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  2. Designing Family Support Programmes [CHN3206]

School: Arts and Humanities

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

    2021

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Rosa Maria NAPOLITANO-LINCOLN

Description

In this unit students will briefly review the needs of families, from a strength perspective, to enable the examination of family support programs and how they met the needs of different populations. 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.

Prerequisite Rule

Students must pass 120 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. Components of effective family support programmes.
  2. Current research on family support programs across diverse populations.
  3. The range and types of family support programs, their purpose and effectiveness
  4. Integrating theory into family support program practice.
  5. The theoretical base of family support programs.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Winter6 x 7 hour workshopNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
Project ^Designing a family support programme 50%
Review ^Designing family support program 50%
ONLINE
TypeDescriptionValue
Project ^Designing a family support programme. 50%
Review ^Critical evaluation of a family support programme.50%

^ Mandatory to Pass

Core Reading(s)

  • Dolan, P., Canavan, J., & Pinkerton, J. (Eds.). (2006). Family support as reflective practice. London, United Kingdom: Jessica Kingsley Publishers. Retrieved from https://ecu.on.worldcat.org/oclc/567896375?databaseList=638
  • Hanson, & Lynch. (2017). Understanding families : supportive approaches to diversity, disability, and risk (2nd ed.). Brookes. Retrieved from https://ecu.on.worldcat.org/oclc/862077841

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

School: Arts and Humanities

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

    2021

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

  • Unit Coordinator

    Ms Rosa Maria NAPOLITANO-LINCOLN

Description

In this unit students will briefly review the needs of families, from a strength perspective, to enable the examination of family support programs and how they met the needs of different populations. 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.

Prerequisite Rule

Students must pass 120 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. Components of effective family support programmes.
  2. Current research on family support programs across diverse populations.
  3. The range and types of family support programs, their purpose and effectiveness
  4. Integrating theory into family support program practice.
  5. The theoretical base of family support programs.

Learning Experience

ON-CAMPUS

Students will attend on campus classes as well as engage in learning activities through ECUs LMS

JoondalupMount LawleySouth West (Bunbury)
Winter6 x 7 hour workshopNot OfferedNot Offered

For more information see the Semester Timetable

ONLINE

Students will engage in learning experiences through ECUs LMS as well as additional ECU l

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 School Progression Panel.

ON CAMPUS
TypeDescriptionValue
Project ^Designing a family support programme 50%
Review ^Designing family support program 50%
ONLINE
TypeDescriptionValue
Project ^Designing a family support programme. 50%
Review ^Critical evaluation of a family support programme.50%

^ Mandatory to Pass

Core Reading(s)

  • Dolan, P., Canavan, J., & Pinkerton, J. (Eds.). (2006). Family support as reflective practice. London, United Kingdom: Jessica Kingsley Publishers. Retrieved from https://ecu.on.worldcat.org/oclc/567896375?databaseList=638
  • Hanson, & Lynch. (2017). Understanding families : supportive approaches to diversity, disability, and risk (2nd ed.). Brookes. Retrieved from https://ecu.on.worldcat.org/oclc/862077841

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