SOCW09003 2017 Fieldwork Placement 1
The fieldwork placement module is a vital component of professional social work training. The placement offers the opportunity to put the many concepts from their programme into practice, while under the supervision of an appropriately qualified practice teacher. The student will get the opportunity to exhibit the theories and skills cultured in the academic setting and demonstrate how these are applied to individuals, families and in interprofessional and interagency settings. Students will review the core values of social work and develop awareness of their implications in practice.
Upon completion of this module, students should have demonstrated their professional competence relative to their stage of training which is assessed by the practice teacher based on evidence from the student's practice.
This module supports the achievement of CORU Standards of Proficiency as follows:
Domain 1: Professional Autonomy and Accountability
Domain 2: Interpersonal and Professional Relationships
Domain 3: Effective Communication
Domain 4: Personal and Professional Development
Domain 5: Provision of Quality Services
Domain 6: Knowledge, Understanding and Skills
On completion of this module the learner will/should be able to;
Evidence a varied repertoire of practice skills fundamental to social work and relevant to a wide range of clients, modalities, and types of settings.. (Domain 1.1.a; 1.1.b; 1.1.c; 1.1.e; 1.2.a; 1.2.b; 1.2.d; 1.4.d; 1.5.b; 1.7.a; 1.8.a; 2.1.b; 3.1.a; 3.1.d; 3.1.e; 3.1.g; 3.1.i; 3.2.a; 3.2.b; 4.1.e; 4.1.f; 5.1.b; 5.2.b; 5.4.b; 5.5.a; 5.6.a; 5.6.b; 5.7.b; 5.9.d; 6.1.a; 6.1.b;6.1.f; 6.2.e; 6.3.a; 6.3.b;6.3.c; 6.3.d; 6.3.e; 6.4.b, 6.4.c; 6.4.d, 6.4.f).
Undertake assessments of service users and systems using appropriate and relevant assessment tools.(Domain 1.1.b; 1.1.c; 1.1.f; 1.2.a; 1.2..d; 1.2..e; 1.3.c, 1.4.a, 1.4.b; 1.4.c;1.5.b; 1.6.e; 1.7.a; 1.8.a; 2.1.b; 3.1.a; 3.1.h; 3.2.a; 4.1.e; 4.1.f; 5.1.a; 5.1.b; 5.1.c; 5.3.d; 6.1.e, 6.3.a).
Apply, critically evaluate and synthesise policies and research that inform and impact upon best-practice.(Domain 1.1.b; 1.1.c; 1.1.d; 1.1.e; 1.2.c; 1.2.d; 1.5.b; 1.6.a; 1.7.a;1.8.a; 1.8.c; 4.1e; 4.1.f; 4.1.k; 4.1.l; 5.1.a; 5.2.a; 5.3.a; 5.3.b; 5.8.a; 5.8.c; 5.8.g; 5.9.a; 5.9.d; 6.1.c; 6.1.f; 6.1.g; 6.1.h; 6.4.a; 6.4.e).
Display a competent knowledge of methods of social work and purposefully select appropriate methods of intervention evidencing an ability to integrate theory to practice.(Domain 1.1a; 1.1.b; 1.1.c; 1.1.f; 1.2.d; 1.5.a;1.5.b; 1.6.c; 1.6.d; 1.7.a; 1.8.a; 1.8.c; 4.1e; 4.1.f; 5.1.b; 5.2.a; 5.3.d; 5.3.e; 5.8.e; 6.1.d; 6.1.e, 6.2.c; 6.3.a; 6.3.b).
Develop appropriate evaluation skills to ensure that the planned intervention has produced the intended outcomes. (Domain 1.1.a; 1.1.b; 1.1.c; 1.1.e; 1.1.f; 1.2.d; 1.5.b; 1.6.d; 1.6.e; 1.7.a; 1.8.a; 4.1.e; 4.1.f; 5.4.a; 5.8.b; 5.8.d; 5.8.f; 5.9.b; 5.9.f).
Represent an ability to review the management of workload.(Domain 1.1.a; 1.1.b; 1.1.c; 1.2.d; 1.5.b; 1.7.a; 1.7.b; 1.8.a; 1.8.b; 4.1.e; 4.1.f; 4.1.i; 5.7.a; 6.3.d).
Demonstrate the ability to engage in interpersonal and professional relationships and to work collaboratively with other professionals within the community.(Domain 1.1.a;1.1.b; 1.1.c; 1.2.d; 1.3.a; 1.3.b;1.5.b; 1.6.a; 1.6.b;1.6.c; 2.1.a; 2.1.b; 2.1.c; 2.1.d.; 2.2.a; 2.2.b; 3.1.d; 3.1.f; 4.1.e; 4.1.f; 5.2.a; 5.2.b; 5.3.e; 6.1.i; 6.4.d).
Teaching and Learning Strategies
Students complete 500 hours of practice placement. Students will be supervised by a suitability qualified practice teacher for the duration of their placement. They will get the opportunity to shadow experienced practitioners and undertake supervised and/ or observed work with service users within a quality and supported learning environment.
Active teaching between practice teacher and the student will occur to support the students implementing theory to practice, and ensuring skills and competencies development for future social work practice.
The visiting tutor will provide a learning support to the student during visits.
Throughout the social work practice placement, the student will actively engage themselves in the learning process and develop the capacity to reflect on the work and make active use of supervision and other feedback.
Module Assessment Strategies
There are two appraisal components of the fieldwork placement module. Both components must be passed.
1)Throughout the placement, the student will be actively involved in a range of associated activities towards the writing up of an 7000-word placement portfolio.
Students are required to provide a profile of the service setting and service user. Students will be required to demonstrate proficiency in practice, through the provision of case analysis, evidencing an ability to integrate theory to practice with emphasis on assessment and evaluation, applying, commissioning, timing and sequencing of interventions, while identifying core social work skills and competencies pertinent to their role. Students will be expected to critically evaluate a number of interventions and outcomes, drawing on service user feedback to develop their practice. Students will be expected to demonstrate an ability to integrate learning acquired across the programme, for example identifying policy/legislation/ethics pertinent to their role and service setting. Students are required to clearly map their progress in the context of their identified learning objectives. Students are required to evaluate their overall performance and identify areas for growth and development as they progress to year two of the programme. Students will be expected to provide evidence of case recordings (process recordings, learning logs) and reports to ensure proficiency in their writing.
The placement portfolio assignment will accumulate 100% of the final grade., included in this are the Practice Teacher Evaluation Report and the Visiting Tutor Records
2)The fieldwork placement will be determined with a pass or fail outcome. The practice teacher will also submit a performance evaluation report signed by both the practice teacher and student. A Pass will apply when a student has accomplished agreed placement learning to the standard required for the relevant stage of their programme.
The student must receive a pass grade from their Placement 1 evaluation in order to proceed to the second year of their programme.
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Portfolio: Domain 1.1a; 1.1b; 1.1c; 1.1d; 1.1e; 1.1f; 1.1g; 1.1h; 1.2a; 1.2b; 1.2c; 1.2d; 1.2e; 1.3a; 1.3b;1.3c; 1.3d; 1.4a; 1.4b; 1.4c; 1.4d; 1.5a; 1.5b; 1.6a; 1.6b; 1.6c; 1.6d; 1.6e; 1.7a; 1.7.b; 1.8a; 1.8b; 1.8c; 2.1a; 2.1b; 2.1c; 2.1d; 2.2a; 2.2b; 3.1a; 3.1b; 3.1c; 3.1.d; 3.1e; 3.1.f, 3.1g; 3.1h; 3.1.i; 3.2a; 3.2b; 3.2c; 4.1a; 4.1b; 4.1c; 4.1d; 4.1e; 4.1f; 4.1g; 4.1h; 4.1i; 4.1j; 4.1k; 4.1l; 5.1a; 5.1b; 5.1c; 5.1d; 5.2a; 5.2b; 5.3a; 5.3b; 5.3d; 5.3e; 5.4a; 5.4b; 5.5a; 5.6a; 5.6b; 5.7a; 5.7b; 5.8a; 5.8b; 5.8c; 5.8d; 5.8.e; 5.8f; 5.8g; 5.9a; 5.9.b; 5.9.c; 5.9d; 5.9e; 5.9f; 6.1a; 6.1b;6.1c; 6.1d; 6.1e; 6.1f 6.1g; 6.1h, 6.1i; 6.2a; 6.2b; 6.2c; 6.2d; 6.2e; 6.3a; 6.3b; 6.3c; 6.3d; 6.3e; 6.4a;6.4b;6.4c;6.4d; 6.4e; 6.4f; 6.4g.
Repeat assessments will be decided based on failed components. This will be confirmed at formal exam boards. However, guidance is as follows:
A student who has failed their portfolio will be asked to re-submit the portfolio.
A student failing the performance evaluation report may be required to undertake a further placement.
Arising issues with regards to the student’s performance in placement should be highlighted by the practice teachers via the tri-partite meetings.
If the student fails the placement evaluation on the first attempt they only have one further attempt or cannot progress within the programme.
LO1) Evidence a varied repertoire of practice skills fundamental to social work and relevant to a wide range of clients, modalities, and types of settings.
Students will develop a diverse range of practice skills key to effective social work clients, modalities, and types of settings. This will include interpersonal, communication, relationship building and time management skills.
LO2) Undertake assessments of service users and systems using appropriate and relevant assessment tools.
Under supervision, students will get the opportunity to engage and work directly with service users in the assessment process. They will demonstrate their understanding and application key professional practice such as confidentiality, informed consent, duty of care.
LO3) Apply, critically evaluate and synthesise policies and research that inform and impact upon best practice.
Effective service delivery requires practitioners to be informed and knowledgeable of all key policies and evidence that will support the provision of best practice within their settings. As such, students will be required to review, critique and utilise policy and evidence, relevant and required to meet their service and service user needs.
LO4) Display a competent knowledge of methods of social work and purposefully select appropriate methods of intervention evidencing an ability to integrate theory to practice.
Exploring how social work theories support the social worker in understanding service users, participation, engagement and social work interventions. Students are expected to identify key / relevant literature, theorists and social work theories and directly apply this to their practice placement. They are expected to demonstrate this connection in their placement portfolio and throughout supervision with their practice teacher during the placement. Where relevant the student will outline how their knowledge of social work theory informs their practice during the course of their practice placement.
LO5) Demonstrate appropriate evaluation skills to ensure that the planned intervention has produced the intended outcomes.
Students will practice evaluation skills, learned in a class environment, that are required within social work practice.
LO6) Represent an ability to review the management of workload.
This learning opportunity wishes to support future practitioners to avoid work overload where possible. The focus of which develop the skills in prioritisation of caseloads and caseload management.
LO7) Demonstrate the ability to engage in interpersonal and professional relationships and to work collaboratively with other professionals with and within the community.
Students will develop their capacity to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team They will actively take part in team meetings, and team case conferences, contributing relative to their level of competence.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Portfolio||Continuous Assessment||Assessment||100 %||Week 15||1,2,3,4,5,6|
|2||Pass/Fail professional placement practice||Continuous Assessment||Practical Evaluation||0 %||Week 15||1,2,3,4,5,6,7|
Full Time Mode Workload
|Directed Learning||Not Specified||Fieldwork Placement||35||Weekly||35.00|
Boland, K. (2006) Ethical Decision Making Among Hospital Social Workers. Journal of Social Work Values and Ethics.
Buckley, H., Carr N. & Whelan, S. (2011) 'Like walking on eggshells': service user views and expectations of the child protection system, Child & Family Social Work.
Buckley, H., Whelan, S. & Carr. N. (2011) 'Like waking up in a Franz Kafka novel': Service users' experiences of the child protection system when domestic violence and acrimonious separations are involved, Children and Youth Services Review.
Doel, M., Sawdon, C. & Morrison, D. (2002) Learning practice and assessment. Sign Posting the portfolio. London. Jessica Kingsley.
Holland, S. (2004) Child and Family Assessment in social work practice. London Sage.
Schon, D. (1991) The Reflective Practitioner, London: Arena Ashgate.
Walsh, T. (1999) Changing expectations: the impact of child protection on Irish social work. Child and Family Social Work.
CORU Social Worker Registration Board
Buckley, H., Whelan, S., Carr, N. & Murphy, C. (2008) Service Users’ Perceptions of the Irish Child Protection System. Ireland: Office of the Minister for Children and Youth Affairs. http://www.omc.gov.ie/documents/publications/CF_service_users.pdf
Health Service Executive (2011) Child Protection and Welfare Practice Handbook. Dublin: HSE. (companion to Children First: National Guidance Protection/Welfare of Children. http://www.tusla.ie/uploads/content/CF_WelfarePracticehandbook.pdf
Irish Association of Social Workers (2011) A Call for Change Discussion Document – Children and Families Social Workers Make Their Voices Heard. Dublin: Children and Families Special Interest Group/IASW.
Lishman, J. (2004) Handbook of Theory for Practice Teachers in Social Work. Jessica Kingsley.
Additional resources will be recommended by placement and by visiting tutor based on the area of specialism.
Placements are offered in partnership with agencies providing social work services in Ireland and also abroad. This may include e.g. Disability Services, Hospitals, HSE Mental Health Services, Local Authorities, Older Persons’ Services, Primary Care, Probation Service, The Child and Family Agency, TUSLA, and social work services in the voluntary and private sector.