INTEGRATED METHODS OF HUMANITARIAN AND COMMUNITY STUDIES ORGANISATION: FOODBANK

INTEGRATED METHODS OF HUMANITARIAN AND COMMUNITY STUDIES ORGANISATION: FOODBANK NT Word limit: TOTAL 2100 (No more than 350 Words Each Module) · Module 1: Organisational Culture and Organisational Structure Required Reading(MUST ONLY use these sources for reference in APA 6th. No other reference is required) ü Janicijevic, N. (2013). The mutual impact of organizational culture and structure. Ekon An, 58(198), pp. 35-60.doi:10.2298/eka1398035j ü Padaki, V. (2010). Coming to grips with organisational values. Development in Practice, 10(3-4), pp. 420-435.doi: https://doi.org/10.1080/09614520050116578 TASK: With reference to Janicijevic (2013) and Padaki (2010), explain the concepts of organisational culture and organisational structure. Based on the author’s theories, describe the organisational culture and organisational structure of the FOODBANK NT, where you are completing your placement. · Module Four: Work Integrated Learning in Higher Education Required Reading(MUST ONLY use these sources for reference in APA 6th. No other reference is required): ü Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. ü Ferns, S, Campbell, M., Zegward, K. (2014). Work integrated learning In Zeegwaard, K. (2014). Work Integrated Learning in the Curriculum(pp. 1-6 . Milperra, Australia: HERDSA. ü Engstrom, D. (2007). A Broadened Horizon: The Value of International Social Work Internships. Social Work Education, 26(2), 136-150. ü Crossman, J. E. (2010). International experience and graduate employability: stakeholder perception on the connection. Higher Education, 59(5), 599-613. DOI: https://doi.org/10.1007/s10734-009-9268-z link> TASK: Based on the set and recommended readings in this learning module, explain the concept of work integrated learning (WIL) and provide arguments about the role and benefits of WIL. You may include examples from your experiences on placement. · Module Two: Reflective Practice ReqRequired Readings(MUST ONLY use these sources for reference in APA 6th. No other reference is required) ü Yip, K. (2006). Self-reflection in Reflective Practice: A Note of Caution. The British Journal of Social Work, vol 36(5), pp. 777-788. doi:https://doi.org/10.1093/bjsw/bch323 ü Dawson. P. (2012, October 10). Reflective Practice [Video File]. Retrieved from https://www.youtube.com/watch?v=r1aYWbLj0U8 TASK: Based on Yip (2006) and other resources in this learning module, explain the concept of ‘reflective practice’. Thereafter provide a reflection of an event/situation experienced on placement at FOODBANK NT (using one of the models/frameworks presented in this learning module). · Module Three: Operational Service Delivery and Ethical Dilemmas Required Reading (MUST ONLY use these sources for reference in APA 6th. No other reference is required): ü Allen, K. (2018). What is an Ethical Dilemma?. The New Social Worker. Retrieved From: https://www.socialworker.com/feature-articles/ethics-articles/What_Is_an_Ethical_Dilemma%3F/ ü Australian Community Workers Association (2019). Australian community workers ethics and good practice guide. Retrieved From: http://www.acwa.org.au/resources/ACWA-Ethics-and-good-practice-guide.pdf ü Hardcastle, T. C. (2019). The ethical and medico-legal issues of trauma care. The South African Journal of Bioethics and Law, 3(1), 25-27. Retrieved From: http://www.sajbl.org.za/index.php/sajbl/article/view/89/68 ü McAuliffe, D. (2005). I’m Still Standing: Impacts and Consequences of Ethical Dilemmas for Social Workers in Direct Practice. Journal of Social Work Values and Ethics, 2(1), 1-10. Retrieved From: https://research-repository.griffith.edu.au/bitstream/handle/10072/15436/40697_1.pdf?sequence=1 TASK: Describe the professional context of FOODBANK NT and identify possible ethical dilemmas and solutions to mitigate them. · Module Four: Work Integrated Learning in Higher Education Required Reading(MUST ONLY use these sources for reference in APA 6th. No other reference is required): ü Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350-367. ü Ferns, S, Campbell, M., Zegward, K. (2014). Work integrated learning In Zeegwaard, K. (2014). Work Integrated Learning in the Curriculum(pp. 1-6 . Milperra, Australia: HERDSA. ü Engstrom, D. (2007). A Broadened Horizon: The Value of International Social Work Internships. Social Work Education, 26(2), 136-150. ü Crossman, J. E. (2010). International experience and graduate employability: stakeholder perception on the connection. Higher Education, 59(5), 599-613. DOI: https://doi.org/10.1007/s10734-009-9268-z link> TASK: Based on the set and recommended readings in this learning module, explain the concept of work integrated learning (WIL) and provide arguments about the role and benefits of WIL. You may include examples from your experiences on placement. · Module Five: Organisational Change and Learning Required Reading(MUST ONLY use these sources for reference in APA 6th. No other reference is required): ü Garvin, D., Edmonson, A., Gino, F. (2008). Is Yours a Learning Organization?Harvard Business Review, 83(3), 109-116. Is-Yours-a-Learning-Organization-by-Garvin-Edmondson-and-Gino.pdf Is-Yours-a-Learning-Organization-by-Garvin-Edmondson-and-Gino.pdf – Alternative Formats ü Popper, M. & Liphitz, R. (2000). Organizational Learning: Mechanisms, Culture , and Feasibility. Management Learning, 31(2), 181-196. DOI: https://doi.org/10.1177/1350507600312003 TASK: Explain the concept of organisational learning based on the frameworks and theories provided by Garvin et al. (2008) and, Popper and Liphitz (2000). Comment on FOODBANK NT organisational learning and include recommendations regarding areas for improvement. · Module Six: Professional Practice Required Reading(MUST ONLY use these sources for reference in APA 6th. No other reference is required): ü Ife, J. (2013). Practice issues. In J. Ife, Community Development in an Uncertain World (pp. 365-394). Port Melbourne: Cambridge University Press. ü Roth, S. (2012). professionalisation Trends and Inequality: experiences and practices in aid relationships. Third World Quarterley, 33(8), 1459-1474DOI: https://doi.org/10.1080/09700161.2012.698129 ü United Nations Office for Disaster Risk Reduction (2017, May 25). Professionalisation of the resilience community: experience from the Pacific [Video file]. Retrieved from https://www.youtube.com/watch?v=syQ6f6eT0UI ü Environmental Change & Security Program (ECSP) (2011, April 7). Frederick M. Burkle, Jr. – Lessons from Haiti: Professionalizing Humanitarian Assistance [Video file]. Retrieved from https://www.youtube.com/watch?v=JNquhile_MU TASK: Based on the set and recommended learning resources, what is ‘professionalism’? Provide definitions and examples of professionalism and professional behaviour in your chosen field of practice. Would you argue that there are downsides of ‘professionalising’ a field of practice (community development)?

1. What is your research question? (Try phrasing it as “What is the effect of X

1. What is your research question? (Try phrasing it as “What is the effect of X on Y?’) 2. What is your hypothesis (a.k.a. the alternative hypothesis)? 3. What is your null hypothesis? 4. What is the independent variable? (Name it and provide a good operational definition). 5. What are the levels of the independent variable? (What conditions will all of your participants experience?) 6. Explain how you will address the threat to internal validity from sequence effects. 7. What is the dependent variable? How will you measure it? 8. Who is your population of interest? To whom do you want to generalize your study? 9. What is one concern you have about validity for your study? How will you address it?10. How will you sample this population (i.e., sampling approach)? How will you recruit participants?

1). Identify harms or risks of harm being experienced; discuss the indicators of

1). Identify harms or risks of harm being experienced; discuss the indicators of harm that support your analysis; and discuss protective factors that could mitigate the level of risk evident in the selected scenario; provide a clear statement of your concerns for the client/s, supported by evidence from the case scenario (14 marks)2). Outline any issues of complexity that might heighten risk (6 marks)3). Link the above points with discussion of relevant evidence, theory, research and literature. Your report must cover the relevant knowledge needed to understand and work with this situation (12 marks)4). Provide a brief outline of the proposed intervention (the intervention will be discussed in-depth in Written Assignment Part B) (4 marks)5). Scholarship: use of relevant literature; clear and logical argument; written expression; correct referencing and techniques (4 marks)

Q:1 Provide two methods of collecting information for a case management plan abo

Q:1 Provide two methods of collecting information for a case management plan about the person’s needs and goals. A: 1. 2. Q:2 Provide two things to consider with evidence-based practice. A: 1. 2. Q:3 Describe the objective of the strengths-based approach to case management. A: Q:4 Describe the objective of the rights-based approach to case management. A: Q:5 Describe what the person-centered approach to case management relies on. A: Q:6 Describe two aspects of immediate needs in the needs-based approach to case management. A: 1. 2. Q:7 In order to effectively use case management processes, list two underpinning requirements that must be adhered to. A: 1. 2. Q:8 Provide one situation where mandatory reporting applies. A: Q:9 Describe one way the Australian Privacy Principles impact case management information. A: Q:10 Describe one way confidentiality impacts case management information. Q:11 Provide two examples of what a policy may apply to regarding case management. A: 1. 2. Q:12 The Australian Community Practice Guidelines 2.3 explains a worker’s role in handling complaints. What does the guideline require you to do in regards to a client’s right to make a complaint, and how would you implement this? A: Q:13 Provide one example of an area in community services where a statutory mandate applies. A: Q:14 Provide one example of how you can assist a person when they are setting goals. A: Q:15 Provide a brief explanation of the social cognitive theory of behavioural change. A: Q:16 Provide an example of how the planned behaviour theory may be put into practice. A: Q:17 Provide one example of a restricted practice that may be used in a non-voluntary intervention. A: Q:18 Describe one way that you can work with a person without imposing your values on them. A: Q:19 Briefly describe how you can incorporate a person’s value systems into their case management plan. A: Q:20 Briefly describe what impact the value systems of key stakeholders can have on the case management plan. A: Q:21 Provide one aspect you need to take into account when working with a CALD person. A: Q:22 Provide two ways to conduct case management in a culturally appropriate way when working with Aboriginal and/or Torres Strait Islander peoples. A: 1. 2. Q:23 Provide two factors to consider when working with people with a disability. A: 1. 2. Q:24 Provide two aspects to consider when working with people in the LGBTI community. A: 1. 2. Q:25 Provide two examples of homelessness. A: 1. 2. Q:26 Provide a brief description of cultural invisibility that older people can feel. A: Q:27 Provide two areas of legislation that are relevant to child protection. A: 1. 2. Q:28 Provide two aspects of complaints management. A: 1. 2. Q:29 Describe two ways that you can establish a rapport with a person. A: 1. 2. Q:30 Provide two aspects of a formal meeting process. A: 1. 2. Q:31 Provide one reason why it is important to specify roles and responsibilities of people involved in the case management plan. A: Q:32 Provide one reason why a case manager needs to be familiar with a range of available services. A: Q:33 Describe how the Universal Declaration of Human Rights underpins the rights of people involved in the decision-making process. A: Q:34 Provide one right of an organisation when providing services. A: Q:35 Describe why is it important to understand family dynamics when providing case management support. A: Q:36 Provide an example of a long-term need. A: Q:37 Provide one indication that a plan may need to be revised and/or adjusted. A: Q:38 Provide one behavioural indicator that may suggest abuse. A: Q:39 Provide one example where you may need to apply a strategy to deal with a complex or high-risk situation. A: Q:40 Describe a case manager’s duty of care in regard to child protection. A: Q:41 Describe a case manager’s duty of care in regard to domestic violence. A: Q:42 Describe a case manager’s duty of care in regard to suicide. A: Q:43 Describe a case manager’s duty of care in regard to elder abuse. A: Q:44 Describe a case manager’s duty of care in regard to people with disabilities. A: Q:45 Explain why it is important to match the needs of the person with the experience, workload and geographical location of the worker or service provider. A: Q:46 List two objectives for change or action in case management. A: 1. 2.