This unit addresses the range of factors from poverty to positive parenting that contributes to safe, healthy and happy childhoods. This means addressing sociological and psychological aspects of childhood and current International and Australian literature. This unit of study introduces students to the theories and definitions of child abuse and neglect as well as the psychological and social consequence of child abuse and neglect. Within this unit emphasis is given to the ethical and legal responsibilities of practitioners as mandatory reporters of child abuse and neglect.

Social workers work with individuals, families and communities experiencing poverty and other forms of social exclusion. This unit introduces the historical and contemporary role of social work in assessing and addressing poverty, inequality and social disadvantage. The significance of theories of social justice, social welfare and social change is explored. Students will develop policy analysis and policy development skills, and engage critically with policy and practice responses to poverty and social exclusion at local, national and global levels. Particular attention is paid to those groups in Australian society most affected by poverty and social exclusion.

This unit of study emphasises applied learning and provides opportunities to engage with and develop reflexive practice. Students will develop an understanding of theory/practice relationships, social work values and ethical practice. Students will also develop an understanding of professional practice and begin to develop their identity as social workers using the professional Code of Ethics and Practice Standards. Recognising and building upon skills and knowledge they already have, students will develop capabilities in core social work practice skllls which can be used in all fields of practice. The unit of study is undertaken prior to Field Learning 1 and provides significant exposure to practice situations and issues.

Taking the example of violence against women, this unit of study builds upon previous studies of social inequality to explore the role of gender inequality as both a cause and consequence of violence against women. The intersection of gender inequality with other forms of inequality, such as that based on race, class and ability is also explored. Because of its short and long term impacts on women's health, well being and life chances, social workers in all settings are involved in responding to violence against women. Students will engage critically with a range of theories, research approaches, and policy and practice responses to violence against women at local, national and global levels.

The field of health and illness is an important and challenging area for social workers. The distribution of health, illness and disability is a key indicator of social inequality. For that reason alone, provision of adequate, appropriate and accessible health services is one way to redress and prevent the health consequences of inequalities. This unit of study asks students to examine how social inequalities permeate the experience of health and illness, both physical and mental. It examines how health policy and health services, as an important surfacing point for personal and social troubles, can both redress and exacerbate inequalities.

Field Education is a core component in all social work degree programmes. The 80 days of second placement comprising SCWK5005 Practice Learning 2A and SCWK5006 Practice Learning 2B, the fortnightly classes and peer support and accountability groups provide a forum in which to explore issues concerning the integration of practice and theory, the development of core advanced social work practice knowledge, skills and values as well as opportunities for support and consultation with other students and Faculty staff. Written assignments and oral presentations allow students to demonstrate their placement learning.

This unit is a continuation of SCWK5005 Practice Learning 2A. Students will attend their allocated field placement agency 9 days per fortnight for 17 days. In addition they will attend two 3 hour seminars fortnightly based over the period of placement. This unit will be supported by an interactive eLearning

Field education is a core component in all social work degree programs. The 60 days of this first placement, the fortnightly classes and peer support and accountability groups provide a forum in which to explore issues concerning the integration of practice and theory, the development of core social work practice knowledge, skills and values as well as opportunities for support and consultation with other students and Faculty staff. Written assignments and oral presentations allow students to demonstrate their placement learning.

This unit of study ains to collapse the boundaries between 'them' (old people) and 'us' (everyone else) by examining how age is historically and socially constructed and experienced. The unit will examine social policies and social work practices and skills in relation to old people, their families and communities, with particular emphasis on diversity and inequality.

This unit of study introduces students to a range of research methods and focus on quantitative and qualitative methods. Many other research issues in developing a research proposal will be addressed through the semester. It is intended that, at the conclusion of this unit, students will have developed a research project able to implement through either further study or in workplaces. It will include a focus on research in relation to violence against women and children.

Working with communities is a key policy and practice priority for govenment and non-government agencies in Australia. This unit will critically examine the current policy frameworkds informing work with communities as well as current practice models of community development and community engagement. The unit seeks to expore the why and how of work with communities. It will draw on an emerging Australian body of research about working with communities as well as drawing on experiences in the United Kingdom and the United States. This unit is suitable for practitioners seeking to work more effectively with communities.

Students will have the opportunity to examine current practices and practice theories in light of competing ideas espoused and employed in social work and community services. This unit will take an interdisciplinary approach to professional practice issues. It aims for the development of knowledge for reflexsive practice in contemporary sites of social work and community services endeavours.

This unit aims to provide students with a sound understanding of the key institutional components of the Australian welfare system and the key issues and debates associated with the theory and practice of contemporary social policy. The target audience for this unit includes participants from a diverse range of organisations involved in human service provision. All human service work takes place in the context of social policy: social policy provides the mandate and the resources for human service work, and the activities of workers are extensively defined and shaped by social policy. In turn, human service workers are increasingly involved in the shaping of policy, or policy action. The rationale for this unit is to provide an opportunity for students to develop an advanced understanding of social policy frameworks in order to inform policy action.

This unit targets social workers and other human service professionals who are thinking about moving into leadership and management positions. The unit engages with both policy and practice debates concerning human services management. Organisations that deliver human services are crtitical to the process of social policy implementation. In recent decades, theory and practice in the design and implementation of human services have changed significantly. This unit explores debates about how human services should be organised and managed, as a means to engage some central questions in policy implementation. The unit also aims to encourage reflection and understanding of individual leadership styles and abilities and how they may be used effectively within their organisation context.

This unit of study focuses on: the Fourth National Mental Health Plan, the Revised National Standards for Mental Health (2010 ) and the National Practice Standards for the Mental Health Workforce (2002). It looks at theoretical underpinnings; the policy framework and the implications for practice. It adopts a constructively analytical approach and enables students to make links with their workplaces. This unit is also available as a single unit of study to professionals who wish to undertake this as a stand-alone unit.

There is a well-established scholarship and governmental interest in both the impact of globalisation on social policy and the emergence of what is increasingly termed 'global social policy' which is a direct response to global social problems. It is a field that is growing in the areas of social policy and social work research and practice and can be clearly linked to increased employment opportunities for social workers and social policy graduates in the international/global arena. A key perspective of this unit of study is from non-government organisations' partcipation in the development of a global civil society and their contribution to global social policy. It also examines the United Nations Millennium Development Goals and how NGOs have contributed to both the ambitions of the goals as well as the outcomes for different countries. This unit provides opportunities for students to deepen their understanding and knowledge of core global concerns such as poverty, health, education, environment, NGO corporate engagement and gender equality and make links to the vital role of NGOs in these areas.

This unit enables students to demonstrate their learning across all MSW (Q) units and contribute to knowledge building and practice in the profession. Material will be of a standard for publication and dissemination through conferences, journals and other professional fora.