TOPIC 1: RESOURCE MANAGEMENT

CONCEPTS OF RESOURCE MANAGEMENT

WELLBEING
Defining wellbeing
- An individual’s health, happiness, and satisfaction with life.
- Wellbeing is the degree of satisfaction with life that an individual or
group is experiencing.
○ Every aspect of your life influences your state of well-being.
○ Sustained positive well-being contributes to being happy and
healthy.
○ Wellbeing is dynamic – meaning it can constantly change.
Factors affecting wellbeing (SPEECS)
- Wellbeing is considered holistic. Together the 6 factors can have a
positive or negative impact.
SOCIAL
- Social factors relate to interactions with people. They are satisfied by
having:
○ An environment in which social interaction, companionship and
friendships can be fostered in positive ways.
○ Opportunities for leisure, recreation, and relationships.
○ Privacy, seclusion, and quietness.
- Positive interactions with others give the feeling of being wanted.
PHYSICAL
- Physical factors relate to physical health and safety. They include
having:
○ Adequate nourishment and sleep.
○ Regular healthcare.
○ Safety and security from external hazards.
 ○ Regular physical activity
- Eating well and feeling physically fit can contribute to our resistance to
sickness and our ability to deal with problems.
EMOTIONAL
- Emotional factors are related to our feelings. Examples include:
○ Connections, bonding, love, sense of belonging.
○ Social security and stability.
○ Absence of domestic violence, safe & secure living arrangements.
○ Good self-image.
○ Age-appropriate independence.
○ Opportunity to express oneself.
- When emotional needs are met, a person is more resilient and more likely
to successfully cope with stress.
ECONOMICAL
- Economic factors are related to finances. Addressed through:
○ Paid employment, bank accounts, credit, budgeting, welfare etc.
○ Job security, equitable working conditions, and flexible working
patterns.
○ Increased knowledge and skills.
- An individual in a well-paid job is more likely to have an adequate
standard of living and be able to meet needs and many wants than an
individual in a not well-paying job.
CULTURAL
- The connection to one's heritage. Cultural factors focus on customs,
beliefs, values and traditions. These are satisfied by:
○ Identifying with and belonging to a cultural group.
○ Teaching and developing customs, beliefs, values and traditions.
○ Having opportunities to maintain cultural heritage through stories,
dance, language etc.
- The individual involved in cultural activities has a greater sense of
identity and belonging.
SPIRITUAL
- Having a sense of connection with God or nature. Spiritual factors relate
to moral or religious areas or feelings of connection with something
more. They include:
○ Developing ideals, aspirations and personal values.
○ Identifying right from wrong.
○ Having a purpose in life.
○ Understanding religious principles.
- A person with spirituality may experience greater peace and emotional
stability. Spirituality may also be experienced through nature, art, music,
relaxation or connections with the mind, body and soul.
Individual and group wellbeing
- An individual’s level of well-being can be different from that of the people
around them.
- Group well-being is dependent on the well-being of the individuals
within that group.
- There is an interrelationship between individual and group well-being. If
positive individual well-being is achieved, then group well-being will also
be positive. Achieving both group and individual well-being involves
satisfying the needs of all group members.

NEEDS AND WANTS

Defining needs and wants
- Needs are things that are essential to sustain life as a physically and
mentally healthy individual. Wants are our preferences or desires.
- They are not necessary for survival but can contribute to improved
quality of life.
Specific needs (SHESEA)
- Individuals, families and communities will prioritise these needs
differently according to their circumstances, but the ultimate aim is to
achieve well-being.
SAFETY AND SECURITY
- Safety and security are our desire to feel protected and safe from
threats. Threats can include things such as weather, burglary and
physical harm. Safety and security can affect physical and emotional
wellbeing
HEALTH
- Health is a concept that is interrelated to a person’s perception of
well-being. The 5 dimensions of health are physical, social, emotional,
mental and spiritual. A balance between the 5 dimensions is crucial as
they all influence positive well-being.

EDUCATION
- An individual with a higher formal education is more likely to have
economic resources, housing, healthcare etc. Formal education includes
school, TAFE and universities whereas informal education includes
things such as research, travel and shared knowledge.

SENSE OF IDENTITY
- Sense of identity is an individual's idea of who they are which can
influence their confidence and self-esteem. A person’s sense of identity
changes throughout their life as the factors influencing it also change.
These factors include:
○ Roles and responsibilities
○ Social status
○ Family, friends and work
○ SPEECS
EMPLOYMENT
- Employment is an activity that devotes time and energy towards a goal
of payment. Employment:
○ Is directly linked to education.
○ Helps meet many specific needs
○ Supports positive wellbeing
ADEQUATE STANDARDS OF LIVING
- This refers to primary needs; food, clothing shelter. Also includes access
to healthy food and protective clothing needed to maintain a safe and
healthy life. In society, these are usually met within a family however
some individuals may require community or governmental support.
Maslow's hierarchy of needs
- a motivational theory in psychology
- Needs lower down in the hierarchy must
be satisfied before individuals can
attend to needs higher up.
- Physiological: food, liquid, oxygen.
- Safety: security in surroundings, safe
from harm.
- Belonging: obtaining love, affection,
sense of connectedness.
- Esteem: stems from a human desire to feel confident and valuable.
- Self-actualisation: realise full potential & be the very best one can be.
Satisfaction of needs and wants
- Our basic needs must be met for survival (physiological). In Australia,
most people's needs are met, however, our sense of well-being is
influenced by the degree to which this happens. Needs and wants will
vary in importance depending on individual differences and lifespan
GOAL SETTING
- Goal setting: short-term, long-term, or intermediate.
- SMART goals:
○ Specific - what needs to be accomplished
○ Measurable - tracking progress through numbers
○ Attainable - Is this something I can reasonably achieve
○ Realistic - Does this goal sit in a bigger picture or driven by values
○ Timely - built-in time boundaries
ENHANCING WELLBEING
- can be achieved by targeting the following areas:
○ emotional, economic, cultural, physical, spiritual, social.

RESOURCES
Defining resources
- Things useful to individuals and groups that make meeting needs and
accomplishing goals more achievable.
Specific resources
- resources categorised as internal or external. Can greatly influence
day-to-day life both positively and negatively depending on how they are
used.
- HUMAN RESOURCES
○ Energy: levels of exertion or effort an individual produces.
○ Knowledge: individual’s capability to understand certain topics &
issues.
○ Intelligence: ability to function in relation to skills like
problem-solving and dealing with conflict.
○ Sight: sense of sight or vision. Also, how an individual views a
situation.
○ Language: English, Arabic etc. Formal, colloquial etc.
○ Skills and Abilities: things an individual can do, what they are
good at.
○ Motivation: how driven or enthusiastic an individual is.
- NON HUMAN RESOURCES
○ Food: access to food and water.
○ Clothes: basic need but can be used as a resource e.g., wearing
professional clothes to get a job
○ Money: money an individual has or their wealth. Money is a
resource that can buy other resources.
 ○ Electricity: invaluable, Without electricity in the Western world, it
is very hard to keep up with society e.g., heating, lighting, charger
electrical devices.
○ Shelter: helps prevent sickness, and creates warmth and a place
to call home.
Interchangeability of resources
- exchange of resources for goods and/or services. Trading something
one does not want or need for something they do.
- EXAMPLE:
○ DISABLED PERSON: money> abilities, a disabled person may spend
money to help aid their disability
Resource sustainability
- effective and efficient use of resources to ensure they are available for
future use (e.g., recycling, conservation).

INFLUENCES ON RESOURCE MANAGEMENT

FACTORS AFFECTING RESOURCE MANAGEMENT

personal values and past experiences
- Personal Values: impact positively and negatively on an individual’s
ability to manage resources. For, individuals may value animals and may
use resources (social media) to educate others on protecting animals.
- Past Experiences: great achievements or accidents that develop and
change the sense of self. For, may be a great surfer but a shark attack
leads to no longer using those resources of being a great swimmer and
surfer.
Factors influencing availability of and access to resources
- Age: Young people may have limited access to resources, similar to older
people.
- Gender: gender-specific resources can limit access for various
individuals.
 - Disability: limited access to certain resources i.e., ease of travelling. May
have more access to other resources i.e., disabled pension.
- Culture: may affect the ability to access resources because of cultural
beliefs and restrictions.
- Socioeconomic Status: A low socioeconomic background may limit
access to certain resources
Access to support
- INFORMAL: relatives, neighbours, friends. Advice is given and individuals
feel comfortable discussing issues they might not want to discuss with a
stranger.
- FORMAL: government and community agencies. May be ongoing or
periodic and may be a service provided. E.g., pension, fundraising,
visiting a doctor or hospital.

PERSONAL MANAGEMENT SKILLS

Planning and organisation
- Planning: the process of setting goals and deciding what outcome is
going to be used to achieve said goal.
- Organising: the process of arranging and managing resources efficiently
and effectively.
Communication (VAAPE)
- VERBAL - use of spoken language to convey meaning. It includes words,
phrases, and sentences that are spoken or written. Verbal
communication can be formal or informal and can take place in person,
over the phone, or online
- NON-VERBAL - use of non-spoken cues to convey meaning. It includes
body language, facial expressions, tone of voice, and other forms of
nonverbal behaviour. Nonverbal communication can be conscious or
unconscious, and often used to complement or contradict verbal.
- ASSERTIVE - a style of communicating in which a person expresses their
own needs and feelings in a direct, honest, and respectful manner
 - AGGRESSIVE - a style of communicating in which a person expresses
their own needs and feelings in a way that is dominant, forceful, and
often disrespectful.
- PASSIVE - a style of communicating in which a person avoids expressing
their own needs and feelings, and instead focuses on accommodating
the needs and feelings of others
Characteristics of effective communication

EFFECTIVE COMMUNICATION INEFFECTIVE COMMUNICATION

exchanging information and ideas in Exchanging information and ideas in a

a clear, concise, and efficient manner. confusing, inefficient, or ineffective
It involves the use of appropriate manner. It can involve the use of
language, tone of voice, and inappropriate language, tone of voice,
and nonverbal cues that hinder the
nonverbal cues to convey a message
understanding of the message or the
and achieve a desired outcome.
achievement of a desired outcome.
Clarity: The message is easy to
understand and is delivered in a way Ambiguity: The message is unclear, and
the listener is left unsure of what the
that is appropriate for the audience.
speaker is trying to say.
Conciseness: The message is
delivered concisely, without Verbosity: The message is delivered in a
extraneous or unnecessary long-winded or rambling manner, with
extraneous or unnecessary information.
information.
Completeness: The message Incompleteness: The message is
contains all relevant information, and missing important information, and the
nothing important is left out. listener is left with questions.

Empathy: The speaker understands Lack of empathy: The speaker does not
and respects the perspective of the understand or respect the perspective
listener and can put themselves in of the listener, and does not make an
their shoes. effort to put themselves in their shoes.

Feedback: The speaker listens to and Lack of feedback: The speaker does not
acknowledges the feedback of the listen to or acknowledge the feedback of
listener, and adjusts their message the listener, and does not adjust their
accordingly. message accordingly.
Decision making
- DECISION-MAKING STYLES (RICHI)

STYLE DEFINITION

Rational A rational decision is logical and sensible. Information is

gathered, alternatives carefully considered, and outcomes and
consequences evaluated before an individual makes their final
choice. (USE OF PROS AND CONS)

Initiative An intuitive decision is based on instinct: the ‘inner feeling or

knowledge’ that it is the right decision to make at the time.
While there may not be extensive time given to considering the
alternatives, an individual’s values and standards often play a
significant role in the decision.

Confident A confident decision is made with certainty and trust.

Alternatives have been identified and outcomes wisely
evaluated to ensure that the best decision has been made

Hesitant A hesitant decision is made with caution. An individual may

have trouble deciding due to a lack of confidence or knowledge
of what the alternatives or outcomes related to the decision
will be.

Impulsive An impulsive decision is a hasty decision usually made

spontaneously, without considering the alternatives or
outcomes.

- FACTORS INFLUENCING DECISION MAKING (GETS)

○ Goals & personal values: often make choices that align with their
personal beliefs and priorities.
○ Emotions: influence how people perceive and interpret
information. For eg angry person making in-moment choices
○ Time pressure: People may be more likely to make a hasty decision
if they feel that they have a limited amount of time
○ Social influences: family, peers, culture, religion and media.
Problem-solving
1. IDENTIFY: Clearly define and identify the problem. This involves
gathering information about the problem, analysing the situation, and
formulating a clear problem statement.
2. ANALYSE: analyse it to understand its causes, effects, and potential
solutions. This may involve researching the problem, brainstorming
possible solutions, and considering different perspectives.
3. GENERATE POTENTIAL SOLUTIONS: Brainstorming different ideas,
researching potential solutions, and consulting with experts or others
who may have experience with similar problems.
4. EVALUATE SOLUTIONS: Analyse the pros and cons of each solution,
consider the feasibility and practicality of each option, and assess the
potential impact of each solution.
5. IMPLEMENT CHOSEN SOLUTION: taking action to implement the
solution, making any necessary adjustments, and monitoring the results
to ensure that the solution is effective.
6. EVALUATE OUTCOME: measuring the effectiveness of the solution,
analysing the results, and making any necessary adjustments or
changes to the solution.

EFFECTIVE RESOURCE MANAGEMENT

STRATEGIES FOR EFFECTIVE RESOURCE MANAGEMENT

Using interchangeable resources
- ability to use one’s resources interchangeably allows for the most
economic use of the resources. Refers to two objects being used for the
same task or using one resource for several different things.
- EXAMPLES
○ Human > Non human OR Non human > Human
○ Human > Human OR Non-human> Non-human
Adopting sustainable behaviours
- EXAMPLE:
○ Food conservation
- Buying in bulk
- Composting
- Freezing food
○ Money conservation
- Budgeting
- investing
- Repurpose, recycle, reduce
Accessing support
- EXAMPLE:
○ Formal
- Gov organisations
- Community organisations
○ Informal
- Family/relatives
- Friends/peers
- Neighbours
Developing personal management skills
- EXAMPLE
○ Planning & organising
○ Communication (VAAPE)
○ Decision making style (RICHI)
Engaging in education or training
- Using Interchangeable Resources: the ability to use one’s resources
interchangeably allows for the most economic use of the resources.
Refers to two objects being used for the same task or using one
resource for several different things.
 - Adopting Sustainable Behaviours: behaviours that promote the
longevity of different things. For example, taking care of resources so
that they are not wasted (saving money and budgeting so it doesn’t run
out or using solar power to preserve the environment).
- Accessing Support: Make a list of people in your support network,
catalogue different avenues of support (finding details of websites,
phone numbers, email addresses, hotlines), and be supportive to those
close to you.
- Developing Personal Management Skills: Assess what it is you are not
so good at and design strategies to improve these areas e.g., poor time
management = use a diary/calendar, impatient = practice breathing
routines.
- Engaging In Education or Training: to build on and further current
knowledge and to learn new skills and information.

INTERVIEWS AS A PRIMARY RESEARCH METHOD

Constructing, conducting, and recording responses
- Constructing: effective planning and preparation essential. Develop
interview questions that: aren’t ambiguous, have a purpose, aren’t
biassed, and are concise.
- Conducting: introduce yourself and purpose of interview. Ask one
question at a time, be as objective as possible, be wary of non-verbal
communication, and be in control of the interview.
- Recording: written = take appropriate notes and ensure you are still
listening and engaging with interviewee. Audio = use tape recorder and
develop into transcript after. Video = record verbal and non- verbal
responses. Ensure you have permission first.
- Structured: formal feel, questions have been structured and ordered,
location and time of interview planned, prior research has been
performed, responses can be restricted.
 - Unstructured: informal feel, questions less structured, can be
impulsively created in response to previous answers, interviewer has
more flexibility in shaping and changing the interview, can be
time-consuming or travel off topic due to lack of structure.
Advantages and disadvantages

ADVANTAGES DISADVANTAGES

- qualitative and quantitative data - more time consuming than other

can be collected, means of research,
- In-depth information can be - results hard to compare as
gained, responses can vary considerably,
- can be flexible to suit the - subjectivity can result in interviews
direction of the interview. that can be nerve-racking and
stressful for both interviewer and
interviewee.

Analysing research results

1. Transcribe the interviews: The first step is to transcribe the audio or
video recordings of the interviews into written text.
2. Code the data: identifying themes, patterns, and categories in the data.
3. Identify patterns and themes: identify patterns and themes in the
sentences.
4. Interpret the data: making sense of the data and drawing conclusions
about the research question and the study's objectives.
5. Verify the findings: cross-checking the data with other sources, such
as other interviews, observations, or existing literature.
6. Write up the results: summarising the findings and discussing their
implications for the research question and the study's objectives.
TOPIC 2: INDIVIDUALS AND GROUPS
GROUPS IN THE COMMUNITY

TYPES OF GROUPS
Family and friendship groups
- Family is a group we are born into, and friendship is people we associate
with because we enjoy their company.
Sporting and leisure
- people we associate with do compete or partake in physical activity or
any other physical interest.
Study and work
- groups to learn with (school) or groups we are employed by to complete
tasks (work).
Religious
- individuals who share the same beliefs, God, spirituality, or faith.
Cultural
- groups of individuals who share ethnicity, nationality, beliefs, morals,
family values, and geographical location.
Other specific groups within the community
- any other group within the community e.g., political parties, sub-culture
groups, blood type groups, P&C groups, YMCA.
REASONS FOR GROUP FORMATION
locality/geography
- People who live in the same area may form groups based on their
proximity to one another.
- neighbourhood associations, community groups, or regional
organizations.
- These groups provide opportunities for socializing, community building,
and collaboration on local issues
Gender
- People may form groups based on their gender identity or biological sex.
- Gender-based groups can provide a space for individuals to share
experiences and challenges specific to their gender, as well as
opportunities for advocacy and support.
Shared interest/ common goal
- People may form groups around a shared interest, such as a hobby,
sport, or political cause, or a common goal, such as completing a project
or achieving a particular outcome.
- These groups provide opportunities for collaboration, skill-sharing, and
achievement.
Security
- People may form groups for safety and protection, such as
neighbourhood watch groups or support groups for survivors of violence
or trauma.
- These groups provide a sense of security and safety, as well as
opportunities for support and healing.
Sexuality
- People may form groups based on their sexual orientation or gender
identity.
- These groups provide a sense of community and support, as well as
opportunities for activism and advocacy.
Specific need
- People may form groups to address a specific need, such as a health
condition, disability, or addiction.
- These groups provide opportunities for support, education, and
recovery.
Social interaction
- People may form groups simply for the purpose of socializing and
connecting with others, such as social clubs or meetup groups.
- These groups provide opportunities for friendship, fun, and relaxation.
Culture
- People may form groups based on shared cultural identity, such as
ethnicity, nationality, or language.
- These groups provide a sense of community and cultural pride, as well as
opportunities for cultural exchange and celebration.
Religion
- People may form groups based on shared religious beliefs and
practices.
- These groups provide a sense of community, meaning, and purpose, as
well as opportunities for worship, prayer, and service.
Other
- There are many other reasons why people may form groups, including
for professional networking, political advocacy, or artistic collaboration.
- The common thread is the desire for connection, community, and shared
experience
ROLES INDIVIDUALS ADOPT WITHIN GROUPS

SPECIFIC ROLES OF INDIVIDUALS

The specific roles adopted by individuals in groups
- TASK ORIENTATED: Ensure tasks are achieved
1. Goal-oriented: highly focused on achieving specific goals and
objectives, and they tend to work diligently to meet deadlines and
complete tasks efficiently.
2. Productive: are able to prioritize their work and focus on
completing tasks efficiently.
3. Detail-oriented: pays close attention to details and is highly
organized. They are able to break down complex tasks into smaller,
manageable steps, and follow a logical sequence to get things
done.
4. Independent: They tend to work well independently, as they are
highly self-motivated and able to stay on task without much
supervision.
5. Competitive: Task-oriented people may be competitive, as they
tend to measure their success in terms of completing tasks and
achieving goals.
6. Direct: They tend to be direct in their communication style and
may come across as more task-focused than people-focused.
7. Results-driven: A task-oriented person is driven by results and
outcomes, and they may be more interested in the end result than
the process of getting there
- SOCIOEMOTIONAL: Maintain/ build relationships
1. Empathetic: A person-oriented person is highly empathetic and
able to understand the emotions and perspectives of others.
2. Collaborative: They enjoy collaborating with others and are skilled
at building relationships and working in teams.
 3. Good listener: They tend to be good listeners, and are able to
provide support and guidance to others.
4. Flexible: Person-oriented individuals tend to be flexible and
adaptable and are able to adjust their behaviour to accommodate
the needs of others.
5. Relationship-focused: They prioritize building and maintaining
relationships with others, and tend to place a high value on social
and emotional connections.
6. Supportive: Person-oriented individuals are supportive of others
and are willing to provide help and guidance when needed.
7. Non-confrontational: They may avoid conflict or confrontation,
preferring instead to maintain positive relationships and work
collaboratively with others.
- DESTRUCTIVE: Influence the group's progress
1. Negative attitude: They may consistently express negative
thoughts and feelings, and have a pessimistic outlook on the
group's goals or progress.
2. Disruptive behaviour: They may engage in behaviour that
disrupts group meetings or work, such as interrupting others,
refusing to cooperate, or refusing to follow group norms.
3. Self-centeredness: They may prioritize their own needs or
desires over the needs of the group, and may be unwilling to
compromise or consider others' perspectives.
4. Lack of accountability: They may avoid taking responsibility for
their actions or decisions, and may blame others for problems or
setbacks.
5. Resistance to feedback: They may be resistant to feedback or
suggestions from others, and may become defensive or
argumentative when their behaviour is challenged.
 6. Lack of trust: They may have a lack of trust in others or the group
as a whole, and may not be willing to work collaboratively with
others to achieve common goals.
7. Lack of commitment: They may not be fully committed to the
group's goals or objectives, and may not put in the necessary
effort or work to achieve them.
Norms, conformity and cohesiveness within and among groups
- Norms: standards of a group in terms of behaviour and functioning.
- Conformity: the way norms are followed. Conformity signifies
dedication to a group whilst non-conformity demonstrates disinterest.
- Cohesiveness: strength that holds a group together, bonding or
interactions of a group that allows them to maintain focus.

FACTORS THAT CONTRIBUTE TO THE ROLE THEY ADOPT WITHIN

GROUPS
Personal factors
- SELF ESTEEM: the way individuals view and value themselves; can be
high or low based on levels of happiness, power, energy, and hope.
- SELF CONFIDENCE: determination of an individual’s belief in their skills
and abilities.
- SENSE OF BELONGING: a sense of connectedness individuals feel to
those around them and developed through highlighting similarities and
embracing differences.
- EDUCATION: learned knowledge or intelligence of an individual.
- HEREDITY: passing traits and characteristics from one person to
another; scientifically or sociologically.
- PREVIOUS EXPERIENCE: life events that shape who individuals are and
what is important to them.
- CULTURE: An individual’s nationality, race, and upbringing, can enhance
or be a barrier to an individual’s input.
Social factors
- RELATIONSHIP WITH GROUP MEMBERS
○ Social support: Relationships with group members can provide
social support, which is crucial for maintaining mental and physical
health.
○ Stress and conflict: relationships within groups can also be a
source of stress and conflict, which can negatively impact an
individual's well-being.
- ATTITUDES OF GROUP MEMBERS
○ Peer acceptance and validation: The attitudes of group members
can impact an individual's sense of acceptance and validation
within the group. Positive attitudes, such as acceptance,
understanding, and support, can promote a sense of belonging
and self-worth.
○ Motivation and performance: The attitudes of group members can
also impact an individual's motivation. Positive attitudes, such as
encouragement and support, can motivate individuals to work
harder and perform better within the group.
- GENDER EXPECTATIONS
○ Pressure to conform: Gender expectations within a group can
create pressure for individuals to conform to traditional gender
roles or expectations. lead to feelings of anxiety or distress if one
does not feel comfortable conforming to these expectations.
○ Limited opportunities: Gender expectations within a group may
also limit opportunities for individuals who do not conform to
traditional gender roles.
- MEDIA
○ Community building: Media can also facilitate the building of
communities around shared interests or identities. Social media
platforms allow individuals to connect with others.
 ○ Education and awareness: Media can also be a tool for education
and awareness, promoting understanding and acceptance of
different groups and identities.

OBSERVATION AS A PRIMARY RESEARCH METHOD

Conducting and recording observations
- Participant = researcher immerses themselves into the environment
they are researching.
- Non-participant = researcher observes the functioning of a group from a
distance without interacting with the subject matter.
Advantages and disadvantages
- Advantages:
○ provides first hand experiences,
○ doesn’t rely on the respondent’s memory,
○ data is rich,
○ translation error limited.
- Disadvantages:
○ can be time-consuming and costly,
○ results may be subjective, privacy can be invaded,
○ and notions of ethics can be questioned.
Present research findings
- Method of presentation
○ Quotes
○ Bar Graphs
○ Line Graphs
○ Pie Charts
○ Scatterplots
○ Tables
POWER WITHIN GROUPS

POWER BASES
Legitimate
- Power based on an individual's formal position or role within an
organization
- Can inspire compliance and respect if used appropriately, but can also
lead to resentment or resistance if abused
- EXAMPLE: A manager in a company has legitimate power. They have the
authority to assign tasks, evaluate performance, and make decisions
that affect their team and the organization as a whole.
Reward
- Power based on an individual's ability to control rewards or resources
that others want or need
- Can motivate and inspire individuals to achieve goals, but can also lead
to resentment or suspicion if rewards are not distributed fairly or
consistently
- EXAMPLE: A teacher who awards extra credit to students who complete
optional assignments is an example of someone who possesses reward
power. By controlling access to rewards, the teacher can motivate
students to go above and beyond in their academic pursuits
Coercive
- Power based on an individual's ability to inflict punishment or negative
consequences on others
- Can create fear and undermine morale, leading to passive resistance or
even sabotage in extreme cases
- EXAMPLE: A police officer who has the authority to arrest and detain
individuals is an example of someone who possesses coercive power.
They can use the threat of punishment to enforce laws and maintain
public safety.
Referent
- Power is based on an individual's personal qualities or characteristics
that are admired or respected by others
- Can inspire loyalty, commitment, and cooperation, but can also attract
jealousy or suspicion from others
- EXAMPLE: A coach who is respected and admired by their team is an
example of someone who possesses referent power. By displaying
strong leadership qualities, such as honesty, integrity, and passion, they
can inspire their team to perform at their best
Expert
- Power based on an individual's knowledge or expertise in a particular
area
- Can inspire confidence and respect from others, but can also be
undermined if the individual's expertise is called into question or if they
are perceived as being out of touch with the needs or concerns of
others
- EXAMPLE: A doctor who is recognized as a leading authority in their field
is an example. Their extensive knowledge and experience can inspire
confidence in patients and other healthcare professionals, and they may
be called upon to provide guidance or advice on medical matters.

LEADERSHIP
Self-leadership
- Self-leadership refers to the ability to manage oneself effectively, which
includes setting goals, motivating oneself, and regulating one's behavior.
- In terms of positive interpersonal relationships, self-leadership can help
individuals:
○ communicate effectively
○ establish trust,
○ and build positive relationships with others.
Leadership styles
- AUTOCRATIC
○ Leader makes all decisions and holds all power
○ Little room for input from team members or collaboration
○ Often relies on punishment and reward
○ Communication is typically one way
○ Can be effective in situations where decisions must be made
quickly or the leader has the most expertise and experience.
○ Can create resentment and low morale among team members.
○ May lead to decreased creativity and innovation.
○ Can create a rigid and inflexible work environment.
- DEMOCRATIC
○ Leader encourages participation and input from team members
○ Final decision still made by leader after considering input
○ Often involves group discussion and collaboration
○ Communication is typically two-way
○ Can foster a sense of teamwork and collaboration
○ Encourages creativity and innovation
○ Improves morale and job satisfaction
○ Can lead to slower decision-making processes
- LAISSEZ FAIRE
○ Leader provides little guidance
○ Allows team members to make decisions & complete tasks on their
own
○ Leader is often hands-off & may not be involved in day-to-day
operations
○ Communication may be limited or unclear
○ Can lead to increased creativity and motivation among team
members
○ Fosters independence and autonomy, relaxed
○ Can lead to lack of direction and coordination,
 - TRANSFORMATIONAL
○ Leader inspires and motivates team members
○ Encourages them to reach their full potential
○ Creates a positive work environment
○ Often involves setting a clear vision and goals for the team
○ Can lead to increased job satisfaction, productivity, and
motivation among team members
○ Fosters a sense of ownership and commitment among team
members
○ Creates a strong sense of loyalty to the leader and the
organization
○ Can be ineffective if the leader's vision is unclear or the leader fails
to communicate effectively with team members.
Leadership adaptability and flexibility
- ability of leader to be versatile and quickly adapt plans or ideas based on
factors often out of their control.

FACTORS INFLUENCING LEADERSHIP

Type of task
- Type of task refers to the nature of the task. The nature of the task can
be urgent or typical. An urgent task might be leadership during an
immediate crisis and a typical task might be conducting a meeting.
Knowledge and skills within the group
- Knowledge and skills within the group refers to the expertise within the
group. expertise can be high or low, both of which would warrant
different types of leadership.
Attitudes of individuals within the group
- Attitudes of individuals within the group refers to motivational aspects
of people. People can be driven to complete a task, whereas other
groups lack motivation and can even be resistant to change.
Relationship between group members
- Relationships between group members refer to the role of collaboration
between group members. there can be a high level of trust and
collaboration or there can be a high level of conflict and vitriol. Each of
these scenarios would require different types of leadership

CONFLICT WITHIN GROUPS

CASE STUDY AS A SECONDARY RESEARCH METHOD

- research method that involves an in-depth examination and analysis of a
specific individual, group, or phenomenon.
- qualitative research approach that is often used in social sciences,
business, education, and other fields to investigate complex
phenomena and real-world situations.
Collecting and recording data
- Bias: important to use objective and standardized methods for
collecting and analyzing data. This may include avoiding leading
questions in an interview, recording all aspects of the case study
- Integrity: involves being honest and transparent about the data
collection methods and analysis process. Researchers should be open
about their own biases or preconceptions and work to minimize their
impact on the study.
- Respect: Respecting the privacy and dignity of study participants is
essential in case study research. This means obtaining informed
consent from participants, protecting their confidentiality, and ensuring
that the study does not cause harm or distress to participants.
- Privacy: involves taking steps to protect their personal information and
ensure that it is only accessible to authorized individuals. This may
include using secure storage and data transmission methods,
anonymizing data where possible, and obtaining appropriate approvals
Advantages and disadvantages

ADVANTAGES DISADVANTAGES

Provides in-depth analysis of a May be time-consuming and

specific situation expensive to collect and analyze data
Can provide rich data and detail
Results may not be generalizable to
about individuals and groups
other situations or contexts
Can help identify complex
relationships and interactions May be subject to researcher bias or
between variables interpretation

Allows for exploration of complex May be difficult to establish causality

phenomena that cannot be or infer causality between variables
manipulated in a controlled
experiment May be difficult to obtain informed
consent from individuals or groups
Can provide insights into rare or
involved
unusual cases
Can be used to generate hypotheses May be limited by the availability and
for further research accessibility of data

CAUSES OF CONFLICT
Incompatible goals
- goals within a group that cannot coexist, they are conflicting or
contradictory. Both parties cannot be satisfied without compromising.
Individual Differences/ Personality
- what makes individuals unique and stand out. Individuals may clash due
to personality traits and behaviours.
Limited resources
- if group cannot access required resources conflict may arise out of
frustration or aggravation
Ineffective communication
- unproductive or damaging communication between individuals and
groups leading to breakdown.
Varying values
- different principles and standards individuals have that are ingrained
into human behaviour and may vary between groups causing conflict.
Multiple role expectations
- When multiple expectations of an individual are conflicting, pressure is
placed upon them to please the many different roles.

CONFLICT RESOLUTION
Process
- NEGOTIATION: process of reaching a mutually acceptable agreement
between two or more parties who have different interests or objectives.
○ Successful negotiation can also lead to improved relationships
between parties by building trust and cooperation
○ unsuccessful if both parties are unwilling to compromise or
communicate, which can lead to a stalemate or even a breakdown
in the relationship.
- AGREEMENT: positive outcome of mediation. Mediation is a process in
which a neutral third party, called a mediator, facilitates communication
and negotiation between two or more parties who are in a dispute. The
goal of mediation is to help the parties reach a mutually acceptable
agreement that addresses their interests and concerns
- RESOLUTION: process of finding a solution and bringing a dispute to an
end. It involves identifying the underlying issues, addressing any barriers
to resolution, and developing a plan of action to achieve the desired
outcome.
Role of support people
- MEDIATOR: Mediators are neutral third parties who facilitate
communication and negotiation between parties who are in a dispute.
○ The role of a mediator is to help the parties find common ground
and reach a mutually acceptable agreement that addresses their
interests and concerns.
○ Mediators do not take sides or make decisions for the parties, but
rather act as a facilitator to help the parties communicate
- ADVOCATES: individuals who represent and advocate for the interests
of one party in a dispute.
○ The role of an advocate is to ensure that their client's interests are
represented and protected throughout the dispute resolution
process.
○ Advocates may use various tactics to achieve their client's goals,
such as negotiation, mediation, litigation, or arbitration.
Outcomes of conflict resolution
- WIN-WIN: resolution that satisfies the interests and needs of all parties
involved in a dispute or negotiation.
1. Mutual benefit: A win-win outcome is one in which all parties
benefit from the solution.
2. Collaboration: parties work together to find a solution that meets
everyone's needs
3. Communication: willing to listen to each other's perspectives and
concerns, and be open to discussing different options and
solutions.
4. Trust: parties must trust each other to follow through on their
commitments and be honest in their communication.
5. Sustainability: address the underlying issues and create a
foundation for continued collaboration and cooperation.
- WIN LOSE: resolution to a dispute or negotiation in which one party
benefits at the expense of the other.
1. One sided benefit: interests and needs of one party are prioritized
over the other, leading to an unequal outcome.
2. Power and control: power struggle between the parties, with one
party exerting dominance over the other, able to impose its will on
the other party
3. Limited communication: unwilling or unable to listen to each
other's perspectives and concerns, leading to an outcome that
favors one party over the other.
4. Short term focus: parties may be more interested in achieving
their immediate objectives than in building a sustainable and
productive relationship.
5. Adversarial approach: parties viewing each other as opponents
rather than partners, lead to a breakdown in communication and a
lack of cooperation between the parties.
- LOSE-LOSE: both parties end up worse off than they were before.
parties are unable to reach an agreement, or they reach an agreement
that fails to satisfy their interests and needs.
1. Mutual disadvantage: resolution does not satisfy the interests
and needs of either party.
2. Failed negotiation: parties are unwilling or unable to compromise,
or when they are unable to find common ground.
3. Broken relationship: become resentful or hostile towards each
other, making future cooperation difficult or impossible.
4. Wasted resources: may have to resort to legal action or other
costly measures to resolve their dispute.
5. Negative impact on stakeholders: may be left feeling unsatisfied
or disappointed with the outcome.
 TOPIC 3: FAMILIES AND COMMUNITIES
FAMILIES

FAMILY
Defining family
- the people one is related to either by blood or by marriage.
- Australian Census Dictionary Glossary Definition of Family: two or more
persons related by blood, marriage, adoption, step or fostering and
reside in the same household.

FAMILY STRUCTURES (D FENSS BACK)

FAMILY TYPE DEFINITION CHARACTERISTICS

Adoptive - Legal rights from birth parents are

Legal process, parents become withdrawn
legal guardians of a non - New birth certificate will list adoptive
biological child, gain legal parents instead of birth
responsibility - Allow adoptions by known carers, e.g.
foster parents.

Blended - Children live with bio mother or father,

Family, couple and child had OR move between the 2 parents
both together and from - Can form after death, separation or
previous relationships divorce
- Step parent has no legal rights

Childless A couple without children - Family may be planning to have, but

not ready yet
- May be childless following divorce,
separation or death, or adult child
leaving the home
Communal - Share resources, goals,
Group of families or individuals responsibilities or commitments
related or unrelated living and - Share cultural roots, heritage or
sharing resources religion
- May be long lasting or short
depending on goals

De facto Two parents living on a - Remove the fear of ‘making a mistake’

“genuine domestic basis” can that is attributed to marriage
be same sex MUST NOT be - Share household responsibilities
married or related to each - May have children together and
other remain together for very long periods

Extended - Common in cultural groups eg asian,

due to migration of parents to
A couple, or one parent living australia
with other relatives - Parents may be expected to be
primary carer for grandparents while
also raising their kids
- Household tasks and looking after
children is often shared

Foster - RESPITE CARE: look after a foster

child for one weekend every month.
Children are unable to live with - PERMANENT CARE: for children for
own parents, placed into 5-12, when not safe for them to return
temporary care of another to their birth parents
family - SHORT TERM CARE: 0-12yr, when
waiting for long term care, 2months
up to 2yrs

Nuclear - Live in the same household, share

Married heterosexual husband values, goals and resources
and wife with biological and - Most common family type currently,
adopted children. but rates are decreasing due to
divorce rates, childless and de facto
- Fulfil all given roles
Same sex Two adults of the same sex in a - Children in the family may be
romantic relationship living biological or from other heterosexual
together as a family unit. relationships as a result of IVF,
surrogacy or fostering arrangements

Sole parent - May be the result of divorce,

separation, death, adoption or
artificial reproductive technology eg
One parent with one IVF
dependant or non dependant - Take on all roles expected by two
child living in the household parents, meet social, physical,
emotional and financial needs of
family
- FAMILY LAW ACT 1975

Kinship Care not only provided by - Large kinship families bind aboriginal
biological parents but other people together in aus
relatives or people who are - The kinship system determines
close friends or members of people’s roles, responsibilities and
the community obligations about one another,
ceremonial business and land.

ROLES INDIVIDUALS ADOPT WITHIN FAMILIES

Satisfying specific needs (SHESEA)
- when individuals are responsible for satisfying certain needs such as
providing food, water, clothing, shelter.
Building relationships
- role modelling good behaviour in relationships, showing respect, trust.
Interacting appropriately.
Promoting wellbeing (SPEECS)
- Often parents are responsible for this, teaching children how to be
healthy – eating well, exercising, communication, dealing with conflict all
help build an individual’s wellbeing.
 COMMUNITIES

COMMUNITIES
Definitions of a community
- A community is a group of individuals who share common interests,
Reasons for community formation

REASONS CHARACTERISTICS EXAMPLE

Geography & form based on where people live. In Australia, you may have a coastal
location People in the same community where people bond over
neighbourhood or region their love for the beach and water
naturally come together and form activities.
connections.

Services & centred around the availability of a rural community in Australia might
facilities essential services and facilities. form around a local hospital, school, or
community centre.

Sport & leisure Sports and recreational activities Australia, Aussie Rules Football is a
can unite people and create popular sport that brings together
vibrant communities. players, fans, and families.

Culture Communities often form based diverse cultural communities such as,
on shared cultural backgrounds Greek,or Indigenous communities.
and traditions organise cultural festivals, events, and
activities

Belonging Communities can provide a sense support groups for specific health
of belonging and support for conditions or life experiences form
individuals. communities where people can connect,
share experiences, and provide mutual
support

Religion Religious communities bring In Australia, communities based on

together people who share the various religions, such as Christianity,
same faith or belief system. Islam, Places of worship like churches,
QUESTIONNAIRES AS A PRIMARY RESEARCH METHOD
Developing reliable questions
- Avoid leading questions: Avoid asking questions that push or influence
people to respond in a certain way. Keep the questions neutral and
unbiased.
- Avoid ambiguous questions: Make sure your questions have a clear
and specific meaning, so respondents understand exactly what you're
asking.
- Avoid negatives and double negatives: Try to avoid using negative
words or phrases in your questions, as they can confuse respondents.
Instead, focus on positive statements.
- Avoid double-barreled questions: Avoid asking multiple questions
within a single question. Each question should address only one issue or
topic.
Collecting and recording data
- Open Ended questions: allow respondents to provide detailed and
unrestricted responses in their own words, do not provide predefined
response options and give participants the freedom to express their
thoughts, opinions, or experiences fully.
- Closed-ended questions: Closed-ended questions provide
respondents with a limited set of predefined response options to
choose from. These questions offer structured and quantifiable data
that can be easily analysed
- Qualitative questions: Qualitative questions focus on gathering
non-numerical, descriptive, and detailed information. These
questions explore participants' perceptions, experiences, attitudes, or
opinions, providing rich and nuanced insights.
- Quantitative questions: collect numerical data or data that can be
quantified. These questions aim to measure and analyse specific
variables or characteristics in a structured and statistical manner.
Advantages and disadvantages

ADVANTAGES DISADVANTAGES

They can be used to collect both responses can be misinterpreted,

qualitative and quantitative data.
Respondents require reasonable
They are quick to distribute to literacy skills in order to respond.
respondents.
They may only be able to collect
The respondent can respond in their limited information.
own time.
The construction of a questionnaire
They can collect large amounts of can be time consuming..
data, especially through electronic
Respondents may not submit a
survey
response for every question,
It is easy and quick to collect data
The researcher will need to wait for
through the use of technology.
the return of responses.
Respondents can give their opinion
Questionnaires often have a low
with no bias from the researcher.
return rate.
The researcher can collate
It can be hard to compare qualitative
responses when the time is suitable.
data between responses.
Closed question data can be
Questionnaires are limited in
presented visually using graphs and
establishing causality
tables.
LEVELS OF COMMUNITY ORGANISATION
Local (BANKSTOWN WOMEN'S HEALTH CARE)
- Provide tailored health and support services for women. They offer
comprehensive health check-ups, counselling, and educational
programs aimed at empowering women and promoting their well-being.

Safety & provide information, resources, and counselling for women

security who may be experiencing domestic violence, abuse, or
unsafe living situations

health offer general health check-ups, reproductive health

services, counselling, access to specialists, health
education programs to promote healthy lifestyle choices.

Education Offer educational workshops, seminars, and training

sessions on various topics such as nutrition, parenting,
self-care, and life skills.

Sense of organise community events, cultural celebrations, and

identity social gatherings that provide opportunities for women to
connect, share experiences, and celebrate their diversity.

Employment career counselling, job search assistance, and training

programs that enhance women's skills and employability.
collaborates with local employers to create employment.

Adequate refer women to food assistance programs, housing support

living standard services, and clothing donation centres, ensuring that
individuals in need have access to resources

State (FAMILY AND COMMUNITY SERVICES)

- NSW state community organisation that focuses on supporting and
improving the well-being of individuals and families. They provide
services and programs related to child protection, domestic violence
prevention, housing, emergency relief, and community support.
 Safety & oversee child protection services, domestic violence
security prevention programs, and emergency relief initiatives that
provide support and assistance during times of crisis.

health collaborates with the Ministry of Health and other health

agencies ,supporting initiatives related to public health,
mental health services, disability support, and community
health programs.

Education works in partnership with schools, educational institutions,

and community organisations to address the educational
needs, offer support programs, resources, and referral
services to ensure access to quality education.

Sense of work to support cultural diversity, promote community

identity cohesion, and provide services that celebrate and respect
different cultural backgrounds, helping individuals develop
and maintain a positive sense of identity.

Employment provide programs, training, and resources that enhance

employability, job readiness, and economic independence.

Adequate provide assistance with housing and accommodation,

living standard emergency relief services, financial support, and access to
community resources

National (THE RED CROSS)

- international humanitarian organisation, and in the Australian context, it
refers to the Australian Red Cross Society.

Safety & Responding to natural disasters, such as floods, bushfires, and

security cyclones, offering immediate support, shelter, and essential
supplies to affected communities.

Health run programs that focus on blood donation, ensuring a safe and
reliable blood supply for medical treatments and emergencies
they offer first aid training and community health programs
Education develop and deliver educational resources and training programs,
both in schools and community settings, on topics such as
disaster management, health promotion, and human rights.

Sense of encourage individuals to develop a sense of belonging to a larger

identity community, connecting people from diverse backgrounds and
promoting inclusivity.

Employment hire and train staff members who work in areas such as disaster
response, blood services, health promotion, and community
support. allows individuals to contribute to the mission while
gaining valuable skills and experience.

Adequate living assisting people affected by emergencies or crisis situations with

standard access to basic needs such as food, shelter, clothing, and
personal hygiene items.

Global (UNICEF)
- United Nations Children's Fund (UNICEF): agency that advocates for the
rights and well-being of children worldwide. Works with government
agencies, civil society organisations, and communities

Safety & work with governments and communities to establish child

security protection systems, provide psychosocial support to
children affected by emergencies or conflict, and promote
policies and programs that prioritise child safety.

Health immunizations, nutrition programs, and clean water and

sanitation facilities, promotes maternal and child health
education, preventive measures against diseases, and
emergency health response during crises.

Education collaborate with gov and partners to promote inclusive and

equitable education systems, support teacher training,
establish safe learning environments, and provide
educational materials and resources.
 Sense of support initiatives that promote cultural diversity, preserve
identity indigenous languages and traditions, and advocate for the
rights of marginalised and minority children.

Employment improve access to quality education and skill-building

programs, they help equip children with the knowledge and
skills needed for future employment opportunities reducing
the risk of child labour and promoting sustainable lives.

Adequate collaborate to promote policies and programs that address

living standard child poverty, improve access to nutritious food, support
proper clothing and hygiene practices, and advocate for
safe and secure housing.

ROLES INDIVIDUALS ADOPT WITHIN COMMUNITIES

Charity groups: AMNESTY INTERNATIONAL
- SATISFYING SPECIFIC NEEDS (SHESEA)
● S: advocating for the rights of individuals, raising awareness about
human rights abuses, & pressuring governments and authorities
to take action
● H: advocating for the right to access healthcare services, raising
awareness about healthcare inequalities, & campaigning against
human rights violations that affect individuals'
● E: developing educational materials, organising workshops and
training sessions, & advocating for the integration of human rights
education in school curriculum
● S: protect the rights of marginalised & oppressed groups. They
advocate for equal rights, fight against discrimination, & support
initiatives that promote inclusivity & diversity.
● E: advocate for the right to decent work, fair wages, and safe
working environments.
● A: address poverty, homelessness, and social inequalities that
prevent individuals from attaining an adequate living
 - BUILDING RELATIONSHIPS
● collaborates with local and international organisations, activists,
and communities to build alliances, strengthen networks, and
work collectively to promote human rights and bring about
positive change.
● actively engage with governments, institutions, and the public to
raise awareness, foster dialogue, and establish partnerships in
their efforts to protect and promote human rights worldwide.
- SATISFYING WELLBEING (SPEECS)
● SOCIAL: advocating for inclusive societies, fighting against
discrimination, and championing social justice.
● PHYSICAL: advocating for the right to health, working to prevent
torture and ill-treatment, and campaigning against violence and
human rights abuses
● EMOTIONAL: supports individuals affected by human rights
abuses by providing emotional support, counselling, and
rehabilitation services.
● ECONOMICAL: advocating for fair economic policies, fighting
against poverty and inequality, and promoting economic justice.
● CULTURAL: advocating for the protection of cultural rights,
supporting indigenous peoples' rights, and fighting against
cultural discrimination and suppression.
● SPIRITUAL: supports the right to freedom of thought, conscience,
religion, and belief, which contributes to individuals' spiritual
well-being.
Religious group: (SALVATION ARMY)
- SATISFYING SPECIFIC NEEDS (SHESEA)
● S: emergency assistance, shelter services, and support for
individuals and families experiencing homelessness, domestic
violence, or other crises, ensuring they have a safe environment
 ● H: operating healthcare facilities, clinics, and programs that
provide medical and mental health services to those in need.
● E: offer programs such as after-school tutoring, vocational
training, and scholarship opportunities to help individuals access
quality education
● S:respect cultural, ethnic, and religious differences, and provide
programs that celebrate and honour individual identities while
promoting a sense of community.
● E: providing job training, skills development programs, and job
placement assistance, collaborating with employers and offering
resources to help individuals secure sustainable employment and
improve their financial well-being.
● A: operate food pantries, clothing banks, and homeless shelters to
ensure individuals have access to nutritious meals, suitable
clothing, and a safe place to live.
- BUILDING RELATIONSHIPS
● engages with communities, volunteers, and partner organisations
to establish strong relationships based on care, respect, and
collaboration.
● They work together to address community needs, foster a sense
of belonging, and build supportive networks that empower
individuals and communities to thrive.
- SATISFYING WELLBEING (SPEECS)
● SOCIAL: organising community events, recreational activities, and
support groups, create spaces where individuals can connect,
build relationships, and receive support from others facing similar
● PHYSICAL: fitness classes, nutrition education, & access to sports
facilities, aim to improve overall physical health and well-being.
● EMOTIONAL: counselling services, crisis intervention, and
emotional care programs, offer a compassionate and safe
environment for individuals to share their feelings
 ● ECONOMICAL: financial counselling, assistance with utility bills,
and access to employment resources.
● CULTURAL: cultural celebrations, awareness campaigns, and
programs that embrace and honour cultures and traditions.
● SPIRITUAL: pastoral care, worship services, and spiritual guidance
to individuals
Health services: (NSW HEALTH)
- SATISFYING SPECIFIC NEEDS (SHESEA)
● S: ensuring public health measures, such as disease surveillance,
emergency preparedness, & response to health-related threats,
work to protect individuals and communities from health risks
● H: healthcare services, including hospitals, clinics, and
community health centres, to diagnose, treat, and prevent
illnesses. They also offer health promotion campaigns and
educational resources
● E: develop educational materials, conduct workshops, &
collaborate with schools & communities to raise awareness about
healthy lifestyles, disease prevention, & healthcare practices.
● S: provide culturally sensitive and appropriate healthcare services
that respect and recognize diverse identities and cultural
backgrounds.
● E: create job opportunities for doctors, nurses, allied health
professionals, administrators, and support staff, thereby
supporting employment within the healthcare sector.
● A: ensuring access to healthcare services, which is essential for
maintaining overall well-being.
- BUILDING RELATIONSHIPS
● fosters relationships with healthcare providers, community
organisations, & stakeholders to collaborate on health initiatives,
share information, & address health challenges collectively.
 ● They work together to build partnerships that improve healthcare
delivery and community well-being.
- SATISFYING WELLBEING (SPEECS)
● SOCIAL: collaborate with community organisations, support social
initiatives, and provide mental health services that promote social
connections and address social determinants of health.
● PHYSICAL: offer medical services, health screenings,
immunizations, and health promotion activities that contribute to
physical health and disease prevention.
● EMOTIONAL: mental health services, counselling, and support
programs, provide resources and interventions to address mental
health concerns and promote emotional well-being.
● ECONOMICAL: supporting employment within the healthcare
sector and through initiatives that promote population health,
reducing the burden of healthcare costs on individuals and the
economy.
● CULTURAL: collaborate with culturally specific health
organisations, provide interpreters, and develop strategies to
address cultural considerations in healthcare delivery.
● SPIRITUAL: may provide support for religious and spiritual
practices within healthcare settings or facilitate access to
spiritual services and chaplaincy programs.
Emergency services: (POLICE)
- SATISFYING SPECIFIC NEEDS (SHESEA)
● S: enforce laws, prevent and investigate crimes, respond to
emergencies, and maintain public order.
● H: ensuring public safety by maintaining law and order, preventing
criminal activities, and responding to emergencies
● E: conduct public outreach programs, workshops, and community
events to inform and educate individuals about personal safety,
crime prevention strategies, and their rights and responsibilities.
 ● S: help individuals feel safe and secure, allowing them to freely
express their identities and engage in their daily lives.
● E: recruiting and training police officers and support staff, they
contribute to employment within the law enforcement sector.
● A: preventing and responding to crimes and emergencies, they
contribute to creating an environment where individuals can
access the necessary resources for their well-being
- BUILDING RELATIONSHIPS
● establish positive relationships with community members,
businesses, and organisations through regular interactions,
community events, and initiatives aimed at fostering trust, open
communication, and collaboration.
- SATISFYING WELLBEING (SPEECS)
● SOCIAL: participate in community events, establish community
policing initiatives, and work collaboratively with community
organisations to address social issues, build trust, and enhance
social well-being.
● PHYSICAL: prevent and investigate crimes that may jeopardise
physical safety, promoting a safer environment for individuals to
live, work, and engage in
● EMOTIONAL: offer emotional support, referrals to support
services, and victim support programs to help individuals cope
with the emotional impact of crimes or traumatic incidents.
● ECONOMICAL: preventing and investigating crimes help protect
businesses and individuals' economic interests, contributing to
economic growth and prosperity.
● CULTURAL: collaborate with community organisations and cultural
groups to address specific cultural considerations in their policing
practices.
● SPIRITUAL: respect individuals' rights to practise their religion &
provide support by ensuring a safe environment to express.
DECISION-MAKING IN COMMUNITIES
Influences on decision-making
- LEGISLATION: establishes a framework of laws and regulations that
guide various aspects of community life
● FEDERAL: addresses matters of national importance, such as
defence, foreign affairs, trade, and immigration. Migration Act
1958 outlines the laws and regulations related to immigration and
citizenship
● STATE: enact laws related to education, healthcare, transport,
planning and development. Education Act 1990, impacting
decision-making in areas like curriculum, school funding, and
student welfare.
● LOCAL: have their own set of legislation known as bylaws. Bylaws
cover a range of local issues, including land use, building
regulations, environmental protection, and community services
- ENVIRONMENTAL FACTORS
● Sustainable practices: recycling programs, encourage
energy-efficient practices, or promote public transportation
● Renewable energy: construction of solar farms or wind turbines, or
implementing incentives for installing solar panels on homes.
● Conservation of natural areas: designating protected areas,
establishing nature reserves, or implementing regulations to
safeguard sensitive ecosystems
- LOBBYING AND COMMUNITY PETITIONS
● LOBBYING: individuals, organisations, or interest groups attempt
to influence policymakers and advocate for policies or law change
● PETITIONS: formal written requests signed by individuals or groups
seeking support or action from policymakers.
● PROTESTS: people publicly demand to draw attention issues
Processes
- ARBITRATION
● decision-making process where the involved parties in a dispute,
along with an impartial arbitrator, present their evidence and
supporting arguments to determine a resolution.
- CONSENSUS
● decision-making process in which a group of individuals or
stakeholders reach an agreement or a common understanding
through mutual consent or general agreement
- ELECTION
● democratic process that ensures individuals impacted by a
decision have an equal opportunity to express their opinions and
participate in the decision-making process.
- VOTING
● process utilised by various groups, such as communities,
company boards, and even families or friend groups, to collectively
decide on an issue.
- REFERENDUM
● A referendum is mandatory for eligible individuals who are on the
electoral roll, exclusive means to amend the Australian
Constitution, necessitating the "approval of the people" for any
changes.
 MANAGING CHANGE IN FAMILIES AND
COMMUNITIES

NATURE OF CHANGE
NATURE OF DEFINITION EXAMPLE
CHANGE

Internal Change that happens in the - Marriage, divorce, birth of child,

group or family adoption, address change

External Change that occurs outside the - Economic,environmental Demographic

family which impacts internally legal, technological, Social

Planned COMMUNITY
Organised change, it is - Healthcare, education, retail services
discussed and methodical. Can FAMILY
involve the family or community - Retirement, marriage

Unplanned COMMUNITY
- Natural disasters (earthquake)
Change that is unexpected - Unnatural disasters (terrorist attack)
FAMILY
- Death, unemployment, pregnancy

Temporary Change for an unspecified COMMUNITY

amount of time, but return to - Seasonal unemployment, road changes
routine is expected FAMILY
- Moving home to save, treatable illness

Permanent Change that lasts forever COMMUNITY

- New services, industry, infrastructure
FAMILY
- Divorce, death, parenthood
 IMPACT OF CHANGE IN FAMILIES AND COMMUNITIES
Family and community wellbeing
- NEW SCHOOL IS BUILT

IMPACT ON FAMILY IMPACT ON COMMUNITY

POSITIVE NEGATIVE POSITIVE NEGATIVE

Enhanced education Construction and Improved educational Construction disruptions
opportunities disruption facility Short term accessibility
Quality of education Adjustment to Boost to property changes
Convenience routines values Increases population
Parent engagement Increased Community density
Increases property competition engagement Environmental impact
values Employment Financial impact
Networking opportunities Changing neighbourhood
opportunities Social hub for families dynamics

Roles individuals adopt

- PASSING AWAY OF A PRIMARY CAREGIVER
● Satisfying Specific Needs:
a. Adequate standard of living: typically fulfils essential daily
care needs, such as cooking, cleaning, and ensuring
well-being. With passing, family members might struggle to
maintain these routines, leading to disruptions.
b. Physical Health: The stress and emotional turmoil following
the loss can impact physical health. Lack of sleep, changes
in eating habits, and increased stress levels can lead to
health issues for family members.
● Building relationships
a. Parent-Child Relationships: plays a central role in nurturing
parent-child relationships. With their passing, children
might experience a void in their lives, affecting their sense of
security and identity.
 b. Sibling Relationships: brings siblings closer together as
they seek mutual support, or it can strain relationships due
to differences in coping mechanisms and individual grieving
processes.
c. Extended Family Relationships: can lead to shifts in
extended family dynamics. Family members might rally
together for support, or they might face conflicts related to
decision-making and responsibilities.
● Promoting wellbeing
a. Emotional Wellbeing: can lead to feelings of grief, sadness,
and even depression among family members. Coping with
the emotional impact of this loss can be challenging and
require external support.
b. Economic: If they were the breadwinner, their death might
impact the family's financial stability. Loss of income can
lead to financial strain, affecting the family's ability to
provide for basic needs.
Environmental
- TRANSITION INTO SUMMER

IMPACT ON FAMILY IMPACT ON COMMUNITY

POSITIVE NEGATIVE POSITIVE NEGATIVE

Increased family time Childcare & Social interaction Increase traffic
Outdoor activities Supervision Boost economy Noise & disturbances
Vacation opportunities Routine Outdoor events Environmental impact
Relaxation disruptions Promotion of health Resource management
Exploration & learning Increase Volunteers Economic disbalance
 Legislation
- NEW LAWS TO COMBAT ONLINE MISINFORMATION

IMPACT ON FAMILY IMPACT ON COMMUNITY

POSITIVE NEGATIVE POSITIVE NEGATIVE

Promoting online Balancing freedom Enhanced information Balancing freedom of
safety of speech accuracy expression
Improved info accuracy Privacy concerns Reduced harmful Monitoring and
Trust in digital Educational needs content privacy
platforms False positives Building trust Censorship concerns
Support digital literacy Adapting to Empowering digital Educational needs
Reduced exposure to platform changes literacy
harmful content Civic engagement

Technology
- CHATGPT

IMPACT ON FAMILY AND COMMUNITY

POSITIVE NEGATIVE
Enhanced learning opportunities Screen time and interaction
Convenient information access Depersonalization of communication
Entertainment and creativity Misinformation
Assistance for special needs Learning balance

TYPES OF SUPPORT
Informal (relatives, peers, neighbours)
- Babysitting or childcare
- Meal preparation
- Errands and shopping
- Transportation
- Tutoring or homework help
- Emotional support
 Formal
- GOVERNMENT

Gov organisation Who does it help? How does it help?

NDIS - National People with a INDIVIDUALISED SUPPORT PLANS

Disability disability - Funding, therapies, equipment
Insurance Scheme PROVIDER NETWORK
- Support services, personal care, therapy,
assistive tech, housing options
CAPACITY BUILDING PROGRAMS
- Funding for building programs that
enhance skills and capabilities of disabled

DSS - Department Both new parents PAID PARENTAL LEAVE

of Social Services and young - Eligible working parents with financial aid
parents CHILD CARE SUBSIDY
- Helps families with cost of approved
childcare services
FAMILY RELATIONSHIP SERVICES
- Counselling, meditation and parenting
programs to help new parents
- COMMUNITY ORGANISATIONS

Community Who does it help? How does it help?

organisation

ABA - australian New mothers BREASTFEEDING COUNSELLING

breastfeeding - One on one support, give information and
association tips, emotional support
ONLINE RESOURCES
- Articles, videos and forums to educate and
support
LOCAL SUPPORT GROUPS
- Connect with others, share experiences,
and seek advice.
SOCIALISATION OF INDIVIDUALS WITHIN
FAMILIES AND COMMUNITIES

STAGES OF THE LIFE SPAN

Infancy (0-4)
- Safety and security: Childproofing the environment, ensuring a safe
sleeping arrangement, using appropriate car seats, and monitoring the
baby's well-being.
- Health: Regular check-ups with a paediatrician, vaccination schedule
adherence, providing nutritious meals, and maintaining good hygiene
practices.
- Education: Stimulating the baby's cognitive development through
age-appropriate toys, books, and engaging in interactive activities that
promote learning and exploration.
- Sense of identity: Nurturing a loving and secure environment,
responding to the baby's cues and needs, and encouraging
self-expression through positive interactions.
- Adequate standard of living: Providing a safe and comfortable home
environment, meeting the baby's basic needs for food, clothing, and
shelter.
Childhood (5-12)
- Safety and security: Teaching safety rules, supervising outdoor play,
teaching swimming and road safety, and providing a supportive and
stable home environment.
- Health: Scheduling routine medical and dental check-ups, promoting
healthy eating habits, encouraging physical activity, and addressing any
health concerns promptly.
- Education: Enrolling in age-appropriate schooling, supporting
homework and study routines, providing resources for learning, and
encouraging extracurricular activities.
 - Sense of identity: Encouraging self-discovery, supporting exploration
of interests and talents, fostering positive self-esteem, and providing
opportunities for personal growth.
- Adequate standard of living: Providing a nurturing home environment,
ensuring access to proper nutrition, clothing, and a safe living space.
Adolescence (13-18)
- Safety and security: Discussing risks and safety precautions,
educating about responsible online behaviour, fostering open
communication, and providing guidance on making safe choices.
- Health: Encouraging healthy lifestyle habits, addressing mental health
concerns, promoting sexual and reproductive health education, and
facilitating access to healthcare services.
- Education: Supporting academic pursuits, career guidance, and
vocational training, fostering a positive learning environment, and
encouraging personal and intellectual growth.
- Sense of identity: Encouraging self-expression, respecting
individuality, supporting exploration of personal values and beliefs, and
providing opportunities for self-discovery and autonomy.
- Employment: Providing career guidance and counselling, encouraging
part-time job opportunities, and assisting with vocational training or
higher education choices.
Adulthood (19-65)
- Safety and security: Ensuring a safe living environment, promoting
personal safety awareness, fostering financial stability, and providing
access to security systems if needed.
- Health: Encouraging regular health check-ups, promoting healthy
lifestyle choices, managing stress effectively, and providing access to
healthcare services.
- Education: Supporting lifelong learning, providing access to
professional development opportunities, and assisting with career
advancement or skill enhancement programs.
 - Sense of identity: Encouraging personal growth and self-reflection,
supporting life goals and aspirations, fostering social connections, and
respecting individual choices and values
- Employment: Facilitating employment opportunities, promoting a
healthy work-life balance, supporting career progression, and
advocating for fair and safe work environments.
Aged (66+)
- Safety and security: Ensuring a safe living environment, addressing
mobility and accessibility needs, providing emergency support systems,
and offering assistance with daily activities.
- Health: Facilitating regular health check-ups, managing chronic
conditions, providing home care or nursing services, and promoting
mental and emotional well-being.
- Education: Encouraging lifelong learning and intellectual stimulation
through programs, workshops, and access to educational resources for
personal growth and engagement.
- Sense of identity: Respecting personal histories and experiences,
promoting social inclusion and participation, and creating opportunities
for social connections and meaningful engagement.
- Adequate standard of living: Providing suitable accommodation
options, ensuring access to quality healthcare services, facilitating
financial security and access to pensions or benefits, and promoting
social support networks.
 LITERATURE REVIEW AS A SECONDARY RESEARCH METHOD
Literature Review:
- a secondary research method involving a search and evaluation of
existing knowledge on a particular topic. The steps of this are:
1. Research information on the given area
2. Summarise that information
3. Analysing information and identifying areas of controversy
4. Presenting information in a logical/organise style or format
Accessing sources of data
- must be credible, written by a professional, should be original and
address a gap in research that hasn’t already been covered.
Advantages and disadvantages

Advantages Disadvantages

- Comprehensive overview - Potential bias

- Access to existing knowledge - Limited control over data
- Saves time and resources - Outdated information
- Validation and support - Lack of contextual information
- Data is inexpensive and efficient - May not have access to all information
- Can be both qualitative and - Mentally demanding reading other research
quantitative reviews of literature - High level of literacy required.

INFLUENCES ON SOCIALISATION
Relatives
- relatives teach basic mannerisms and etiquette, morals, and values.
- Bad relationships with relatives can be negative for socialisation.
Peers
- peers may listen to the same music, wear the same style of clothes, go
to the same places and share common ideas or behaviours. Peer groups
with change throughout stages of lifespan as will the influence peers
have on an individual’s socialisation.
Paid carers
- provide disabled or immobile individuals with a companion, someone to
talk to, someone to support them and someone to help them connect
with the wider community.
Health professionals
- provide individuals with support and information to increase their
wellbeing which impacts positively on socialisation.
Online networks
- can be positive or negative, depending on how they are used.
- May be used as a support network and socially but can also be used too
often and for bad reasons such as cyber-bullying.
Media
- without access to the media, communities would not be up to date with
current events in the world. Also have to be considerate of what you
hear and see in the media and how much of it is true
Print and digital information
- much more readily available over the past 20 years and allows individuals
to access information with more ease.