Young People in Context

This subject has the following teaching availabilities in 2012:

For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

• risk and resiliency frameworks;
• effective practice strategies;
• approaches to crisis intervention;
• issues related to professional role boundaries, ethical practice and cross-sectoral networking.

Students will be required to draw on theoretical perspectives and ideas from contemporary research as well as insights generated through critical reflection, online discussions and collaborative problem-solving. Through this critical enquiry process, it is expected that students will further develop their understandings of their own practice and change and develop aspects of that practice.

• articulate and critically examine their own understandings of professional practice in working with young people in a variety of contexts;
• identify and critically reflect on the factors which impact on and influence practitioners and young people;
• compare the professional settings and services which interact with young people and explore potential strategies to enhance inter-agency collaboration, communication and referral;
• review current practice against established ethical, legal and confidentiality principles / criteria and suggest appropriate strategies to improve aspects of practice;
• evaluate and apply different theoretical frameworks, research perspectives and professional practice strategies to inform decision making in working with young people in a range of contexts;
• analyse and apply resiliency, risk and protective frameworks;
• critically examine methods of conducting a cooperative strengths-based assessment with a young person.

• Hurdle Requirement(Satisfactory/Unsatisfactory) : Introductory learning activity: Two pieces of reflective writing (Max: 400 words each) - Submitted to Online Discussion Topic;
• 60% : Risk and Resiliency Case Study Investigation and Written Report (Max: 1,800 - 2,000 words) - Due mid semester;
• 40% : Intervention Case Study Investigation and Written Report (Max: 1,100 - 1,300 words) - Due end of semester.

This subject is not available as a breadth subject.

• articulate and critically examine their own understandings of professional practice in working with young people in a variety of contexts;
• identify and critically reflect on the factors which impact on and influence practitioners and young people;
• compare the professional settings and services which interact with young people and explore potential strategies to enhance inter-agency collaboration, communication and referral;
• review current practice against established ethical, legal and confidentiality principles / criteria and suggest appropriate strategies to improve aspects of practice;
• evaluate and apply different theoretical frameworks, research perspectives and professional practice strategies to inform decision making in working with young people in a range of contexts;
• analyse and apply resiliency, risk and protective frameworks;
• critically examine methods of conducting a cooperative strengths-based assessment with a young person.

On completion of this subject, it is expected that students will be able to:

• work in a respectful way with: young people from diverse cultural backgrounds; workers from different sectors; and communities to enhance engagement, active participation, inclusivity and capacity building;
• locate, critically evaluate and use contemporary research literature and professional information to develop own practice;
• communicate effectively with young people, families, agencies, and other professionals across a range of contexts;
• further develop collaborative ways of working and learning aimed at building partnerships in a multi-disciplinary environment.