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  2. Gender, Families and Professional Practice [SWK2116]

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

    Gender, Families and Professional Practice

  • Unit Code

    SWK2116

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will examine the social phenomenon of the family from a cultural and social perspective. The unit will examine the role of gender and culture in shaping how the family is understood as both a social structure and a dynamic setting for interchange between people. Students will examine common areas of professional practice with families.

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss the definitional complexity of family.
  2. Explain how theoretical understandings of family and gender inform human service practice.
  3. Explain the major theoretical approaches to gender.
  4. Explain the major theoretical approaches to the family.
  5. Summarise the relationships between family, gender and socio-cultural context.

Unit Content

  1. Defining family.
  2. Family relationships.
  3. Gender theories.
  4. Human service practice with families.
  5. Theories of the family.

Additional Learning Experience Information

Lectures, audio visual materials, discussions and presentations

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
Annotated Bibliography Annotated bibliography30%
TestTest30%
Case StudyCase study40%
ONLINE
TypeDescriptionValue
Annotated Bibliography Annotated bibliography30%
TestTest30%
Case StudyCase study40%

Text References

  • ^ Chenoweth, L. & McAuliffe, D. (2012). The road to social work and human service practice: An introductory text (3rd ed.). Sth Melbourne, Australia: Centage. Note: Previous editions of the Chenoweth & McAuliffe text will be quite okay.
  • Summers, A. (2003.). The end of equality: Work, babies and women's choices in 21st century Australia. Milsons Point, Australia: Random House.
  • Moloney, L.; Weston, R.; Qu, L. & Hayles, A. (2012). Families, life events and family service delivery: A literature review (Research Report No. 20). Melbourne, Australia: Australian Institute of Family Studies
  • Jackson, S. & Scott, S. (Eds.). (2002.). Gender: A sociological reader. London, England: Routledge.
  • Healey, J. (Ed.). (2009). Gender equality. Thirroul, Australia: Spinney Press.
  • Connell, R.W. (2005.). Masculinities. Crows Nest, Australia: Allen & Unwin.
  • Poole, M. (Ed.). (2005). Family: changing families, changing times. Crows Nest, Australia: Allen & Unwin. Note: The Poole text is recommended for off-campus students if they have limited access to an academic library.
  • Arney, F. & Scott, D. (Eds.). (2010). Working with vulnerable families: A partnership approach. Port Melbourne, Australia: Cambridge University Press.
  • Bowes, J. & Grace, R. (Ed.). (2009.). Children, families and communities: Contexts and consequences. (3rd ed.). Melbourne, Australia: Oxford University Press.
  • Bravo, E. (2007). Taking on the big boys, or, Why feminism is good for families, business, and the nation. New York, NY: Feminist Press at the City University of New York
  • Weeks, W. & Quinn, M. (Eds.). (2000). Issues facing Australian families: Human services respond. (3rd ed.). Melbourne, Australia: Longman Australia.
  • Greene, R. (2008). Social work with the aged and their families. (3rd ed.). New Brunswick, NJ: Transaction Publishers.

Journal References

  • Journal of Sociology
  • Just Policy
  • Australian Social Work
  • Australian Journal of Social Issues
  • Australian Journal of Rural Health

Website References

^ 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.

SWK2116|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

    Gender, Families and Professional Practice

  • Unit Code

    SWK2116

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit will examine the social phenomenon of the family from a cultural and social perspective. The unit will examine the role of gender and culture in shaping how the family is understood as both a social structure and a dynamic setting for interchange between people. Students will examine common areas of professional practice with families.

Learning Outcomes

On completion of this unit students should be able to:

  1. Discuss the definitional complexity of family.
  2. Explain how theoretical understandings of family and gender inform human service practice.
  3. Explain the major theoretical approaches to gender.
  4. Explain the major theoretical approaches to the family.
  5. Summarise the relationships between family, gender and socio-cultural context.

Unit Content

  1. Defining family.
  2. Family relationships.
  3. Gender theories.
  4. Human service practice with families.
  5. Theories of the family.

Additional Learning Experience Information

Lectures, audio visual materials, discussions and presentations

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
Annotated Bibliography Annotated bibliography30%
TestTest30%
Case StudyCase study40%
ONLINE
TypeDescriptionValue
Annotated Bibliography Annotated bibliography30%
TestTest30%
Case StudyCase study40%

Text References

  • ^ Chenoweth, L. & McAuliffe, D. (2012). The road to social work and human service practice: An introductory text (3rd ed.). Sth Melbourne, Australia: Centage. Note: Previous editions of the Chenoweth & McAuliffe text will be quite okay.
  • Arney, F. & Scott, D. (Eds.). (2010). Working with vulnerable families: A partnership approach. Port Melbourne, Australia: Cambridge University Press.
  • Bowes, J. & Grace, R. (Ed.). (2009.). Children, families and communities: Contexts and consequences. (3rd ed.). Melbourne, Australia: Oxford University Press.
  • Bravo, E. (2007). Taking on the big boys, or, Why feminism is good for families, business, and the nation. New York, NY: Feminist Press at the City University of New York
  • Connell, R.W. (2005.). Masculinities. Crows Nest, Australia: Allen & Unwin.
  • Summers, A. (2003.). The end of equality: Work, babies and women's choices in 21st century Australia. Milsons Point, Australia: Random House.
  • Moloney, L.; Weston, R.; Qu, L. & Hayles, A. (2012). Families, life events and family service delivery: A literature review (Research Report No. 20). Melbourne, Australia: Australian Institute of Family Studies
  • Jackson, S. & Scott, S. (Eds.). (2002.). Gender: A sociological reader. London, England: Routledge.
  • Healey, J. (Ed.). (2009). Gender equality. Thirroul, Australia: Spinney Press.
  • Greene, R. (2008). Social work with the aged and their families. (3rd ed.). New Brunswick, NJ: Transaction Publishers.
  • Poole, M. (Ed.). (2005). Family: changing families, changing times. Crows Nest, Australia: Allen & Unwin. Note: The Poole text is recommended for off-campus students if they have limited access to an academic library.
  • Weeks, W. & Quinn, M. (Eds.). (2000). Issues facing Australian families: Human services respond. (3rd ed.). Melbourne, Australia: Longman Australia.

Journal References

  • Australian Journal of Rural Health
  • Australian Journal of Social Issues
  • Australian Social Work
  • Just Policy
  • Journal of Sociology

Website References

^ 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.

SWK2116|1|2