*to be used for Key Information Sets - see Module Descriptor guidance notes

Transcription

1 MODULE DESCRIPTOR TITLE Readiness for Social Work Practice SI MODULE CODE N CREDITS 15 LEVEL 7 JACS CODE L500 SUBJECT GROUP Social Work DEPARTMENT Social Work, Social Care, Community Care Studies MODULE LEADER MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning Placement (if Independent Total Number of and Teaching applicable) Guided Study Study Hours Activities 20 hours (8 skills days = 40 hours) 90 hours 150 hours *to be used for Key Information Sets - see Module Descriptor guidance notes MODULE AIM To prepare students for their first placement, and assess their readiness to practice against the PCF (TCSW, 2012), as outlined by the regulatory body (HCPC 2012) MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to:- 1. Demonstrate readiness for social work practice against the relevant aspects of the PCF (TCSW 2012) (HCPC Sops 1.1; 1.2; 1.3; 1.4; 1.5; 3.1; 3.2; 3.3; 3.5; 4.1;8.1;8.2;8.3;8.9;13.2;14.2;15.1;15.2) 2. Critically apply ethical principles, boundaries and theories of anti-oppressive practice to the contemporary role of the social worker when practicing within legal frameworks. (HCPC Sops 2.1;2.2;2.3; 2.4;2.5;2.6; 2.7;2.8; 2.9; 2.10;7.1; 7.2;8.6) 3. Engage with service users' and carers' perspectives and apply them to critically evaluate policies, organisational and personal attitudes, values and practices.( HCPC Sops 4.1;4.3;5.1;5.2;5.3;5.4;8.2;8.4;8.5;9.8;10.1;13.4) 4. Critically evaluate your own level of academic and professional capability, so that you can plan your personal, professional and academic development.(hcpc Sops 3.1;3.2;3.3;3.5;4.3; ;15.1;15.2)

2 INDICATIVE CONTENT Essential legal and practice knowledge for safeguarding children and adults (handling disclosures); Signs and symptoms of abuse in children and adults (for example, child abuse, domestic violence and abuse of vulnerable adults); Service user and carer perspectives, working in partnership, building on strengths; Assessment, planning, intervention and review/evaluation; Advocacy and empowerment; Introduction to specific service user groups: disability (learning and physical), mental health, older people, Working with vulnerable service users and carers who are experiencing substance misuse and alcohol problems; Developing emotional resilience and maintaining wellbeing; The professional authority embodied in the social work role; Professional regulation and HCPC Guidance on Conduct and Ethics for Students (2012 a) and ethics (2012a); Whistleblowing; Core skills for social work practice (interviewing, assessment, planning, review and evaluation); Confidentiality and information sharing; Consent; Personal and professional boundaries; The inter-professional location of social work; The purpose and nature of social work placements and practice learning, and the challenges this may present; Policies and Procedures within an organisational context, health and safety procedures and lone working policies; Reflective practice and the use of supervision and being an accountable for social work practice. LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways:- Lectures will introduce underpinning, and key concepts and theories. In the main these will be interactive sessions in which there will also be group discussions and small group activity, based around exercises and case studies. A Blackboard site on the virtual learning environment, which will include discussion board activities and resources, will support learning This approach to learning and teaching will draw on and challenge students' knowledge and experience in order to explore issues fully and to enhance their understanding. Students will be expected to research topics, individually or in groups, in preparation for tasks presented in the formal teaching sessions

3 There will be a mix of tutor-led activities, social work skills days, and self-directed learning by students, both individually, and in groups. These learning activities will be e- enabled using 'Blackboard' or one of a range of dedicated software packages Social work practitioners will deliver the Social Work Skills days, in partnership with academic staff from the course team. Other external practitioners, and or experts in practice will be identified, as and where required, to contribute to students learning Students will make use of the Skills Suites and classrooms to learn specific skills for social work. Self-Directed Learning (SDL): While on the programme students will be encouraged to use a wide range of different resources accessed via the virtual learning environment. Some of the SDL will aim to prepare you for active learning in taught sessions. You will be assessed through TWO tasks:- Through a Critical Review incorporating a reflective Skills Log (LO 2,3,4) (HCPC Sops 2.1;2.2;2.3;2.4;2.5;2.6;2.7;2.8;2.9;2.10;3.1;3.2; 3.3; 3.5;4.1;4.3;5.1; 5.2; 5.3; 5.4;7.1;7.2; 8.2;8.4;8.5;9.8;10.1;11.1;11.2;13.4 ; 15.1;15.2) Through the completion of an online test on safeguarding, based upon evidence of emerging capabilities assessed against the appropriate level of the PCF (TCSW 2012), developed through participation in the skills days (LO 1) (HCPC Sops1.1;1.2;1.3;1.4;1.5;3.1; 3.2; 3.3; 3.5; 4.1;8.1;8.2;8.3;8.9;13.2;14.2;15.1;15.2) ASSESSMENT TASK INFORMATION Task No.* Short Description of Task 1 Online multiple choice test (adult/children safeguarding) 2 Critical Review of Reflective Skills Log SI Code Task Word Count In-module EX/CW/PR Weighting % or Exam retrieval Duration** available EX 10% 1 hour Y CW 90% 2,500 words Y *Assessment task limit of a max of two tasks per 20 credits, and a max of three tasks for a module larger than 20 credits ** Timetabled examinations - duration must be whole numbers of one, two or three hours and ten minutes of reading time will be added on to this as standard. FEEDBACK Students will receive feedback on their performance in the following ways:-

4 During the Skills Days students will receive on-going formative feedback from practitioners, academics and peers. Immediate verbal, formative feedback from peers during seminars and self-directed group work. Summative feedback on the assignment and the online test will be provided in line with University Assessment, Operational Guidance on Moderation and Feedback policies. The feedback would be available electronically. LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) Adams, R. Dominelli, L, & Payne, M. (2009) Social Work: Themes, Issues and Critical Debates. Palgrave. Barrett, G., Sellman, D. and Thomas, J. (2005) Inter professional Working in Health and Social Care. Basingstoke: Palgrave. Macmillan Brandon M, Schofield G & Trinder L (1998) Social Work with Children Macmillan Basingstoke Brayne, Martin & Carr (2012) Law for Social Workers, Basingstoke Macmillan Butler, S. (ed) (2004) Social Work Ideals and Realities. Palgrave Crawford, K & Walker, J (2003) Social work and Human Development Learning Matters Doel, M and Shardlow, S. (2005). Modern Social Work Practice, Teaching and Learning in Practice Settings. London: Ashgate, Egan G,(2009) The skilled helper. Wadsworth; International ed edition Fitzpatrick, T. (2005) New Theories of Welfare, Basingstoke Palgrave Hatton, K. (2008) New directions in social work Practice, Learning Matters Exeter Hawkins, P. & Shohet, R. (2010) Supervision in the Helping Professions. OUP Horner, N. (2006) What is Social Work? in Transforming Social Work Practice Series Exeter: Learning Matters. Johns R (2005) Using the Law in Social work, Learning matters, Exeter Jones, S (2009 ) Critical Learning for Social Work Students. Learning matters, Exeter Knott, C Scragg T (2007) Reflective Practice in Social Work. Learning Matters: Exeter. Koprowska, J (2008) Communication and Interpersonal Skills in Social Work. 2nd Edition. Exeter: Learning Matters. Koprowska, J (2010) Communication and Interpersonal Skills in Social Work (Transforming Social Work Practice) Learning matters London

5 Lishman, J. (2009 ) Communication Skills in Social Work. Macmillan Parker, J. (2004) Effective Practice Learning in social Work Learning matters Exeter Payne, M. (1997) Modern Social Work Theory Macmillan: Basingstoke Payne, M. (2003) Social Work: Continuity and Change. Palgrave. Payne M,& Campling J, (2005)The Origins of Social Work: Continuity and Change. Palgrave Reamer FG (2010) Social Work Values and Ethics (Foundations of Social Work Knowledge Series) Columbia University Press; 3rd Revised edition Shardlow, S & Doel, M. (1998) Social Work Practice. Gower Shardlow, S. (2003) Social Work Values and Knowledge. Palgrave Thompson, N (2000) Understanding Social Work Basingstoke Macmillan Thompson, N. (2011) Anti-Discriminatory Practice.(3rd edition) Palgrave Thompson, N. (2012)) Understanding Social Work. Palgrave Thompson, N. (2009) People Skills. Palgrave Thompson, N. (2003) Communication and Language. Palgrave Trevithwick, P. (2006) Social Work Skills. OUP 2nd ed Walker, H. (2008) Studying for Your Social Work Degree Learning Matters Exeter Warren J. (2007) Service User and Carer Participation in Social Work Learning Matters Exeter Wilson K, Gillian R, Lymbery, M.and Cooper,A (2008) Social Work: An Introduction to Contemporary Practice Pearson Longman London

6 SECTION 2: MODULE INFORMATION FOR STAFF ONLY- READINESS FOR SOCIAL WORK PRACTICE MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE Y EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented April 2014 MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 Week 37, 2014 Week 45, 2014 Is timetabled contact time required for this module? Y Are any staff teaching on this module non-shu employees? Y If yes, please give details of the employer institution(s) below Agency representatives from South Yorkshire and North East Midlands What proportion of the module is taught by these non-shu 70% staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 50% Y *Overall PASS / FAIL Grade N *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment N strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No. 2 NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 50%.

7 NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes. CHECKED Date Nov 2013 Reason Checked Against SI