CAFS

Year 11 Community and Family Studies

1.​ Resource Management

2.​ Individuals and Groups

3.​ Families and Communities

Syllabus
Core 1
Fundamental Concepts of Resource Management
Wellbeing

❖​ Defining Wellbeing
Well-being refers to an individual's overall sense of life satisfaction, which is impacted by several
personal and social factors.

❖​ Explore the concept of wellbeing

What is the opposite of well-being? The opposite of well-being is ill-being, which

means a deficit impacts an individual negatively.

How do people describe well-being? People may describe well-being as how they feel
about themselves and their lives.

Why might there be different understandings of Many factors may change the meaning of
well-being? well-being for an individual. One is cultural
differences, as they influence and individual's
understanding of well-being, through different
values and morals within a household.

❖​ Factors affecting wellbeing

SPEECS
FACTORS AFFECTING DESCRIPTION EXAMPLES
WELLBEING

Social Social affects well-being through -​ Friendships

interactions with others, whether -​ Sport or work
positive or negative.

Physical Physical factors relate to -​ Adequate nourishment for

physical health and safety. growth and development
-​ Adequate sleep and rest

Emotional Emotional factors relate to -​ Relationships (sense of

feelings that many come from belonging)
interactions and overlap with -​ Receiving
social factors. encouragement/support

Economic Economic factors relate to -​ Paid employment, bank

finances that affect a person's accounts, credit
standard of living, whether they -​ Job security
are meeting their needs or not.

Culture Cultural factors focus on -​ Identifying belonging to a

customs, beliefs, values and cultural group
traditions. -​ Developing and teaching
customs

Spiritual Spiritual factors relate to moral or -​ Identifying right from wrong

religious areas and belonging to -​ Having a purpose in life
a religion.
 ❖​ Individual and group wellbeing
An individual's wellbeing can be impacted by that of their family, friends and groups to which they
belong. For example, the well-being of a young male who is diagnosed with a rare heart condition will
impact the well-being of both his family and friends. The family may be affected economically if they have
to leave their job to care for him on a permanent basis and make modifications to the home. The severity
of the health condition also might impact the family physically as they have to care for the young male by
taking him to appointments and showering him. Emotionally the family will also be impacted as they are
highly concerned about the other associated conditions and life expectancy of the young male. Friends
may suffer socially as they are limited in the time that they can visit their friends.

Needs & Wants

❖​ Defining Needs & Wants

Need
The necessities of life, are required for survival and physical and mental health.

Want
Preferences or desires are not necessary for survival or the maintenance of good health.

❖​ Specific Needs

SHE SEA
NEED DEFINITION EXAMPLES

Safety & The need to feel safe and protected from a -​ Weather
Security threat. A threat can be a person, financial, -​ Burglary
weather, etc. -​ Physical harm

Health Health is a person's physical, social, mental, -​ Insurance

emotional and spiritual well-being. -​ Healthcare

Education Education is the process of learning or acquiring -​ TAFE

knowledge and skills. -​ School
-​ University

Sense of A sense of identity is an individual who knows -​ Culture

Identity what they are and who they want to be. This can -​ Family
be influenced by their social group, cultural -​ Work
background, standard of living, etc. -​ Social life

Employment Employment is the activity of when an individual -​ Job

devotes time and labour in exchange for a -​ Worker
payment, profit or commission.

Adequate An adequate Standard of Living is the primary -​ Food

Standard of need we must have to survive. -​ Clothing
Living -​ Shelter

❖​ Maslow’s hierarchy
 ❖​ Satisfaction of needs and wants

Goal setting:
What are goals?
Goals will often reflect the values and needs of individuals and families. Goals need to be prioritised
according to either the order in which individuals or groups wish to achieve their goals or the importance
they place on each goal .Three things that influence what, when and how goals are achieved are
resources, values and motivations.

SMART
Specific
Measurable
Attainable
Relevant
Time-bound

Enhancing wellbeing
1.​ The feeling of success after completing a goal makes you want to write more
2.​ Making goals feel like a reward
3.​ Motivation to keep pushing yourself

Resources

❖​ Defining Resources
Anything an individual uses to achieve a goal or complete a task.

❖​ Specific Resources
Human Resources Non-human Resources
Come from within someone Come from outside the human body

●​ Knowledge ●​ Money
●​ Time ●​ Community
●​ Love ●​ Food
 ●​ Compassion ●​ Clothing
●​ Energy ●​ Shelter

❖​ Interchangeability of resources
Interchangeability is when a resource can be used to achieve another resource like an exchange.

Example:
-​ Using the human resources of time to spend with people in the gym you get a non-human
resource of community.

❖​ Resource Sustainability
To conserve resources

Example of how individuals and governments can sustain resources

Individuals Governments

●​ Reduce, reuse, recycle ●​ Develop and regulate water conservation

●​ Conserve water policies
●​ Solar panels ●​ Ban or restrict single-use plastics
●​ Invest in public transport infrastructure

Influences on Resource Management

Factors Affecting Resource Management

❖​ Personal values and past experiences

Personal values and past experiences can have a significant impact on how individuals manage
their resources.

Positive interactions with teachers can boost confidence and enable students to continue accessing
support. Conversely, just one negative experience with a teacher may result in a negative attitude
towards school and poor attendance
Past experiences can include great achievements or accidents that contribute to the development of our
sense of self.

❖​ Factors influencing availability

GAS CD
Factor Explanation - provide and example

Gender Laws support equal opportunity but gender may affect access to resources.
Traditional values and stereotyping limit males’ willingness to access
resources, but increased awarness and support are change this.

Age Age affects resource availability and accessibility for specific age groups,
including driver’s licenses, employment, contracts and seniors concession.
Wages incerese with age, while mobility decreases with later life stages.

Socioeconomic Socioeconomic state, including employment, income and disposable

status income, impacts resources and accessinlity. For instance, a health benefit
concession card may offer free medical services, but lack of transport could
hinder access.

Culture Cultural factors can enhance or decrease an indiviual’s awareness of

available resources, such as health services and ESOL support, depending
on language barriers and cultural values, may limit their choices to access
certain services.

Disability Disability impacts physical, social, intellectual, economic and emotional

opportunities, requiring increased access to government assistance,
support networks, and legal assistance through disability discrimination
laws.

❖​ Access to support
INFORMAL: Support that comes from those who are close to you, that you can trust and know well.
FORMAL: Support that comes from organisations in the community.
 Individual What benefits do they gain from access to support

A person with a disability Formal support:

●​ NDIS - having a carer to look after them
●​ Parking permits - park in closer areas to the destination
Informal support:
●​ Family making sure medication is taken on time
●​ Friends may take them out of a day to help sense of identity

A young homeless female Formal support:

●​ The women's housing company
●​ Parramatta women shelter
Informal support:
●​ Friends giving a place to stay
●​ Friends giving/making food for them to eat

A retired aged person Formal support:

caring for a spouse ●​ Commonwealth Home Support Programme (CHSP)
●​ Hello Fresh gives a 10% discount to the elderly
Informal support:
●​ Neighbours can help with food
●​ An aged person’s child can help with medication and expenses

Personal Management Skills (PMS)

❖​ Planning & Organisation

Planning: The process of making plans to achieve or do something
Organisation: The action or quality of being systematic and efficient; it infers being orderly and logical

Set priorities for tasks Spend time focusing on what you are going to
accomplish for the day and review it at the end of the
day, also look for tasks that may need to be completed
before you can start on another project.

Be innovative, resourceful and Take the initiative in situations to find opportunities to

creative make decisions and influence events to achieve success.

Use organisational tools Use planners and schedules to stay organisesd. Planners
are used for listing action steps to achieve a goal. Other
digital tools are also useful that set reminders, schedules,
and alerts, an example of this is an iPad or mobile phone.

Reduce your information Take control of notifications by turning them off and
accessing them only at specific times during the day.

Be neat and organised Keep things in order so that you don’t need to look
everywhere for a particular item. Storage systems can
reduce stress, making planning more efficient.
 Communication Communicate necessary information to your family,
friends or workmates to them “in the loop”. This may be
required to plan, organises and coordinate activities or
simply to inform them of your whereabouts.

❖​ Communication
Communication is the process by which people share ideas, information, opinions and feelings.

2 types of communication:
-​ Verbal: Communication through the use of sounds and words; that is oral or written language
-​ Non-verbal: Communication through physical actions and body language

Communication style Characteristics Outcomes

Aggressive communication Individuals: • Lose the respect of others

occurs when a person’s • stand up for their own • Can achieve goals as needs
feelings are expressed in an rights and ignore the rights may be met
intimidating manner, of others • Demonstrate power
sometimes denying the • dominate and do not • Can lead to conflict
listener an opportunity to listen to others, make because others feel
participate in the discussion. decisions that do not threatened
consider the rights of
others
• can be hostile and
defensive

Passive communication occurs Individuals: • Fear of losing the approval

when individuals fail to express • ignore their own rights of others
their feelings, needs and ideas. and allow others to • Fear of the reaction of
infringe on their rights others
• do not state their own • Avoidance of conflict
needs, ideas or feelings • Can manipulate others
• are emotionally dishonest • Pent up feelings may erupt
with themselves to be seen later in an aggressive
as polite. outburst

Assertive communication Individuals: • Result in mutual respect

occurs when individuals • stand up for their own • Help achieve goals as
express their feelings in an rights and recognise the needs may be met
acceptable, non-aggressive, rights of others • Minimise hurting others
positive manner; and state • are ready to listen to one • Are honest with
their rights, opinions, another as there is mutual themselves and others
knowledge, requests or desires respect
without hurting or • recognise the feelings of
depreciating others. others and the context in
which conversations occur.

❖​ Decision making
Decision Making - is therefore the process of making choices or reaching conclusions based on considering the
alternatives available.

-​ Individuals learn to make decisions through experience in decision-making.

-​ When children learn to make decisions that gradually increase in complexity within the family group, they
can then transfer these skills to other groups that they belong to, such as their peer group, dance group or
sporting team.
-​ This also enhances their decision-making as a personal management skill.

Style (RIICH) Definition When have you used this style?

Benefits & Drawbacks?

Impulsive An impulsive decision is a hasty Buying an expensive pair of shoes on

decision, usually made spontaneously the spot without checking the price or
without considering the alternatives or considering your budget
outcomes.

Intuitive An intuitive decision is based on Choosing a university major based on a

instinct: the ‘inner feeling or gut feeling that it aligns with your
knowledge’ that it is the right decision passion, even though you haven't
to make at the time. thoroughly researched career
prospects.

Hesitant A hesitant decision is made with Taking a long time to decide whether
caution. to accept a job offer because you're
unsure if it's the right fit, asking
multiple people for advice, and
second-guessing yourself.

Confident A confident decision is made with Volunteering to lead a school project,

certainty and trust. knowing you have the skills and
leadership ability to manage it
successfully
 Rational A rational decision is logical and Comparing different phone plans,
sensible weighing the costs and benefits, and
choosing the most cost-effective
option based on data and research

❖​ Problem solving

Problem-Solving - may be defined as a method for analysing a situation, generating possible solutions and
evaluating the options. Individuals, families, groups and communities use problem-solving skills. An individual can
use problem-solving to plan a fitness program or to organise a study timetable.

1.​ Identify the problem

2.​ Explore alternative
3.​ Select an option
4.​ Implement the solution
5.​ Evaluate the solution

Acronyms

Factors affecting wellbeing SPEECS Social

Physical
Emotional
Economic
Cultural
Spiritual

Specific needs SHE SEA Safety and Security

 Health
Education
Sense of identity
Employment
Adequate standard of living

Goal setting SMART Specific

Measurable
Achievable
Relevant
Time

Factors influencing availability of GAS CD Gender

and access to resources Age
Socioeconomic status
Culture/Ethnicity
Disability

Decision making styles RIICH Rational

Intuitive
Impulsive
Confident
Hesitant

Factors influencing decision CAAPS Access to resources

making Complexity of the problem
Past experiences and personal values
Attitudes to change
Sociocultural factors

Communication styles APA Aggressive

Passive
Assertive

Personal Management skills DCOP Decision making

Communication
Organisation and planning
Problem solving
Acronyms
 CORE 1 ACRONYMS

Factors affecting SPEECS Social

wellbeing Physical
Emotional
Economic
Cultural
Spiritual

Specific needs SHE SEA Safety and Security

Health
Education
Sense of identity
Employment
Adequate standard of living

Goal setting SMART Specific

Measurable
Achievable
Relevant
Time

Factors influencing GAS CD Gender

availability of and access Age
to resources Socioeconomic status
Culture/ethnicity
Disability

Decision-making styles RIICH Rational

Intuitive
Impulsive
Confident
Hesitant

Communication styles APA Aggressive

Passive
Assertive

Personal Management DCPP Decision making

Skills Communication
Planning and Organising
Problem solving

Strategies for effective EDUAA Engaging in education and training

resource management Developing personal management skills
Using interchangeable resources
Adopting sustainable behaviours
Accessing support
Tab 14
Core 2
 CORE 2 ACRONYMS

Types of groups FROCSS -​ Family and friendship groups

-​ Religious groups
-​ Other specific groups within the community
-​ Cultural groups
-​ Sporting and leisure groups
-​ Study and work groups

Reasons for SRC LOGSSSS -​ Shared interest/common goal

group formation -​ Religion
-​ Culture
-​ Locality/geographic location
-​ Other
-​ Gender
-​ Sexuality
-​ Security
-​ Specific needs
-​ Social interaction

Roles people EMI -​ Ensuring tasks are achieved

adopt within -​ Maintaining and building relationships
groups -​ Influencing groups progress

Personal factors CHESS PS -​ Culture

-​ Heredity
-​ Education
-​ Self-esteem
-​ Self-confidence
-​ Previous experience
-​ Sense of belonging

Social factors GRAM -​ Gender expectations

-​ Relationship with group members
-​ Attitudes of group members, e.g, peer
acceptance
-​ Media

Power bases CLERR -​ Coercive

-​ Legitimate
-​ Expert
-​ Referent
-​ Reward

Styles of DALT -​ Democratic

leadership -​ Autocratic
-​ Laissez faire
-​ Transformational
Factors TRAK -​ Type of task
influencing -​ Relationships with groups members
leadership -​ Attitudes of group members
-​ Knowledge and skills

Causes of conflict VILIIM -​ Varying values

-​ Incompatible goals
-​ Limited resources
-​ Ineffective communication
-​ Individual differences
-​ Multiple role expectations
FP1
 Groups in the Community

Types of groups What is a group?

A group is a collection of people who interact with and influence one another over a period of
time and share a common purpose or goal.

FROCSS
Group Type Description Examples

Family &Friendship groups Kinship ties or social bonds dysfunctional and

based on ancestry, marriage fragmented families
or adoption are the most
common of primary, or
major, group types. People
in family groups generally School friendships
spend a great deal of time
together, engage in a wide
range of activities together
and know each other well.

Friendship groups also

spend a lot of time together
but are more likely than
family groups to disband
after a short time

Religion groups Groups formed based on Groups formed based on

shared religious beliefs and shared religious beliefs and
practices. practices.
Groups formed for unique
or specialised reasons that
don't fit neatly into other
categories.

Organisation groups Groups formed for unique

or specialised reasons that Activist groups, online
don't fit neatly into other
gaming
categories.
communities,
Church
hobbyist clubs
congregations,
(e.g.,
youth ministry groups,
photography
prayer
clubs).
circles, Bible
study groups.
Activist groups, online
gaming
 Cultural groups Cultural (and ethnic) groups Indigenous
are based on the geographic community
area in which a group groups,
originated multicultural
or developed. They share associations,
social and cultural language clubs.
characteristics. Classification
is based on
self-perceived group
identification; that is, the
extent to which an
individual associates with
a specific cultural group’s
ideals and philosophies.

Sport & Leisure groups Groups formed Local football

around teams, yoga
physical classes, dance
activities, clubs, hiking
recreation, or groups.
shared
hobbies.

Study & Work groups Groups that form within School study
educational or groups,
professional workplace
environments to achieve teams,
academic or career goals. professional
associations,
university clubs.

Reasons for
group formations
SRC LOGSSSS
Reason Description Example

Shared interest/ Common People come together based -​ A music band,

goal on mutual interests, -​ environmental
hobbies, or a common activism
objective. -​ group, and book
club.

Religion Groups formed based on -​ Chruch

 sheared religious beliefs, congregations
values, and practices. -​ Mosque
communities
-​ Prayer groups

Cultural Groups are created to -​ Indigenous support

preserve, celebrate, or share groups
cultural heritage and -​ cultural dance
traditions. groups
-​ language clubs

Locality/Geographical People join groups based on - Neighbourhood watch,

their location or living area. local council groups, and
community gardening
clubs.

Other reasons Groups form for unique or -​ Online gaming

less common reasons not communities, fan
listed elsewhere. clubs, and charity
organisations.

Gender Groups based on gender - Womens shelters

idenity for support, adocacy - Men's mental health
or shared experiences. group
- LGBTQ+ support groups

Security Groups that exist to provide -​ Emergency response

protectgion safety or a teams, law
sense of stability enforcement groups,
refugee support
networks
Specific Needs Groups that provide support -​ Disability supports
and resources for groups, mental
individuals with particular health organisations
needs -​ Addictions recovery
groups

Social Interactions Groups formed primarily for -​ Friends cicles

socialising, connections, and -​ Social clubs
building relationships. -​ Casual meetup
groups
-​

Sexuality Groups that support - LGBTQ+ advocay

individuals based one sexual groups - Pride
orientations and identity organsiations,
- Queer youth networks
FP2
 Roles individuals adopt within groups

Specific roles
of individuals
Ensure tasks are Maintain/Build Infulence the groups
achieved relationships progress

-​ Task oriented -​ Wellbeing of the -​ Someone who is

-​ Focused group easily distracted
-​ Motivated -​ Work to know each -​ Unfocused
-​ Want to complete in member to better -​ Disinterested
a period of time and cater for there needs -​ Negatively influence
are goal oriented -​ Assistive, the groups progress
peacemaker, -​
unbaisced
-​ Maintain and build
relationship within a
group

Norms, Norms
conformity, and Norms are the rules or standards of behaviour we expect from others and from ourselves.
cohesiveness ‘Norms’ can be translated as ‘rules’.
within and Within a group there will be norms that help identify the group and its values. A dress
among groups
standard is an example of a ‘norm’.

There are two different norms – Formal and Informal

Formal norms are those rules that are explicit (dictate) in the way they define the group’s
behaviour.

Informal norms are implicit (implied) in the way they define the group’s behaviour.

The following table gives an example of a factory work group’s formal and informal norms

Formal Norms Informal Norms

Workers show up at the factory on time Workers often refer to each other by
nicknames

Workers must observe safety regulations Some workers engage in practical jokes and
horseplay

Workers in this group have lunch in the Workers in this group always sit at the one
cafeteria from 12.45 to 1.30pm table and always drink three cups of coffee
 Norms Standards of behaviour expected of group members; prescribed
modes of conduct.

Conformity Modification of individual behaviour resulting from group influence,

action in accordance with specified standards or authority.

Cohesiveness Unity; state of sticking together of having consistency.​

Factors that
contribute to the
Personal Factors:
role they adopt
within groups Culture ●​ Enable group members to gain norms, values and social
cues

●​ Helps group members understand the influence of

cultural differences on interactions

Heredity ●​ Genes passed down from one generation to the next

●​ Whether an individual suffers from an illness is

determined by heredity

Education ●​ Higher levels of education equates to better decision

making

●​ Life experiences can also add to ones education of

knowledge and skill

Sense of belonging ●​ ‘Fitting in’ with others

●​ Giving life greater meaning being actively engaged with

interests

Self confidence ●​ More likely to take on challenges

●​ Success can result in more self-confidence

Previous experiences ●​ Lessons that are learnt from life events

●​ Shapes the way we see new opportunities

Self-esteem ●​ Individuals self-value, their belief in themselves

●​ People with higher self esteem will be more outgoing

and happy to take new opportunities
 ACRONYM: CHESS PS

Social Factors:
Gender expectations ●​ Stereotypes on what a gender should like and act like

●​ Eg. male → take on a lead role. Female → supply

morning tea

Relationship with group ●​ Group members are connected by the relationship that
members they have with one another

●​ This can make or break the environment for the group

members

Attitudes of group ●​ Peer acceptance

members
●​ Resulting in positive wellbeing if accepted or negative
wellbeing if rejected

Media ●​ Motivate and infulencies our thoughts and actions

●​ Information is filtered making individual believe

something to a way that media displays it

ACRONYM: GRAM

Observations

Observations
Advantages Disadvantages

1. Provides opportunity for viewing or 1. Bias in the recording of event viewed

participating in unscheluled events 2. Gender may restrict access to certain

2. Allows for richly detailed description information

3. Provides direct access to the social 3. Lack of trust in the observed by those

phenomena under consideration being observed

4. Provides a permanent record [Link] be very time consuming

FP3
 Power within Groups

Power bases
Power Base Description

Legitimate A legitimate power base comes with a designated

position, usually agreed or voted on by the
community members or governing body. School
prefects, the local mayor and the
Governor-General are held in high esteem because
of their position.

Expert An expert power base comes from the knowledge

or expertise of an individual in a given field. Group
members may look up to the leader for guidance
because they hold the leader’s knowledge in high
regard; for example, a university professor may
exert expert power over a class of first-year
students.

Reward In a reward power base, the leader is able to give

merit/an award. This could be used by a teacher
who gives gold stars for good work, or a boss who
has jurisdiction over pay increases for extra work.

Referent A referent power base comes from followers of an

individual’s looks or attributes (e.g. in social media,
where individuals follow or ‘like’ others). Such
power often encourages followers to strive to look
like or copy the leader (e.g. in pop culture, where a
rock star’s fans copy the star’s dress and image).
 Coericive A coercive power base is derived from the ability of
a leader to give or take away privileges or rights,
and so influence group behaviour. This power may
be used in either a positive or negative way. An
example is parents who threaten to ground their
children if they misbehave.

ACRONYM: CLERR

Leadership
Leadership style Characteristics Outcomes and impact on
group wellbeing

Autocratic -​ Directive -​ Reduce individual

-​ Determines how creativity
things will be done -​ Erodes performance
-​ Does not involve -​ Little regard for
members in members'
decision-making skills/values/ideas
-​ Maintains leadership -​ Punishes workes
at all times frequently
-​ Task focused -​ Low job satisfaction
-​ demanding/impatient -​ Conflict in workplace
-​ Members increase to
contribute
-​ Deracesd self
esteem and
confidence
-​ Fear of failure
-​ Decreased morale

Democratic -​ Willing to share -​ Builds trust and

leadership role mutual respect
-​ Involves group -​ Encourages group
members decisions
-​ Considers people -​ Empowers group
and tasks are members
equally important -​ Considers feelings of
-​ Consults group individuals
members -​ Considers opinions
-​ Changes role of all members
according to -​ Cooperative
progress of project workplace
-​ Listens carefully to -​ Teamwork
each member -​ Increased
communication
-​ Less conflict
-​ Members feel valued

Laissez faire -​ Non-directive -​ Workers not

-​ Allows members to motivated
decide on -​ Lack of group
-​ processes cohesion
 -​ Not task-oriented -​ Chaotic workplace
-​ Minimal or no input -​ Consequences often
in to group process not desirable
-​ Avoids making -​ Groups more likely
decisions to break up
-​ Fails to recognise -​ Low productivity
worth of members -​ Worth of members
not recognised

Transformational -​ Inspirational -​ Encourages

-​ Communicates higherlevels of group
vision and individual
-​ Convincing/compelli achievements
ng -​ Enhances levels of
-​ Encourages voluntary support
re-thinking -​ Increased
-​ Coaches members productivity
to take on greater -​ Effective and
responsibility satisfying to work for
-​ Stimulating -​ Heightens members’
-​ Praises members for self-esteem and self
effort worth

ACRONYM: DALT

Factors Knowledge and skills with group

influencing Attitudes of group members
leadership Relationship between group members
Type of task

ACRONYM: KART
FP4
 Conflict within groups

Causes of conflict
Cause of conflict Example

Varying values Having the values of family time may

result in a teenager cancelling plans with
friends to spend time with family.
However, another teenager may feel the
opposite and cancel family plans to
spend time with friends.

Individual differences/personality An outgoing person may put an introvert

in a position where they may feel
uncomfortable.

Limited resources A friend may not be able to come to

dinner as they don't have enough money
to pay, unlike the other friends in the
group.

Ineffective communication Someone in a friendship lets their

feelings build up about a person, which
results in the friendship ending instead
of talking about the original issue.

Incompatible goals One goal to prioritise, for example,

buying a new phone or laptop first.

Multiple role expectations A catherine mcauley student has to

balance the load of school work, home
relationships and extracurricular
activities.

ACRONYM: VILIIM

Conflict resolution The conflict resolution process

Negotiation is the process of discussion between two or more people to find a solution
to a common problem. Ideally, negotiation should be cooperative with both sides
seeking a solution that is mutually beneficial but it can be confrontational with both
sides attempting to ‘beat’ the other and get their way.

Agreement is the positive outcome of mediation. A mediator is an unbiased third

person who works with both sides to improve communication and help each to see the
other’s point of view. The mediation process usually results in a solution to the
problem or a positive agreement about how the conflict can be resolved. The outcome
of mediation is that each side should feel they have been treated fairly.

Resolution is the process of resolving a dispute by providing for the needs of all
 parties involved and adequately addressing their interests and concerns so they are
satisfied with the outcome.

Outcomes of conflict resolution

Win-Win Win-Lose Lose-Lose

●​ Goals of both ●​ Most common ●​ The disagreement

parties are outcome and is seen as
maximised reflects the inevitable, so
●​ A collaborative competitive nature conflict is
problem-solving of people and smoothed over in
strategy is society as a whole the least painful
employed ●​ Decision is often way – with neither
●​ Communication is made through party as a victor.
open and direct socially acceptable ●​ Each party gets
mechanisms such some of what it
as judges, votes, wants and resigns
etc itself to partial
satisfaction.
●​ It is often used to
divide limited
resources.

Case study Conflict:A disagreement between individuals or groups based on a clash of ideas,
principles, beliefs or people; incompatible desires, impulses or states of being result in a
psychological state of turmoil

Case Study: A primary research method in which the data collected are in a raw format
and have not been gathered or written by another party

Primary Research: Collecting original data directly from the source to answer a specific
research question

Secondary Research: Analysing data and information that has already been collected
and published by others

Advantages Limitations

-​ A lot of detail is collected -​ Data collected may not

-​ A sample population can be necessarily be valid for the wider
surveyed when large populations population
are not available -​ The danger of date bias when
-​ General predictions are possible only one person is collecting
-​ A hypothesis can be developed -​ Hard to draw a definite
and then tested cause/effect from one case study.
-​ Behaviour is described as it -​ It may be time-consuming and
 occurs difficult to analyse.
-​ The researcher controls the -​ Vital information may be missed.
situation -​ Behaviour exhibited may be
different to that displayed in the
natural environment
Core 3
 CORE 3 ACRONYMS

Family structures BEDSNACKS FC Blended

Extended
De facto
Same sex
Nuclear
Adopted
Childless
Kinship
Sole parent

Foster
Communal
Roles individuals adopt PBS Promoting wellbeing
within families
Building relationships
Satisfying specific needs

Reason for community COGS Common interest

organisation
Other reason
Geographic reason
Specific purpose
Community organisations SLNG State
Local
National
Global

Roles groups adopt within PBS Promoting wellbeing

communities
Building relationships
Satisfying specific needs

Decision making in PELL Protesting

communities: influences
Environmental factors
Legislation
Lobbying and community
petitions
Decision making in CAVER Consensus
communities: process
Arbitration
Voting
Election
Referendum
Nature of change PIT Planned and unplanned
Internal and external
Temporary and permanent
Impact of change on FLERT Family and community wellbeing
families and communities
Legislation
Environmental
Roles Individuals adopt
Technology
Stages of the lifespan ICAAT Infancy
Childhood
Adolescents
Adulthood
The aged
Influences on socialisation MR. HOPPP Media
Relatives

Health professionals
Online networks
Peers
Print and digital information
Paid carers
-FP1-
 Families

Family Families
Families are essential to our society, forming the basic unit of home life for most
Australians. Family structures are complex and dynamic in nature, with care and
support networks extending outside the family unit.

Australian Census Definition:

The Australian Bureau of Statistics (ABS) defines the family as: two or more persons,
one of whom is at least 15 years of age, who are related by blood, marriage (registered
or de facto), adoption, step or fostering, and who are usually resident in the same
household. The basis of a family is formed by identifying the presence of a couple
relationship, a lone parent–child relationship or other blood relationship. Some
households will, therefore, contain more than one family.
ABS, 2007

Do you agree with this definition of family? Why/Why not?

When two or more underage siblings have lost their parents and aren’t in a foster are
still family but doesn’t fit this definition
When two or more siblings are taken into different foster homes are still a family by
blood but doesn’t fit this definition

Comparision Table

Category 2011 2016 2021

% of households 71.5% 71% 70.5%

that are families

Average household 2.6 2.6 2.5

size

Couple-only 37.8% 38% 38.8%

household

Couples with 74% 45% 43.7%

children

Single parents ––––– 16% 15.9%

Family Structures BED SNACKS FC

Family Structure Explanation Example

Adoptive It is the legal process where all legal rights Despicable Me

and responsibilities are transferred from birth (Gru adopts
parents to adoptive parents. three daughters)

Blended A blended family is a family that contains Ronaldo’s family

both a natural parent and a step-parent with
 at least 1 child that has one of the biological
parents.

Childless A couple family without a child Millie Bobby

Brown and Jake
Bongiovi

Communal A communal family is a group of families, or “Friends”

individuals either related or unrelated, living
and sharing
resources together. Resources that are
shared include food, child-rearing, social life,
living space, decision-
making and usually political or religious
ideology.

De facto When people aren’t married or related live Boyfriends and

together. Can be different or the same girlfriends
gender.

Extended Involves the core family and at least one Families with
other extended member, e.g. grandparents. grandparents

Foster When a child can no longer live with their The Fosters
biological parents due to no reason of their (2013–2018)
own, foster careers can provide short/long
term care

Nuclear The most common family structure, Simpsons

heterosexual couple with offspring.

Same-sex People who are of the same sex relationship Modern family
couples living either with or without. raising lily

Sole parent A lone parents with at least one depenteden Gilmore girls
or non-depented child living in a household.

Kinship A kinship family is a family structure where Simone Biles

relatives other than the biological
parents—such as grandparents, aunts,
uncles, cousins, or even close family
friends—take on the primary role of raising
children. This can happen when the biological
parents are unable to care for the child due to
reasons like illness, death, addiction,
incarceration, or other challenges.
Roles Individuals Promoting wellbeing
Adopt within Building relationships
Famolies Satisfying specific needs

Satisfying Specific Needs

●​ Safety & Security
●​ Health
●​ Education
●​ Sense of Identity
●​ Employment
●​ Adequete standard of living

Building Relationships

Promoting Wellbeing
SPEECS

Social wellbeing
Organising family events such as family dinners and game nights. Driving children to
friends houses to create bonds with friends and connections.

Physical wellbeing
Family members can support and encourage physical activities, driving them to
trainings and providing proper nutrition for recovery and growth.

Emotional wellbeing
Being a supportive person who can listen to the struggles of other members. Making
stronger connections within the family done through spending quality time.

Economic wellbeing
Being fininaicla stable
-FP2-
Communities
-FP3-
Managing change
-FP4-
 Socialisation of individuals within families and communities

Stages of the ACRONYM: ICAAT

Lifespan
-​ Infancy((0-4 years)
-​ Childhood(5-12)
-​ Adolescence (13-18)
-​ Adulthood (19-64)
-​ The Aged 65+)

Influences on Socialisation is the process by which individuals learn how to conduct themselves based on societal
Socialisation expectations.

Examples include:
1.​ A child in a playground asking to play with a group already involved in a game rather than just
butting in
2.​ Adults in a work meeting know that they need to be quiet while someone else is talking
3.​ Two people needing to pass each other in an aisle at the supermarket, saying ‘excuse me’
rather than just pushing past each other.

Socialisation Description

Media Media can both positively and negatively influence socialisation. It provides
useful news and information, allowing people to connect with people across
the globe. However, it's crucial to evaluate media content before accepting
it as true, as most content is created to sell a product, service, belief, or way
of life that may not be beneficial for everyone.

Relatives Our socialisation can be greatly influenced by our immediate family

members and relatives. Simple acts of politeness and respect, such as
 greeting and asking about their lives, can significantly impact our character
and interactions with others. Positive family interactions and proper
etiquette can positively influence our socialisation, while inappropriate
situations can negatively impact it.

Health Health professionals, such as doctors, nurses, general practitioners, dentists,

Professionals counsellors, and psychiatrists, help people live a healthy and longer life free
from illness or disease. Their expertise in various health areas can positively
impact socialisation, such as speech impediments and mental health
illnesses. By providing education and knowledge, health professionals help
individuals live healthier, more fulfilling lives, and reduce feelings of
isolation and discrimination.

Online Online networks, including social media, gaming, chat rooms, and support
Network networks, can have both positive and negative effects on socialisation.
Excessive use can disrupt social interactions, while cyber-bullying can
negatively affect children and adolescents. Online gaming and chat rooms
can help those with limited friends connect with like-minded individuals.
Support groups can also serve as a platform for those struggling with similar
challenges, such as cancer patients seeking support and strength.

Peers Our interactions with peers significantly impact our socialisation, as their
actions can influence our behaviour and views. For instance, observing a
friend's healthy and tasty diet or observing rude behaviour can influence us
to emulate or empathise with their actions. Peer groups often share similar
behaviours, and as we grow, our socialisation may change and evolve.

Paid carers A paid carer significantly impacts socialisation and health, especially for
those with illnesses that prevent mobility. They provide emotional support,
become confidants, and socialise with others. Carers also encourage
community involvement, which improves wellbeing and potentially leads to
a happier, longer life.
 Print & Digital Over the past 20 years, the availability of print and digital information has
Information significantly improved our access to information. This has enabled us to
better prepare for situations and ensured that communities with more
access to information are wealthier and more equipped to handle
challenges.

ACRONYM: MR. HOPPP

THE SPECIFIC NEEDS THAT ARE OF GREATEST SIGNIFICANCE TO THE INDIVIDUAL AT EACH STAGE OF THE LIFESPAN

Infancy (0-4 years) Childhood (5-12) Adolescence (13-18) Adulthood (19-64) The Aged (65+)

Safety & -​ Safety features in -​ child seats within a -​ Being safe online, -​ Protecting and -​ Physical security,
Security house: baby lock, car to ensure the such as having securing housing, such as secure
monitors, baby seat is safe to use. private accounts on especially with a housing and rails
safety gate, certain -​ Learning stranger social media family to help
foods ( eg babies danger in younger -​ Having a safe and -​ Emotional movement
need mushy or years and how to secure home security, including -​ Financial security
liquids ) cushioned act if approached (shelter) financial stability through pension -
corners, by a stranger -​ Staying safe from access to
-​ How to stay safe peer pressure, e.g equipment
when bullied road safety and -​ Safe and secure
safe socialisation environments e.g
(parties and going aged care
out) facilities,
retirement
villages, nursing
homes

Infancy((0-4 years) Childhood(5-12) Adolescence Adulthood The Aged

 (13-18) (19-64)

Health -​ Proper nutrition to -​ Nutrition is vital for -​ Mental health plays -​ Maintaining -​ Physical health
support constant children's energy a big role in this life physical health starts to decline
development and and development stage, as like regularly and become
growth -​ Social interaction to individuals learning exercising and more dependent
-​ Vaccinations and learn to manage stress eating healthy, so on others
proper hygiene to communication and and how to deal it doesn’t affect -​ Medicare plays
protect from cooperation with their emotions their lives in the an important role
sickness -​ Physical active future as overall health
-​ Building healthy -​ Going to the -​ Maintaining systems are
habits eg diet doctors mental health declining
-​ Healthy bodies -​ and being -​ Access to
allow for babies to mindful of stress healthcare - eg
develop their motor doctors, hospitals
skills etc

Infancy((0-4 years) Childhood(5-12) Adolescence(13-18 Adulthood The Aged

) (19-64)

Education -​ Helps babies learn -​ learning signs of Education prepares them -​ Younger stages -​ Keep the brain
how to interact with when to ask for for employment of adulthood active
others (social skills). help and Develops skills and could include -​ Opportunity to
-​ Supports brain understand right ​qualifications needed for further education, build new
development and from wrong future employment or such as university knowledge and
learning new things -​ Understanding further study. It also or TAFE, which perspective on
(cognitive skills). basic knowledge to supports social would allow for the world
-​ Encourages build a foundation development ​, self-esteem, future -​ Improves
movement and for all future and decision-making. employment memory
play, helping babies learning Schools provide a roles -​ Brings a sense of
grow strong -​ Learning the best structured environment fulfilment/purpos
(physical choices to make where young people can e
development). during life explore interests, set
-​ Builds emotional goals, and gain a sense of
bonds with carers, purpose.​​
helping babies feel -​ Level of education
safe and happy. to ensure they
 -​ Teaches babies have further
routines like eating, opportunities in
sleeping, and future
playing. -​ Acquire knowledge
-​ Start early learning and skills
habits that help
later at school.
-​ Safety - safe places
to play and learn
-​ Health - healthy
habits like washing
hands
-​ Education -
learning through
play
-​ Identity - learning
their name,
recognising
themselves
-​ Self-esteem -
feeling proud when
they try new things

Infancy((0-4 years) Childhood(5-12) Adolescence(13-18 Adulthood The Aged

) (19-64)

Sense of -​ A stable -​ Having an -​ Developing a -​ Identity becomes -​ Loss of routine

Identity environment Understanding of sense of identity, clearer, which might impact
-​ Gets identity cultural, religious such as exploring includes building their sense of
through consistent and gender identity personal style or a family, securing purpose
care and affection -​ Understanding beliefs a house and a job -​ Maintaining social
from caregivers where you belong connections and
-​ Without identity, at school (eg hobbies helps to
infants may joining a sport team preserve this
struggle with at school)
emotional -​ building a
 development foundation for your
identity

Adulthood The Aged

Infancy((0-4 years) Childhood(5-12) Adolescence (19-64) (65+)
(13-18)

Employmen -​ The status of an -​ Learning -​ Earning an income -​ Full-time work -​ Most individuals
t infant's caregiver employment skills and gaining -​ Working would be retired
provides financial -​ Joining leadership experience part-time if they -​ However, they
stability, which roles to learn skills -​ Individuals get their are studying gain financial
leads to healthcare, for future first job in this -​ Provided final stability through
childcare and other employment stage of life security to meet superannuation
resources -​ Building on -​ learning daily living or pension
-​ If there is absent communication responsibilities in costs(rent, food
employment, it can skills that will assist the workforce and and bills they to
increase stress and in the application taking into account pay)
reduce the quality and completion of their actions -​ Offers
of care and jobs opportunities for
attention an infant career
gets development,
promotions, and
lifelong learning
-​ Continue to save
money
-​ It supports
independence
and goal
achievement.

Infancy((0-4 years) Childhood(5-12) Adolescence Adulthood The Aged

(13-18) (19-64)

Adequate -​ Rely on the -​ relies on a -​ Being able to have -​ Being -​ Great Access to
Standard Of physical needs of guardian to provide an adequate able to suitable housing
Living food, shelter, an adequate standard of living buy and -​ Access to food,
clothing and amount of food, to be able to acquire clothing, heating
healthcare drinks, shelter and achieve life goals basic and
 -​ Poor standards can clothes that can help their needs transportation -
lead to malnutrition future such as may need a carer
and illness shelter, to help meet
-​ A good standard of clothes these needs
living promotes and food -​ Aged care
healthy growth services e.g
cleaning
services, meals
on wheels, home
nursing)

Influence How do these groups contribute to socialisation?

Relatives -​ Teach manners, respect, and family traditions.

-​ Teach positive behaviours (e.g., greetings, kindness) to shape respectful socialisation.
-​ Teaching negative behaviours (e.g., swearing, abuse) may influence children poorly.
E.g. Parents teaching to respect grandparents when greeting them - give hug and kiss
E.g. A parent teaching a child to say “please” and “thank you” helps them engage politely with others in school or public
settings.

Peers -​ They are a strong influence during adolescence and childhood

-​ Can encourage both positive (healthy habits, friend groups) and negative (rudeness, peer pressure) social behaviours
-​ Give us life examples on how to communicate properly and treat others with respect
E.g. Classroom setting requires respect for peers and not talking over each other
E.g. A teenager learns how to comfort a friend who is upset, building empathy and communication skills

Paid Carers -​ Provide emotional support, care, and interaction

-​ Help individuals socialise and access the community
-​ Positively impact mental health and wellbeing, which leads to positive and healthy socialisation
E.g. Aged Care Workers help elderly individuals stay socially connected by organising group activities like bingo, music
therapy, or morning tea
E.g. Disability Workers support clients to attend social outings, participate in classes, or join clubs suited to their interests

Health Professionals -​ Help individuals maintain physical and mental health

-​ Enable social participation (e.g, treating speech issues or anxiety)
 E.g. A speech therapist helps a child with a stutter gain confidence to speak in class or with friends.
E.g. A therapist helps an individual who suffers from anxiety gain confidence in social settings

Online network -​ Online communities help shape how people talk, dress, think, and act.
-​ People often explore and develop their identity through online profiles, photos, and posts.
-​ Online networks expose people to global perspectives, social movements, and different ways of living
-​ Socialisation now includes learning how to behave online. Kids and teens often learn these rules through trial and
error
-​ Messaging apps, multiplayer games, and video calls help develop communication, cooperation, and emotional
intelligence
E.g.: A 14-year-old student spends time on TikTok following fashion influencers and lifestyle creators. They begin to adopt
popular slang, dress similarly, and mimic those behaviours they see online.
E.g.: A group of teens play Fortnite together on Discord. They learn to cooperate, follow rules, solve problems as a team, and
even settle disagreements through voice chat.

Media -​ The media presents ideas about what is considered “normal,” “right,” or “desirable.”
-​ People often model their behaviour, appearance, or goals based on media figures.
-​ Media can both reinforce traditional roles or challenge them. It can normalise certain views or push for social change.
-​ Media teaches people about their own culture and other cultures, helping with multicultural understanding or
sometimes promoting cultural biases.
E.g. Watching shows that promote teamwork and respect can inspire children to treat classmates kindly
E.g.: A child watches Bluey, where characters learn to share, be kind, and solve problems calmly

Print & Digital information -​ Access to knowledge via books, websites, and articles.
-​ Informs individuals and communities about events, news, cultures, and societal expectations
-​ Promotes critical thinking, as individuals compare sources, question information, and form opinions
E.g. reading a biography about a human rights activist can inspire someone to stand up against injustice or support a cause
E.g.: A teenager regularly reads online blogs or news articles about mental health, relationships, or social issues. They start
using the language and advice from these sources in real life.