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  2. Vulnerable People and Communities [CSV2109]

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

    Vulnerable People and Communities

  • Unit Code

    CSV2109

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines people and communities who are categorised as at risk of abuse, neglect and rights violations. It considers the human rights conventions and how these are applied in society along with examining policies and practices that violate these conventions. Programs designed to minimise harm for people across the lifespan are examined along with skills and knowledge for workers implementing these programs. International issues on abuse, neglect and rights violations are explored.

Equivalent Rule

Unit was previously coded CHN3101, CHN4116, CSV3109, CSV4109

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse government policies, strategies and directions in areas of abuse and neglect across the lifespan.
  2. Critically analyse programs that focus on prevention and reducing the impact of abuse and rights violations.
  3. Discuss human rights conventions and how these are applied in society.
  4. Discuss legal issues in regards to rights, abuse and neglect for people across their lifespan.
  5. Explain issues relating to domestic violence, abuse, neglect and rights abuse.

Unit Content

  1. Australian and international child abuse and neglect statistics.
  2. Consequences of abuse and neglect.
  3. Contemporary services for children and families at risk.
  4. Definitions and indicators of different forms of abuse and neglect.
  5. Details of the various reporting systems and analysis of the Western Australian situation.
  6. Ideologies relating to families and children and how these affect risk.
  7. Legal issues in abuse, neglect and sexual assault cases.
  8. The conventions focussing on rights of children, young people and families.

Additional Learning Experience Information

Assigned readings, short lectures, tutorials and workshops.

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
EssayReview of current literature on a topic *35%
Tutorial PresentationTutorial paper and presentation35%
ExaminationExamination30%
ONLINE
TypeDescriptionValue
EssayReview of current literature on a topic *35%
Tutorial PresentationTutorial paper35%
ExaminationEnd of semester examination30%

* Assessment item identified for English language proficiency

Text References

  • ^ Percy-Smith, B., & Thomas, N. (Eds.). (2010). A handbook of children and young people's participation. New York: Routledge.
  • Archard, D. (2005). Children: Rights and childhood (2nd ed.). London: Routledge.
  • Gutman, G. (2010). Aging, ageism and abuse: Moving from awareness to action. Burlington: Elsevier.
  • Healey, J. (Ed.). (2008). Indigenous disadvantage. Thirroul, NSW: Spinney Press.
  • Hoff, L. (2009). Violence and abuse issues: Cross cultural perspectives for health and social sciences. Hoboken: Taylor & Frances.
  • Jans, M. (2004). Children as citizens: Towards a contemporary notion of child participation. London: SAGE.
  • Lonne, B., Parton, N., Thomson, J., & Harris, M. (2009). Reforming child protection. New York: Routledge.
  • Lau, K. (2008). Mandatory reporting of child abuse and neglect: A practical guide for social workers. New York: Springer.
  • Tisdall, E., Davis, J., Hill, M., & Prout, A. (Eds.). (2006). Children, young people and social inclusion: Participation for what? Bristol: The Policy Press.
  • Meadow, R. (2009). ABC of child protection. Chichester: Wiley.

Journal References

  • Journal of Elder Abuse and Neglect
  • Child Abuse and Neglect: the International Journal
  • Youth Justice
  • Child Abuse Review
  • Child Abuse Prevention

^ 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.

CSV2109|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

    Vulnerable People and Communities

  • Unit Code

    CSV2109

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines people and communities who are categorised as at risk of abuse, neglect and rights violations. It considers the human rights conventions and how these are applied in society along with examining policies and practices that violate these conventions. Programs designed to minimise harm for people across the lifespan are examined along with skills and knowledge for workers implementing these programs. International issues on abuse, neglect and rights violations are explored.

Equivalent Rule

Unit was previously coded CHN3101, CHN4116, CSV3109, CSV4109

Learning Outcomes

On completion of this unit students should be able to:

  1. Critically analyse government policies, strategies and directions in areas of abuse and neglect across the lifespan.
  2. Critically analyse programs that focus on prevention and reducing the impact of abuse and rights violations.
  3. Discuss human rights conventions and how these are applied in society.
  4. Discuss legal issues in regards to rights, abuse and neglect for people across their lifespan.
  5. Explain issues relating to domestic violence, abuse, neglect and rights abuse.

Unit Content

  1. Australian and international child abuse and neglect statistics.
  2. Consequences of abuse and neglect.
  3. Contemporary services for children and families at risk.
  4. Definitions and indicators of different forms of abuse and neglect.
  5. Details of the various reporting systems and analysis of the Western Australian situation.
  6. Ideologies relating to families and children and how these affect risk.
  7. Legal issues in abuse, neglect and sexual assault cases.
  8. The conventions focussing on rights of children, young people and families.

Additional Learning Experience Information

Assigned readings, short lectures, tutorials and workshops.

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
EssayReview of current literature on a topic *35%
Tutorial PresentationTutorial paper and presentation35%
ExaminationExamination30%
ONLINE
TypeDescriptionValue
EssayReview of current literature on a topic *35%
Tutorial PresentationTutorial paper35%
ExaminationEnd of semester examination30%

* Assessment item identified for English language proficiency

Text References

  • ^ Percy-Smith, B., & Thomas, N. (Eds.). (2010). A handbook of children and young people's participation. New York: Routledge.
  • Archard, D. (2005). Children: Rights and childhood (2nd ed.). London: Routledge.
  • Gutman, G. (2010). Aging, ageism and abuse: Moving from awareness to action. Burlington: Elsevier.
  • Healey, J. (Ed.). (2008). Indigenous disadvantage. Thirroul, NSW: Spinney Press.
  • Hoff, L. (2009). Violence and abuse issues: Cross cultural perspectives for health and social sciences. Hoboken: Taylor & Frances.
  • Jans, M. (2004). Children as citizens: Towards a contemporary notion of child participation. London: SAGE.
  • Lonne, B., Parton, N., Thomson, J., & Harris, M. (2009). Reforming child protection. New York: Routledge.
  • Lau, K. (2008). Mandatory reporting of child abuse and neglect: A practical guide for social workers. New York: Springer.
  • Tisdall, E., Davis, J., Hill, M., & Prout, A. (Eds.). (2006). Children, young people and social inclusion: Participation for what? Bristol: The Policy Press.
  • Meadow, R. (2009). ABC of child protection. Chichester: Wiley.

Journal References

  • Journal of Elder Abuse and Neglect
  • Child Abuse and Neglect: the International Journal
  • Youth Justice
  • Child Abuse Review
  • Child Abuse Prevention

^ 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.

CSV2109|1|2