Course coordinator
Ms Rachael McCall
Students are welcome to email me to set a time to meet in person or virtually.ﾠ
Course overview
- Study period
- Semester 1, 2026 (23/02/2026 - 20/06/2026)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course will provide students with a comprehensive knowledge and skill base for advanced practice with children, young people and families. In weekly seminars and online learning packages the focus is on social work practice in both statutory and non-government service organisations. The skills addressed in this course include: assessment and decision-making; inclusive and participatory approaches to practice; working with children and young people in statutory and non-statutory environments; professional writing skills; social work with children, young people, parents and other care givers; and understanding and application of evidence in practice.
The Master of Social Work (Q) program is accredited by the Australian Association of Social Workers (AASW). The AASW Accreditation Standards (2020) stipulate that accredited social work programs are required to include content that addresses the five core curriculum areas listed below. SWSP7182 contains content in all five curriculum areas.
1. Constructions of social work purpose, place, and practice
2. Power, oppression, and exploitation
3. The history and contribution of Aboriginal and Torres Strait Islander peoples
4. Culture, identity, and discrimination
5. Psychosocial health and wellbeing across the lifecycle
Welcome to SWSP7182. This course is in the Master of Social Work (Qualifying)ﾠand is intended to provide students with the opportunity to learn advanced knowledge andﾠskills required for beginning professional social work practice to work in partnershipﾠwith children, young people and their families in child protection and family support work. Almost all social workers work with children, young people and families at some point in their practice. This course is intended toﾠprovide you with the opportunity to develop knowledge and skills needed to confidently and competently undertake introductory, independent professional practice with this diverse group of service users. In the course we will use adult learning principles to facilitate student involvement in learning exercises. We have sought to make the learning and assessment exercises as authentic, that is as close to "real life" practice, as is possible within a classroom environment. In this course, then, you can expect to:
- Gain knowledge about risk and protective factors for child abuse and neglect.
- Develop knowledge and skills in the assessment of child safety and well-being and options for preventing and addressing the risk of child abuse and neglect.
- Develop knowledge and skills in decision-making and advocacy in child protection contexts.
- Gain knowledge of child welfare inequalities, that is, how socio-economic inequalities, racism, and discrimination shape and can be addressed at each stage of the child protection process.
- Gain knowledge of culturally responsive practice with Aboriginal and Torres Strait Islander families.
- Develop knowledge and skills in facilitating and participating in family group meetings.
- Participate in authentic learning exercises where we develop realistic scenarios in direct practice and working in teams and groups.
You are expected to:
- Be on time for class. The classes include a large range of activities, including simulations of practice. It is important to be on time so that all class members can participate fully in the learning exercises;
- Come prepared for class. Before each class, students are expected to complete online learning packages available through the e-learning site for the week before each class and related readings. Each weekly learning package will have some (short) written exercises; please bring your responses to these to class. ﾠﾠ
- Participate in all seminars. The weekly seminars are structured around peer learning activities and input from various sources, particularly on the online learning packages. It is intended that components of the course will build on each other sequentially. Therefore, it is important that you participate in as many seminars as possible. You are strongly encouraged to participate in the classes in weeks 2-6ﾠall of which are linked to the first assessment and inﾠweek 11 which involves useful preparation and rehearsal for the final assessment piece.
- You will be required to participate in a 3-hour simulation exercise in week 12 or 13. A schedule for the final assessments in weeks 12 and 13 will be completed by mid-semester so you will know the date of your simulation for the final assessment; however, your specific role will only be released in the week before the final assessment to encourage learning of all aspects of the simulation. SWSP7182 is double-badged with SWSP4182. These courses have sharedﾠaims and objectives, assessments and learning activities, though there are some differences in some assessments.
Course requirements
Assumed background
If you have completed SWSP7044 and SWSP7199 it would be useful to revise the content related children, young people and their families.
Incompatible
You can't enrol in this course if you've already completed the following:
SWSP4182
Restrictions
MSocWkSt, MSW(Q)
Jointly taught details
This course is jointly-taught with:
- SWSP4182
The course shares teaching activities which are delivered jointly with the equivalent undergraduate course student cohort (SWSP4182). The class is delivered through a combination on online learning packages and in-person seminars.
Course contact
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The course shares teaching activities which are delivered jointly with the equivalent undergraduate course student cohort (SWSP4182). The class is delivered through a combination on online learning packages and in-person seminars. The weekly seminars are focused on interactive learning exercises, which will develop and apply the knowledge and skills discussed in the online learning packages. It is important that you complete the learning packages and required readings before each class so that you can participate in the seminars.ﾠﾠ
Aims and outcomes
This course aims to:
- provide opportunities for students to learn from the lived experiences and perspectives of practitioners and service users in the context of child, youth and family services;
- build student capacities to identify and address their learning needs in order to continuously improve practice quality in the context of child, youth and family services;
- develop knowledge and skills in advanced engagement, assessment and intervention with vulnerable children, young people and families;
- develop capacities to critically analyse research evidence for practice;
- develop capacities to use research to inform direct practice with vulnerable children, young people and families;
- develop knowledge and skills in working in teams and with groups of children, young people and families.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Engage in a purposeful, professional and effective manner with vulnerable children, young people, parents and caregivers.
LO2.
Undertake assessment processes that appropriately balance risks and strengths when working with vulnerable children, young people and families.
LO3.
Articulate an intervention plan that is informed by service user perspectives and by the evidence that has emerged from assessment of strengths and risks in specific cases of child, youth and family practice.
LO4.
Demonstrate a capacity to build a sense of professional purpose that is informed by legal and organisational responsibilities, social work ethics and values including respect for the capacity of service users to be self-determining.
LO5.
Critically analyse research evidence and use research evidence to inform direct practice with children, young people and their families.
LO6.
Build your capacity to continously improve your practice through critical self reflection and the ability to identify and implement strategies for addressing gaps in knowledge and skills.
LO7.
Demonstrate the capacity to work in teams of peers to develop your practice and to contribute to learning opportunities for peers.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation |
Practice with Children, Young People and Families
|
40% Workbook (two parts) |
17/04/2026 1:00 pm |
| Essay/ Critique, Role play/ Simulation |
Family Group Conference Simulation and Review
|
60% (simulation of family conference & structured reflection) |
19/05/2026 - 26/05/2026
+ 15/6/2026 @ 13.00 (written part of simulations) |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Practice with Children, Young People and Families
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% Workbook (two parts)
- Due date
17/04/2026 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
This is a summary of the task only. A detailed outline of this assessment task and the marking rubric is available on the course Blackboard site. It is essential that students read that information.
Students compile a workbook in two parts: an assessment and intervention report and a cultural support plan.
The workbook will be based on a case study, which will be released in week 2.
Word count: 3200 words
Hurdle requirements
All assessment pieces must be attempted and submitted or presented for students to be eligible to be considered for a pass grade for the course.Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Information about applying for an extension can be found on my.UQ .
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request as per the guidelines in my.UQ.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length for each assessment.
- A maximum of three assessment requests can be submitted for each assessment, and the third request must include an Assessment Management Plan.
- Students who have been ill or unable to attend class for more than 4 weeks in a semester are advised to carefully consider whether they are capable of successfully completing their courses and may need to consider applying for removal of course.
- Students who have a disability or a chronic medical condition (including a mental health condition) are encouraged to meet with a Disability Advisor within Student Services to request a Student Access Plan (SAP) with a clause on extension requests. Students who have an SAP can apply for a 7-day extension.
Outcome of application
Extension requests are generally processed within 2 working days.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Family Group Conference Simulation and Review
- Hurdle
- Mode
- Oral, Written
- Category
- Essay/ Critique, Role play/ Simulation
- Weight
- 60% (simulation of family conference & structured reflection)
- Due date
19/05/2026 - 26/05/2026
+ 15/6/2026 @ 13.00 (written part of simulations)
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
This is a summary of the task only. A detailed outline of this assessment task and the marking rubric is available on the course Blackboard site. It is essential that students read that information.
In Weeks 12 and 13 of the course, the class will engage in a simulated learning exercise centred on a family group conference in a child protection context. Students will be scheduled to participate in the exercise in EITHER week 12 (18 May) or week 13 (25 May) and will need to be present for the entire simulation session for which they have been scheduled.
Part 1: The simulation exercise will involve actors playing the role of clients in a child protection setting. The simulation will be conducted as a round-robin, during which each student will play the role of convenor or child protection worker or family support worker for a designated time period (approximately 15-40 minutes, depending of the complexity of the role). Students must attend the entire session in which they are scheduled to play their role. The session will include a simulation of a family group conference and debriefing following the role play.
Part 2: A written risk assessment and analysis of family participation in the group conference.
Hurdle requirements
All assessment pieces must be attempted and submitted or presented for students to be eligible to be considered for a pass grade for the course.Submission guidelines
Students must complete both the assessed simulation and the written exercise.ﾠﾠ
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Extension availability
- Extensions are only available for the written components of this assessment, i.e., for Part 2: Written risk assessment and analysis.
- Part 1 of this assessment item (simulation of skills) is not eligible for an extension request and students who do not participate in the simulation/demonstration at the allocated time will receive a mark of zero for this assessment. Please contact your course coordinator directly if you are unable to present on the day of your simulation session.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved.
Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request as per the guidelines in my.UQ.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length for each assessment.
- A maximum of three assessment requests can be submitted for each assessment, and the third request must include an Assessment Management Plan.
- Students who have been ill or unable to attend class for more than 4 weeks in a semester are advised to carefully consider whether they are capable of successfully completing their courses and may need to consider applying for removal of course.
- Students who have a disability or a chronic medical condition (including a mental health condition) are encouraged to meet with a Disability Advisor within Student Services to request a Student Access Plan (SAP) with a clause on extension requests. Students who have an SAP can apply for a 7-day extension.
Outcome of application
- Extension requests are generally processed within 2 working days.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.99 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the basic requirements of the course.ﾠ |
| 2 (Fail) | 30 - 46.99 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideasﾠ with lack of clarity and inconsistent adherence to theﾠ conventions of the discipline.ﾠ |
| 4 (Pass) | 50 - 64.49 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline.ﾠ |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline.ﾠ |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for the grade of 5 and with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience.ﾠ |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for a grade 6 and with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
All assessment pieces must be attempted and submitted or presented for students to be eligible to be considered for a pass grade for the course.
Students must achieve a pass grade in both elements of the final assessment piece to be eligible for a pass mark for this course.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
All assessment pieces must be attempted and submitted for assessment for students to be eligible to be considered for a pass grade for the course.
Word Count
For all written assessments, a word count that is within 10% of the set length (word limit) is acceptable. A word count that is outside these 10% will be penalised through a reduction of 10% of the total mark available for the assessment.
Artificial Intelligence (AI)
Any use of Artificial Intelligence (AI) in preparing or writing the assessment must be acknowledged by the student in a statement at the beginning of the workbook. If AI is used it must be cited in the workbook as the source of the material presented.ﾠ
Attendance
All UQ social work programs are accredited by the AASW (Australian Association of Social Workers) and the education accreditation standards require student participation in face-to-face learning, preferably in skills courses. Given the skills focus of the Professional Practice courses, they have been identified as three of the courses in which student participation in face-to-face learning is compulsory.
For this course you MUST fully participate in at least seven of the 13 sessions. Attendance for the whole session is required. Students unable to attend at least seven sessions, for any reason, will not have satisfactorily participated and as a result will not be eligible to pass the course. The AASW can ask for proof that students have participated in face-to-face learning in specified courses. To ensure compliance with AASW requirements, a participation list will be taken each week. However, you are strongly urged to participate in all classes for this course, particularly given that the final assessment is a skill-based simulation. Missing class means missing opportunities to learn and practice your required skills. Students are reminded that in order to progress to final placement you must have successfully completed all skills courses.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (23 Feb - 01 Mar) |
Seminar |
Introduction. What is child abuse & neglect? In the first part of this seminar, we will introduce the course structure, assessment, learning process and teaching team. We will discuss the course themes. Part 2: We will discuss definitions of child abuse and neglect. Learning outcomes: L01, L02 |
Week 2 (02 Mar - 08 Mar) |
Seminar |
What is assessment in child protection? Prior to class, please complete the online learning package for Week 2, that includes key information on assessment in child protection. The class will focus on an interactive exercise to apply to the ecological risk and safety framework to assess child protection concerns. The case study will form the basis of the first assessment piece. Learning outcomes: L01, L04, L06, L07 |
Week 3 (09 Mar - 15 Mar) |
Seminar |
What is professional decision-making? Please complete the online learning package for Week 3 before the seminar. Our focus in this seminar will be on applying the knowledge we have gained via the online learning package to address the questions: what are our options for preventing and addressing child abuse and neglect, and how do we decide among our options? We will draw on knowledge about the three tiers of child protection intervention and on decision theory to undertake a decision-making exercise in class using a decision-tree. This in-class exercise is important preparation for your first assessment piece. Learning outcomes: L01, L02, L05, L06 |
Week 4 (16 Mar - 22 Mar) |
Seminar |
What are child welfare inequalities? Please complete the online learning package for Week 4 prior to the seminar. In this seminar, we will consider that the concept of "child welfare inequalities", which refers to the unequal chances and outcomes associated with child welfare interventions, is systematically linked to patterns of social advantage/ disadvantage and discrimination. We will consider how poverty, housing instability, and discrimination, particularly related to parents with intellectual disability, contribute to patterns of child welfare involvement in families' lives. We will discuss strategies for acknowledging and addressing these patterns in practice. Learning outcomes: L01, L02, L03, L05 |
Week 5 (23 Mar - 29 Mar) |
Seminar |
What is culturally responsive practice? This week, we consider culturally responsive practice with Aboriginal and Torres Strait Islander families. Please complete the Week 5 online learning package prior to class as this introduces definitions of culturally responsive practice and active efforts to support cultural connection and identities with and for Aboriginal and Torres Strait Islander children and families. We also outline "cultural support plans" which is part of the first assessment. In the seminar, we introduce the case study for part 2 of the workbook assessment. Learning outcomes: L01, L03, L04, L05, L06 |
Not Timetabled |
Conversation cafe is an optional activity Join Amani, Karen and Leilani for a coffee and conversation at the Lakeside cafe at 11 am. This is a chance for an informal catch-up to discuss any aspect of the course. |
|
Week 6 (30 Mar - 05 Apr) |
Seminar |
What are family group meetings? In this session we will introduce family group meetings in child protection contexts. Please complete the Week 6 learning package prior to class as this will provide an introduction to the history of family group meetings and their links to family inclusion and participation in decision-making. In the seminar, we will discuss the structure of the final assessment piece and the learning process in the second half of the course as we prepare to simulate a family group meeting. There will be opportunities to raise any questions about the first assessment piece. Learning outcomes: L01, L02, L04, L06, L07 |
Mid-sem break (06 Apr - 12 Apr) |
No student involvement (Breaks, information) |
Mid semester break, no classes There are no classes scheduled this week as is it the mid-semester break. |
Week 7 (13 Apr - 19 Apr) |
Seminar |
Domestic and Family violence & child welfare In this seminar, we will consider social work practice with families where family and domestic violence are a concern. Please complete the online learning package before class, which will include material related to identifying DFV and its impact on children and families. In the seminar, we will discuss the case study for the final assessment and assess for signs of DFV. The implications of possible DFV for the child protection assessment and for the family group meeting process will be discussed. Learning outcomes: L02, L03, L06 |
Week 8 (20 Apr - 26 Apr) |
Seminar |
Family group meetings: Addressing concerns The online Week 8 learning package will cover the stages of the family meetings and the themes of a solution focused and family inclusive approach to decision-making with families. In the seminar we will practise applying the themes outlined in the online learning package including: a) raising concerns in a solution-focused way; b) generating solutions with families; c) facilitating inclusive discussions. Learning outcomes: L01, L02, L03 |
Week 9 (27 Apr - 03 May) |
Seminar |
Working with people affected by trauma - Trauma Informed Care In the session, we shall discuss different types of trauma (childhood trauma, complex trauma, historical intergenerational trauma, mass trauma, etc.), and we shall discuss the principles underpinning trauma-informed care in child, youth and families. Throughout this session, we will engage in meaningful discussions, share insights from real-world scenarios, and reflect on how we can integrate trauma-informed practices into our work with children, youth, and families. By the end of our time together, you will have a deeper understanding of the complexities of trauma and practical strategies to support those who have experienced it. We will consider evidence of trauma in the case study for the final assessment and how would manage that in preparing for, and undertaking, the family group meeting. Learning outcomes: L01, L03, L05, L06, L07 |
Not Timetabled |
Conversation cafe online (optional activity) Join Amani, Karen and Leilani for a coffee and conversation at the Lakeside cafe at 11 am. This is a chance for an informal catch-up to discuss any aspect of the course. |
|
Week 10 (04 May - 10 May) |
Seminar |
Family Group Meetings - Exploration, Negotiation and Agreement In this seminar we will focus on the knowledge and skills needed to explore concerns, negotiate options for change and to reach agreement. There will be opportunity to rehearse the skills in preparation for the Family Group Meeting assessment. Learning outcomes: L01, L02, L03, L06 |
Week 11 (11 May - 17 May) |
Seminar |
Review and rehearsal for final simulation The online learning package will review the key principles of family group meetings in child protection contexts. Please complete the online package prior to class. The class will be dedicated to final review of the assessment piece and a rehearsal in preparation for the simulation. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (18 May - 24 May) |
Practical |
Assessed simulation, Family Group Meetings The final assessed simulations of the family group meetings will occur today. For this assessments, students are required to attend a 180 minute session on either the 22.5.2025 or 29.05.2025. The schedule will be finalised in April, and students will receive their exact roles in week 11 (by the 9th of May). The assessment will involve a Family Group meeting to develop a support and/ or intervention plan to address child protection concerns with a family. Following this there will be time for analysis and debriefing from the exercise. All participants should arrive at 10 minutes before the session start time to support timely completion of this exercise. Students who fail to participate in their allocated session will be required to apply for a deferred exam in order to be considered to undertake the assessment at a later date. Deferred exams are subject to strict eligibility requirements. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 13 (25 May - 31 May) |
Practical |
Assessed simulation, Family Group Meetings The final assessed simulations of the family group meetings will occur today. For this assessments, students are required to attend a 180 minute session on either the 22.5.2025 or 29.05.2025. The schedule will be finalised in April and students will receive their exact roles on 19th of May. The assessment will involve a Family Group meeting to develop a support and/ or intervention plan to address child protection concerns with a family. Following this there will be time for analysis and debriefing from the exercise. All participants should arrive at 10 minutes before the session start time to support timely completion of this exercise. Students who fail to participate in their allocated session will be required to apply for a deferred exam in order to be considered to undertake the assessment at a later date. Deferred exams are subject to strict eligibility requirements. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
- AI for Assessment Guide
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.