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  2. Designing Family Support Programmes [CHN3206]

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Designing Family Support Programmes

  • Unit Code

    CHN3206

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit commences with a brief review of family needs from a strengths perspective and then identifies the place of family support programs in responding to these variables. Family support programs designed to meet the needs of different populations are then illustrated. The social science theory that underpins the different types of programs is concurrently examined to show how theory is used in practice. The research evidence in relation to the effectiveness of family support programs in responding to family needs also assumes a central place in the unit. This unit is linked with CHN4115 and students who have completed CHN4115 are not eligible to enrol in CHN3206.

Non Standard Timetable Requirements

On-campus, Off-campus and Off-shore

Prerequisite Rule

Students must pass 150 credit points

Equivalent Rule

Unit was previously coded CHN3102, CHN4115

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate knowledge of the different types of family support programs and their specific purpose.
  2. Design a family support program that is based on theory and is effective in practice.
  3. Explain the social science theory that underpins family support programs.
  4. Review the design and function of family support programs and how these programs integrate theory into practice.
  5. Review the research evidence that points to the effectiveness of family support programs for different populations.

Unit Content

  1. Contemporary developments in family support programs.
  2. Definition of family support programs.
  3. Family support programs across the family life cycle.
  4. Family support programs for diverse populations.
  5. Integrating theory into family support program practice.
  6. Research into the effectiveness of family support programs.
  7. The range and types of family support programs and their purposes, that is, parent education and training, respite care, family preservation, family reunification, wraparound services.
  8. The theoretical base of family support programs.

Additional Learning Experience Information

Seminars and e-learning.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ProjectFamily support programme proposal40%
ReportFamily support programme report60%
ONLINE
TypeDescriptionValue
ProjectFamily support programme proposal40%
ReportFamily support programme report60%

Text References

  • ^ Dolan, P., Canavan, J., & Pinkerton, J. (Eds.). (2006). Family support as reflective practice. London, UK: Jessica Kingsley Publishers.
  • McCain, M., Mustard, F., & Shanker, S. (2007). Early years study 2: Putting science into action. Toronto, Canada: Council for Early Childhood Development.
  • Hertzman, C. (2004). Making early childhood development a priority: Lessons from Vancouver. Vancouver: Canadian Centre for Policy Alternatives.
  • Heckman, J. (2006). Investing in disadvantaged young children is an economically efficient policy. Paper presented at the Committee for Economic Development, Pew Charitable Trusts. January 10, 2006.
  • Stanley, F., Prior, M., & Richardson, S. (2005). Children of the lucky country. How Australian society has turned its back on children and why children matter. Sydney, NSW: Pan Macmillan.
  • Lynch, R.G. (2005). Early childhood investment yields big payoff. California: West Ed.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CHN3206|1|1

Faculty of Health, Engineering and Science

School: Psychology and Social Science

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Designing Family Support Programmes

  • Unit Code

    CHN3206

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit commences with a brief review of family needs from a strengths perspective and then identifies the place of family support programs in responding to these variables. Family support programs designed to meet the needs of different populations are then illustrated. The social science theory that underpins the different types of programs is concurrently examined to show how theory is used in practice. The research evidence in relation to the effectiveness of family support programs in responding to family needs also assumes a central place in the unit. This unit is linked with CHN4115 and students who have completed CHN4115 are not eligible to enrol in CHN3206.

Non Standard Timetable Requirements

On-campus, Off-campus and Off-shore

Prerequisite Rule

Students must pass 150 credit points

Equivalent Rule

Unit was previously coded CHN3102, CHN4115

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate knowledge of the different types of family support programs and their specific purpose.
  2. Design a family support program that is based on theory and is effective in practice.
  3. Explain the social science theory that underpins family support programs.
  4. Review the design and function of family support programs and how these programs integrate theory into practice.
  5. Review the research evidence that points to the effectiveness of family support programs for different populations.

Unit Content

  1. Contemporary developments in family support programs.
  2. Definition of family support programs.
  3. Family support programs across the family life cycle.
  4. Family support programs for diverse populations.
  5. Integrating theory into family support program practice.
  6. Research into the effectiveness of family support programs.
  7. The range and types of family support programs and their purposes, that is, parent education and training, respite care, family preservation, family reunification, wraparound services.
  8. The theoretical base of family support programs.

Additional Learning Experience Information

Seminars and e-learning.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
ProjectFamily support programme proposal40%
ReportFamily support programme report60%
ONLINE
TypeDescriptionValue
ProjectFamily support programme proposal40%
ReportFamily support programme report60%

Text References

  • ^ Dolan, P., Canavan, J., & Pinkerton, J. (Eds.). (2006). Family support as reflective practice. London, UK: Jessica Kingsley Publishers.
  • McCain, M., Mustard, F., & Shanker, S. (2007). Early years study 2: Putting science into action. Toronto, Canada: Council for Early Childhood Development.
  • Hertzman, C. (2004). Making early childhood development a priority: Lessons from Vancouver. Vancouver: Canadian Centre for Policy Alternatives.
  • Heckman, J. (2006). Investing in disadvantaged young children is an economically efficient policy. Paper presented at the Committee for Economic Development, Pew Charitable Trusts. January 10, 2006.
  • Stanley, F., Prior, M., & Richardson, S. (2005). Children of the lucky country. How Australian society has turned its back on children and why children matter. Sydney, NSW: Pan Macmillan.
  • Lynch, R.G. (2005). Early childhood investment yields big payoff. California: West Ed.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CHN3206|1|2