UNIT OUTLINE SWSP6143: Public Policy and Civil Society Discipline of Social Work Some Social Work units in Trimester XXXXXXXXXXwill be delivered online to ensure the health of students and staff...

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UNIT OUTLINE SWSP6143: Public Policy and Civil Society Discipline of Social Work Some Social Work units in Trimester 2 2022 will be delivered online to ensure the health of students and staff during the COVID19 pandemic. This is a temporary mode of delivery that has the approval of the AASW (Australian Association of Social Workers). Social workers acknowledge the Aboriginal and Torres Strait Islander peoples, the First Australians, whose lands, winds, and waters we all now share, and pay respect to their unique values, and their continuing and enduring cultures, which deepen and enrich the life of our nation and communities. Social workers commit to acknowledge and understand the historical and contemporary disadvantage experienced by Aboriginal and Torres Strait Islander peoples and the implication of this for social work practice. Social workers are responsible for ensuring that their practice is culturally competent, safe, and sensitive. Document Name Unit Outline SWSP6143 Public Policy and Civil Society Responsibility Academic Dean Version UO SWSP6143.V1.1 1 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022) 1. Unit Description This unit looks at the Australian political processes and institutions and the way governments, through ideology and public including social policy, influence the formation of a certain type of citizenry and a civil society nationally and internationally. The role of social worker in the human services sector is explored in this context. 2. Unit Information Unit level and type 600 level core unit Credit point value 6 (out of a total of 96) Prerequisites Nil Co-requisites Nil Equivalent Units Nil Delivery modes Online Course Master of Social Work (Qualifying) 3. Development of Learning Outcomes and Graduate Attributes 3.1 Unit Learning Outcomes On successful completion of this unit the student should be able to: a. Describe the political process and ideologies that underpin the political process in Australia. b. Demonstrate an understanding of the structures, processes and relationships that lie behind the public face of government in Australia. c. Describe the complex set of relationships and a range of players and their competing interests in the socio-political, cultural, and economic discourses of the times. d. Articulate what a civil society looks like and how stable this definition is. e. Demonstrate an understanding of such concepts as; civil society, public good, power, elites, wealth, inequality, discourse, justice, and democracy. Explain how they are produced and to what effect. f. Describe how the interconnectedness and interdependence with global societies, politics and cultures are producing a ‘global world’ and a ‘global citizen.’ 2 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022) 3.2 Course Learning Outcomes This unit, SWSP6143, covers the learning required to deliver the following Course Learning Outcomes: Values and Ethics 1.1 Practice in accordance with the AASW Code of Ethics 1.2 Manage ethical dilemmas and issues arising in practice Professionalism 2.1 Represent the social work profession with integrity and professionalism 2.2 Behave in a professional manner and be accountable for all actions and decisions Culturally Responsive and Inclusive Practice 3.1 Work inclusively and respectfully with cultural difference and diversity 3.2 Respect and strive to understand and promote the right of Aboriginal and Torres Strait Islander peoples and their cultures Knowledge for Practice 4.1 Understand higher level systemic influences on people with respect to area of practice 4.2 Understand and articulate social work and other relevant theories and concepts 4.3 Understand the role of research and evaluation in obtaining and generating new knowledge for practice 4.4 Understand and articulate how and when theories, knowledge bases and knowledge sources inform practice Applying knowledge to practice 5.1 Assess and analyse needs to inform practice 5.2 Work collaboratively 5.3 Use a range of social work methods and techniques appropriate to the area of practice 5.4 Apply critical and reflective thinking to practice Communication and Interpersonal Skills 6.1 Communicate with a diverse range of people 6.2 Communicate the details and nature of the service offered to people 6.3 Work with others in a team environment 6.4 Use information technology to communicate and provide services Information Recording and Sharing 7.1 Record and manage information appropriately 7.2 Keep and maintain information in accordance with ethical principles and relevant legislation Professional Development and Supervision 8.1 Actively participate in professional supervision 8.2 Engage in continuing professional development 8.3 Where appropriate, to contribute to the professional development of others 3.3 ACAP (Australian College of Applied Professions) Graduate Attributes Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:  GA1 COMMUNICATE: Apply effective communication skills with others in diverse contexts and through multiple modalities  GA2 SUSTAIN: Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime  GA3 THINK: Apply critical, creative, and flexible thinking to contribute and respond constructively across diverse settings  GA4 ENGAGE: Engage effectively with contemporary and traditional knowledges across multiple contexts 3 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022)  GA5 WELLBEING: Utilise skills and knowhow to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities  GA6 EQUALITY: Enact inclusive practices that deliver social justice and equality of opportunity  GA7 INTEGRITY: Apply integrity and ethical standards to study, research, and practice  GA8 COMMUNITY: Use teamwork and leadership knowledge and skills to advance teams, groups, and communities  GA9 GLOBAL: Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future 4. Learning and Teaching Process This unit is taught over 13 weeks and totals 3 student contact hours per week. Students will participate in teaching and learning activities including: a) Lectures and critical discussion b) Tutorials and skill development activities c) Online pre-learning activities d) Online post-learning Depending on the delivery mode, this unit’s content is delivered to students via  A weekly 3-hour learning session [via Zoom or on Campus]. One three-hour workshop comprised of didactive material delivered, interactive class time, group discussion, readings, assessments, and class activities. In addition to timetabled contact hours, students are expected to do at least 6 hours of personal study each week to review lectures and read prescribed and recommended materials for this unit. The total individual workload of this unit will be around 9 hours (including teamwork, individual self-study and reading). 5. Student Attendance: Social Work The Australian Association of Social Workers requires students maintain 80% attendance for each unit of study. Students are responsible to provide supporting documentation for missed classes. Once a student’s attendance has fallen below 80%, they are required to submit a 500-word outline summarising the content of each reading from the missed session. Students who miss more than three (3) sessions for a class offered weekly or one (1) session for a weekend block will not be able to pass the unit. In circumstances where attendance requirements are not met, the result ‘Fail Incomplete’ will be awarded. For more information refer to the Student Participation and Attendance Policy. 5.1 Trimester Key dates The Trimester Key Dates can be accessed at https://www.acap.edu.au/current-students/key-dates/ https://navitas.sharepoint.com/sites/public/Published/Student%20Participation%20and%20Attendance%20Policy.pdf https://navitas.sharepoint.com/sites/public/Published/Student%20Participation%20and%20Attendance%20Policy.pdf https://www.acap.edu.au/current-students/key-dates/ 4 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022) 6. Weekly Schedule Session Topic Assessment 1. Introducing Public Policy, Government, and Civil Society  Unit Overview  Assessment Tasks and Requirements for Assessment Task 1A  Introducing Public Policy, Government, and Civil Society 2. Australian Political Structures  Liberal Democracy  The Australian Constitution and Federalism  Government Institutions and Legislative Processes 3. Political Ideology  Requirements for Assessment Task 1B  Political Ideologies  Humanism, Liberalism, Neoliberalism  Australian Political Parties 4. Social Capital and Civil Society  Governmentality  Social Capital and Civil Society  Civil Rights and Human Rights Assessment Task 1 Part A Due 5. The Policy Cycle and Policy Analysis  The Policy Cycle  Policy Analysis  Bacchi’s WPR Framework 6. Policy Analysis and Machinery of Government Changes  Rights-Based Policy Analysis  Machinery of Government 7. Break Week: no classes Assessment Task 1 Part B Due 8. Welfare, Neoliberalism, and Marketisation  The Welfare State  Neoliberalism and Marketisation of Welfare Services  Social Work in a Marketised System 9. Policy in Practice: Social Work and Influencing Public Policy  Social Workers and Policy Influence  Co-Design  Social Activism 10. Policy in Practice: Mediatisation and Influencing Public Policy  Political Communications and the Media  Old Media and New Media Assessment Task 2 Due 5 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022)  Digital Advocacy and Activism 11. Interconnectedness and Interdependence: Global Citizens?  Global Citizenship  Representative Democracy  Deliberative Democracy 12. Fragile Democracies  Democracy in the 21st Century  Democracy in Crisis?  Social Work and Strengthening Democracy 13. Study Hall 6 Unit Outline: SWSP6143 Public Policy and Civil Society V1.1 (30/05/2022) 7. Assessment Overview The assessment in this Unit has THREE components as listed below: *Students must submit all assignments and achieve
Answered 14 days AfterJun 30, 2022

Answer To: UNIT OUTLINE SWSP6143: Public Policy and Civil Society Discipline of Social Work Some Social Work...

Dr. Saloni answered on Jul 15 2022
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Sociology: Justice Policy that takes a restorative justice approach versus
Justice policy that takes an incarceration approach
Contents
Introduction    3
Policy Debate    4
Victim–Offender Mediation    5
The Policy Objectives of the Approach    6
The Key Theory of Government/Governance    6
The Social Values or Philosophies/Ideologies    6
Strength of Victim-Offender Mediation    7
Limitation of Victim-Offender Mediation    7
Serious Offenders Act 2018    8
The Policy Objectives of the Approach    9
The Key Theory of Government/Governance    9
The Social Values or Philosophies/Ideologies    9
Strength of Serious Offenders Act 2018    10
Limitations of Serious Offenders Act 2018    10
Responding to Social Inequality    11
Strategies    12
Conclusion    13
Re
ferences    15
Introduction
It is commonly assumed that justice is served in the aftermath of culpability if the perpetrator suffers pain proportional to the gravity of his or her criminal conduct. Social inequality is a major consequence of punitive measures. The social inequality created by incarceration is significant and long-lasting. In modern society, it is also believed that the government bears ultimate responsibility for inflicting such suffering in the aftermath of the alleged conduct (Armstrong, 2021). Such beliefs are challenged by restorative justice. One of its core themes is that justice in the immediate wake of wrongdoing necessitates the restoration of the damage intended to relationships and people; it is not sufficient — and may not be essential — for the perpetrator to feel pain. Another cornerstone is that immediate survivors of criminal conduct and those connected to them, as well as perpetrators and those connected to them, must be handed major roles in determining whatever to do about the offenses (Arrow & Forrest, 2020).
One implication appears evident: restorative justice, by calling into question a fundamental belief underpinning the practise of imprisonment, strengthens serious concerns regarding the practice's legitimacy. Restorative justice proponents, on the other hand, have lately become more focused on restructuring the practise of imprisonment under restorative justice doctrines. This development has sparked debate within the restorative justice practices, with many supporters asserting that restorative justice should be undertaken "never as a policy of detention or prison reform, but rather as a substitute to prison" (Gang et al., 2019). Mass prison sentences are increasingly recognised as a significant source of inequality and violations of human rights. According to research, the majority of prisoners have been victims of abuse and violence. Restorative justice activists are quickly shifting to it as a conceivable way to address survivors' needs whilst also minimising reliance on correctional facilities, detention centres, or prisons (Hansen & Umbreit, 2018).
This paper emphasises the two justice policy approaches based on restorative justice and incarceration, their key concepts, strengths, limitations, relevant social values and philosophies, individual positions concerning human rights conventions, and the strategies to advance the claim on implementing the best approach.
Policy Debate
Justice policy that takes a restorative justice approach is Victim–Offender Mediation. The goal of victim-offender mediation and discourse is to deliver a restorative conflict settlement practice that actively engages victims and survivors in fixing (to the greatest extent practicable) the material and emotional damage that occurred by the crime; a chance for both offenders and victims to communicate offences and share their emotions; and a chance for offenders and victims to develop common ground restitution. The Victim-Offender Mediation Unit facilitates communication between offenders and victims (Jeffries et al., 2021). This approach is provided to both juvenile and adult offenders, as well as their survivors. The mediation is impartial, free, and confidential. Individuals will not obtain a criminal record if they follow the plan of action. The Restorative Justice Facility enables a variety of restorative processes, with a focus on victim-offender meetings, which occur after an adult perpetrator is imprisoned and involved in a wide spectrum of wrongdoings. A victim-offender meeting will occur only if the perpetrator accepts accountability for the wrongdoing and both the survivor and the perpetrator agree to participate (Jonas-van Dijk et al., 2019).
Moreover, a justice policy that takes an incarceration approach is the Serious Offenders Act 2018. The Serious Offenders Act 2018 establishes a framework for the persistent supervision or incarceration of serious violent and serious sex offenders who confront an unconscionable chance of re-offending if released into the community with no supervision (Wood et al., 2021). The prime objective of the 2018 Policy is to safeguard the general public by mandating that perpetrators who have served prison terms for certain violent or violent offences and pose an abhorrent risk of repeated wrongdoings be subject to imprisonment or close monitoring upon closure of their prison sentence. The Policy also focuses on making care and rehabilitative services for such perpetrators easier. The Supreme Court can issue detention orders of up to three years under this approach. It also enables the Supreme Court to issue urgent detention orders for seven days in the situation of a surging risk offender (Gill et al., 2017).
Victim–Offender Mediation
Victim-offender mediation is an assisted conversation between the offender and victim about the allegation, its repercussions, and potential ways to mend the harm done. VOM systems are delivered in Queensland, New South Wales, the Northern Territory, Tasmania, and Western Australia. 19 VOM typically entails a skilled mediator, the offender, support individuals, and the victim. In comparison to communication (in which survivor participation is usually optional), VOM requires victim engagement. Mediation may be facilitated by the perpetrator, the survivor, or, in the situation of NT and WA, the judge, corrections officers, or prosecutor based on the jurisdiction (Arrow & Forrest, 2020).
The Policy Objectives of the Approach
The District Court may issue the preparatory work of a meditational document as a component of the justice system, which is a document about an arbitration process or intended intervention between a perpetrator and a survivor. This report has been ordered under Sentencing Act 1995Part 3 Div 5. The VMU, which is an element of the Corrective Services, Department of Justice, performs victim-offender mediations (Blagg & Anthony, 2019).
The Key Theory of Government/Governance
Victim-Offender Mediation is frequently placed within the context of a contemporaneous progression toward emotional intelligence equality. Its advocates claim that it tends to participate and recover the traumas caused by crime, whereas the judicial system simply administers the policy. VOM proponents claim that by invoking the concept of a substitute resolution framework that rejects the spiritually antagonising abstraction and formalism of the conventional adversarial judicial system, they can provide a more superlative form of justice (Gang et al., 2019).
The Social Values or Philosophies/Ideologies
The relationship between the social...
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