Community and Family Studies

CORE 1:
FAMILIES AND COMMUNITIES

RESOURCE
MANAGEMENT
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Community and Family Studies
Preliminary Core: Resource Management
This module should occupy approximately 20 precent of total course time.

This module emphasises the fundamental importance of the skill of resource management,
which is the use of resources to satisfy needs in order to achieve wellbeing. The concepts of
wellbeing, needs and wants, resources, values, goal setting, communication, decision making
and personal management explored in this module form the basis of study throughout the
course.

Students apply the knowledge, understanding and skills developed in this module, to
practical situations in a variety of personal, family and community contexts.

This module provides introductory research experience in the design and conduct of an
interview.

Module focus
• Fundamental concepts of resource management
• Influences on resource management
• Effective resource management

Outcomes
A student:
P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs
make to the development of goals
P1.2 proposes effective solutions to resource problems
P3.2 analyses the significance of gender in defining roles and relationships
P4.1 utilises research methodology appropriate to the study of social issues
P4.2 presents information in written, oral and graphic form
P5.1 applies management processes to maximise the efficient use of resources
P6.1 distinguishes those actions that enhance wellbeing

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 Students learn about: Students learn to:
fundamental concepts of resource
management
wellbeing
 explore the concept of wellbeing by considering the
 defining wellbeing
following questions:
 factors affecting wellbeing
– what is the opposite to wellbeing?
– emotional – how do people describe wellbeing?
– economic – why might there be different understandings of
– cultural wellbeing?
– physical  analyse the relationship between the factors and
– spiritual explain how they can impact on wellbeing
– social
 discuss the effect that their own wellbeing can have
 individual and group wellbeing on the wellbeing of the groups to which they belong

needs and wants

 describe each of the specific needs and compare the
 defining needs and wants
significance of each to different individuals
 specific needs
– adequate standard of living (food, clothing,
shelter)
– health
– education
– employment
– safety and security
– sense of identity
 critique Maslow’s hierarchy and debate its relevance
 Maslow’s hierarchy and validity after considering contemporary views on
human needs

 outline a specific need that is significant to them and

• satisfaction of needs and wants explain how goal setting can contribute to the
− goal setting satisfaction of that need
− enhancing wellbeing

resources
 describe a range of resources and explain how they
 defining resources assist in satisfying specific needs
 specific resources
– human, e.g. energy, knowledge, intelligence,
sight, language, skills and abilities, motivation
– non-human, e.g. food, clothing, money,
electricity, shelter

 interchangeability of resources  propose how resources could be interchanged to

enhance wellbeing in a variety of situations

 outline strategies individuals use to conserve human

 resource sustainability (to conserve a resource) and non-human resources

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influences on resource management
factors affecting resource management  explain how a combination of factors can influence
 personal values and past experiences resource management for a range of individuals,
 factors influencing availability of and access to including:
resources, e.g. age, gender, disability, culture, – a person with a disability
socioeconomic status – a person who is homeless
– a 16-year-old male
– a retired aged person
 describe how access to support can contribute to the
 access to support satisfaction of specific needs in a range of situations
– informal, e.g. relatives, friends, neighbours
– formal, e.g. government agencies, community
organisations
 assess the extent to which personal management
personal management skills skills can influence resource management
 planning and organisation  use scenarios to apply and refine their personal
 communication management skills to relevant and contemporary
– verbal and non-verbal challenges
– assertive, aggressive, passive  identify and challenge gender expectations in regard
– characteristics of effective communication to personal management skills
 decision making
– decision-making styles – impulsive, intuitive,
hesitant, confident, rational
– factors influencing decision making
 problem solving

effective resource management  propose and evaluate strategies individuals can

adopt to effectively
strategies for effective resource
 manage their resources in a range of life contexts,
management e.g. caring for a family member, completing the HSC,
 using interchangeable resources seeking employment
 adopting sustainable behaviours
 accessing support
 developing personal management skills
 engaging in education or training  use interviews as a research method by:
– designing an interview to investigate how
interviews as a primary research method accessing support can contribute to effective
 constructing, conducting, recording responses resource management
– structured and unstructured – conducting interviews and recording responses
 advantages and disadvantages – analysing the data to determine the extent to
 analysing research results which accessing support assists individuals to
manage their resources effectively

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Resource Management
Individuals, families and groups all have resources that need to be managed so that people can satisfy
their needs and wants and achieve their goals. If they cannot satisfy their needs and wants they will not
achieve a quality of life that is considered reliable.
As people move through their lifespan, they need to make decisions about how to utilize resources. If they can do this
they are more likely to reach their goals and live a happy and productive life. Having good decision making skills assists
in effective resource management
Resource Management is the way in which individuals, groups and families manage (either effectively or ineffectively)
the resources available to them. It involves the study of the following areas:

 Wellbeing - Relates to quality of _______________ and how well people's needs are met and how
_______________ and fulfilled they are. It includes _______________, _______________, _______________l,
_______________, _______________ and _______________ aspects

 Needs - Basic _______________ of life; things necessary for survival e.g. food, ______________ and shelter.

 Wants - Things that are ________________ but not necessary for survival e.g. MP3 player,
_____________________________.

 Resources - Things people use to ______________________ their goals and satisfy their needs and wants. These
things may include: objects, people, concepts, ideas, ______________ etc.

 Values - People's feelings and ___________________ about things that are ____________________ to them. For
example a person may value their religious beliefs, expensive items such cars or family heirlooms.

 Goals- What people _______________for in life; they are the things people want to achieve in order to satisfy
their needs and wants. For example; aiming to get into Law at ________________________.

 Communication - Involves ___________________ feelings and opinions, expressing ideas, establishing rapport
between people, bringing people together and _______________ information.

 Decision making - The process of ______________________ from a number of alternatives to

__________________ a problem. For example deciding whether to stay at school for years 11 and 12 or get an
apprenticeship.

 Management - The process of _______________ or how we use the available resources to achieve set goals,
thereby _______________________ the quality of life. For example setting up a savings account at the bank to
save for a family holiday

 Planning - involves setting, clarifying and __________________ goals, considering resources and establishing
standards to measure goal attainment. Decisions must be made with regard to each of these.
____________________ can be very simple or very complex depending on goals. It should be flexible, realistic and,
if working with others, cooperative.

 Organising - involves the selection of a course of _____________ (the who, what, where, when and how) and
getting together all the necessary _________________. However, original plans may have to be revised, for
example; there may be insufficient resources. It may be necessary to clarify _______________ and values before
the plan can proceed.

 Problem Solving - The process of working through details of a _____________________ to reach a solution.
Problem solving may include mathematical or systematic operations and can be a gauge of an individual's
______________________ skills.

Word Bank: (note not all words are used in the sentences)
Life, aim, satisfied, water, Physical, achieve, Social, resources, attitudes, using, desired, Emotional, sharing, success,
prioritizing, Economic, choosing, Cultural, solve, Spiritual, goals, thinking, university, requirements, planning, brand
name clothing, skills, important, rules, transmitting, improving, action, problem
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Wellbeing
Wellbeing refers to how well people’s needs are met and how satisfied and fulfilled they are. Needs and
wants vary from one individual to another.
For example: Access to retirement villages may be one of the most important needs influencing the
wellbeing of some elderly people, whereas for adolescents, access to educational facilities may be their most
important need.
Wellbeing is related to quality of life and can be measured by ones self-esteem, self-confidence, ability to
adjust and cope with change and peer acceptance.

Activities:
1. Copy the definitions of the factors that influence our wellbeing from the Powerpoint
Factor Definition
Social
Physical
Economic
Emotional
Cultural
Spiritual

2. In your own words define well-being

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

3. After completing the card sort activity, provide examples of the Physical, Social, Emotional, Spiritual,
Economic and Cultural (S.P.E.E.C.S) factors that affect wellbeing.
Factor Examples
Social

Physical

Economic

Emotional

Cultural

Spiritual

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4. If a parent was unhappy with his or her quality of life how it would affect the wellbeing of his or her
children?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
5. On the continuum rate your level of wellbeing from poor to good for each area (S.P.E.E.C.S). Then plot each
major area of your life at present time on the continuum. Comment on your overall level of wellbeing.

GOOD BAD
6. Label each of the following measures of wellbeing with the contributing factors of wellbeing (S.P.E.E.C.S).
Measure of Wellbeing Contributing Factors
Sufficient food and diet appropriate for the life span age
Standard of living
Formal and informal support services
Satisfying interpersonal relationships
Balance of family responsibilities, work and leisure
Access to facilities, especially in rural areas
Supports for disabled people
Social relationships and peer groups
Neighbourhood watch groups
Opportunities to maintain cultural identity
Satisfying living conditions
Sufficient income to support the family
Work satisfaction
Recognition of social role
Opportunities to interact with the environment
Love and affection
Emotional support from family and friends
Self-confidence and self esteem
Absence of domestic violence and abuse
Skills to solve problems and adjust to change
Freedom and interdependence
Good health and fitness
Sufficient and appropriate clothing
Air and noise pollution
Availability of affordable housing, public and private
Emergency help
Accessibility of services, transport, health and educational
Variability of resources within the environment and society
Having inner peace with yourself
Worship, pray and beliefs

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7. Picture stimulus – For each picture discuss the level of wellbeing of each picture and what types of
wellbeing are effected

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Individual and Group Wellbeing
 Individual Wellbeing involves an individual considering his or her own physical, social, emotional and
intellectual needs first. Factors which contribute to personal wellbeing include good health, feelings of
security, an adequate support network, positive relationships, adequate housing and other material
possessions such as clothing, talents and abilities, self-esteem and goal achievement. An individual’s level of
wellbeing can be different from those people around them
 Group Wellbeing considers the needs of all the people in the group, it is dependent on the wellbeing of the
individuals in that group. Groups can also aim to improve individual wellbeing by accessing resources
to satisfy the needs of the group members. An example may include an early -intervention childcare
center sourcing a walking frame to meet and develop a particular child’s physi cal needs.
Activity: Read the REAL LIFE STORIES below and answer the questions that follow for each one:
Feeling uncomfortable around people!
Hello!
I am hoping someone might be able to share an opinion and few thoughts on my ongoing problem. For years now I have never been comfortable in
social situations, mainly where there might be lots of people, resulting in not having many friends. When I talk to someone , although I might seem
"normal”, I am always aware of how I am acting and it is very tiring. I find it especially hard to make eye contact or when I do, I am not sure how long I
am supposed to be looking at someone for example; I feel they might think I am staring at them or I am being "weird". Sometimes I am confident with
myself and sometimes I am not. When I am on my own I feel strong and confident but that changes when I encounter most people. I mean, It could be
just a client at work who I don't know and will never see, might be a distant relative or anyone. Only with my husband I feel totally at ease, and my very
close family.

I WAS IN A DEEP DARK HOLE…

I felt like I was falling down a deep dark hole and there was a rock in my stomach and gravity decided to pull me to the bottom. I was failing school,
yelling at everybody that came to my sight. I spent hours crying for reasons that were unclear to me. I was having fights with my parents, I was running
away. I was screaming, swearing, yelling, kicking, and punching.
One day it led me to kick a boy in my year in the chest and I put him in hospital. I was suspended. I punched a wall and sprained my fingers. I was
lashing out at everybody. I didn't care about anyone or anything, and everyone knew that.
My ex-boyfriend was always mad with me for something and told me I was always angry, angry with the whole world. I had constant conflict with
people in my year, my ex and my family. I felt like I had all these problems in a bag and each problem was a 10 kilo rock which I had to carry with me. I
resorted, not to get attention, but to take my mind off other things, hurting myself.
One day I had a fight with my friend who lived with me... and came home and took a bunch of tablets. It made me tired, I felt sick, I couldn‟t even open
my eyes. After two hours of pain I told my mum and she called the hospital where she took me to emergency where I had a blood test. They said I was
fine to go home. I didn't see much point of living when me and my boyfriend broke up, which happened three times. He decided to take things out on
me and tell me it was all my fault!

a) Identify how the person’s wellbeing has been affected

b) Discuss how the persons level of wellbeing and the choices can affect (either positively and/or negatively) the
wellbeing of the group/s in which he/she belongs
Feeling uncomfortable around people! I WAS IN A DEEP DARK HOLE…
a) a)

b) b)

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Individual and Group Wellbeing – Pursuit of Happyness
The Pursuit of Happyness is a 2006 American biographical drama film based on Chris Gardner's nearly one-year struggle
with homelessness. Directed by Gabriele Muccino, the film features Will Smith as Gardner, an on-and-off-homeless
salesman. Smith's son Jaden Smith co-stars, making his film debut as Gardner's son, Christopher Jr.

Watch the DVD Pursuit of Happiness and complete the following table below, by outlining the wellbeing of the Will Smith as
Gardner and his son, Christopher Jr. Also discuss the impact this has on the groups he belong to; his family and work
environment.
Pursuit of Happyness

Individual Wellbeing - Individual Wellbeing – Impact on Group Impact on Group – Work

Wellbeing Factor Gardner Christopher Jr Wellbeing - Family Environment

Physical

Social

Emotional

Economic

Spiritual

Cultural

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Needs and Wants
Needs
Needs can be defined as the necessities of life, those things we require for survival and to be
physically and mentally healthy. They are the things that we need in order to feel a part of
society and achieve optimal wellbeing. Examples of needs can include safety and security,
health, education, adequate standard of living, sense of identity and employment

Wants
Wants (or acquired needs) are preferences or desires, things that we would like to have but do not
really need for survival or to maintain good health. They are the things that we believe will help us
to maintain optimal wellbeing. Example can include owning a car or house or getting married.

Activity:
1. Sort the cards into needs and wants, write these in the table below. Provide further examples of needs and
wants:
Needs Wants

2. When needs are satisfied. We are more likely to be able to access the things we want.
For example:
When a person has employment (a need) they are more likely to be able to afford things such as their own car,
house or an overseas holiday (wants).

a. Complete the following examples by identifying the needs and wants in each scenario:

When an individual has an education (a need or want/s) they have a higher chance of getting
into university or TAFE or getting a high paid job (a need or want/s )
When a person has high self-esteem (a need or want/s), they are more likely to have
confidence to develop new friendships or sustain a long term relationship (a need or want/s)

b. Think of two more examples to show the relationship of needs and want in achieving optimal wellbeing

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Specific Needs
Activity: Read through the definitions on each specific need below. In groups you will be given a persona
such as a lawyer, an elderly man, and a 6 year old girl etc. to represent different groups in the community.
Discuss as a group what the specific needs of at least 3 different people would be and summarise in the table below.
Specific Person 1 Person 2 Person 3
Definition
Needs
The ri ght to a n a dequa te s ta nda rd of l i vi ng
Adequate requi res , a t a mi ni mum, tha t everyone s ha l l
enjoy the necessary ri ghts: a dequa te food a nd
standard of nutri tion, cl othing, hous i ng a nd the neces s a ry
living – condi ti ons of ca re when requi red. No one
food, s hould have to li ve i n condi ti ons whereby the
onl y wa y to s atisfy their needs i s by degra di ng
clothing, thems el ves or depri vi ng thems el ves of thei r
shelter ba s i c freedoms , s uch a s through beggi ng,
pros ti tuti on or forced l a bour.
Hea lth is ‘a state of complete phys i ca l , menta l
a nd s ocial wellbeing a nd not merely the a bsence
of di s ea s e or i nfi rmi ty'. Good hea l th mea ns
di fferent things to different people. Ma ny people
cons ider themselves heal thy i f they a re free of
Health di s ease or disability. However, people who ha ve
a di sease or disability may a lso see themselves as
bei ng in good health if they a re a ble to ma na ge
thei r condition s o that it does not impact grea tl y
on thei r qua l i ty of l i fe.

Education enhances one's knowledge, gives

one a broader view of the world around us
and how things work, reduces the social and
economic disparity thus propagating
Education equality and it also raises one's self esteem.
Education is also one of the methods of
eliminating poverty since it creates
independence of thought.

The occupation for which you are paid.

Employment is defined broadly in the
Employme international guidelines as all persons
nt engaged in one or more hours of work
during the reference period, as well as some
persons temporarily absent from work.

These needs relate to the physical and

emotional safety. They are most often met
Safety and through either the safety or security of a
Security home and family or freedom from fear,
anxiety or chaos, and are provided by law
and order in the community.

The quality to know that everyone is

different, and to be accepting of this. A firm
Sense of sense of identity is usually established when
Identity we understand what is most important to
us. Things such as; family, friends,
education, morals and values.

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Maslow’s Hierarchy of Needs
In 1943 psychologist Abraham Maslow developed a classification of needs that attempted to link similar needs and rank
them in order of importance. Maslow presented his theory as a series of steps within a pyramid -structured hierarchy
where certain lower order needs must be met before the higher order needs are considered. Not all the items listed on
the hierarchy are necessary for survival, but they are considered desirable if one is to have a good quality of life
Activities:
1. Maslow believed needs at the bottom have to be met first. Explain what each of the five needs involve?
Level Definition
Physiological

Safety & Security

Belongingness

Esteem

Self-actualisation

2. How can society assist in the achievement of self-actualisation?

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. Select an individual who impresses you (can be famous or familiar). Identify this persons qualities. Would you
consider this individual to be a self-actualised person?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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4. Fill in the pyramid with the correct headings and find/ draw pictures to accurately represent each level

5. How relevant is this Hierarchy in today’s society?

________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

6. Comment on how accurate you think Maslow’s hierarchy is in relation to achieving optimal wellbeing
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________

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Satisfaction of Needs and Wants – Goal Setting
Goals are what people aim for in life. They are things that people want to achieve in order to satisfy their needs and wants. Goals help you to succeed in
life as they provide the incentive to perform well and help to build your self-esteem. Goals can be short term (small manageable goals, cab be achieved
each day), intermediate (can take several weeks to complete) or long term (reflect those things that are most important and can take years to achieve)
Activity: Examine each of the specific needs by providing an example that is significant to you, develop goals that can contribute to satisfying need and
explain how this will enhance wellbeing
Goals that contribute to the
Specific Need Example How this can enhance wellbeing
satisfaction of needs
 Consuming 2 serves of fruit and 5 serves of  Physically – will look better and reduce the
Adequate standard of vegetables each day chance of heart disease and diabetes
Having a balanced diet
living - food  Having 1 treat day per week  Emotionally will feel better and be more
 Drinking 8 glasses of water per day productive

Adequate standard of
living – clothing or shelter

Health

Education

Employment

Safety and Security

Sense of Identity

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Resources
Resources are things people use to achieve their goals. Resources can be any object, person, concept, idea, skill or
quality that may assist in the attainment of these goals e.g. completing an assignment you may utilise textbooks,
teachers, libraries, the internet, parents, your knowledge and past experiences. These are all resources. Resources help
people to achieve quality of life.

Specific Resources

Human Resources Non-Human Resources

Personal Money Community Resources
Energy Income/wages Shops
Time Credit Libraries
Past experiences Wealth Streets
Interests Parks
Intelligence Wholesale and retail outlets
Skills Material Possessions Community services
Abilities Food Media
Ambition Property Police and fire services
Perception Possessions Transport services
Knowledge Car Roadways
Attitudes Household appliances & Educational institutions
Creativity equipment Communication systems
Awareness Restaurants
Acceptance Leisure and recreation facilities
Initiative Natural Environment Clubs
Enthusiasm Sporting organisations
Resources
Perseverance Waste disposal and recycling
Coal
Self esteem services
Oil
Confidence Religious support groups
Water
Qualifications Electricity and gas services
Soil
Commitment Water and sewerage services
Air
Physical senses Pre-schools and child care centres
Space
Employment agencies
Trees
Interpersonal Charity organisations
Sea
Neighbourhood water
Weather patterns
Social relationships Public housing
Mineral deposits
Kin networks Social services
Communication skills Legal system
Conflict resolution skills Political systems
Global Resources Technology
Interaction skills Relationships between and
Empathy Economy and economic
among nations institutions
Consideration Trade between nations
Acceptance Communication and travel
Tolerance systems
Awareness Technology
Encouragement cooperation Natural resources as above
United nations

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Individuals, families and communities all have resources available to them to help them fulfil tasks or meet
goals. However, not everybody uses resources in the same way. Resources are not accessible in the same
quality and quantity to all people. Without effective management, resources may be wasted. Individuals
and groups need to recognise how much of a particular resource is available and how it can best be used to
achieve set goals.

Human Resources –
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Non –Human Resources -
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Activities:
1. Identify the human and non-human resources you would require to play a tennis match.
Human Non-Human

2. Explain how human resources can be developed

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________

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Interchangeability of Resources
Interchangeable resources are resources that have alternative uses so individuals must make decisions on the best use of
resources. For example, money could be used immediately to buy clothes or shoes or saved and used to purchase a car in
the future.
Activity: Complete the following table and explain how resources can be interchangeable to enhance wellbeing. Propose
two (2) more examples of how resources can be interchangeable and explain how this will enhance wellbeing
Examples of resources How will this enhance wellbeing?
Doing chores around the house in
exchange for money
Behaving good so you can receive a
merit award
Growing your own produce to have
food to eat or sell
Getting driving lessons from
parents for babysitting

1.

2.

Resource Sustainability
Individuals are consumers or users of resources. Some non-human resources can be partially or wholly consumed through
use and are therefore considered non-renewable. Careful management of non-renewable resources is needed to ensure
that they are used to their best potential and not wasted. Effective resource management relies on people and
governments to make carefully considered decisions on how, why and what rate resources (especially non-human) can be
used so that they can be sustained for prolonged use. This can ultimately affect the availability and quality of resources
for future use. For example, recycling paper or ink jet cartridges or emailing f inancial statements instead of posting print
copies to customers are environmentally sustainable practices.
Activity: Complete the following tables to outline the different strategies individuals could use to conserve human and
non-human resources. Think of two (2) more examples for each.
Human resources Strategies to conserve resources
E.g. Read books, watch the news, keeping up to date with current affairs, crossword
Intelligence
puzzles.

Skills in first aid

Past experiences

1.

2.
Non-human resources Strategies to conserve resources
E.g. create a budget, have a savings account, part-time job/ chores, prioritise between
Money
needs and wants
Water

Roads

1.

2.

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Activity: Read the following article ‘Mum swots up fpr a new life’ and answer the questions that follow:

Mum swots up for a new life

Back in class with the kids
by Sarah Price
A FORMER SECURITY guard and mother of two teenagers has returned to high school in the hope of securing a career in forensic
science. Deborah Moore, 39, is one of almost 68 000 students sitting the Higher School Certificate‟s English exam tomorrow. Cheering
her on are her two children, daughter Jesse, 17—a Year 11 student who attends Illawarra Senior College alongside her Year 12 mum —
and son Dylan, 15. Ms Moore, who left school after Year 10, said her return to high school had been „absolutely fantastic‟. „The first time
I was at school I absolutely hated it with a passion,‟ she said, but now she was „ready for a challenge‟. „It‟s probably not as hard as it
should have been because of the fact Jesse and Dylan were so supportive and such amazing kids. They‟ve just always cheered me on
from the sidelines, saying “Good on you, Mum.”‟ The teenagers help with the vacuuming, the dishes and cook for themselves , if their
mother has too much study to do. While Ms Moore and Jesse do not share any classes, they spend lunchtimes together and have s ome
of the same teachers. „Oddly, she has a history teacher that I had in the 1980s,‟ Ms Moore said. „We hang out togeth er. There‟s such a
diverse range of ages up there, nobody holds it against anyone. It‟s such a nice atmosphere.‟
Jesse said she loved having her mum at the same school and would miss her next year.
„It‟s pretty much just like being at home,‟ she said. „We hang out all the time.‟ Ms Moore hopes to gain the marks for entry to a forensic
science degree at the University of Western Sydney.
Ms Moore is also a talented artist, who has had a solo exhibition, entered the Archibald Prize and designed an album cover for a
Melbourne musician. Her other achievements include qualifying for a black belt in combative kickboxing and playing bass guita r in a
band.
The Sun-Herald,
19 October 2008
Source: Weihan, L & Duggan, B (2010). Community and Family Studies: Second Edi tion. Pearson, Australia. p. 29

1. What resources has Deborah used that are interchangeable?

___________________________________________________________________________________________________
___________________________________________________________________________________________________
________________________________________________________________________________________________ __
2. Identify one sustainable behaviour that is effective for managing resources in this situation
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. Where does Deborah access support?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
________________________________________________________________________________________________ ___
4. Outline how Deborah and her children have developed personal management skills that have contributed to effective
resource management.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. Predict how engaging in education or training will assist Deborah in managing resources in the future.
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________

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Meteorites Activity
Two meteorites are on a direct course of impact with the earth. In preparation the Australian Government has
created meteor shelters for a limited amount of people to ensure that life on earth is preserved and will
continue after the impact.

Activity: You are on a committee that chooses who will enter the shelter. Working in groups of 4 you need to
select 10 people listed below for life preservation in the 1. _______________________________
shelters. You must also justify each of your choices. Use the
spaces to the right to indicate who you have picked to be in _______________________________
your shelter and why you have chosen them. 2. _______________________________
_______________________________
 A 27 yr old male chef
3. _______________________________
 A 20 yr old male arts student
 A 35 yr old female doctor _______________________________
 A 18 yr old female singer/musician 4. _______________________________
 A 70 yr old retired grandfather _______________________________
 A 27 yr old architect
5. _______________________________
 A 28 yr old female primary teacher
 A 40 yr old accountant _______________________________
 A 35 yr old male movie actor 6. _______________________________
 A 23 yr old male fitness instructor _______________________________
 A 45 yr old male farmer
7. _______________________________
 A 25 yr old female gynaecologist
 The Prime Minister _______________________________
 A 40 yr old Catholic Priest 8. _______________________________
 A 28 yr old female childcare worker _______________________________
 A 35 yr old male builder
9. _______________________________
 A 20 yr old female porn star
 A 35 yr old housewife _______________________________
 A 5 yr old boy 10. _______________________________
 A 5 yr old girl _______________________________
 A 60 yr old male historian
 A new born baby
Questions
1. What types of things did you need to consider when selecting who would enter the shelter?
________________________________________________________________________________________
2. How easy was it to decide as a group who entered the shelter? Explain
_________________________________________________________________________________________-
_________________________________________________________________________________________
3. Based on the groups discussion of who should enter the s helter;
a. Did any members of the group disagreed with the group’s opinion? _____________________
b. Why did they disagree? _________________________________________________________
c. Did anyone’s opinion change after listening to others reasons? Why?
_______________________________________________________________________________
4. What factors affected who entered the shelter?
_________________________________________________________________________________________-
__________________________________________________________________________________________
21 | P a g e
Factors Affecting Resource Management
Personal Values and Past Experiences

‘Analayse how past experiences and personal values can affect resource management’
8 marks

Activity 1: Developing a quality response

Read the question and identify how many marks it is worth

Marks allocated =
What does this mean?

Circle the HSC Verb/s that tell you how to answer the question
What does each HSC verb required for you to answer the question?
Analyse – identify components and the relationship between them; draw out and relate implications.

Underline the syllabus area/s in the question

List the key areas of the syllabus to address when answering the question and define these

Highlight any other key word in the question that need to be address
Identify links or relationships between syllabus content areas that need to be addressed

Rewrite the question in your own words

The more you practice the above steps the less you will need to do this step. It can also be used as an introduction to longer responses

Draw up a plan/mind map of the points to include in your response

Prepare a plan of the main points to include in your responses. Use lines or arrows to make links between concepts in your re sponse

22 | P a g e
Analyse Scaffold

Activity 2: Use the Analyse scaffold to help develop your response

Topic to be analysed: Points to note:
Statement of topic taken from
the question.

Preview of components and the

relationships.

Component - Give an example of personal values Topic sentence at the beginning

Elaboration and support: of each paragraph followed by
explanation and examples to
illustrate each component

Component - Give an example of past experiences

Elaboration and support:

Use linking words between each

point such as therefore, thus, as
a result, leading to, in order to
Relationship (between personal values and past experiences)
illustrate the relationship
Point: between each of the
Elaboration and support: components.

Component - Give an example of personal values Identifying and explaining the

Elaboration and support: relationship between the
various components is essential
in answering these questions.

Component - Give an example of past experiences

Elaboration and support:

Relationship (between personal values and past experiences)

Point:
Elaboration and support:

The implications of the

Implications of the relationship between each of these components : relationship (what
happens/what effect it has) can
be dealt with in each of the
paragraphs or as a concluding
paragraph.
23 | P a g e
Factors Influencing the Availability of and Access to Resources
Individuals and groups all need to use resources to function within society. There are a number of factors that influence
what resources are available to individuals and groups and whether or not they are able to access them or not. These
factors include;
 Age  Gender
 Disability  Geographic Location
 Education  Socioeconomic Status (SES)
 Ethnicity/Culture
Many of these factors will interrelate with each other in the sense that one may affect another. For example a person
under 16 (age) cannot apply for a driver license legally to drive a car on the road, therefore has limited access to
transport. If they lived in rural area (geographic location) this would further impact their access to transport due to the
limited number of public transport available.
Activities:
1. In your books, using the text book (pg. 20-24)summarise notes under the each of the above factors and page
2. Provide examples of how they could influence the availability and access to resources
3. For your given individual discuss how each factor influences the availability and access to resources
Individual:

Factor How the factor affects Availability and Access to Resources

S – Socioeconomic status

L – Location

E – Education

D – Disability

A –Age

G – Gender

E – Ethnicity/ Culture

4. Using the Venn Diagram below compare and contrast your individual to that of another person in the class

24 | P a g e
Access to Support
When individuals, families or groups are unable to meet their needs, they may turn to the community for
support. Support from the community may come from a number of sources including families, friends and formal
and informal support services. Support networks are groups or organisations in the community that assist people
in need.
Formal Support
Formal support is available to individual/groups and families and is structured and well
organised.
They provide individuals and families with a specific service or support. These structured and
organised networks are found outside the family unit.
 For example: Accessing a doctor/obstetrician for prenatal care, speaking with Human
Resources/staffing at work to organise Maternity/paternity leave, having baby seat fitted by a
professional
They are managed and operated by governments, private businesses for profit, or charity
organisations. For example;
 Centrelink – provides pensions, allowances and payments for older people, people with
disabilities, families and widows – financial support to assist families to purchase food, shelter
and clothing.
 Others are offered through the workforce and employment centres, formal child-care services,
sporting facilities, public transport, charity groups, counselling services.
 Cultural and religious groups also provide guidance, promote social interaction and a place to
worship.

Informal Support
Informal support is less structured and utilised for a variety of individual reasons and based on need.
This support usually comes in the form of relatives, friends or neighbour.
They provide individuals with assistance through family and friend-based interaction and
networks – may be called ‘Social Systems’. For example;
 Speaking with friends with babies about their first pregnancies, borrowing baby capsule from
your sister/brother who no longer need it, getting advice from parents about family baby
names
 Members may rely on each other eg grandparents looking after the children.
 Neighbours or friends may offer support – collecting mail during holidays, watching the kids and watering the
garden.
This network is very valuable as they reduce the stress on formal support systems – promoting community
wellbeing and sense of satisfaction to those involved.

Activities:
1. What are the benefits of informal and formal support?

Benefits of Formal Support Benefits of Informal Support

25 | P a g e
2. Research the different types of formal and informal support and explain how each can contribute to the satisfaction of
needs for the individuals listed

How this support can How this support can

Formal Informal
Individual contribute to the satisfaction of contribute to the satisfaction
Support Support
needs of needs

A person
with a
disability

A person
who is
homeless

A 16 year
old male

A retired
aged
person

A single
parent
with 2
children

3. Identify and investigate 1 formal support network from the above activity, answering the following
questions:
a. Identify who in the community this support network may assist
b. Describe the purpose of the support network
c. Explain how the support that this network provides might assist with an individuals or families
wellbeing
Formal Support Network:

26 | P a g e
Tropical Island – Personal Management Skills
Imagine you have been shipwrecked and have managed to swim to a small tropical island. Before you all abandon the
ship you choose 4 items to take with you. There is no hope of rescue for at least 3 months.
Your task:
1. Draw a picture of a tropical island using symbols to show what other resources might be on
the island (see suggestion on the tropical island resources sheet)
2. Choose 4 items from the list in the tropical island resources sheet to save and show these
on your picture of the tropical island
3. On you tropical island you must also show 2-3 ways in which your group members will
contribute to the survival and wellbeing of the group. This means listening to your group
members and finding out what a person can do, what they are good at and the knowledge
they have – NOT what they like to do. For example. Strong swimmer, good fisher, can cheer
up people, knows about plants.
 Make sure you always have reasons for your decisions (these do not need to be written
down)

Resource List
Which 4 of the following things will you take with you from the shipwreck? (You can wrap each item in a waterproof
container):
 A box of fifty matches
 A torch plus two batteries
 Length of rope
 A pair of scissors
 A sharp peeling knife
 Box of 20 nails
 A small tack hammer
 A sewing kit – two thick needles and a reels of cotton
 Packets of seeds – you can only choose 1 from the following:
o Carrot seeds
o Spinach seeds
o Bean seeds or
o Tomato seeds
 A bible
 A pen
 A plate
 A cup
 A compass
 Two bars of chocolate
 A small towel
 One spare shirt – everyone is wearing a shirt and a pair of jeans already
 A small blanket

Here\are some things that could be on or near the island - In this section, you can also add any other things you can think
of
Fish and Animals A heard of wild goats
Sharks Plants
Crocodiles Coconut trees Landscapes
Edible fish Wild edible berry plants Hills
Wild boar Pineapple plants Flat ground
Rabbits Yams Rivers
Poisonous snakes Sweet potatoes The ocean
Deadly spiders Poisonous berry plants Quicksand
Birds Bamboo plants Swamp
Wild turkey Palm trees Dangerous rocks

27 | P a g e
Personal Management Skills
Management is an ongoing process used by individuals, families, groups and the wider ________________. It is a process
that helps people to achieve their set ___________, effectively utilise resources and contribute to improving the
____________ of life.
Management:
 involves using what ______________ have to get what people want
 it is about making things happen rather then ________________ things happen
 it is an acquired skill, therefore the more you make ____________ and act on them to achieve your goals, the
better you will become at managing.
Management components are interrelated. Goals are set, and these goals are __________________ by the resources
available and the _____________ held by the people involved. To reach these goals decisions have to be made and
communication needs to occur. The aim of the process is to satisfy needs and wants so that a person's
______________________ can be enhanced.

Planning, Organising, Implementing and Evaluating

A commonly used management process involves 4 steps, these can be interdependent and do not always occur in the
same order.

 Planning involves setting, clarifying and __________________ goals, considering resources and establishing standards
to measure goal attainment. Decisions must be made with regard to each of these. ____________________ can be
very simple or very complex depending on goals. It should be flexible, realistic and, if working with others,
cooperative.
 Organising involves the selection of a course of _____________ (the who, what, where, when and how of
management). During this stage, original plans may have to be revised. E.g. there may be insufficient resources. It
may be necessary to clarify _______________ and values before the plan can proceed.
 Implementing involves putting the ___________ into action and seeing whether goals are reached. Modification may
be needed. In some circumstances the plan may not be implemented or postponed. E.g. a couple traveling just prior
to an airline collapsing would have paid for their tickets and accommodation and made touring arrangements and
even packed their bags
 Evaluating is the _____________________ of the process and occurs at every stage of the management process. It
involves examining what has happened and assessing whether the outcomes satisfy the original goal. This stage
allows you to discover if the outcomes have reached or varied from the desired goal. It allows for considerat ion of
possible _____________________ for the future.

Word Bank: evaluation, community, planning, goals, quality, people, improvements, plan, letting, customer, decisions,
assessment, influenced, values, superior, satisfaction, wellbeing, prioritising, goals, action, impulsive, problems

Activities- to be completed in books:

1. Todd is a 17 yr old yr 12 student at a local high school. On completion of high school he wants to go to university to
study marine science. Todd and some of his friends wish to go on a cruise after the HSC. Todd plays rugby league and
has aspirations to play at a higher level. He trains regularly and works part time at a local supermarket. Todd’s
parents are both school teachers and he has a 19 yr old brother who attends university part-time and works part-
time at a motel. His sister is in yr 9.
a. In relation to Todd’s ambition to attend university, discuss how the following could influence the management
process:
i. Resources available
ii. Values held and their priority
iii. Goal priorities 28 | P a g e
b. Describe in some detail some management strategies to help Todd reach his goals
Communication
Communication is the process of sending and receiving messages. It involves sharing feelings and opinions,
expressing ideas, establishing rapport between people and bringing together and transmitting information.

Communication has 4 main components:

1. The sender (the source) – formulates, encodes and transmits messages
2. The receiver (destination) – decodes and interprets messages and transmits feedback
3. The message (symbols that have shared meanings)
4. The medium (means by which the message is transmitted)

The sender The receiver

ME DIUM
Transmits
messages by
letters, speech,
signs, gestures,
facial expressions
Message to name a few Understanding
of message

Types of Communication
Communication can be achieved in two ways:
(a) Verbally – through sounds and words (specifically language) either written or spoken. A code or set
symbols need to be understood by both the sender and receiver for the message to be communicated
effectively.
(b) Non-verbally – includes the physical actions and body language. It is part of the message that does not
contain words. People tend to use non-verbal communication more extensively that verbal to enhance
meaning. Signals are also sent through paralanguage which includes tone of voice, speed of delivery and
breaks in sentences. People’s appearance and environment also send out messages. Non-verbal
communication accompanies verbal communication, but can some contradict the message sent.

Activity- Make two lists in your work books:

a) ways of communicating verbally
b) ways of communicating non-verbally

29 | P a g e
Styles of Communication

Activity – to be completed in work books

A friend was having trouble with an assessment task. They have a look at yours. Your friend copies your
assessment and you both receive zero.
1. How would you react to this?
2. After analysing the table ‘Styles of Communication’ and watching role plays write down how people would
react passively, assertively or aggressively.
30 | P a g e
Effective Communication
Effective communication is said to occur when the message is received and understood. Bad communication results in
wrong or misunderstood messages getting through.
Good communication skills aid the learning process, help you to make friendships and sustain relationships with your
friends, family and peers. They allow you to express your needs and emotions, and to discuss ideas and opinions.

Activity– to be completed in work books

a) List 5 advantages of good communication
b) List 5 ways of improving your communication skills

Effective communication involves the active participation of two parties: the sender and the receiver.
1. The Sender:
a) speaks or sends the message _______________
b) allows the other person to respond or _________________
c) relays a sincere _________________________
d) observes the reactions of the receiver to see if message has been understood __________________

2. The Receiver:
a) listens carefully to the __________________
b) faces the person ______________ the message
c) maintains ___________ contact
d) watch carefully for ________-verbal messages
e) asks _____________ if not understood
f) gives sender signals that message was _________________
g) resists ___________________
h) does not __________________

Word bank: questions, clearly, speaker, distractions, message, sending, non, talk, correctly, eye, received, interrupt

Barriers to Effective Communication – write down barriers that effective communication

 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________

Managing Barriers – write down some ways you can manage the barriers to effective communication
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________
 ____________________________________________________________

31 | P a g e
Decision Making Styles
Activity: Students are each given a different role play to develop and perform. As students
are performing they need to guess which decision making style is being utilized and give
reasons as to why. They also need to write other examples of when each decision making
style would be best utilised.

Situation/ Reasons Decision Making Styles Examples

Confident Decision maker - believes in and

trusts their ability to make decision. They feel
competent to make a wise choice between
alternatives. They feel satisfied with their
decision

Intuitive decision maker - bases their decisions

on their gut feeling. It very much depends on
how they feel about a particular alternative.
They make a decision without much reasoning.
They base their decision on their inner feelings,
but do spend time making decisions.

Impulsive decision maker - rushes into making a

decision without giving it too much thought
about the alternatives and outcomes. The
decision is made hastily and insufficient
information is collected.

Rational decision maker - collects sufficient

information and carefully considers the possible
outcomes of each alternative. They recognise
that values and emotions can affect decision-
making and therefore try to avoid this influence.
Rational decision makers gather information,
speak to people, investigate available options
and then consider which the best option is.

Hesitant decision maker - delays making a

decision. They are indecisive about which
alternative is best and procrastinates about
making the choice. They probably leave the
decision for a while, think about it some more
and continue to ponder over the alternatives. In
some cases the hesitant decision maker may
decide not to make a decision at all because it is
so hand to decide.

32 | P a g e
Factors Affecting Decision Making
1. Access to Resources
The alternatives you have for a decision may be affected by the resources you have available to you. If you had to
decide where to go for the holidays how would access to resources affect this decision? Think about the
options/alternatives you have and the resources you might need for each.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________________________________________________________________________________________

2. Complexity of the problem

Complex problems usually take more time to resolve and greater consideration of each alternative has to be given.
More complex decisions have a greater impact on people and may affect others goals and resources. Think of a
situation where the complexity of the problem would affect the decision and explain.
_________________________________________________________________________________________________
_______________________________________________________________________________________________

3. Past experience and personal values

The experiences people have had rend to influence the decisions they make. Learn from your mistakes etc. Give an
example where past experiences of a person may affect decision making.
_________________________________________________________________________________________________
_______________________________________________________________________________________________

Values influence the decisions people make. The things they value most will affect the final decision. Give an example
where your values have affected a decision you have had to make before.
_________________________________________________________________________________________________
_______________________________________________________________________________________________

4. Attitudes to change.
Change is part of life and can have both positive and negative outcomes. Some individuals cope with change better
than others. Those who do not like change and do not cope with it well may make decisions that avoid change. This can
have a negative outcome if the choice of alternatives was not the best choice. What circumstances can you think of
where change might affect a person's decision? List at least 3 and explain how change would affect the decision.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
______________________________________________________________________________________________

Problem Solving Activities:

Read the following scenarios and explain how you would solve the following problems, taking into
consideration planning and organistaion, communication and decision making.

Situation 1
Sharon who has just finished the first term of year 12 has been offered an apprenticeship as a hairdresser. She finds herself
confused.

Situation 2
Jeremy sustained a shoulder injury in his last football game. The semifinals are in three weeks and his coach is depending on
him to play. He considers taking steroids.

Situation 3
John and Sam had their hearts set on going to QLD for 'schoolies' week. They both worked hard all year at school and saved
money from their casual jobs to pay for the trip. Two weeks prior to leaving, John receives a phone call to say their
apartment had been double booked and their deposit had been refunded in the mail. All other apartments in the area are
fully booked.

33 | P a g e
Effective Resource Management Strategies
Activity: Complete the following table below, by outlining strategies needed in order to manage available resources effectively in the different
life context, using the heading provided. The first scenario has been completed for you to use as a guide
Strategies for Effective Resource Management
Using interchangeable Adopting sustainable Accessing support Developing personal Engaging in education
resources behaviours management skills or training
Using skills and resources Using skills or resources This can be in the form of Using resources or
that you already have in that will ensure needs or either formal or informal Effectively prioritising educational and training
Scenarios order to achieve a need or wants are effectively support networks. resources or skills to ensure institutes to develop or
want achieved goals are achieved improve skills

 Using money for  Routines  Accessing respite  Developing time  Learning about the
paid care  Weekly care management plans disability
 Asking a family schedules  Asking Other family such as:  Developing better
Caring for a family member or friend to  Invest in members, o Budgets. ways to manage the
go food shopping for assistive neighbours. o Goal setting. changes
member who has
you and in return technology  Utlising support o Time out for  Learning techniques
been confined to a you will look after  Install networks i.e. self for adequately
wheelchair their kids or help handrails, disability Australia o Chores charts caring for the family
around the house ramps and seats member as well as
in showers yourself and others

Getting your
driver’s licence

34 | P a g e
 Strategies for Effective Resource Management
Using interchangeable Adopting sustainable Developing personal Engaging in education
Scenarios resources behaviours
Accessing support
management skills or training

Saving your money

to purchase a car

Becoming a teenage
parent

Completing your
HSC

35 | P a g e
Interviews as a Research Method
An interview is a form of surveying where a researcher asks one or more people a series of questions to gather
information about a particular topic. It can involve face-to-face discussion or communicating via some form of
technology, such as telephone, video conference or web cam.

Research Activities: Use the internet to research the following about interviews:
1. What is the purpose of using interviews as a research method

___________________________________________________________________________________________

_________________________________________________________________________________________

___________________________________________________________________________________________

_________________________________________________________________________________________

2. Outline the characteristics of a structured and instructed interview

Structured Interview Unstructured Interview

3. Discuss the advantages and disadvantages of the interview process

Type of
Advantages Disadvantages
Interview

Structured
interview

Unstructured
interview

Both

36 | P a g e
4. Suggest 5 interview tips in conducting a successful interview
 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

5. Identify the various methods that would be appropriate in recording interview responses
 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

Practical Application Activity: Conducting an interview

1. Write a set of interview questions (at least 5 questions and no more than 10) to ask someone about their future goals
and what support they would require to help achieve them

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

 ____________________________________________________________________________________

2. Interview two people in the class and record responses using either voice recorder or taking notes
3. Compare and contrast responses from interviews by analysing the data to determine which persons support
network would best help them to achieve their goals
4. Develop a weekly planner fro one of your interveiwees to help them achieve their goals

37 | P a g e