Module Details

Module Code: PRTC C4403
Module Title: Advanced Social Care Practice 1
Title: Advanced Social Care Practice 1
Module Level:: 8
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Fionnuala Hunter
Domains:  
Module Description: The aim of this subject is to develop students’ critical evaluation of emerging and evidence based assessments, models of practice, interventions and process work in social care settings
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Students will develop an understanding of the Philosophy of Care in Social Care practice, D1:12, D2: 3,9,12,16,17. D3:1,4,6,10. D5, 3,6,7,14.
LO2 Evaluate Practice Contexts and their Application D1:12, D2: 3,9,12,16,17. D3:1,4,6,10. D5, 3,6,7.
LO3 Critically evaluate social care processes to include assessment and interdisciplinary practice, Personal Effectiveness, and Advocacy D1:12, D2: 3,9,12,16,17. D3:1,4,6,10. D5, 3,6,7.
LO4 Use the principle of evidence-informed practice to critically appraise interventions for service users presenting with complex needs such as trauma, Adverse Childhood Experiences (ACE) their implication on mental health, and other behavioral issues facing service users.D1:12, D2: 3,9,12,16,17. D3:1,4,6,10. D5, 3,6,7.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Philosophy of Care in Social Care Practice.
Models of Intervention. D1,1,2, 6, D2,3,9, D5,9, 14. Students will evaluate key social care theories and models, eg Strengths based and solution focused approaches, Feminist Care Scholarship, Ethics of Care, Systems theory and ecological approach, Crisis Intervention, Task centered Intervention, Motivational Interviewing.
Practice Contexts and Their Application.
Practice Contexts and their Application. D1: 1,5,15,D2: 1,3,15 D3:1,2,10, D4:4 D5:1,2, Students will examine Generic issues in Practice contexts e.g., working with vulnerable children and young people, Skills of working with individuals with substance abuse issues, and those who commit offences using evidence based knowledge and emerging assessment models of treatment and interventions in social care settings.
Assessment, Personal Effectiveness and Inter professional Practice
Social Care Processes, Assessment, Personal Effectiveness and Interprofessional practice. D1: 1,5,15,17,19,21,22,23 D2: 1,3,12,13,15 D3:1,2,3,4,5,6,8,10,15 D4:4 D5:1,2,6,7,13 Apply evidence based and emerging assessment, models of treatment and interventions in social care settings, time management, stress management, Using supervision and Continuous Professional Development
Responding to Complex Needs.
Responding to complex needs D1: 1,2, D2:17, D3:1,2, D5:3,6,10, includes the intervention needs of those with complex issues - i.e. Adverse Childhood Experiences (ACE), perpetrators of intimate partner abuse, , challenging behaviours, chronic mental health
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Case Studies % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Assessment 100% Written Assessment project on an intervention based on selecting an appropriate theoretical basis, a model of intervention that evidence informed practice and a description of methods D1: 1,5, D2: 1,3, D3:1,2,3,D4:4 D5:1,
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
Reassessment Description
Assessment 100% Written Assessment project on an intervention based on selecting an appropriate theoretical basis, a model of intervention that evidence informed practice and a description of methods and approaches underpinning interventions.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Independent Learning Time Non Contact Independent Learning Reading pre/ post class D1Pr.1,2,5, D2: 1,3,9, D3: 1,2,3,1,2,3,, Case study D1Pr.1,2,5,6,12, D2: 1,3, D3: 1,2, D4:4 D5: 1, 15 Weeks per Stage 6.73 101
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Total Weekly Contact Hours 2.00
 
Module Resources
Recommended Book Resources
  • Craig, L., Browne, K., Browne, K. D. & Beech, A.R. (2008), Assessing Risk in Sex Offenders: A Practitioner's Guide, UK: Wiely.
  • Brown S. (2013), The Alcoholic Family in Recovery, Guilford Press.
  • Brown A. Groupwork, Ashgate, UK.
  • Cree V. (2011), Social Work:A Reader, 21,27,.
  • Canary H, Canary D. (2013), Family Conflict, Polity.
  • Ryan Report. (2009), Government Publications: Dublin.
  • Rich, P.. (2006), Attachment & Sexual Offending., UK: Blackwell.
  • Ward, T., Polaschek D., & Beech, A.. (2005), Theories of Sexual offending., UK: Blackwell.
  • Healy K. (2014), Social Work Methods and Skills, 4,6,2,3, Palgrave.
  • Fineman, M. (2004), The Autonomy Myth., New York: The New Press.
  • hooks b.,. (1994), Teaching to transgress Education as the practice of freedom..
  • hooks, b.,. (1995), Killing rage, ending racism, NY Henry Holt and Co.
  • Wenger, E.,. (1999), Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press.
  • Hothersall S. (2014), Social Work with Children, Young People and their Families, 3,, Sage, UK.
Supplementary Book Resources
  • Baker, J., Cantillon, S. Lynch, K. Walsh J. (2004), Equality from Theory to Action:, London Palgrave..
  • Barry, B.,. (2005), Why Social Justice Matters, London Polity.
  • Bowman, P.,. (2008), Deconstructing Popular Culture, Palgrave.
  • Briggs D & Kennington, K. (2006), Managing Men who Sexual Abuse, UK:Jessica Kingsley.
  • Cantel l, T.,. (2005), Community Cohesion A New Framework for Race and Diversity, Palgrave.
  • Davies K, Jones R. (2016), Skills for Social Work Practice, 6,9,10,11, Palgrave, London.
  • Farmer P.,. Pathologies of Power.
  • Featherstone, M.,. (2000), Body Modification.
  • Fowler, J. (2008), A practitioners' tool for the assessment of adults who sexually abuse children., UK: Jessica Kingsley.
  • Jackson, S. & Scott. S.. (2010), Theorising Sexuality, UK: Open University Press.
  • Laws,R. D. & O'Donohue, W.T.. (2008), Sexual Deviance: Theory, Assessment, and Treatment ., UK: Guilford Press.
  • Sanderson. The Seduction of Children, UK :Jessica Kingsley.
  • White, S.,. (2008), Equality, Polity Press.
  • Hilarski C. (2010), Addiction, Assessment and Treatment with Adolescents, Adults & Families, Haworth Press.
  • Wiseman. R.,. (1995), Intercultural communication Theory, London Sage Thousand Oaks.
  • Perkinson & Jongsma. (2010), The Addiction Treatment Planner, Wiley & Sons.
  • Healy K. (2005), Social Work Theories in Context, Palgrave.
  • Rogers M, Whitaker D, Peach D. (2017), Developing Skills for Social Work Practice, Sage, London.
  • Kline R, Preston Shoot M. (2012), Professional Accountability in Social Care and Health, Sage, UK.
  • Evans D, Kearney J. (1996), Working in Social Care, Arena.
 
Supplementary Article/Paper Resources
  • National Treatment Agency for Substance Misuse. (2010), Substance Misuse amongst Young People.
Other Resources
  • Multiple references,
    http://www.equalityauthority.ie
  • https://www.tusla.ie. Multiple references.
  • https://www.hse.ie. Multiple references.
  • https://www.foroige.ie. Multiple references.
Discussion Note: