overview of Child and Family Practice and Child Maltreatment
Poverty and its impact on children and families
Chapter
Chapter 1 and 4, Prescribed Text
Week 1 Moodle Resources
E-Reading List
Events and Submissions/Topic
Recorded presentations:
Welcome/Unit Introduction
Weekly lecture
Live Zoom:
Weekly tutorials are held each week which are an opportunity to apply knowledge to practice scenarios.
Learning Activities:
There are weekly learning activites that you are expected to complete to enhance your understanding which are available on Moodle.
Additional Content/Resources:
This is to assist in understanding the content further or enhance learning.
Assessments:
Review the assessment tasks and make a study plan.
Foundations of Academic Integrity
Program: Complete your annual
program.
Announcements and Discussion
Forums: Check for posts and updates.
Student email:
Check your student email at least twice per week for important communications.
Week 2
Begin Date: 20 Jul 2026Module/Topic
Understanding Young People.
Supporting people of diverse genders and sexuality
Chapter
Chapter 13, Prescribed Text
Chapter 17, Prescribed Text
Week 2 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Week 3
Begin Date: 27 Jul 2026Module/Topic
Youth Justice and Statutory Social Work Practice
Chapter
Chapter 1, 2 and 3
Supplementary Text
Available in e-Reading list
Week 3 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
Census:
Census date is next week. If you are struggling, please contact your Unit Coordinator for help.
CHECK:
Check your student email at least twice per week for important communications.
Week 4
Begin Date: 03 Aug 2026Module/Topic
Working with Children: A Right's Based, Relational Approach to Practice
Person-Centred Relation Based Practice with Young People, Children and Families
Chapter
Chapter 12 and Chapter 2
Week 4 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
Census Date:
Tuesday 4th August 2026
CHECK:
Check your student email at least twice per week for important communications.
Week 5
Begin Date: 10 Aug 2026Module/Topic
Critical Reflection for Practice with Children, Youth and Families
Chapter
Week 5 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
Assessment 1 Live Zoom (this will be recorded)
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Week 6
Begin Date: 17 Aug 2026Module/Topic
Developmental Theories for Children and Young People
Chapter
Chapter 5, Prescribed Text
Week 6 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Vacation Week
Begin Date: 24 Aug 2026Module/Topic
Vacation week
Chapter
This week offers time to catch up on any required readings and consolidate your understanding of the material.
Events and Submissions/Topic
ACTIVITIES
This week provides an opportunity to catch up on or revisit any teaching and learning activities you may have missed or would like to review.
APPOINTMENTS WITH THE UNIT COORDINATOR
If you would like to meet with the Unit Lecturer to discuss any learning or teaching matters, you can contact the Lecturer via email to organise an appointment this week.
CHECK:
Check your student email at least twice per week for important communications.
Week 7
Begin Date: 31 Aug 2026Module/Topic
Working with Aboriginal and Torres Strait Islander children, youth, and families.
Working with culturally diverse children, youth and families.
Chapter
Chapter 8
Chapter 9
Chapter 11, Prescribed Text
Chapter 14, Prescribed Text
Week 7 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Youth Crime Briefing Paper for the Minister of Youth Justice Due: Week 7 Wednesday (2 Sept 2026) 11:45 pm AEST
Week 8
Begin Date: 07 Sep 2026Module/Topic
Working with Family Violence and Fathers
Chapter
Chapter 6 and 9, Prescribed Text
Week 8 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
Assessment 2 Zoom Live
(this will be recorded)
Please check the Virtual timetable on Moodle.
Week 9
Begin Date: 14 Sep 2026Module/Topic
Assessing and Supporting families experiencing vulnerability with critical and a structural theoretical framework
Chapter
Chapter 8, 11, 14, Prescribed Text
Week 9 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Week 10
Begin Date: 21 Sep 2026Module/Topic
Working with Families in a Statutory Context
Chapter
Chapter 4 and 5,
Supplementary Text
Available in e-Reading List
Week 10 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
CHECK:
Check your student email at least twice per week for important communications.
Week 11
Begin Date: 28 Sep 2026Module/Topic
Working with Families Experiencing Vulnerability
Chapter
Chapter 5 and 7,
Supplementary Text
Available in e-Reading List
Week 10 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
STUDENT SURVEY
We encourage you to provide feedback on your unit and teaching experiences. The survey opens in Week 11 and closes a week before grades are released.
Week 12
Begin Date: 05 Oct 2026Module/Topic
Methods of Practice for Working with Children, Youth and Families
Chapter
Week 10 Moodle Resources
E-Reading List
Events and Submissions/Topic
Live Zoom Tutorial
Please check the virtual timetable on Moodle.
Student Unit and Teaching
Evaluation survey
Please complete the unit evaluation survey.
CONGRATULATIONS on completing this unit.
Don’t forget to check your unit enrolments for next term.
Part A: Recorded Simulated child protection practice review Part B:Individual Critical Reflection Due: Week 12 Wednesday (7 Oct 2026) 4:00 pm AEST
Exam Week
Begin Date: 12 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
Vacation/Exam Week
Begin Date: 19 Oct 2026Module/Topic
Chapter
Events and Submissions/Topic
As this unit is offered online, students are asked to prepare their own individual study plan to undertake self-led and self-directed study throughout the term. A key to your success is a strategic self-directed approach to learning and regular contact with your Unit Coordinator/s. Please check the Announcements and Discussion forums at least twice a week – there will be regular announcements about assessments and unit resources throughout the term and reviewing this information is essential to unit knowledge and your success. CQUniversity communicates with students through CQUniversity email. We recommend that you access your CQUniversity email at least twice a week so that you do not miss vital information about your studies.
1 Written Assessment
Aim
The aim of this assessment is for you to demonstrate critical analysis skills of statutory social work practice and youth justice systems, with a focus on the socio-political and structural factors shaping youth offending. It also aims to develop your skills in policy analysis, advocacy, ethical and culturally responsive practice, and critical examination of punitive "Tough on Crime" approaches in Queensland.
Instructions
Please refer to the assessment task instructions on the Moodle site.
Academic Integrity
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. The use of any generative artificial intelligence is not permitted per the Level 1 (No AI) indicator in the AI Assessment scale tool. You must complete the declaration of Gen AI use on the title page of your assessment.
Extensions: Available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria:
- In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 7 Wednesday (2 Sept 2026) 11:45 pm AEST
Submit your assessment in a Word Document.
Week 10 Wednesday (23 Sept 2026)
Students will be advised of release of assessment marking via announcement posted to the Announcement Board on the Unit Moodle Site. Please note, the 'Return to Students Information' is an approximate date.
Refer to the marking rubric on the Moodle site in the Assessment Blcck for more detail on how marks will be assigned.
- Critically analyse the historical, socio-political, and legislative contexts shaping contemporary practice with children, young people and families, including the construction of the ‘best interests of the child’ and child-focused approaches.
- Critically evaluate practice issues and decision-making in statutory contexts (including child protection, youth justice, family law, and mental health), with particular attention to risk, harm, and professional judgement.
- Apply and justify assessment and intervention strategies when working with children, young people and families, including the assessment of risk and harm, in ways that are ethically informed and responsive to complex practice contexts.
- Critically reflect on and apply culturally responsive and ethical practice, including working with Aboriginal and Torres Strait Islander children, young people and families, within statutory and non-statutory settings.
2 Group Work
Aim
Part A&B
The aim of this assessment is to simulate an authentic child protection case review process and develop advanced skills in statutory decision-making, interprofessional collaboration, professional judgement, critical reflection, and evidence-informed practice. Students will also critically reflect on their learning and how their understanding developed through the process.
Instructions
Please refer to the assessment task instructions on the Moodle site.
Academic Integrity
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. The use of any generative artificial intelligence is not permitted per the Level 1 (No AI) indicator in the AI Assessment scale tool. You must complete the declaration of Gen AI use on the title page of your assessment.
Extensions:
Available as per policy. The 72-hour grace period may apply to this assessment.
Minimum Pass Criteria:
- In order for a supplementary assessment to be considered, all assessment tasks must be reasonably attempted in this unit.
Week 12 Wednesday (7 Oct 2026) 4:00 pm AEST
Please submit Part A in a Word Document and include a link of the audio visual recording via a share drive such as OneDrive or Google Docs. Submit Part B in a Word Document.
Vacation/Exam Week Friday (23 Oct 2026)
Please refer to the marking rubric in the Assessment tile.
No submission method provided.
- Critically analyse the historical, socio-political, and legislative contexts shaping contemporary practice with children, young people and families, including the construction of the ‘best interests of the child’ and child-focused approaches.
- Critically evaluate practice issues and decision-making in statutory contexts (including child protection, youth justice, family law, and mental health), with particular attention to risk, harm, and professional judgement.
- Apply and justify assessment and intervention strategies when working with children, young people and families, including the assessment of risk and harm, in ways that are ethically informed and responsive to complex practice contexts.
- Critically reflect on and apply culturally responsive and ethical practice, including working with Aboriginal and Torres Strait Islander children, young people and families, within statutory and non-statutory settings.
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?
