CAFS Syllabus Notes
CORE 1: RESOURCE MANAGEMENT SYLLABUS NOTES
CAFS Syllabus Notes
Fundamental concepts of resource management:
Wellbeing
Defining wellbeing: The state of being comfortable, healthy or happy.
 Is a measure of the degree of satisfaction that an individual or group experiences
when needs are met.
 Wellbeing is happiness or satisfaction with life
A persons wellbeing depends on different factors:
 Emotional
 Social
 Physical
 Economic
 Cultural
 Spiritual
Achieving Wellbeing:
 to achieve happiness and satisfaction with our lives, it is necessary to strike a
balance between all factors.
 Wellbeing can be measured in 4 ways;
1. Ability to adjust and manage change
2. Leve of self-confidence
3. Self-esteem
4. Peer acceptance
 Achieving a balance can be very challenging through time to time
Factors affecting Wellbeing:
 The six factors that affect our wellbeing can have a positive or negative impact on
our ‘being’.
 The effect can include positive emotions and moods, an optimistic perspective on
life and a general sense of feeling good, this can be described as ‘wellbeing’.
 The effect an also include experiences of negative emotions and a general sense of
not feeling well, this can be described as ‘ill-being’.
Emotional Factors:
 Emotional factors are related to our feelings.
 Examples of emotional needs include;
- Attachment and bonding, giving and receiving love and affection, feeling a sense
of belonging
- Security and stability within the family group
- Receiving encouragement
- Promotion of a good self-image and self-concept
- Independence that is age appropriate
- The opportunity for self-expression and creativity
 When emotional needs are met, a person is more resilient and is more likely to
successfully cope with stress.
CAFS Syllabus Notes
Economic Factors:
 Economic factors are related to finances.
 These are addressed through;
- Paid employment, bank accounts, credit, budgeting, inheritance, shares or
welfare.
- Job security, equitable working conditions and access to flexible work patterns
- Increased knowledge and skills
 An individual In a well-paid job is more likely to have an adequate standard of living,
be able to meet all of their needs and consider satisfying a range of wants.
 If an individual with little financial income may have poorer housing and a less ability
to meet basic needs, such as access to medical services.
 This may affect many aspects of wellbeing.
Cultural Factors:
 Cultural factors focus on customs, beliefs, values and traditions
 They can be satisfied by;
- Identifying with and belonging to a cultural group
- Teaching and developing customs, beliefs, values and traditions of families and
communities
- Having opportunities to maintain cultural heritage through story, dance,
language, diet and or/dress..
 The individual involved in cultural activities has a greater sense of identity.
 There is a sense of belonging that also provides emotional security.
Physical Factors:
 Physical factors relate to physical health and safety
 They include having;
- Adequate nourishment for normal growth, development and good health
- Adequate sleep and rest
- Regular health care
- Safety and security from external hazards and weather
- Regular physical activity.
 Physical issues can affect other factors.
 Eating well and feeling physically fit can contribute tour resistance to sickness and
our ability to deal with problems that may occur.
Spiritual Factors:
 Spiritual factors relate to moral or religious areas
 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.
 They may experience a sense of belonging within their community.
CAFS Syllabus Notes
Social Factors:
 Social factors are related to interaction with other people and are satisfied by
having;
- An environment in which social interaction, companionship and friendship can
be fostered
- Opportunities for leisure, recreation and relaxation both with and independently
of the family
- Privacy, seclusion and quietness when required.
 An individual who belongs to a group through school, friendships, sport or work.
 The individual gives a feeling of being wanted, which has a positive effect on
wellbeing.
Individual group wellbeing:
 A persons wellbeing can affect the wellbeing of others in a group.
Example: consider a sporting team that loses its star player before a grand final. This
would affect the role of each player, which may impact on confidence and opportunity
to succeed. On the other hand it may challenge a substitute to perform and play to the
best of their ability, thereby enhancing a players reputation and perhaps their future
potential in the sport.
Needs and wants:
Defining needs and wants:
NEEDS:
 Needs can be defined as things that are vital to sustain or life that is, those things we
require to survive and to be physically and mentally healthy, such as food, safety,
love and acceptance.
WANTS:
 Wants are preferences or desires, things we would like to have but do not really
need to survive or maintain good health, such as a car, a television and money
Specific needs:
 There are six specific needs that are known as the SHE SEAS (CFS) mnemonic that
would help remember which are;
- Safety and security
- Health
- Education
- Sense of identity
- Employment
- Adequate
- Stand of living
 Individuals, families and communities will prioritize these needs differently according
to their current circumstances, but there ultimate aim is to achieve wellbeing.
CAFS Syllabus Notes
Safety and Security Needs:
 Safety and security refer to our desire to feel protected and safe from threat
 The safety and security of an individual is important. Not only for personal comfort,
but also for ensuring physical safety from the surrounding environment.
Example: The safety of a grandparent can be improved by house modifications such as a
non-slip floors and handrails in the bathroom.
 Community groups contribute to safety and security needs through various services
Example: The Red Cross Telecross service has volunteers that call a household person each
day to ensure they are safe and well.
Health Needs:
 Health is a holistic concept and is related to a person’s perception of wellbeing.
 Being physically active and eating well is essential for all individuals.
 For those that have specific health needs (eg: a medical condition) or those who may
be more susceptible to illness find it more difficult to maintain their physical
wellbeing, and therefore have greater health needs.
Example: A person with a chronic illness also has greater health needs and requires
appropriate support to meet their health needs. Depending on the illness they may need
medication, medical plans, frequent GP and/or specialist visits etc.
Education Needs:
 Refers to formal training in knowledge and skills.
 Enables individuals to become aware of services and resources available to them to
enhance their wellbeing.
 Enables individuals to gain meaningful employment and earn money.
Example: The Aged need education to access resources available to them, need education
about how to look after themselves and learn new skills required (eg: using the internet).
Keeping your mind active and challenged helps to resist early onset dementia/Alzheimer’s.
Sense of identity Needs:
 Refers to an individual’s understanding of who they are.
 A strong sense of identity allows an individual to feel confident and connected.
 Everyone has sense of identity needs in order to feel connected to their peers, family
and society.
Example: When an aged person gets older they may start to feel they are losing their sense
of identity. They may no longer feel needed or have the responsibilities they used to. Their
families (if they have them) are more than likely independent and they have probably
reduced their working responsibilities or have retired. They need to participate in social and
other activities they enjoy to maintain their sense of identity. They may volunteer, mentor
or provide care for their families.
CAFS Syllabus Notes
Employment Needs:
 Needed by individuals so they can earn an income (money).
 Money is a resource that is required by an individual in order to provide for
themselves and their families
 Having an income allows individuals to satisfy needs (CFS) and wants.
 Obtaining and maintaining employment enhances our wellbeing through the
recognition of our talents and the reward of wage.
Example: Adults need employment in order to become independent. Without employment
they may have to rely on their parents or the government for financial assistance and may
not be able to meet their other needs or wants.
 Adults require employment to meet the basic need for an adequate standard of
living and, often to, provide for a family.
 Older adults can feel a sense of belonging and significance when they are involved
and respected in the workplace.
Adequate standard of living Needs (FOOD, CLOTHING, SHELTER):
The basic and primary needs of human beings include:
 Adequate CLOTHING (able to withstand environment and protect a person from the
elements)
- Clothing is needed to protect us from the weather. Some people also meet the
secondary need of status, by wearing particular clothing brands.
 Adequate FOOD (enough to meet recommended nutritional requirements)
- Food needs to be nutritious so the individual can have optimal health.
- Knowledge, availability and accessibility are issues that may affect food choices.
 Adequate SHELTER (a secure place where individuals can relax, feel safe and
comfortable)
- In the form of housing, offers security and safety, and can contribute to and
reflect out identity by allowing individuals a place for self-expression.
Meeting the above three needs allows an individual to obtain what is known as an adequate
standard of living.
Maslow’s Hierarchy:
Abraham Maslow (psychologist) believed:
 Our motivations are based on seeking fulfillment (meeting needs) and changing
through personal growth.
 People who reach self-actualisation are those who are fulfilled (needs met) and
doing what they are capable of.
Consideration:
 Each person is unique and will be motivated by different things. Self-actualisation
may be achieved through art, sport, music, education, work, family (the list goes on)
CAFS Syllabus Notes
Maslow’s Hierarchy of Needs:
 In 1954, Abraham Maslow developed a hierarchy for classifying human needs in
order of importance.
 Maslow believed that the needs at the base of the hierarchy had to be met before a
person could begin to meet the needs at the next level. He saw human beings’ needs
arranged like a ladder
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The way self-actualisation is expressed will change over a person’s life span as
circumstances and interests change.
Maslow’s hierarchy of needs does not necessarily always follow the pattern
described above. There are many exceptions to it:
The Indian leader, Mahatma Gandhi, frequently sacrificed his physiological and
safety needs for the satisfaction of other needs when India was striving for
independence from Great Britain. Gandhi fasted for weeks to protest governmental
injustices. In this instance he was operating at the self-actualisation level without
meeting basic physiological needs.
CAFS Syllabus Notes

The significance of the Pyramid shape is a step by step approach
- The needs at the bottom of the pyramid form the foundation basis of our
needs.
- They are the most essential. Each step must be met in order to achieve
self-actualization.
Maslow’s Hierarchy Expanded and Explained:
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CAFS Syllabus Notes
Satisfaction of needs and wants:
Factors that determine whether our needs and wants are satisfied:
 Our personal value system
 Financial and personal resources available
 Individual differences
 Changes in society such as technology, increases in cost for certain items and
services
 Our ability to achieve goals and set priorities
Satisfying needs and wants will depend on:
 Individual differences (gender, career, ethnicity, goals, disability)
Example: an athletes physical needs will be quite different from those of a truck driver.
 Life span stages
Example: An adolescent’s economic needs and wants will be unlike those of a preschool
child.
Goals:
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Goals are what people aim for in life
They are things people want to achieve in order to satisfy their needs and wants.
A goal is a desired end; something you wish to get or do.
It is important that people are realistic. You need to consider what resources you
have available at the time, so that you can set appropriate goals.
Classifying goals:
Short-term Goals
 Expected to be achieved in a short period of time, and might need to be repeated
over and over again in order for us to reach an immediate or long-term goal.
 They are generally achieved on a daily or weekly basis
Intermediate Goals
 Usually require more effort than short-term goals, and generally take a month or
more to achieve
Long-Term Goals
 Require a lot of effort and motivation to reach, because short-term and intermediate
goals must be achieved first in order for us to achieve a long-term goal
 They usually take a long period of time to achieve, such as a year or more.
S.M.A.R.T GOALS:
 Specific
 Measurable
 Attainable
 Relevant
 Time-bound
CAFS Syllabus Notes
Enhancing Wellbeing:
 Achieving goals allows an individual to satisfy their needs and wants.
 Satisfying needs and wants leads to enhanced wellbeing!
 Positive emotions motivate a person to adopt further goal-directed behaviours and
act on these.
 This then further enhances wellbeing.
 Remember: Self efficacy (belief in yourself) comes from evidence of achievement.
 Achieving goals allows this
Gender Influence:
 Gender – “what it means to be male or female in society” (Beattie et al.(2009).p.5)
 What we understand about gender is influenced by culture, parents, schools, peers,
personal experience, media and society.
 Gender construction is the term given to the learning of gender.
Example: Boys wear blue, girls wear pink
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It influences decision-making, relationship behaviour, sports and activities we
participate in and access to resources. It defines roles we take on and shapes our
values and standards.
Regardless of gender, we all have the same primary needs: Clothing, Food (Water)
and Shelter
Our perceptions of femininity and masculinity can also influence how we satisfy
needs and wants.
Traditional Roles:
Males – provide for the family
 Breadwinner (Earn the money)
 Put ‘food on the table’
 Provide a ‘roof over their heads’
Females – nurture the family
 Cook the meals
 Keep the home clean and tidy
 Raise the children
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Gender roles still exist, however, they are changing.
Nowadays media and modern children’s books display men and women in role
reversal situations.
CAFS Syllabus Notes
Resources:
Defining resources:
• Resources can be defined as anything an individual, group or community use to
survive, accomplish a task, satisfy a need or want, or achieve a goal.
• A resource is anything that will help a person to live their life.
Specific resources:
• Resources can be classified as human or non-human.
• They are interrelated
Human Resources – the skills, abilities or
talents of people.
• Energy
• Knowledge
• Intelligence
• Sight
• Language
• Skills and abilities
• Motivation
• Initiative
• Cooperation
• Creativity
• Compassion
Non-human resources – tangible or
touchable objects
• Food
• Clothing
• Money
• Electricity
• Shelter
• Parks
• Cars
• Computers
• Musical instrumens
Interchangeability of resources:
• When people manage their resources effectively they use those resources that they
have a lot of and exchange them for resources they would like to access.
Example: Young people may use their time to do chores or jobs so that they can earn pocket
money or Young children might use their toys to share with others in order to develop
friendships and learn how to interact with others.
Resource sustainability (to conserve a resource):
• Sustainability of resources refers to the ability to make a resource last longer.
• The term is often used in reference to non-renewable resources, aiming to prevent
running out of that resource.
• A person who manages their resources effectively uses strategies in order to sustain
their resources, making them last longer
Example: Preparing a budget to allow money to last longer
CAFS Syllabus Notes
Influences on resource management:
Factors affecting resource management:
Personal values and past experiences:
Personal Vales:
• Qualities that an individual or family believes to be desirable and important in life
• Dictionaries define values as moral principles, but they are more than that.
• Our values influence our behaviour and the way we think about things.
• Individuals have different values and this is because our values are influenced by our
families, our culture and the things that happen during the course of our lives.
Past Experiences:
• Our past experiences also influence what we value and therefore how we manage (or
use) our resources.
Factors influencing availability of and access to resources:
• The availability of resources and access to them differ between individuals and their
families. The influences include:
- Socioeconomic Status
- Age
- Ethnicity/Culture
- Gender
- Education
- Disability
• Factors affecting access to resources will appear throughout the PRELIM and HSC;
MEMORIC AID:
- Socioeconomic status = POOR
- Age = OLD
- Culture = WOG
- Gender = WOMAN
- Education = LEARNS IN A
- Disability = WHEELCHAIR
Socioeconomic Status:
• SES refers to employment status, income level and disposable income of individuals
and families.
• It affects the range of resources available and how easily they can be accessed
• People with lower SES may have access to health benefit concession cards that
provide them with a free medical service, however, if the service is far away from
where they live and they don’t have sufficient transport to get there – they cannot
access this resource.
Age:
•
•
Influences what resources are available to and accessible for specific age groups.
It can determine the following;
- Applying for a driver’s license
- Entering a licensed premises
- When and how long they can work
- How much money they earn etc.
CAFS Syllabus Notes
Culture/ ethnicity:
• Cultural factors may increase or decrease the resources that are available and the
individuals ability to access them
• Many resources are available to support specific cultural communities. EG:
- Health services
- Migrant learning centres
- English for speakers of other Languages (ESOL) support at schools
- Targeted resources for ATSI population (housing, legal aid, health services &
educational Assistance)
• Language & Communication barriers may inhibit some individuals from accessing
resources
• Cultural Values may also inhibit an individual’s ability to access some resources
Gender:
• Today the majority of resources are available to men and women – laws support
equal opportunity!
• This occurs in the workplace, family and Community
• Gender may affect knowledge and perceived suitability of resources
• Perceptions of masculinity and femininity can influence how and why people access
resources and the types of resources they access
• Resources may be stereotyped as ‘masculine’ or ‘feminine’ which will affect their
access
• Resources perceived as feminine may mean that fewer men will access them
• Stereotypes such as the male being the breadwinner and protector may influence
resources that are available.
• Consider ‘Mothers Groups’
Education:
• Level of education an individual has: primary, secondary, tertiary or lifelong will
influence the resources they have access to and their ability to access them
• Level of education influences:
- Employment
- Income
- Knowledge of resources that are available
- Ability to access resources
Example: a person who cannot read or write may not be able to fill in forms to apply for
financial assistance or to obtain a driver’s license.
• A person who has no education or training may not be able to obtain employment.
They will therefore have no income and will not be able to access certain resources
Disability:
• Disability may affect physical, social;, intellectual, economic and emotional
opportunities in terms of accessing and making resources available.
• Many individuals and groups have increased access to government assistance,
support networks and legal assistance through disability discrimination laws.
• It ensures that the appropriate medical, welfare and educational services or
equipment are available to support the individuals wellbeing.
CAFS Syllabus Notes
CAFS Syllabus Notes
Access to support:
Informal support – relatives, friends, neighbours:
• Family members provide and receive support and assistance from relatives who
reside either within the same house hold or another household.
Example: Adults may take their elderly parents to a medical appointment or teach them to
carry out banking via the internet, or grandparents may care for their grandchildren while
the parents have a social evening at the movies.
• Friends and neighbours may also provide support and assistance.
Example: children living in the same street may play together in one of their homes while a
parent purchases the weekly shopping, or friends could be available for a social chat or to
mind a pet while a family is on holidays.
Formal support – government agencies, community organizations:
• The need of formal supports may vary throughout an individual’s life span.
• Some families will have greater need for specific formal support at only a certain
point in the family life cycle, such as the expanding stage.
• Access to and availability of support networks is importance for all individuals and
families, as the resources provided assist families to satisfy needs and wants.
• The degree of access and availability can therefore influence the wellbeing of
individuals, families and the whole community
• Availability and accessibility are interrelated;
- Individuals and families may have support networks available and are willing to
access (reach) them to satisfy needs and wants
- Individuals and families may be willing to access support networks, but they may
not be readily available in their local area, or online or by phone
- Individuals and families may have support networks available, but they may not
have access to them. Example: they cannot reach them because they don’t have
transport or time
Personal management skills:
Planning and organization:
• Planning and organization are essential skills for an individual who wants to achieve
their goals
• Helps set priorities and enable self-confidence to grow as the individual feels that
they are on their own personal road to a chosen destination or goal
Definition of Planning:
• Planning is the process of making plans to achieve or do something.
Definition of organization:
• Organization is the action or quality of being systematic and efficient.
CAFS Syllabus Notes
Strategies for effective planning and organization:
A plan makes it easier for an individual to make things happen. All good plans tend too
include;
- A clearly defined aim
- Linked steps or stages noting resources, actions and priorities
- Relevant and achievable time frames
- Set priorities for tasks
- Be innovative, resourceful and creative
- Use organizational tools
- Reduce your information
- Be neat and organized
- Communicate
Communication:
• Communication is the method by which people share their ideas, information,
opinions and feelings.
• It is used to initiate and maintain relationships between individuals and groups.
• Communication has four main parts;
1. The sender – The source of the message and who encodes the message
2. The receiver – The destination for the message and who decodes the message
3. The message – Has the symbols that have meaning for the sender and receiver
4. The Medium – The means by which the message is transmitted.
Verbal and non-verbal communication:
Verbal communication:
• Occurs through the use of sounds and words – language that is oral or written.
• Language needs to be understood by both the sender and the receiver for the
message to be communicated effectively.
Example: verbal communication includes talking, singing, SMS, email, letters, faxes, signs
and sign language
Non-verbal communication:
• Physical actions and body language
• People use non-verbal communication to enhance meaning, such as through
gestures, facial expressions, eye contact, posture, body movement and proximity to
others
• An individual’s appearance and clothing can send out non-verbal messages, while
silence can be also be an effective form of non-verbal communication.
Example: Most people who say ‘I love you’ will not be yelling this at their parents with a
scowl on their face and with their arms held tightly crossed.
CAFS Syllabus Notes
Assertive, aggressive, passive:
Characteristics of effective communication:
• Effective communicaton can enhance relationships, as the people involved are able
to share their experiences and feel understood.
• Conflicts are therefore less likely to arise from misunderstandings
• When people share feelings, values and attitudes in an atmosphere of trust, their
connection becomes stronger.
DIFFERENCES BETWEEN EFFECTIVE AND INEFFECTIVE COMMUNICATION:
CAFS Syllabus Notes
Decision Making:
• Individuals learn to make decisions through experience in decision making.
• When children 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;
- There peer group
- Dance group
- Sporting group
• Participation in group decision-making improves an individual’s communication and
interaction skills and self-esteem.
• Also promotes interpersonal relationships and group cohesion
Decision making styles – Impulsive, intuitive, hesitant, confident, rational:
• A variety of decision-making styles can be employed.
• They can depend on the nature of the decision, the time available, a person’s skills in
this area and their knowledge of the issue.
Impulsive Style:
• An impulsive decision is a hasty decision usually made spontaneously, without
considering the alternatives or outcomes
Intuitive Style:
• An intuitive decision is based on instinct: the ‘inner feeling or knowledge’ that it is
the right decision to make at the time.
• May not be extensive time given to considering the alternatives, an individual’s
values and standards often play a significant role in the decision.
CAFS Syllabus Notes
Hesitant Style:
• A hesitant decision is made with caution
• The individual may have trouble making the decision due to a lack of confidence or
knowledge of what the alternatives or outcomes related to the decision.
Confident Style:
• 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.
Rational Style:
• A rational decision is logical and sensible.
• A commonsense approach to the decision-making process is undertaken;
- Information is gathered
- Alternatives carefully considered
- Outcomes and consequences evaluated prior to an individual making their final
choice.
Factors influencing decision-making:
• Access to resources available will influence the manner in which the individual
approach decision-making.
• Complexity of the problem in decision making involves a greater number of
resources and individuals.
• Past experiences and personal values take into account the result of a prior decision.
• Attitudes to change can be difficult and it may involve some positive and negative
consequences.
Problem Solving:
• The process of working through details of a problem to reach a solution. Problem
solving may include mathematical or systematic operations and can be a gauge of an
individual's critical thinking skills.
Steps in the problem solving process:
1. Identify the problem
- Question words, such as who, what and why may help define the problem
2. Explore alternative solutions and their consequences
- Outline each alternatives advantages and disadvantages
3. Select an option
- The one that best satisfies the initial need or that solves the problem
4. Implement a solution
- Implement your solution in the most effective and efficient way
5. Evaluate the solution
- Evaluate the results to see how well your solution solved the original problem
CAFS Syllabus Notes
Effective resource management:
• Effective resource management relies on people, businesses and governments to
make carefully considered decisions about how, why and at what rate resources can
be used so that they can be sustained for prolonged use.
Strategies for effective resource management:
Using interchangeable resources:
• Resources can have alternative uses, so individuals must make decisions about the
best use of resources
• An individual’s values in relation to resources will influence how they use and
allocate resources.
Adopting sustainable behaviors’:
• Individuals are consumers or users of resources.
• Some non-human resources can be partially or wholly consumed through the use
and are therefore considered non-renewable
Accessing support:
• Being able to access support from family, friends or more formal government
agencies or community organizations can be a valuable resource and impact
positively upon wellbeing, in ways both small and large.
• At other times formal funding can enable health services, medical prescriptions or
transport to be more readily available to support the specific needs of an individual.
Developing personal management skills:
• In order for an individual to manage their resources effectively, one must develop
personal management skills in;
- Planning and organizing
- Decision making
- Communication and problem solving
• Individuals developing their personal management skills should also engage in;
- Personal evaluation
- Reflecting on and discussing how they plan and organize
- Communicate
- Make decisions and solve problems
Engaging in education or training:
• Recent research (Australian Bureau of Statistics, 2012) suggests that young people
who are fully not engaged in or committed to education or employment are at
greater risk of;
- Unemployment
- Cycles of low pay
- Employment insecurity in the longer term.
• Participation in education and training, and engagement in employment are
considered important aspects in developing individual capability and building a
socially inclusive society.
CAFS Syllabus Notes
Interviews as a primary research method:
• It involves a researcher using verbal and non-verbal communication to obtain
information from an interviewee.
• A primary method of data collection, when information is collected firsthand by the
researcher.
• Information gathered is qualitative, which means that opinions, feelings, experiences
and attitudes are gathered.
• Quantitative information involves numerical data.
• Interviews are carried out in person, over the phone or through video conferences.
Constructing, conducting and recording responses:
• A researched needs to have undertaken some prior reading on the topic so that they
have sufficient background information to be able to develop ideas for the focus of
the interview.
• Interviews should contain a mixture of questions.
Examples of interview questions:
Structured and unstructured interviews:
• Structured interviews are planned with a set of predetermined questions developed
by the researcher.
• Some similarities in the structure of the respondents answers and that they can be
compared and analyzed more readily.
• Unstructured interviews are more discussion-like, with the researcher planning areas
for discussion without developing the actual questions.
Comparing structured and unstructured interviews:
CAFS Syllabus Notes
Advantages and disadvantages of interviews:
Analysing research results:
• When you read over your notes and add a summary of ideas or themes you may
have noticed.
• Carefully read all your data at least twice during a time when you will not be
distracted.
• Read and write notes, highlight or list ideas, sketch diagrams and look for statements
or quotes that represent a thread of repeating ideas or themes.
CAFS Syllabus Notes
CORE 2: INDIVIDUALS AND GROUPS SYLLABUS NOTES
CAFS Syllabus Notes
Groups in the community:
Types of Groups:
• Groups form for many different reasons
• Some are short-term, and others can be long-term
• Groups are more structured than others, but fundamentally, groups are the
structure for social life.
• A group is defined as two or more individuals who are connected, involved, share a
common ideal and have meaningful contact.
CAFS Syllabus Notes
Reasons for group formation:
• Membership is generally based on shared values, goals and belief systems,
• The main outcome of membership is enhanced individual wellbeing.
• Self confidence and self-esteem are recognized benefits that an individual enjoys
when they are part of a larger group.
Locality/ Geography:
• Groups form as a result of its members living in a specific region, area or
geographical place.
• People living in rural communities often enjoy the company of others who live in
their locality
• These groups are generally tight-knit, surviving many generations and shared
hardships.
Example: A bushwalking group may form in the Blue Mountains
CAFS Syllabus Notes
Gender:
• Gender identification usually begins as soon as we are born, swaddled in a pink or
blue wrap, later gifted a doll or truck
• Events and venues may be more attractive to one gender than the other, or may be
restricted on the basis of gender.
• The needs of gay, lesbian, bisexual transgender and intersex (GLBTI) individuals and
groups are often overlooked.
Example: Gyms
Shared interest/ Common goal:
• Individuals tend to seek out others with similar values, interests and goals.
• Individuals forming groups around the common goal to help others or heighten their
own wellbeing is becoming more prevalent.
Example: groups forming on the basis of a common interest to achieve a goal are women
who attend a weight-loss group and bikers who ride together to raise funds to fight
childhood cancer.
Security:
• The needs for security is an identified need on the second level of Maslow’s
hierarchy of needs.
• Is one of the longer-term safety needs
• Individuals more often choose to form groups by living in close proximity to others to
realise their need to feel safe and secure.
• Community health, emergency and welfare services further work to enhance this
need.
• Minority groups may access support services in order to heighten their sense of
security.
• Similar to cultural groups may live in close geographic proximity to heighten their
sense of security.
Sexuality:
• Gay, lesbian, bisexual, transgender and intersex individuals may form social groups
in response to their shared values, beliefs and experiences.
• Current legalization is providing greater acknowledgement of the legal formation of
such groups and of the discrimination against groups on the basis of sexuality.
Specific need:
• Communities are made up of many groups and sub-groups
• Specific needs are quite diverse.
• Individuals from all walks of life have specific needs based on their economic,
physical, cultural, socioemotional and intellectual situations
CAFS Syllabus Notes
Social interaction:
• There are many examples of groups that form to satisfy the need for social
interaction
• Some males have a regular ‘meet’ at the football or share the responsibility of taking
their children to soccer training
• Stay at home parents regularly meet at cafes or one another’s homes to chat about
their lives and to give their children an opportunity to play together
• Working adults meet with colleagues for coffee and a quick ‘catch up’ during their
lunch breaks
• Teenagers meet at cafes, skate parks and local malls
• Such groups generally share common values, goals beliefs and standard and they
may be long term or transitory.
Religion:
• The religious landscape of Australia is diversifying in line with multicultural
immigration.
• Individuals and families seek spiritual fulfilment through worship within their specific
deity.
Culture:
• The opportunity to reflect on and celebrate ones culture, or the traditions practiced
in an individual’s country of origin, is a major reason for the formation of many
groups.
• Cultural practices are acknowledged and shared within a group, serve to enhance
individual and group wellbeing.
Example: Food festivals and cultural dance groups
• Provide social interaction, based on a shared belief system
Other reasons:
• Group membership is generally associated with heightened esteem and serves to
enhance the self-confidence of an individual
• Group involvement may allow an individual to achieve self-actualization and
ultimately, self-transcendence, which is the desire to connect to something beyond
the ego or help others to find self fulfilment and realise their potential
• An individual who actively engages in a group volunteer service work in
impoverished regions, teaching English and establishing schools, may also achieving
self-transcendence.
Roles individuals adopt within groups:
 Members are able to collectively share and benefit from the characteristics and
strengths that each individual offers.
 In a well-balanced group, roles are generally given to members who are recognized
for their skill or ability to fulfil a designated duty.
 Other roles that are not designated also play a significant role in the effectiveness of
the group as a whole.
 Roles may change either within the group, depending on the task allocated, or even
throughout the duration of one task.
CAFS Syllabus Notes
Specific roles of individuals:
 People expect certain sorts of behavior from leaders
 Different people play different roles; sometimes these roles are assigned and
sometimes roles emerge as needs arise.
The specific roles adopted by individuals in groups:



For a group to be effective, it is expected that each member will contribute to the
established goals of the group
Making contributions and gaining acceptance for their input, an individual is likely to
experience enhanced social and emotional wellbeing.
If an individual’s suggestions of contributions are ignored or rejected, this will
negatively impact on wellbeing and personal esteem.
Norms, conformity and cohesiveness:
 Individuals within groups are likely to identify with common values, belief systems
and standards
 Norms may be established formally as rules, or they may be implied or expected
standard of behavior observed by the group
 A group that observes a common set of values and established norms that are
accepted by all group members is likely to be highly effective and cohesive.
 Likely to work towards common goals, and demonstrate an appreciation of
contributions made by each member to the total group effort.
 Norms, conformity and cohesiveness are often linked to the values of the
community I which a group is located.
 When norms do not exist and values are not shared, cohesiveness and common
goals are not realized.
 Can cause disharmony in the form of disputes acts of violence and vandalism.
CAFS Syllabus Notes
Factors that contribute to the role they adopt within groups
Self-esteem:
 Refers to how a person values themselves
 Refers to an individuals self-perception
 The self-worth an individual feels
 Confidence in one’s ability to think and cope with challenge
 Plays an important role in how we think, act and form relationships with others
How it contributes to the role an individual will adopt within a group:
 Those with high self-esteem are more outgoing, have more confidence and will
generally find it easier to take on challenges – will be more likely to contribute to the
group and take on leadership roles or roles that require confidence
 Those with low self-esteem are less likely to contribute to the group and are more
likely to be withdrawn, hesitant and self-conscious, potentially taking on roles more
suitable to these behaviours
Self-confidence
 Belief in yourself and your abilities
 Closely related to self-esteem
 Allows an individual to cope with problems, master challenges and overcome
obstacles and barriers
 Self-confidence is important and influences whether we make a good impression on
others
 If individuals are confident in their own abilities, they are more likely to make
contributions and take on challenges within a group setting.
 Those with self-confidence will be more likely to take on leadership roles, or roles
that they have confidence in their ability to complete
Sense of belonging:
 People want to be liked and accepted by groups they belong to.
 Feeling a sense of belonging means an individual will feel higher levels of personal
fulfillment and this will impact positively on their self-esteem and self-confidence
and ultimately their wellbeing
When an individual feels that they belong to a group, they are more likely to:
 See tasks through to completion
 Have a strong sense of ownership over decisions that have been made
 Have pride in group outcomes and successes
 Contribute and be a proactive member of the group
 This will influence the role that they adopt within a group
CAFS Syllabus Notes
Education:
 A person’s level of education will impact on the role they adopt within a group
 This includes academic education, qualifications and work history/experience
 Group members will often look to the person who is ‘more educated’ to make
decisions or give directions – especially if specialized skills are required
 Having a higher level of education is often seen as having more knowledge and
better skills to deal with situations
 This is not always the case! At times the skills that are required for a role in a group
may not be skills that are learnt in the classroom.
 Either way, the level of an individual’s education will influence the role they take on
within a group.
Heredity:
 Contributes to the development of an individual
 Contributes to differences between individuals
 Contributes to personality
 Therefore may contribute to the roles we adopt within groups
 Heredity factors may influence the role of an individual within a group, or the ability
of the individual to contribute to the group.
 Personality and temperament of an individual are heredity factors that will influence
the formation of a group and the progress a group makes.
Previous experience:
 Lessons that an individual learns from life events, past encounters, work place roles
and interactions with others all contribute to previous experience
 What an individual has experienced in prior situations will influence how they act in
future ones.
 A positive or negative experience will influence an individuals approach to and
behavior in a group situation
 An ineffective boss may influence an individuals respect for authority
 A positive experience working within a group may mean that an individual will
employ similar strategies or adopt similar roles when they work in a new group in
the future
Culture:
 Cultural beliefs or practices may influence roles adopted by individuals
 What is acceptable within an individual’s culture will impact on their choices and
how they behave
 Cultural awareness programs enable members of a group to understand the norms,
values and social cues of other group members. This will in turn lead to greater
understanding of behaviors of others and will allow a group to be more cohesive
 The role an individual adopts within a group will be influenced by their culture, and
the culture of other members within the group. As an example, if roles are
influenced by gender in a particular culture, this may influence the role an individual
 will take on within a group within this culture.
CAFS Syllabus Notes
Social factors:
Relationship with group members:
 Group members with strong ties = solidarity, trust and support amongst the group
 This would allow for cohesion and positive progress within the group
What impact may this have on roles that individuals adopt?
 Fractured relationships within a group may lead to subgroups or cliques forming
with polarized opinions
 This may disrupt the harmony and ability of the group to achieve its goals
 This may negatively impact roles within a group – may have more ‘destructive’ roles
within the group
 If polarisation does occur – this may allow for other group members to take on
different roles in an effort to bring the group back together and achieve its goals
Attitudes of Group Members:
 Will dictate behavior within a group and roles that individuals will adopt within that
group
 Acceptance within a group is determined by the degree to which our peers accept us
 Rejection is usually a result of differences in values and standards.
 Acknowledging this allows an individual to re-evaluate their position and develop
strategies to help them cope or behave appropriately in a situation
 Individuals often willingly amend their behaviours to conform to the group they
belong to.
Example: Peer Acceptance = The degree to which a person is socially accepted by their peers
has great influence on self-esteem, self-confidence and the role they adopt within groups
Gender expectations:
 Men are expected to uphold a ‘masculine’ image and women a ‘feminine’ one
 Expectations are being challenged and changed due to a greater understanding and
respect of diversity
 There are still preconceived ideas within society about how Men and Women should
behave.
 These may include how they should act in certain situations or how they should
behave in or lead a group
Media:
 Media motivates and influences our thoughts, opinions and actions and the roles an
individual may take on as a result.
 When constructive, it educates the community appropriately
 When destructive, it misleads the community
 Keeps individuals informed
 In a group situation – members may hold opinions influenced by media, differing
opinions may cause conflict and fractured relationships.
CAFS Syllabus Notes
Observation as a primary research method:
 Observation involves watching and recording what is seen or heard in a particular
context.
 The researcher determines what they need to record and then prepares sheets to
record the information on.
 The observer then records the relevant data – trying to remain unbiased – they must
limit their interpretation of what is going on.
 They need to be objective in order to ensure that the analysis of results is reliable
and informative
Conducting and recording observations:
 Require researchers to check for non-verbal indicators of feelings, determine
interaction patterns, and check the time given to specific tasks.
 Observer is able to collect data that determines group dynamics and social
phenomena
 Open to bias, as is based on the interpretation of the researcher.
 Researcher needs to be diligent when recording data – pre-prepared recording
sheets are invaluable
 Smart phones and tablets are useful in observations
Sociograms:
 Effective way to report observations, as they allow the researcher to summarizes
then analyze the types of interactions occurring within the group.
 It is a diagrammatical way of representing this
 Can reveal a lot about dynamics within a group
 Individuals can be asked questions, or the observer can simply observe behaviors
 Results will then be tabulated and a sociogram can be drawn to summarize and
analyze group relationships and interactions
 By drawing sociograms – group members can often better understand the dynamics
of the group
Advantages and disadvantages:
Advantages:
 Provides opportunity for viewing or participating in unscheduled events
 Allows for richly detailed description
 Provides direct access to the social phenomena under consideration (allows
researcher to see the group in everyday and different situations, detect patterns, see
power, interaction, leadership, popularity etc)
 Provides a permanent record
Disadvantages:
 Bias may occur in recording of events viewed
 Lack of trust in the observer by those being observed
 Can be very time consuming
 The presence of the observer may influence the behaviour of those being observed
CAFS Syllabus Notes
Presenting research findings:
 Use a ‘field book’ to record in
 Photographic evidence + supporting comments aids with validity
 Tables, Graphs, Summary statements
 Flow charts, Spreadsheets, Sociometric models, Tables, Articles
Power within groups:
Power bases:
 A power base describes the origin (or base) of power.
 It impacts on group dynamics, in that the leader is able to exert influence in
accordance with their own capabilities and strengths
Leadership:
Self-leadership:
 Self-leadership applies to individuals who have developed sense of who they are,
possess a surety of their knowledge and capabilities, and have a clear vision of their
goals- either their own, or those of the group they are leading.
 A heightened sense of wellbeing is typical of a self-leader
 Their enthusiasm and vision is often infectious and serves to carry others along the
process of achieving goals.
CAFS Syllabus Notes
Leadership styles:
CAFS Syllabus Notes
Factors influencing leadership:
Conflict within groups:
Case study as a secondary research method:
Collecting and recording data:
 A case study is a written summary of a real-life case based on data collected over a
period of weeks, months or years.
 The researcher selects a single issue (a group, person, institution or event) and tries
to find out as much as they can about it.
 Qualitative data can be collected from various sources, including interviews,
questionnaires, observations and research, such as reports or newspaper articles.
 As a result an overall picture can be generated, and the issue can be analyzed using a
process of reflection.
 To ensure validity, a case study should be carefully structured and researched.
Advantages and disadvantages:
CAFS Syllabus Notes
Causes of conflict:
Incompatible goals:
 If group members have different goals that they wish to achieve, the group will have
to prioritise the order they will aim to achieve these goals – this will cause conflict.
 This is short-term or long-term goal indecision, such as to save for a new car or go on
a family holiday
Individual differences/ personality:
 Individuals are different
 Individual differences are some of our greatest strengths, but they can also cause
conflict.
 Personality clashes are a prime cause of conflict
 An exuberant and loud individual may cause a shy, withdrawn person to feel
threatened
Limited resources:
 Limited resources can bring about conflict as individuals within a group try to use or
secure the resources for their own use
 Use of resources by one individual may block another individual from using them
 A young single-income family may experience conflict when deciding on resource
allocation
Ineffective communication:
 A communication breakdown can easily lead to conflict
 This occurs when individuals misunderstand information, don’t pass on required
information, don’t listen or pay attention or don’t effectively communicate ideas,
opinions or information
Example: instructions being misunderstood – this can lead to frustration and can lead to
conflict if neither person is willing to accept responsibility for it
 Not talking about an issue and assuming what another individual is thinking can lead
to conflict due to miscommunication
Varying values:
 Values influence individual behaviour and can therefore cause conflict
 Values can differ regarding race, religion, politics, environmental issues, ethics and
morals, humanitarian issues
Multiple role expectation:
 Sometimes people can take on multiple roles in their life. These roles may at times
cause conflict as the individual tries to manage and fulfill each role
Example: A working parent may experience conflict in juggling many roles and
responsibilities of work and home (Parent, employee, Partner, Sibling, friend, CHILD, sports
team manager etc)
CAFS Syllabus Notes
Conflict resolution process:
Negotiation:
 This is when group members meet together to discuss their reasons, needs,
concerns and motivation and listen to each other in the hope of resolving the
conflict
 It is defined as the process of discussion between two or more individuals who seek
to find a solution to a common problem (Beattie et al. 2009)
 It can be cooperative – both sides try to find a solution that is beneficial for all
involved
 It can be confrontational – each side stands their ground and refuses to compromise
 It should involve a compromise
 Each individual should feel safe and be able to express their opinions in a
collaborative way
 Group members/individuals should aim to find common ground
 Satisfying interests should be a common goal
 Solutions should be proposed and mutually agreeable ones selected
Agreement:
 When all parties are satisfied that a suitable solution has been found, this indicates
that they have reached an agreement.
 The solution may be documented so that all can remember and communicate that
the conflict has been resolved.
Role of support people:
 Advocates – people who speak up for the needs and concerns of individuals or
groups.
 Advocates:
- Raise awareness within the community
- Educate the community
- Promote the rights of the group/individual
 Mediators – people who mediate conflict or discussion. They hear both sides and try
to assist the groups/individuals to come to an agreement that satisfies both parties
Outcomes of conflict resolution:
Win-Win:
 The most desirable outcome, where all parties involved in the conflict-resolution
process have their needs met.
 Collaboration and compromise by all parties allows for this kind of positive outcome
to be achieved!
CAFS Syllabus Notes
Win-lose:
 One party’s needs are met while the other sacrifices some or all of their needs – only
one party perceives the outcome as positive
 The ‘winners’ experience a sense of satisfaction and achievement, enhancing their
wellbeing
 The ‘losers’ may suffer a variety of adverse consequences including:
- Negative effects on the group’s ability to function
- Decrease in self-esteem and sense of belonging of individuals
 Conflict may escalate as a result
 Losers may retaliate
 Negative group interaction may occur because the balance of the group has been
affected: some agree, some don’t = conflict
Lose-lose:
 When all parties, as a result of the conflict-resolution process, end up being worse
off.
 Results in important decisions being made by default and some individuals can lose
confidence and self-esteem.
 They may become aggressive or alternatively, withdraw from the group’s activities.
TEXTBOOK EXAMPLES:
CAFS Syllabus Notes
CORE 3: FAMILIES AND COMMUNITIES SYLLABUS NOTES
CAFS Syllabus Notes
Families:
Family
Defining family:
 Family means different things to different people.
 Families may span several generations, several households, and may change in
response to life events such as divorce, remarriage and children leaving the parental
home.
 It is sometimes easier to define a family not by what it looks like but by what it does;
- Caring
- Supporting
- Protecting
- Loving
 These are some aspects are what families have In common.
The Australian Census Dictionary glossary definition of family:
 “A family is defined by the ABS 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.”
Family structures:
Adoptive:
• Adoption is the legal process where all legal rights and responsibilities are
transferred from birth parents to adoptive parents.
• An adoptive family is where a family legally adopts and takes care of a child when
the child’s biological family cannot.
• NSW Adoption Legislation is covered in the Adoption Act 2000 (NSW)
Blended:
• When two people with children from previous relationships come together to form
one family
• The family contains both a natural parent and a step-parent
• The family has two or more children; at least one child who is the natural or adopted
child of both partners, and at least one who is the step child of one of them.
Step:
• A step family has at least one resident step child, but no child who is the natural or
adopted child of both partners.
• Sometimes put under the banner of blended families
Childless:
• A couple (married or unmarried) who do not have any children or dependents.
• Colloquial - DINK - double income no kids! :)
CAFS Syllabus Notes
Communal:
• Refers to a group of families living together, sharing resources and responsibilities
• Resources and responsibilities that may be shared: food, child-rearing, living space
and decision-making.
• May be related or unrelated
• Tend to live away from major cities
De facto:
• When a couple live together (for more than 12 months) and are not married.
• They are recognised by law as a couple and have similar rights to that of a married
couple
• They may or may not have children
• More prevalent as the trend of living together prior to marriage increases.
Extended:
 When other relatives such as grandparents, aunts, uncles or cousins live with a core
family.
Foster:
• Where non-biological children are placed with another individual or family for an
unspecified amount of time
• This is in instances where the child’s biological family are temporarily unable to care
for the child.
Nuclear:
• Also known as the ‘traditional’ family
• Includes a married heterosexual couple and their children
Same-sex couple:
• Two people of the same sex in a romantic relationship
• They may or may not have children
• Same-sex married couple - two people of the same sex who are married (legal since
9th December 2017)
• Australia was the 26th country to legalise same-sex marriage
Sole parent:
 A lone parent (mother or father) with at least one dependent or non-dependent
child living in the household
CAFS Syllabus Notes
Kinship:
• Describes the system of living relative to Aboriginal and Torres Strait Islander
communities
• Aboriginal children are born into a broad community of care that consists of
immediate family, extended family and the community
• Considered an integral part of child rearing
• It is the community of kin that raises the child
• Family and community and culture are valued as essential to the child’s
development and safety
• Kinship care is “provided by a person who is a relative, considered to be family or a
close friend or is a member of the child or young persons’ community” (Department
of Communities, Child Safety and Disability Services, 2013)
Roles individuals adopt within families:
Satisfy specific needs:
 To satisfy specific needs of family members, it is important to understand the
resources they have available to them
 In cases where needs cannot be satisfied, there are community supports such as the
Department of Human Services
 These resources help to provide an adequate standard of living, security and safety
through financial support and housing
To Build relationships:
 Our family relationships are the first relationships we experience and develop
 They allow us to experience mutual respect, build trust and confidence and be open
and honest with others.
 All family structures have the ability to foster positive and healthy relationships
 Positive relationship behaviors are modeled within the family unit.
To promote Wellbeing:
 Definition of wellbeing
- “degree of satisfaction experienced when all our needs are met”
 By meeting their specific needs and assisting them to build positive relationships, an
individual’s wellbeing will be enhanced
Communities:
Communities:
• People have always gathered together as groups - as humans we are social beings
• These groups allow us to satisfy specific needs, build relationships and promote
wellbeing
• These groups allow us to have companionship, support and provide us with
protection
• Originally communities were very much based on geographic location.
• Nowadays, communities are more based on social interactions, a sense of belonging
and commonalities with others
CAFS Syllabus Notes
Definition of a community:
 A group of people within society, who have a common background or shared
interests and who may live in a similar area
Reasons for community formation:
 Individuals within a community feel a sense of belonging and usually have a specific
role (or roles) to fulfil within that community
 Reasons for community formation may include:
- A shared/common interest such as sport, leisure, music or art
- A shared/common belief such as Religion or Politics
- Geographic location
- A specific need such as safety and security
- A group individuals are part of e.g. a school, church or work place
Questionnaires as a primary research method:
Developing reliable questions:
 Important to include questions that;
- Are easy to understand
- Use clear, simple language
- Ask only one question at a time
- Are listed in a logical order
 It is also important to begin with easy questions to put people at ease
Collecting and recording data:
 Research data for a questionnaire activity will most likely be collected as a
quantitative data because it is in a numerical form.
 It can be counted and then presented in;
- Graphs – bar, line or pie
- Tables with statistics or percentages.
Advantages and disadvantages:
CAFS Syllabus Notes
Levels of community organization:
Global community organization:
 The united nations may be considered a global community because of its role
worldwide goal setting and decision-making
CAFS Syllabus Notes
Roles groups adopt within communities:
Specific needs
 To satisfy the specific needs of family members, it is important to understand the
resources they have available to them
Examples:
- Beyond blue and the Royal Flying Doctor Service specialize in health
- Life education and the Stephanie alexander kitchen garden foundation specialize
in education
- Disability employment Australia and YWCA NSW specialize in employment.
Building relationships:
 Relationships between family members are characterized by;
- Showing respect for others
- Having trust and confidence in each other
- Sharing a purpose, intention or aspiration
- Being open and honest in communication
 All family structures can foster positive and healthy relationships, but parents must
model such relationships for their offspring
Promoting wellbeing:
 For families that have come through, loss, grief, or have been in crisis, achieving
wellbeing will be harder.
 Community support services are available for families experiencing periods of ill
being.
 These resources come in a range of forms, from those that are free to access to
those that are expensive.
 A family’s resources and the values they place on resources will dictate their access
to community supports.
Decision making in communities:
 At all community levels resources are finite.
 When considering how to satisfy an individual’s needs and wants and make
decisions, it is important to consider all of the alternatives:
Influences on decision making:
Legalization:
 Governments are responsible for the development and implementation of laws.
 Proposed laws are introduced into parliament as bills, which are then debated and
voted on.
 When passed by the members of both houses of parliament, they become laws –
this is the legislative process
Example: land use zones, protection of the natural environment, noise pollution, child
protection and industrial relations.
CAFS Syllabus Notes
Environmental Factors:
 Each community has resources available to them
 There are a number of significant issues related to the environment within our
communities.
 In order to reduce the impact on the environment, the community needs to be
educated, rules and laws need to developed and the community members need to
follow these.
 The office of environment and heritage (OEH) works together with the community to
help protect the environment
 They have a regulatory role in relation to undertake active programs to contain and
reduce soil degradation, pests and weeds.
 The environment protection authority (EPA) focuses on minimizing pollution,
minimizing risks to human health associated with the use of hazardous materials,
pesticides, and waste.
 Improving water quality, reducing the impacts of waste, air emissions and noise
pollution; regulating Australia’s forestry activities.
Lobbying and community petitions:
 Lobbying is the process where groups of people try to influence the decisions made
by local, state or national policymakers through;
- Sending emails
- Text messages
- Creating banners
- Organizing protest rallies
 Community petitions are a type of lobbying where individuals sign their name to
support an issue.
 Community petitions by Avaaz empowers people with online tools to help realise the
world most people want.
 It’s a new web platform that gives people around the world power to start and win
campaigns at the local. National and international levels.
Protesting:
 Protesting involves speaking out against an issue showing disapproval and
opposition to a behavior or act.
 In Australia we have the right to communicate opinions and ideas through peaceful
protests and demonstrates in public places.
 If a group wishes to organize a protest, they should advice the police at the time,
location, and attendance numbers at least seven days prior to the protest.
 Police will then be able to use this information to organize resources to control
traffic, crowds and transport times too.
CAFS Syllabus Notes
Decision-making processes:
Arbitration:
 Is a process that seeks to resolve a dispute.
 Evidence is presented and a discussion is had between the different parties
 A ruling is made by the chairperson (arbitrator).
Consensus:
 Aims to include everyone in the decision-making process.
 Opinions are discussed and any objections are resolved so that widespread
agreement is achieved without taking a vote.
Election:
 Gives individuals an opportunity to express their views and be involved in the
decision-making process by choosing (voting) for one option over another.
 The choice may be public (seen) or private (unseen)
Voting:
 Is a formal expression of an individual’s choice in a decision-making process.
 It may be for or against a proposed motion, a certain candidate, a selection of
candidates, or a political party.
Referendum
 Aims to include all adults in an electorate in the decision making for an important
policy proposal or change in constitution.
 It requires the support of two-thirds majority to be successful.
 The declaration of change can only come about if there is a double majority vote,
this means that more than half of the population have to agree to the change, and
half of all the states need to agree to the change.
CAFS Syllabus Notes
Managing change in families and communities:
Nature of change:
CAFS Syllabus Notes
Impact of change in families and communities:
 Change occurs everyday in families and communities and can often be either life
changing or quite trivial.
 Occurrence of change can also be a time for either of happiness and celebration or
sorrow or sadness.
 Depending on the change and also on the type of person someone is, the impact of
change of families and communities will vary.
Family and community wellbeing:
 Change can have a great impact on family and community wellbeing.
 Impact positively and negatively on families and communities, and it is not always
possible to predict.
 Demographic trends are particulary significant for the wellbeing of communities
experiencing change if they are to;
- Monitor changes in community needs and the extent to which existing services
meet these needs.
- Advocate for additional services that will provide for growing needs
- Implement strategic planning to meet long-term goals that will benefit the whole
community
 In families, it is likely that personal values, individual goals and standards will need to
be reviewed, resources will need to be identified, and clear communication will need
to be assured for the family to return to a state of stability and achieve wellbeing.
Roles individuals adopt:
 The circumstances that cause change to family member roles may also determine
whether the roles of individuals are temporary or permanent.
 Often responsibilities will be taken on according to individual suitability rather than
traditional stereo typing.
 Roles individuals adopt during times of change within communities will focus on the
best outcomes to ensure satisfaction of specific needs, building relationships and
promoting wellbeing.
Environmental:
 Can be expected or unexpected
 Seasonal variations in temperature can be predicted and their impact reduced.
 Unexpected environmental change can cause trauma, shock, distress, anxiety and
suffering
Example: Fires, floods and cyclones
 The events can cause vast damage and require emergency responses.
 They can have a negative and positive impacts on the wellbeing of family and
community members.
CAFS Syllabus Notes
Legislation:
 Laws and regulations form a framework for protecting public health, safety and
morals, and for advancing the general welfare of population through the protection
of peoples fundamental rights and basic liberties.
 The current laws;
- Marriage
- Surrogacy
- Child protection.
 Changes to any of those above could contribute to the nature of change in families
or the community and thus impact upon them.
Technology:
 During circumstances when families and communities are experiencing change,
technology is able to perform various functions.
 It is possible to enhance wellbeing by;
- Connecting individuals and communities
- Providing services
- Enabling procedures, systems or techniques to take place
- Providing access to learning and education
Types of support:
Informal:
 Can come from people such as relatives, friends and neighbours.
 Relatives provide and receive support and assistance from family members who
reside either within the same household or in another household.
Example: families may share childcaring duties or be available for a social chat.
Formal:
 Comes from government agencies or community organizations.
 The need for these formal supports may vary throughout an individual’s life span
and a family’s life cycle
Example: Childcare facilities, recreational and sporting facilities, employment agencies,
community centres, social security allowances and disability services.
Socialization of individuals within families and communities:
Stages of the life span:
 The stages of the life span can be identified as;
- Infancy
- Childhood
- Adolescence
- Adulthood
- The aged
 Involves fulfilling specific needs
 Important to recognize that some needs may be more significant to our
development at certain life span stages
CAFS Syllabus Notes
Infancy:
 Begins from the day of birth and lasts until age four.
 Time period characterized by the infants intense growth, and a dependency on
family to fulfil their needs
 An infant is taught manners and what behavior is appropriate for society
Example: it is polite to put your hand over your mouth when coughing or that hitting is not
appropriate
Childhood:
 Lasts from the age of 12
 Characterized by beginning school, learning and trying different activities and
establishing friendship groups
Adolescence::
 Begins at puberty at ages around 12 or 13 and ends at 18 years.
 Characterized by physical changes as a result of hormones being released by the
pituitary gland.
 Schools, peer groups and the media are sources of information for this group.
 Family also plays an important role in the socialization of adolescents, and activities
like family holidays or even nightly family dinners can provide stability and instill
family values.
Adulthood:
 Begins at 18 years old and lasts until the age of 65
 Individuals must make such decisions as whether to study further, get a job or travel.
 When they leave home, relationships intensify, often leading to marriage, children
are born and careers are established.
 Key values are established at this stage but, if adults wish to form productive
working groups, they may need to adapt their behavior to suit their environment
The aged:
 Life span begins at 65 years and continues until death.
 Characterized by a reduction in physical ability, deteriorating and the loss of a
spouse and friends
 Socialization for this group may involve adapting to a new housing situation, but this
age group are more valuable in helping to establish the socialization of their
dependent’s such as grandchildren.
Literature review as a secondary research method:
Accessing sources of data:
 Carefully reading information from the internet, videos, databases, reference and
textbooks, magazines, pamphlets, statistical reports, previous research projects and
influential literature is known as secondary research.
CAFS Syllabus Notes
Advantages and disadvantages:
Influences on socialization:
Relatives:
 Usually share the same values as the immediate family
 Share the same culture
 Share in a similar upbringing
 May live in the same household
 Are usually the first people parents will rely upon when looking for child care
Peers:
 Feel acceptance and belonging, which may contribute to a positive self-concept
 Learn communication skills
 Learn to problem-solve and resolve conflict through dealing with situations such as
peer pressure
 Learn gender roles
 Learn empathy and sympathy through observing others situations
Paid careers:
 Fostering learning
 Encouraging communication
 Providing opportunities for positive risk taking
 Tolerating differences
 Teaching about gender roles
 Setting clear and appropriate rules and establishing boundaries for behavior
CAFS Syllabus Notes
Health professionals:
 The use of online networks and telephone hotlines, which help them access young
people and provide them with accurate information
 Counselling
 Checking on the development of infants and children to ensure they are meeting their
developmental milestones
Online networks:
 Online profiles that enable people with similar interests and backgrounds to connect,
regardless of physical proximity.
 A sense of belonging achieved through online groups
 Fostering an understanding of other people
Media:
 Creating and reinforcing, or breaking down stereotypes
 Creating an awareness of global issues and campaigns
 Creating or dispelling fallacies or incorrect information
 Establishing or breaking down gender roles.
Print and digital information:
 Current and accurate data
Example: Information given to new parents helps them to make informed decisions – this may
especially true for new parents who are learning which behaviors are normal and which need
to be checked.
 Moulding and shaping young people’s behavior; children as young as five are taught
to read print information, and to use the internet