CARE06022 2019 Professional Studies 1

General Details

Full Title
Professional Studies 1
Transcript Title
Professional Studies 1
80 %
Subject Area
CARE - Social Studies
SOCS - Social Sciences
06 - NFQ Level 6
05 - 05 Credits
Start Term
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Jessica Mannion
Programme Membership
SG_HSOCI_H08 201900 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice SG_WSOCI_H08 202100 Bachelor of Arts (Honours) in Social Sciences in Social Care Practice

This module introduces students to what a social care practitioner is. The history of social care in Ireland will be explored. The knowledge and skills required by a social care practitioner to meet the needs of young people, older persons, disabled people and families experiencing difficulties will be examined. Students will learn about the process of Person Centred Planning in the disability sector. Personal Development Planning is a core feature of this module during which students will commence their journey to become reflective practitioners.

This module maps to the CORU Standards of Proficiency below:

Domain 1:  Professional Autonomy and Accountability

Domain 2:  Communication, Collaborative Practice and Teamworking

Domain 3:  Safety and Quality

Domain 4:  Professional Development

Domain 5:  Professional Knowledge and Skills

Learning Outcomes

On completion of this module the learner will/should be able to;


Understand the history of social care in Ireland and what a social care practitioner is (Domain: 1.7, 2.10, 4.2, 4.5, 5.14). 


Demonstrate the ability to apply key concepts to meeting the needs of service users (Domain: 5.1, 5.3, 5.6, 5.13, 5.15). 


Discover how to communicate and work with service users in an accessible and inclusive manner (Domain: 1.5, 1.6, 1.23, 2.1, 2.2).


Apply the process of Person Centred Planning (Domain: 1.2, 1.10, 1.19, 2.3, 2.6, 2.9, 2.12, 3.1, 3.2, 3.5, 5.16).


Reflect on key learning experiences, demonstrating an understanding of reflective models 4.4, 5.19).

Teaching and Learning Strategies

Lecture/Tutorial. Visiting speakers.

100% attendance will be monitored in lectures and tutorials and students advised by lecturer of consequences on poor attendance.


Module Assessment Strategies

This modules assessment allows for assessment of CORU Standards of Proficiency as follows:

Person Centred Care Plan (Domain: 1.2, 1.5, 1.6, 1.10, 1.19, 1.23, 2.1, 2.2, 2.3, 2.6, 2.9, 2.12, 3.1, 3.2, 3.5, 5.16).

Essay (Domain: 1.7, 2.10, 4.2, 4.5, 5.1, 5.3, 5.6, 5.13, 5.14, 5.15).

PDP (Domain: 4.4, 5.19)

Person Centred Care Plan:

Working in groups students will present a poster presentation of a Person Centred Plan based on a case study of a service user with an intellectual disability.


Students will write a research essay on the history of social care in Ireland and demonstrate their understanding of what a social care practitioner is.

Personal Development Planning.

Repeat Assessments

Written assignment

Indicative Syllabus

The history of social care in Ireland.

What is a social care practitioner– Defined, international perspective, academic and personal qualities, key tasks, employers, skills and qualities.

Key concepts– Help, empowerment, dignity, respect,consultation,self-determination and advocacy.

Adults with intellectual disabilities– Disability and impairment defined, types of intellectual disabilities, the models of disability, emancipatory practice, language, disability in the media, relationships and sexuality, National Standards for Residential Services for Adults with Disabilities. 

Person Centred Planning– person centredness, normalisation, human rights principles, circle of support, the steps in PCP, challenges for practice, the desired result of PCP, MAPs.

Working with older persons– Who are older persons, living arrangements and supports, TILDA, HIQUA inspections, National Standards for Safer Better Healthcare, ageism, ageing successfully.

Family support– Defined, challenges, principles of family support, prevention and early intervention, partnership, a strengths-based approach, types of family support, the Hardiker model, evidenced based practice, programmes targeted at specific groups, home visitation and working alone policy.

Young people and alternative care– Foster care, relative care, residential care, adoption, after care services, special care services, higher support, National Standards for Children’s Residential Centre’s.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
100 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Person Centred Plan Continuous Assessment Group Project 50 % Week 11 3,4
2 Personal Development Planning Continuous Assessment Assessment 10 % Week 13 5
3 Essay Continuous Assessment Essay 40 % Week 13 1,2

Full Time Mode Workload

Type Location Description Hours Frequency Avg Workload
Lecture Lecture Theatre Lecture 1 Weekly 1.00
Tutorial Flat Classroom Tutorial 2 Weekly 2.00
Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Module Resources

Non ISBN Literary Resources

Dolan, P., Canavan, J., & Pinkerton, J. (eds.) (2006) Family Support as Reflective Practice. London: Jessica Kingsley. 

Cambridge, P. & Carnaby, S. (2005) Person Centre Planning and care management with people with Learning Disabilities. London: Jessica Kingsley Publishers.

Connolly, M. (2004) Child and Family Welfare: Statutory Responses to Children at Risk, Christchurch: Te-Awatea Press.

Hardiker, P., Exton. K., et al., (1991) Policies and Perspectives in Preventive Child Care, Avebury: Aldershot. 

McCann JC., De Roiste, A. & McHugh, J. (2009) Social Care Practice in Ireland – An integrated Perspective. Dublin: Gill Education.

Shakespeare, T. (2006)Disability rights and wrongs. Oxon: Routledge. 

Share. P., Lalor. K., (2009) Applied Social Care.  An introduction for students in Ireland. 2nd ed.  Gill and Macmillan.

Thompson, J., Kilbane, J. & H. Anderson. (2008) Person centred practice for professionals. Maidenhead: Open University Press.

Journal Resources
  • Albert, B. (2004) The social model of disability, human rights and development. Disability KaR.
  • Bane, G., Dooner, M., Flaherty, J., Mahon, A., McDoagh, P., Wolfe, M., Research into Action Galway, Deely, M., Clare Inclusive Research, Donohoe, B., Tierney, E., National Federation of Voluntary Bodies Dublin, Garcia Iriatre, E., (2012) Relationships of people with learning disabilities in Ireland: Accessible summary. British Journal of learning disabilities, 40: 109-122.
  • Bickenbach, J. E. (2001) Disability studies and bioethics: A comment on Kuczewski. American Journal of Bioethics. 1: 3. Pp49-50.
  • Dukes E. & McGuire B. E. (2009). Enhancing capacity to make sexuality-related decisions in people with an intellectual disability. Journal of Intellectual Disability Research 53, 727–34.
  • Hanlon, Niall (2009) "Valuing Equality in Irish Social Care," Irish Journal of Applied Social Studies: Vol. 9: Iss. 1, Article 3. 
  • Healy, E., McGuire, B.E., Evans, D.S., & Carley, S. N. (2009) Sexuality and personal relationships for people with an intellectual disability. Part I: Service-user perspectives. Journal of Intellectual Disability Research. 53 (11), 905-912.
  • Kelly, G., Crowley, H., & Hamilton, C. (2009) Rights, sexuality and relationships in Ireland: “It’d be nice to be kind of trusted”. British Journal of Learning Disabilities, Special Irish Edition. Dec 2009.
  • Palmore. E. (2001) The ageism survey: First findings. The Gerontologist, 45(5), 572-575.
  • Smith, M & Davis, J. M. (2010) ‘Construction of Family Support: Lessons from the Field’, Administration, 58 (2), pp.69-82. 
  • UPIAS (2001) A revolutionary group with a revolutionary message. Coalition. P 22-30.
URL Resources
Other Resources


Additional Information

Moodle page for the modules