Module Details
Module Code: |
SERV C2402 |
Module Title:
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Community-based Social Care Services
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Title:
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Community-based Social Care Services
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Module Level:: |
6 |
Module Coordinator: |
Eileen Doyle
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Module Author:: |
Vicky Anderson
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Module Description: |
The aim of this module is to support learners develop an awareness of social care work within community-based services contexts. Specifically, the module will consider social care work within the context of community-based projects including youth-work based and community development projects which are aimed at social participation and integration of citizens at risk of marginalized and isolation.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Distinguish community-orientated (macro-practice) from individual or family (micro-practice) focused social care services. (D1. p 8; D2. p.3, 4, 12, ; D3. p. 1,4, D4. D.5 p.1, 2,3,6,11,13, 15) |
LO2 |
Consider how principles of community-orientated practice operates within emerging community-based social care fields of practice i.e. youth-service and community development-based settings i.e. juvenile justice, addiction, homelessness, victims of intimate partner violence early-school leavers, aging, traveller, migrant and LGBT+ populations (D1. p,1, 5, 8; D2. p1,2 .3, 4, 12, ; D3. p. 1,9, D4. p.4; 6 D.5 p.1, 2,3,5,6,11,13, 14,15, 16,17) |
LO3 |
Critically reflect on the applicability of community orientated practice to placement-based practice learning or practice examples within contemporary debates relevant to service planning and delivery. (D1. p,1,6 8,15,17, 19; D2. p1,2 .3, 4,5, 6, 8, 10, 12, 13 ; D3. p. 1,9, D4. p.4; D.5 p.1, 2,3,6,11,13, 14, 15) |
LO4 |
Demonstrate the ability to gather and use information to effectively plan and deliver community based social care services in line with relevant environmental and governance structures. (D1. p 8; D2. p1,2 .3, 4, 10, 12, ; D3. p. 1,6, 8, 9, D4. p.4; D.5 p.1, 2,3,6,11,13, 15) |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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9389 |
SERV C2402 |
Community-based Social Care Services |
9449 |
PRTC C1402 |
Professional Social Care Practice Contexts Models and Legal System |
9516 |
DEVL C1402 |
Professional Social Care Theory and Practice |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Community orientated practice
Defining 'community', community work and community development
Distinguishing features of macro/community orientated practice
Models of macro practice - community development, youth work, social pedagogy, social action theory.
Macro level relationships in service delivery (D1. p,1, 23; D2. p.3, 4, 9, 12, 14; D3. p. 1, 2, 4, 6, 8, 15, D4. p.4; D.5 p.1, 4, 7, 14)
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Community-orientated services
Creative community initiatives; Diversion projects, Local development companies, Family Resource Centres, addiction services, homeless services, school & youth work-based projects for ageing, traveller, migrant and LGBT+ populations. Service planning, project management, funding and governance. (D1. p.1, 23; D2. p.3, 4, 5, 9; D3. p.1, 2, 3, 4, 15 D 4. p.1; D.5 p.1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 19)
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Community Work Values and Standards
Standards of community based work, human rights based approach, social justice, participation, empowerment, equality, anti-discrimination, Collectivity. Critical consideration of governance structures; (funding, resource allocation, neoliberalism, managerialism, marketisation) (D1. p. 1, 2, 3, 6, 8, 9, 19; D2. p.1, 10, 14, 15, 16; D3. p. 6, 9, 12; D5. p. 1. 2, 3. 5. 6, 14, 15)
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Practice reflection
Apply the concept of macro practice to placement-based learning acquired in the first semester. (D1. p. 1, 2, 3, 23; D2. p.3, 4; D3. p.15 D4. p. 1, 2, 3; 6; D.5 p.1, 4, 6, 7, 13, 14, 19)
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Module Content & Assessment
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Assessment Breakdown | % |
Project | 100.00% |
AssessmentsFull Time
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.
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Reassessment Description The small group project provides a desk-top research opportunity.
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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 |
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Contact |
Will communicate knowledge and ideas from the lecturer to the student.
(D1. p. 1, 2, 3, 23; D2. p.2, 3, 4, 6; 12, 14; D3. p.1, 2, 4, 6, 8, 9, 15; D4. p. 1, 4, 6; D.5 p.1, 2,3, 4, 6, 7, 8,12,13, 14, 19) |
12 Weeks per Stage |
2.00 |
24 |
Tutorial |
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Contact |
Class Discussion/Debate - Students will be encouraged to actively participate in the class sessions which will develop their analytical and communication skills.
(D1. p. 1, 2, 3, 23; D2. p.3, 4, 6; D3. p.15 D4. p. 1, 2, 3, 6, 15; D.5 p.1, 2,3, 4, 6, 7, 8,12,13, 14, 19) |
12 Weeks per Stage |
1.00 |
12 |
Independent Learning Time |
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Non Contact |
Self-Directed Independent Learning supported with E-learning – the emphasis on independent learning will develop a strong and autonomous work and learning practices supported with on-line learning materials to assist independent learning.
(D1. p. 1, 2, 3, 23; D2. p.2, 3, 4, 6; 12, 14; D3. p.1, 2, 4, 6, 8, 9, 15; D4. p. 1, 4, 6; D.5 p.1, 2,3, 4, 6, 7, 8,12,13, 14, 19) |
15 Weeks per Stage |
5.73 |
86 |
Assignment |
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Non Contact |
Peer learning – moderated by the lecturer, students will work in small groups, as ‘teams’ to work interdependently to profile community-based projects and present to the class in a ‘world-café’ style teaching & learning exercise
(D1. p.1,2,3, 23; D2. p.2, 3, 4, 5, 9; D3. p.1, 2, 3, 4, 15 D 4, p.1, 6; D.5 p.1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 19) |
Every Week |
1.00 |
1 |
Assignment |
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Non Contact |
Guest lectures – the module will be complimented with selected guest lectures from industry to demonstrate how evidence informed practice operates.(D1. p.1, 23; D2. p.3, 4, 5, 9; D3. p.1, 2, 3, 4, 15 D 4. p.1; D.5 p.1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 19) |
Twice per semester |
0.27 |
2 |
Total Weekly Contact Hours |
3.00 |
Module Resources
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Recommended Book Resources |
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Batsleer, J. & Davies. (2011), What is Youth Work?, Learning Matters.
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Powell, Geoghegan, Scanlon, Swirak. (2010), Working with Young People: A national study of youth work provision and policy in contemporary Ireland, Institute for Social Science in the 21st Century.
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Fitzsimons, A. e al. (2011), Empowerment and Participation in Youth Work, Learning Matters.
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Freire, P.. (1996), The Pedagogy of the Oppressed,, Penguin Books.
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Community Workers Co- operative. (2008), Towards standards for quality community work,, Community Workers Co- operative.
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Jackson, A Doherty, C. (2012), Community Development in Ireland: Theory Policy and Practice, Gill Mac Millan.
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Ledwith, M.. (2015), Community Development in Action: Putting Freire into Action, Policy Press Bristol.
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Popple, K.. (2015), Analysing Community Work: Theory and Practice, 2nd ed Ed.,, Open University Press Maidenhead.
| Recommended Article/Paper Resources |
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Devlin, M and Gunning, A.. (2009), The Benefits of Youth Work Young
People's and Youth Workers' Perspectives,
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The Irish Journal of Community Work.
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The Irish Journal for Adult and
Community Education.
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Community Development Journal.
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Irish Journal of Applied Social Studies.
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Journal of Social Care.
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Journal of Youth Studies.
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Journal of Youth and adolescence.
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Youth Studies Ireland.
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Working for Change The Irish Journal of
Community Work.
| Other Resources |
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Office of the Minister for Children and
Youth Affairs,. (2011), National Quality Standards Framework for
Youth Work,
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Youth Work Ireland. Youth Studies Ireland - Journal,
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Better Outcomes Brighter Futures The
National Policy Framework for Children
and young people 2014-2020,
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Standards for Community Work in ireland,
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Our Community: Framework policy for
Local and Community Development in
Ireland,
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The Changing Landscape of Local and
Community Development in Ireland Policy
and Practice,
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The systematic Destruction of Community
Development Anti-poverty and Equality
Movement (2002-2015),
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Multiple references,
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Befriending,
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Family Resource Centre,
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TUSLA - Famiily Resource Cent,
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Pavee Point,
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Traveller and Roma Inclusion Policy,
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Being LGBT in School,
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