Module Details

Module Code: SOCG C3402
Module Title: Alternative to Home Care
Title: Alternative to Home Care
Module Level:: 7
Credits:: 5
Module Coordinator: Eileen Doyle
Module Author:: Vicky Anderson
Domains:  
Module Description: Provide learners with an appreciation of alternatives to family of origin care for children or adults who are in of need social care services and support students understand the role policy plays in the delivery of Irish alternative to home care. Presenting the principles of working in alternative to home care settings, the module provides the opportunity for students to research policy from a human rights and person-centred perspective and evaluate the quality of Irish alternative to home care using national and international research evidence. Students research and communication skills are enhanced through the teaching & learning strategies and assessment workload associated with the module.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically review a national policy associated with varying forms of alternative to home care (foster care; adolescent residential and high support care; adolescent detention centres; adult residential care in elder, residential care in disability services, homeless services) for concepts of human rights, and person-centred care (D1, 1,3,4,5,6, 7) (D2; 3,4,9,12): (D3 -2,7,8,9,10,13,12), (D5-; 1,2,3,10,12,13, 14)
LO2 Critically consider how the principles of social care practice apply to alternative to home care service provision D1, 1,3,5,6, 11,14,21,22,23 D2; 1,3,4,12: D3 1,2,8,9,11,13,15 D4; 3,4,5,6,D5; 1,2,3,14)
LO3 Identify the needs of those requiring alternative to home care and evaluate the quality of alternative to home interventions available to children and adults in Ireland D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D5; 1,2,3,10,14)
LO4 Demonstrate the ability to gather and disseminate information relevant to Irish alternative to home care D1- 3,5,6 D2; 1,3,4,8,9,12: D3 1,2,7,8,9,11,13,15 ,D5; 1,2,3,10,14)
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
9308 PRTC C2402 Supervised Professional Practice 1
9387 SOCG C3402 Alternative to Home Care
9389 SERV C2402 Community-based Social Care Services
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Theoretical context of alternative to home care
Purpose principles and delivery of residential and foster care (D1: P1,3,9; D3: P1,2,6,11,13; D5: P1,5,6).
Policy Context for Alternative to Home Care services
National Standards for alternative to home care - Alternative Care Practice Handbook 2014,National Standards for Foster Care, After Care Policy, 2017; National Standards for Children’s Residential Services, adolescent residential and high support care; adolescent detention centres; National Quality Standards for Residential Care services. (D1, p.1, 9; D5, p.3)
Principles for Working in Alternative Care Settings.
Human-rights based practice, person-centred care and needs based practice applied to children, young people and adults living in alternative care settings (D1, p.1, 3, 8, 23; D2, p.11; 12;14; 16; 17; D3; p.1; 2 D5, p.1; 2, 6)
Social Care practice skills for working in alternative to home care
Assessment, therapeutic work, managing change and non-finite loss, working with group dynamics, managing challenging behaviour, work for preparing young people to return home or leave care, supporting people in alternative to home care working with difference and oppression, Systematic approaches to assessment and planning e.g. TRANSACTS Model (O’Kane 1998, framework for the assessment of Children in need and their families (Milner and O Byrne 2002) Recording and Case management (D1, p.1, 3, 8, 23; D2, p.11; 12;14; 16; 17; D3; p.1; 2, 6, 8, 11, 13; D5, p.1, 5, 6, 17)
Module Content & Assessment
Assessment Breakdown%
Project100.00%

Assessments

Full Time

No Continuous Assessment
Project
Assessment Type Project % of Total Mark 80
Timing n/a Learning Outcomes 1,2,3
Non-marked No
Assessment Description
The essay will demonstrate students ability to critically review a form of alternative to social care using principles of practice, National policy and nation & international research.
D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D4;1,2 3,4,5,6,D5; 1,2,3,10,14)
Assessment Type Project % of Total Mark 20
Timing n/a Learning Outcomes 3,4
Non-marked No
Assessment Description
Using a case study, students will be asked to completed a needs assessment relating to Alternative to Homecare Services D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D4; 3,4,5,6,D5; 1,2,3,10,14)
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
Reassessment Description
Must demonstrate achievement of outstanding learning outcomes. The presentation element of the assessment provides a desk-top research opportunity for students

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
Lecture Contact Lectures associated with outlining Alternative to Home Care provision in Ireland will support the learning of the following proficiencies (D1, p.1, 3, 8, 9, 23; D2, p.11; 12;14; 16; 17; D3; p.1; 2; 6; 8; 11; 13; D5, p.1; 3; 6 12 Weeks per Stage 2.00 24
Tutorial Contact Problem-solving activities & case studies (D1, p.1, 3, 8, 23; D2, p.11; 12;14; 16; 17; D3; p.1;2; 6; 8; 11; 13; D5, p.1; 6) 12 Weeks per Stage 1.00 12
Independent Learning Non Contact Weekkly E-Learning and self-directed independent learning activities & resources are aimed at expanding students understanding and evaluate Irish provision of Alternative to Home Care (D1, p.1, 3, 8, 23; D2, p.6; 11; 12;14; 16; 17; D3; p.1; 2; 6; 8; 11; 13; D4, p.1; D5, p.1; 3; 5; 6; 14; 17) 15 Weeks per Stage 5.60 84
Assignment Non Contact Workshops - Students will be guided through the process of developing an information session to present to other students (D2, p.6; D.4, p.1; D5, p.5, 14, 17) Twice per semester 0.27 2
Assignment Non Contact Class Discussion/Debate/ Case Studies - Students will be encouraged to actively participate in the class sessions which will develop their analytical and communication skills. (D1, p.1, 3, 8, 9, 23; D2, p.6; 8; 11; 12;13; 14; 16; 17; D3; p.1; 2; D4, p.1; D5, p.1; 3; 5; 6; 14; 17) Every Month 0.75 3
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Anglin, J. (2003), Pain, Normality and the Struggle for Congruence Reinterpreting residential care for children and Youth, London Routledge.
  • Cairns, K. (2002), Attachment, Trauma and Resilience: Therapeutic Caring for Children, London: BAAF.
  • Fahlberg, V.. (1998), A Child’s Journey Through Placement, London: BAAF.
  • Connidis,I. (2001), Family Ties & Aging, London: Sage, [ISBN: 076191957].
  • Focus Ireland. (2000), Left Out on Their Own, Young People Leaving Care in Ireland, Dublin: Oak Tree Press.
  • Garfat T.,. (2003), A Child and Youth Care Approach to Working with Families, New York Haworth Press.
  • Gilligan, R. (2001), Promoting Resilience: A Resource Guide on Working with Children in the Care System, London: Jessica Kingsley.
  • Hardina, D., Middleton, J., Montana, S. & Simpson, R.A.. (2007), An Empowering Approach To Managing Social Service Organizations, Springer Publishing Company,, . New York.
  • Howard, N & Lyons, D. (2014), Learning from Practice, 1. Gill & MacMillian, Dublin.
  • HSE:. (2011), Time to Move on from Congregated Settings: A Strategy for Community Inclusion.
  • Ireland. (2013), HEALTH ACT 2007 (CARE AND SUPPORT OF RESIDENTS IN DESIGNATED CENTRES FOR PERSONS (CHILDREN AND ADULTS) WITH DISABILITIES) REGULATIONS 2013, Government Publications, Dublin.
  • Kennard. (1998), An Introduction to Therapeutic communities, London: Jessica Kingsley.
  • Newnes C., and Radcliffe, N.,. (2005), Making and Breaking Children’s Lives Ross on Wye PCCS Books.
  • Oliver M., & Sapey B.,. (2006), Social Work with Disabled People 3rd Ed, UK Palgrave Macmillan.
  • Tanner D., & Harris J.,. (2008), Working with Older People, New York Routledge.
  • Tucker, J.K.. (2000), A Therapeutic Community Approach to Care in the Community., London: Jessica Kingsley.
  • Ward, A. (1996), Group Care Work, London: Routledge.
  • Ward., A., Kasinski K., Pooley J., & Worthington A.,. (2003), Therapeutic Communities for Children and Young People, London Jessica Kingsley Publishers.
  • Smith, M. (2009), Rethinking Residential Care: Positive Perspectives, Policy Press, Uk.
  • Rogers M, Whitaker D, Peach D. (2017), Developing Skills for Social Work Practice, Sage, UK.
  • Parker J, Bradley G. (2014), Social Work Practice, Sage.
Supplementary Book Resources
  • Ryan. (2009), Report of the Commission to Inquire into Child Abuse, Dublin Government Publications.
  • Seden J.,. (2003), Managing Care in Practice, London Routledge.
  • Share, P., & Lawlor, K.,. (2009), Applied Social Care 2nd Ed, Dublin: Gill & Macmillan.
Recommended Article/Paper Resources
  • Journal Article. (2019), Child Abuse & Neglect.
  • Journal. (2019), Children and Youth Services Review.
  • Journal. (2019), Disability and Health Journal.
  • Journal. (2019), Health & Place.
  • Journal. (2019), Research in Developmental Disabilities.
Other Resources
Discussion Note: