|Semester 1, 2022 Online|
|Faculty or Section :||Faculty of Health, Engineering and Sciences|
|School or Department :||School of Psychology and Wellbeing|
|Student contribution band :||Band 2|
|Grading basis :||Graded|
|Version produced :||30 June 2022|
Examiner: David Steggall
Human Services professionals are increasingly required to be proactive in terms of countering unmet need pursuant to social justice. The capacity to undertake systemic advocacy, and provide justificatory briefs and submissions are critical to stakeholder engagements. Equally, innovative approaches to peer support and person-centred delivery are critical to being responsive to shifts in power arrangements in the human services field. This is particularly evident with the introduction of the National Disability Insurance Scheme (NDIS) and federal youth advocacy and participation forums.
This course introduces students to various models of advocacy, both systemic and individual. Students will be equipped with skills to identify existing laws (State, Federal, and International) that remedy human right breaches, as well as identify gaps in anti-discrimination coverage. In order to be effective practitioners, students will evaluate different forms of argumentation and rhetoric, and develop the art of writing persuasive briefs. The later section of this course focuses on reviewing systems of peer support especially for youth services and mental health programs.
Course learning outcomes
On completion of this course students should be able to:
- Describe advocacy, guardianship and anti-discrimination regimes in Australia and internationally.
- Examine different models of advocacy including, strengths, shortcomings and usage.
- Analyse the key components of an Advocacy Action Plan.
- Describe mechanisms to foster engagement and collaboration with consumers, young people, professionals and the community to enhance greater social inclusion.
- Undertake an analysis of different rhetorical styles in social policy and community debate and be able to write a persuasive brief.
|1.||Advocacy in Theory and Practice||40.00|
|2.||Rhetoric and Persuasion||40.00|
|3.||Intentional Peer Support||20.00|
Text and materials required to be purchased or accessed
Student workload expectations
To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.
|Weighting (%)||Course learning outcomes|