SWB320 Mediation

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

This unit is focused on working with confict including family disputes, interpersonal conflict and domestic and family violence. This unit builds on the generic communication skills taught in other units, enhancing student's repertoire of specific knowledge and skills which can be applied in professional contexts.It is taught in third year after students have had a practicum experience and can relate to a personal and/or professional conflict experience where they consider how they work with conflict. A professional context is provided - for example family mediation and developing child-focused support plans in a safe and empowering way through mediation. 

Learning Outcomes

On successful completion of this unit you will be able to:

1. Describe and undertake the role of mediators in the context of legal and ethical considerations of domestic and family violence (SW04 CLO 1 & 4)
2. Critically reflect on the particular ethical and practice dilemmas of this context as it relates to safety of women and children(CLO 2 & 4)
3. Apply skills of competent practice in mediation (CLO 2)
4. Apply high level communication skills central to effective dispute resolution (CLO 3)

Content

Learning Approaches

This unit uses a blend of lectures, required pre-reading, interactive tutorials, and on-line resources to support key content areas. The lectures, readings, and on-line materials will provide the knowledge essential to passing the unit. The tutorials will focus on the development of the core skills of mediation and will directly relate to the skills based assessment tasks.

Career development and employability includes the use of industry developed assessment tools and videos which are designed to educate practitioners in the field to become familiar with this complex area of practice and further develop their professional identity. Our industry-partner have provided us with the assessment tool used in an organisational context and our students directly apply these tools to a case study in order to be able to recognise and work with domestic and family violence. Tutorials are run with practice scenarios students must facilitate in order to become competent in this area according to industry standards. All tutors are qualified mediators able to assess students at this level. Diverse perspectives are used to explore how mediation services to families could be improved for all. Culturally safe social work but also educational practices are discussed and expected from all. Students critical reflect on themselves and their perspectives which shaped their practice in mediation.

Embedded support for learning is demonstrated through the scaffolding and practice of assessments during tutorials as well as role plays during the course of the unit which change every week to focus on a new skill development area, for example facilitation processes, mediator skills such as reported speech, reframing, summarising and reality checking. Additional support is provided via access to the Student Support Group, Library liaison officers and a range of online academic resources provided by QUT. 

The development and refinement of digital practices and interprofessional learning occurs with course materials and authentic assessment pieces which mirror the real-world practice of social work with children, young people and families. Virtual tutorials are offered and students are schooled in becoming on-line mediators working with technology at a sophisticated level, for example using digital whiteboards, break-out rooms and other functions used in on-line mediation. This has become an industry growth area and is now a priority area for the family court.

Feedback on Learning and Assessment

Formative feedback on progress with tutorial activities will be provided. Individual summative feedback will be provided in addition to the assessment grading rubrics, with more general comments being provided on the unit Canvas site.

Peers will provide you with formative feedback from insights gleaned during role plays.

You will also receive constructive feedback from an accredited mediator about your performance as a mediator in role play scenarios during tutorials. This is designed to enhance your capacity to succeed in assessment item two.

Assessment

Overview

This unit has two pieces of assessment. For the first item you will discuss and analyse the critical issues within the legal and ethical intersections of family mediation, including safety assessments. The second item will be a practical exam of you demonstrating mediation skills in a role play scenario.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Assessment and analysis

Discussion and analysis of critical issues of mediation in family dispute resolution.
Short answer questions covering the difference between interpersonal conflict and violence in family dispute resolution and how this impacts child contact agreements. Students need to make a determination of suitability for mediation of a case study workshopped in tutorials. An intake and safety assessment will be included as an example. This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Role Play and reflection

You will apply high level communication and skills of competent practice in a professional context by acting in the role of a mediator in a given case scenario. You will also act as the parties in the mediation and will conduct the role of mediator for examination in either week 11, 12 or 13. You will then submit a 500 word reflection uploaded to canvas a week after their examination as the mediator. This reflection is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Reference book(s)

There is no prescribed text for this program. Students may find the following reference texts useful.


Fisher L. & Brandon, M. (2012). Mediating with Families (3rd ed.). Pyrmont, NSW: Thomson Reuters (Professional).

Kennedy, R. & Richards, J. (2016). Integrating human service law, ethics and practice (4th ed.). South Melbourne, Vic: Oxford Uni Press.

Mayer, B. (2012). The dynamics of conflict: A guide to engagement and intervention (2nd ed). US: Josey Bass

Cobb, S. (2013). Speaking of violence: the politics and poetics of narrative in conflict resolution. Oxford Scholarship online.

Risk Assessment Statement

There are no particular risks associated with this unit.

Course Learning Outcomes

SW03 Bachelor of Human Services

1. Implement strategies for engaging with socially progressive, anti-oppressive, culturally safe and ethical practice and research, in the context of redressing injustices, inequalities and broad social problems. Practice, Values and Disposition
   Relates to: Assessment and analysis, Role Play and reflection
2. Formulate plans for addressing inequality in our socio-political structures and apply a range of practice methods, digital strategies and skills to address these, including community development, social action, policy development, social research and individual work or groupwork. Knowledge, Practice
   Relates to: Assessment and analysis
3. Critically examine diversity in human services and compare and contrast the effects of different social, political, cultural and historical circumstances on the beliefs, values and aspirations of various groups (including Indigenous and non-Indigenous, women). Knowledge, Values and Disposition
   Relates to: Role Play and reflection
4. Construct and enact contemporary practice frameworks, drawing upon knowledge, inclusive of Indigenous knowledges, skills, values and dispositions that recognise the significance of a critical and reflective process, utilising traditional and digital means for ongoing learning from professional practice experiences. Practice, Knowledge, Values and Dispositions
   Relates to: Assessment and analysis, Role Play and reflection

SW04 Bachelor of Social Work

1. Critique and apply coherent theoretical, practical and contextually relevant social work knowledge, skills and values, and cultivate a commitment toward meeting diverse clients and community needs. [Knowledge, Practice, Values and Disposition]
   Relates to: Assessment and analysis
2. Construct and implement strategies for engaging in critical thinking and decision-making, utilising advanced research knowledge and skills to inform culturally safe practice, and promote social justice from diverse perspectives. [Practice, Knowledge, Values and Disposition]
   Relates to: Assessment and analysis
3. Access, evaluate, and utilise relevant social work information that informs and assists in intra- and inter-professional communication in a range of contexts, through effective oral, written and digital interactions. [Practice, Knowledge]
   Relates to: Role Play and reflection
4. Critically examine tenets of diversity and diverse perspectives in social work, and advocate for a socially just society and the promotion of human dignity that reflect different social, political, cultural and historical circumstances, on the beliefs, values and aspirations of various groups, including Indigenous and non-Indigenous populations. [Values and Disposition, Knowledge, Practice]
   Relates to: Assessment and analysis, Role Play and reflection