Working With Fathers in Vulnerable Families

10 Units

Services working with vulnerable families frequently recognise the salience of fathers' (or father figures') behaviours in the difficulties confronting the families. However lack of understanding and training in how to engage with these fathers prevents a more holistic approach to addressing the most serious social problems in our community. This course will focus on developing father-inclusive practice specifically related to the most difficult family contexts. Research and case studies from a range of disciplines will be used to explore those aspects of fathering which impact, both positively and negatively, on children's well being. Examples of recent initiatives aimed at engaging with fathers from vulnerable families will allow students to identify suitable approaches to recruiting and engaging fathers in specific service settings.

Faculty Faculty of Health and Medicine
School School of Health Sciences
Availability Trimester 3 - 2014 (WebLearn GradSchool)
Semester 2 - 2015 (WebLearn GradSchool)

The objectives of this course are to:

  1. Understand the evidence relating to fathering in vulnerable families
  2. Develop strategies to judge fathers’ potential as risk and resource to children in their family.
  3. Identify a range of skills that will assist with father engagement.
  4. Critically reflect on personal beliefs and professional responsibilities that impact on the engagement of services with fathers from vulnerable families
  5. Explore the implications and potential for father engagement in vulnerable families

Course content will cover:

  • Who are the fathers in vulnerable families?
  • Rationale for engaging fathers in vulnerable families
  • Assessing the risk and resource capacities of fathers
  • Strategies and tools for addressing violence
  • Case studies from early intervention and treatment services.

  • Critical reflection on the application of father engagement principles to working with vulnerable families

Replacing Course(s) N/A
Transition N/A
Industrial Experience 0
Assumed Knowledge Undergraduate degree or equivalent in similar cognate area.
Modes of Delivery Distance Learning : IT Based
Teaching Methods Email Discussion Group
Self Directed Learning
Assessment Items
  • Case Studies - Case study (major assessment)
  • Other: (please specify) - Postings in Blackboard Discussion (minor assessment)
  • Projects - Project plan (major assessment)
Contact Hours
  • Self Directed Learning: for 10 hour(s) per Week for Full Term
Compulsory Components None listed
Course Materials
  • Becoming Ethical
Timetable 2015 Course Timetables for HLSC6126

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