SOCWK201-19B (TGA)

Social Work Issues

15 Points

Edit Header Content
Division of Arts Law Psychology & Social Sciences
School of Social Sciences
Social Work

Staff

Edit Staff Content

Convenor(s)

Trish Hanlen

Trish Hanlen
To be advised
trish.hanlen@waikato.ac.nz

Lecturer(s)

Administrator(s)

: paula.maynard@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: jillene.bydder@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Edit Staff Content

Paper Description

Edit Paper Description Content
This paper examines the causes and effects of neglect, abuse, and violence across the life span for vulnerable populations in the context of contemporary Aotearoa New Zealand. It examines interactions between biological, psychological, socio-structural, economic, political, cultural, and spiritual aspects of abuse, neglect and violence, along with prevention and intervention strategies.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content
There are 12 lectures interspersed with interactive learning. There are 12 tutorials to review lecture material, listen to invited guest speakers and undertake some social work skills learning. There is a compulsory wānanga marae on a local marae on the Thursday 1st August from 8.30am until 3.00pm designed to enhance students’ social work skills when working with Māori whanau, hapu and iwi.
Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the course should be able to:

  • identify distinct indicators of maltreatment relating specifically to neglect, abuse, and violence across the lifespan.
    Linked to the following assessments:
  • develop understandings of diverse cultural constructions of violence, neglect and abuse, including considerations of tikanga to enhance social work skills when working with issues pertaining to violence, neglect and abuse with Māori whanau hapu and iwi.
    Linked to the following assessments:
  • critically analyse the application of knowledge about neglect, abuse, and violence at micro, meso and macro levels and apply the appropriate skills associated with prevention, assessment and intervention.
    Linked to the following assessments:
  • analyse the application of a range of legal measures for intervention with abuse issues, adult violence and harassment.
    Linked to the following assessments:
  • understand the application of attachment and reattachment theories in relation to child abuse and/or neglect, focusing on prevention assessment and intervention.
    Linked to the following assessments:
  • understand how grief and loss theories are applied to abuse, neglect and violence across the life span.
    Linked to the following assessments:
  • understand the impact of working in negative environments on social work practitioners.
    Linked to the following assessments:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

The assessment of this paper is designed to determine the ability to critically apply concepts, models, tools and theories discussed in the paper through essay, test and presentation and written critical reflections.

There are five assessment tasks (refer to the table below) for this paper and the final grade is determined by the total marks received for all five assignments. The students must attempt and submit the four compulsory assignments by the dates specified to receive a grade for this paper. Students who fail to submit the compulsory assignments, if no other provisions have been made under the policy on special considerations for missed assessment, will receive an IC grade.

Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Critical reflection on the wānanga marae
6 Aug 2019
11:30 PM
10
  • Online: Submit through Moodle
✔
2. Test
14 Aug 2019
9:00 AM
25
  • In Class: In Lecture
✔
3. Essay
23 Sep 2019
11:30 PM
30
  • Online: Submit through Moodle
✔
4. Oral presentation
9 Oct 2019
9:00 AM
30
  • Online: Submit through Moodle
  • Presentation: In Class
✔
5. Weekly reflection and article log
5
  • Online: Upload to Moodle Forum
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

These required and recommended texts are available on desk copy in the Tauranga University of Waikato Library
Required Texts

  • Howe, D. (2005). Child Abuse and Neglect: Attachment, Development and Intervention. Houndmills, England: Palgrave Macmillan.
  • Romito, P. (2008). A deafening silence: Hidden violence against women and children. Bristol, England: The Policy Press.
Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content
  • Gardner, R., & Howe, D. (Eds.). (2016). Tackling child neglect: Research, policy and evidence-based practice. London, England: Jessica Kingsley Publishers.
  • Hann, S., & Trewartha, C. (2015). Creating change: Mobilising New Zealand communities to prevent family violence. Auckland, New Zealand: New Zealand Family Violence Clearinghouse, University of Auckland.
  • Horwath, J. (2007). Child neglect: Identification and assessment. Houndmills, England: Palgrave Macmillan.
  • Horwath, J. (2013). Child neglect: Planning and intervention. Houndmills, England: Palgrave Macmillan.
  • Laing, L., & Humphreys, C., with Cavanagh, K. (2013). Social work & domestic violence: Developing critical and reflective practice. London, England: Sage.
  • Lombard, N., & McMillan, L. (2012). (Eds.). Violence against women: Current theory and practice in domestic abuse, sexual violence and exploitation. London, England: Jessica Kingsley.
  • McClennen, J. C., Keys, A. M., & Dugan-Day, M. L. (2017). Social work and family violence: Theories, assessment, and intervention (2ed.). New York, NY: Springer Publishing Company.
  • McGregor, K. (2008). Surviving and moving on: Self-help for survivors of childhood sexual abuse. Auckland, New Zealand: Random House.
  • Stanley, N., & Humphreys, C. (Eds.). (2015). Domestic violence and protecting children: New thinking and approaches. London, England: Jessica Kingsley Publisher.
  • Taylor, A., & Connolly, M. (Eds.). (2013). Understanding violence: Context and practice in the human services. Christchurch, New Zealand: Canterbury University Press.
Edit Recommended Readings Content

Other Resources

Edit Other Resources Content
Weekly readings or a link to the reading sources will be available on Moodle on a weekly basis corresponding to each lecture topic. Students are expected to read the prescribed readings available on Moodle before each class to prepare for the lecture. The required and the highly recommended texts are available in the library as desk copies.

Edit Other Resources Content

Online Support

Edit Online Support Content
Moodle will be used as the online learning and communication platform for this paper. Moodle can be accessed from elearn.waikato.ac.nz. All paper related communication will be managed through Moodle. Students can contact the lecturer via email or using the message function on Moodle. Students are encouraged to use the ‘Ask your lecturer’ forum available on Moodle if you think that your enquiry could be useful for other students as well.
The lecture notes may not be available on Moodle before the lectures; however students can download lecture notes from Moodle within 24 hours of the lecture. Students are advised that reading these notes is not a substitute for attending lectures and taking one’s own notes. The provision of any materials from guest speakers is at the discretion of the speaker.
Edit Online Support Content

Workload

Edit Workload Content

Attendance/Workload:

  • The total hours for this paper are 150 hours (15 points). This paper has 48 hours of class contact time and a compulsory wānanga marae (Thursday 1st August, 2019). Successful completion of the paper will require approximately 100 hours for study and assignment preparation.
  • Students are expected to attend the wānanga marae, and all lectures and tutorials.
  • The four hours in class each week will normally include a lecture and a tutorial to review lecture material, weekly required readings, skills learning, guest speakers, some videos and discussion.
  • Students are expected to complete the recommended readings in order to come prepared for class discussion on the readings.
  • Students are expected to actively participate in classroom activities.
  • The classroom will be open from 8.50am.
  • Assessment of oral presentations to the class will require additional hours because of class size.
Edit Workload Content

Linkages to Other Papers

Edit Linkages Content

All SOCWK coded papers

Edit Linkages Content

Prerequisite(s)

Prerequisite papers: All required papers in Year 1 of the BSW specified programme, and (SOCWK202 or SOCW202), and (SOCWK205 or SOCW305).

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: SOCW201

Edit Linkages Content