SOCW09006 2017 Professional Development
This module builds on learning from Professional Practice Preparation 1 and facilitates the student in continuing professional development in preparation for the second fieldwork placement and future career beyond. There is a strong focus on continuing towards achieving proficiency in practice and students are encouraged to utilise learning from Social Work Skills and Competencies in doing so.
Key concepts and processes of reflective learning and practice are reviewed in the context of the student’s experiences on their first fieldwork placement. Students will further explore the use of self in social work, revisit and examine personal ethics and values in the context of social work practice and evaluate the impact of this upon their practice. Participants will be encouraged to appraise knowledge acquired across the course and demonstrate an ability to adopt a holistic approach to service provision in practice.
Participants will examine social work practice in Ireland in a global context, considering similarities and difference in practice and identify learning for Ireland in this respect.
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;
Illustrate capacity to engage in reflective practice and demonstrate an awareness of their own impact on the social work process..(Domain 1.1 (a) 1.1 (c) 1.1 (g) 1.2 (b) 1.2 (d) 1.2 (e) 1.3 (b) 1.4 (d) 1.5 (a) 1.5 (b) 1.6 (a) 1.6 (d) 1.6 (e) 2.2 (a) 3.1 (d) 4.1 (a) 4.1 (b) 4.1 (c) 4.1 (e) 4.1 (f) 4.1 (g) 4.1 (h) 5.8 (f) 5.9 (e) 6.2 (e) 6.3 (e)).
Demonstrate an awareness of both personal and professional development needs and objectives in the context of achieving standards of proficiency for professional practice.Domain 1.1 (a) 1.1 (b) 1.1(c) 1.1 (f) 1.1 (g) 1.1 (h) 1.2 (b) 1.2 (d) 1.3 (a) 1.4 (d) 1.5 (b) 1.6 (e) 1.7 (a) 2.1 (b) 2.2 (a) 3.1 (h) 3.2 (a) 4.1 (e) 4.1 (f) 4.1 (g) 4.1 (h) 4.1 (i) 5.6 (a) 5.6 (b) 6.2 (e) 6.4 (c)).
Demonstrate a confident ability to encompass learning acquired across the course in preparation for the final fieldwork placement and qualification..(Domain 1.1 (b) 1.1 (c) 1.1 (f) 1.1 (g) 1.2 (b) 1.4 (d) 1.7 (a) 2.2 (a) 4.1 (1)).
Develop personal and organisational strategies to ensure proficiency in professional practice and self-care at work..(Domain 1.1 (a) 1.1 (b) 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (f) 1.1 (g) 1.2 (b) 1.2 (d) 1.4 (d) 1.6 (a) 2.1 (b) 2.2 (a) 3.1 (f) 3.1 (h) 5.6 (a) 5.7 (a) 5.9 (e) 6.3 (e) 6.4 (a) 6.4 (c)).
Critically analyse social work practice in Ireland in a global context and identify learning for Ireland for the continuous development of practice.(Domain 1.1 (c) 1.1 (d) 1.1 (e) 1.1 (g) 1.1 (h) 1.2 (a) 1.2 (b) 1.2 (d) 1.4 (d) 2.2 (a) 3.1 (a) 3.1 (g) 3.1 (i) 5.4 (a) 5.5 (a) 6.1 (f) 6.1 (g) 6.2 (a) 6.2 (b) 6.3 (e) 6.4 (a)).
Teaching and Learning Strategies
To support student engagement and active learning a number of different methods will be employed e.g. presentations to students by staff and practitioners, reflective exercises, case studies, individual reflective journals and group work in class.
Module Assessment Strategies
Continuous Assessment 100%
Students are required to complete a professional development portfolio, where they will critically reflect upon learning from their first fieldwork placement and identify further learning objectives in preparation for the final fieldwork placement. Students will be required to research and present a profile of the service setting for their final placement and evaluate how the skills they have gained to date can be transferred to the new setting. Students will be required to identify personal, professional and organisational strategies to ensure proficiency in professional practice and self-care at work.
Students will be required to complete this in sections throughout the course of the module, as guided by the lecturer. Students will be required to integrate learning acquired across the programme to demonstrate their competence for professional practice. There are a number of formative assessment opportunities for students to receive feedback on their development before submitting summative work.
Full attendance and participation is essential. Students must pass this module in order to proceed to practice placement.
This modules assessment allows for assessment of CORU Standards of Proficiency as follows:
Domain 1.1 (a) 1.1 (b) 1.1 (c) 1.1 (e) 1.1 (f) 1.1 (g) 1.1 (h) 1.2 (a) 1.2 (b) 1.4 (d) 1.4 (b) 1.6 (a) 1.7 (a) 2.1 (b) 2.2 (a) 3.1 (b) 3.1 (h) 4.1 (e) 4.1 (f) 4.1 (g) 4.1 (h) 4.1 (1) 4.1 (j) 5.1 (a) 5.1 (d) 5.3 (d) 5.4 (a) 5.6 (a) 5.9 (e) 6.1 (d) 6.2 (e) 6.3 (e) 6.4 (c).
Repeat requirements will be decided based on failed components.
LO1) Illustrate capacity to engage in reflective practice and demonstrate an awareness of their own impact on the social work process.
Students will evaluate their development and practice skills during their first fieldwork placement, demonstrating their ability to critically reflect upon their performance and identify areas for growth and development. This will be linked to the obligation upon the professional practitioner to commit to Continuous Professional Development. Participants are required to formulate a new placement learning agreement to encompass integration of further learning goals and placement based learning opportunities.
LO2) Demonstrate an awareness of both personal and professional development needs and objectives in the context of achieving standards of proficiency for professional practice.
Students will revisit possible placement opportunities profiled by practice teachers from a range of social work settings including child & family, health-related, community/ voluntary, probation & disability sectors in year one and identify a preference in this regard, this is closely linked to learning needs identified to ensure optimum opportunity for professional development. Upon completion of this work, students will once again be offered individual student placement consultations.
Similar to placement planning in year one, the student, practice teacher and college tutor engage in pre-placement meetings, where consideration is afforded to theories, skills and ethical practice that are pertinent to students’ allocated placement. Barriers to constructive learning and practice are considered and approaches in learning from practice experience are reviewed.
LO3) Demonstrate a confident ability to encompass learning acquired across the course in preparation for the final fieldwork placement and qualification.
Participants will be required to review learning acquired across the programme in order to demonstrate a confident understanding of their role and responsibilities as a professionally qualified social worker. This will involve reflection upon the first fieldwork placement and incorporation of new learning and planning for the final fieldwork placement, where the student will be required to present evidence of their ability to apply theory to practice, providing a rationale for same while incorporating the necessary skills and competencies in context. Students will be further required to demonstrate a confident knowledge of policy, legislation and psychological and sociological theories that underpin their work.
LO4) Develop personal and organisational strategies to ensure proficiency in professional practice and self-care at work.
Students will continue to develop their professional practice in the context of the following:
- The Social Work Relationship
- The Supervision Relationship
- Developing Social Work Identity.
- Achieving proficiency in report writing and record keeping skills in context.
LO5) Critically analyse social work practice in Ireland in a global context and identify learning for Ireland for the continuous development of practice.
This seminar will require the active involvement of the student as they are facilitated in exploring social work in a global context, engaging in critical analysis of various models of practice and identifying learning for Ireland. Participants will further consider the advancement of practice in developing countries, identifying what learning Ireland may have to offer in this respect.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Portfolio of Assessment||Continuous Assessment||Assessment||100 %||Week 13||1,2,3,4,5|
Full Time Mode Workload
|Seminar||Flat Classroom||Seminar Learning||3||Weekly||3.00|
|Independent Learning||Not Specified||Independent Learning||4.5||Weekly||4.50|
Christie, A., Featherstone, B., Quin, S. and Walsh, T. (2015) Social Work in Ireland: Change and Continuities. Palgrave.
Cleak H., and Wilson, J., (2007) Making the Most of Field Placement. Australia: Cengage Learning.
Doel, M. (2009) Social Work Placements A traveller’s guide. London: Routledge.
Lomax, R., Jones, K., Leigh, S. and Gay, C. (2010) Surviving Your Social Work Placement. Basingstoke: Palgrave.
Routledge Healy, K. (2005) Social Work Theories in Context, Creating Frameworks for Practice. Basingstoke: Palgrave Macmillan.
Skehill, C. (1999) The Nature of Social Work in Ireland. NY: Edwin Mellon.
Wilson, K., Ruch, G., Lymbery, M., Cooper, A. (2005) ’Relationship-based and reflective approaches for contemporary social work practice’ in Social Work An introduction to contemporary practice in K. Wilson, G. Ruch, M Lymbery and A Cooper (eds) (2008) London: Pearson.
Social Workers Registration Board