SOCW09007 2017 Social Work Skills and Competencies

General Details

Full Title
Social Work Skills and Competencies
Transcript Title
SOCW Skills and Competencies
Code
SOCW09007
Attendance
100 %
Subject Area
SOCW - Social Work
Department
SOCS - Social Sciences
Level
09 - NFQ Level 9
Credit
10 - 10 Credits
Duration
Semester
Fee
Start Term
2017 - Full Academic Year 2017-18
End Term
9999 - The End of Time
Author(s)
Breda McTaggart, Brenda Feeney
Programme Membership
SG_WSOWO_M09 201800 Master of Arts in Social Work
Description

This module focuses on the analysis of case formulation across a range of themes, settings and contexts in social work practice. Participants will examine and critically appraise the application of theory to practice with particular emphasis on applying, commissioning, timing and sequencing of interventions, drawing on empirical research and service user testimonials to determine the most appropriate method and intervention in a variety of diverse practice settings.

The module is designed to enable students to examine and develop the core competencies and skills necessary for proficiency in professional practice in the context of relationship-based practice, advocacy, managing conflict, diversity, cultural competency and anti-oppressive practice. Participants will be required to utilise case analysis, evaluate service user testimonials, engage in reflective practice and participate in role-playing practice scenarios to demonstrate an understanding of and ability to provide a quality service. It is envisaged that this learning will be further developed in the preparation for placement module and the placement arena.

This module supports the achievement of CORU Standards of Proficiency as follows:

  • Domain 1: Professional Autonomy and Accountability
  • Domain 2: Communication, Collaborative Practice and Teamworking
  • Domain 3: Safety & 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;

1.

Critically appraise their own use of theory, method and skill as they prepare for qualification as evidenced by self-reflection. Domain 1.1a; 1.1b; 1.1c; 1.1e;1.1g; 1.1h; 1.2a; 1.2b; 1.2d; 1.4d; 1.5a; 1.5b; 1.6a; 1.6b; 1.6d;1.6e;1.7a; 2.1a; 31.e; 3.2c; 4.1b; 4.1f; 5.1a; 5.4a; 5.6a; 6.1a; 6.1d; 6.1g; 6.2c; 6.2d; 6.3b; 6.3c).         

2.

Critically evaluate the role of the social work practitioner in a variety of social work service settings, demonstrating an understanding of a multi-disciplinary/interdisciplinary/transdisciplinary approach to service provision and the boundaries and limitations to the role in context. (Domain 1.1a; 1.1b; 1.1c; 1.1e; 1.2a; 1.2b; 1.2d; 1.4d; 1.5a; 1.5b; 1.6c; 1.6d; 1.6e; 2.1b;3.1a;3.1f;3.1g; 3.2c; 4.1c; 4.1f; 5.1a; 5.1b; 5.1d; 5.3d; 5.3e; 5.4a; 5.5a; 5.6a; 5.6b; 5.8e; 6.1a; 6.1b; 6.1d; 6.1g; 6.2c; 6.2d; 6.3a; 6.3b; 6.3c).

3.

Articulate and implement the core competencies and skills for relationship-based practice, advocacy and engaging services users with an appropriate therapeutic focus in context. (Domain 1.1a; 1.1c; 1.1e; 1.2a; 1.2b; 1.2d; 1.4d; 1.5a;1.5b;1.6c; 1.6d; 1.6e; 3.1a; 3.1f; 3.1g; 3.2b; 3.2c; 4.1a; 4.1c; 4.1f; 5.1a; 5.1d; 5.3d; 5.3e; 5.4a; 5.5a; 5.6a; 5.6b; 5.8a; 5.8d; 5.8e; 6.1a; 6.1b; 6.1d; 6.1g; 6.2c; 6.2d; 6.3a; 6.3b; 6.3c; 6.3d; 6.4b; 6.4c).

4.

Critically evaluate the role of the Social Worker in the promotion of equality and demonstrate a confident understanding of the importance of an anti-oppressive, culturally competent approach to practice.. (Domain 1.1c; 1.1e; 1.2d; 1.4d; 1.5a;1.5b;1.6d; 1.6e; 1.7a; 2.1b; 2.2b; 3.2c; 4.1f; 5.1a; 5.3d; 5.4a; 5.5a; 5.6a; 6.1a; 6.1d; 6.1g; 6.2c; 6.2d; 6.3a; 6.3b; 6.3c; 6.3d).

5.

Critically analyse best practice in the management of conflict in social work practice, while demonstrating awareness of their own approaches to conflict. (Domain 1.1a; 1.1c;1.1e; 1.4d; 1.5a; 1.5b; 1.6a;1.6b; 1.6c; 1.6d; 1.6e; 1.7a; 1.7c; 2.1a; 2.2b; 4.1a; 4.1c; 4.1f; 5.1a; 5.1d; 5.3d; 5.3e; 5.4a; 5.6a; 5.8e; 5.9e; 6.1a; 6.1d; 6.2c; 6.2e; 6.3c).

Teaching and Learning Strategies

Students will attend weekly lecture and tutorial/skills workshop sessions for a total of one 3 hour period. Lectures will introduce students to social work skills and competencies in a variety of diverse practice settings, linking learning from the Social Work Theory to Practice module in the context of relevant policy/legislation and ethics. Tutorials/skills workshops will be participatory and encourage students to critically examine and evaluate learning in preparation for practice, drawing upon research and the testimonials of service user educators in the context of proficient practice.

A variety of teaching and learning techniques will be incorporated to include working in smaller groups, case studies, role-play, virtual learning environments, active participation of service user educators and guest lectures from practising social workers from a wide range of statutory, voluntary and private sectors will be invited to contribute to the students learning journey.

Students will be required to actively engage in self-directed study, students will be encouraged to read and engage in learning that underpins and exceeds module objectives. The virtual learning environment will be used to provide access to online resources, lecture notes and external links to further learning.

Module Assessment Strategies

Assessment Essay 40%

An assessed role play that examines core skills and competencies pertinent to social work practice in the context of relationship-based practice and engaging service users and the role of the social worker in a chosen service setting.  In addition, students will be expected to submit a written reflection (academic, guided and personal reflection) and evaluation of the role play.

Final examination 60% at the end of semester 1

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

Essay: Domain 1.1a; 1.1c; 1.1e;1.2a; 1.2b; 1.2d;1.4d; 1.5a; 1.5b; 1.6d;1.6e; 1.7a; 2.1a;3.2b; 3.2c; 4.1a; 4.1c; 4.1f; 5.1a; 5.1d; 5.9e; 6.1a; 6.1d; 6.2c; 6.2d; 6.3c.         

Exam: (Domain 1.1a; 1.1c; 1.1e; 1.2a; 1.2b;1.2d; 1.5a; 1.5b;1.6d; 1.6e; 3.2b; 3.2c;4.1a; 4.1b; 4.1c; 4.1f; 5.1a; 5.1d; 5.6a; 5.9e; 6.1a; 6.1d; 6.2c; 6.2d; 6.3c; 6.3d.     

Repeat Assessments

Repeat written assignment recorded at Exam board 

Repeat examination recorded Exam board 

Indicative Syllabus

LO1) Critically appraise their own use of theory, method and skill as they prepare for qualification as evidenced by self-reflection.

Critical analysis of how the application of a theoretically informed approach can help provide a fuller understanding of the complexities of people's lives and provide tools to engage with a complex individual, family and societal systems, for example, the application of a systemic or social constructionist approach to practice. Particular emphasis is placed on developing skills in making professional judgements through case analysis and evaluation of service user and practitioner testimonials in various contexts.

LO2)Critically evaluate the role of the social work practitioner in a variety of social work service settings, demonstrating an understanding of a multi-disciplinary/interdisciplinary/transdisciplinary approach to service provision and the boundaries and limitations to the role in context.

An examination of the role of the social worker in diverse practice settings and identify of the role of other professions in the context of a multi-disciplinary/interdisciplinary/transdisciplinary approach to care considering carefully the limitations and boundaries to the role in a variety of practice settings. 

All of the above will be examined in the context of a variety of practice settings such as:

Child & Family Social Work, Mental Health Social Work, Probation Work, Health Related Social Work, Social Work with Disability Services and Older Persons Services.

LO3) Articulate and implement the core competencies and skills pertinent to relationship-based practice, advocacy and engaging services users with an appropriate therapeutic focus in context.

Critical examination and appraisal of the importance of practitioner autonomy and accountability in a range of diverse practice settings in the context of ethical and legal boundaries of the social work profession. Students will further explore the importance of effective communication and examine skills and competencies pertinent to relationship-based practice in unique, challenging and complex situations. Participants will demonstrate an understanding of the importance of engaging service users in direct work with an appropriate therapeutic focus as evidenced by their participation in skills workshops. In addition, participants will examine and appraise the social workers role as advocate, demonstrating an understanding of the boundaries and limitations of this role. 

All of the above will be examined in the context of a variety of practice settings such as:

Child & Family Social Work, Mental Health Social Work, Probation Work, Health Related Social Work, Social Work with Disability Services and Older Persons Services.

LO4) Critically evaluate the role of the Social Worker in the promotion of equality and demonstrate a confident understanding of the importance of an anti-oppressive, culturally competent approach to practice.

A thorough examination of cultural diversity and the importance of promoting equality and mutual respect through culturally competent, anti-oppressive and anti-discriminatory practice, incorporating learning from service user/carer and social work practitioner testimonials.

All of the above will be examined in the context of a variety of practice settings such as:

Child & Family Social Work, Mental Health Social Work, Probation Work, Health Related Social Work, Social Work with Disability Services and Older Persons Services.

LO5) Critically analyse best practice in the management of conflict in social work practice, while demonstrating awareness of their own approaches to conflict.

Students will be introduced to conflict management in social work practice. Students will explore the nature and types of conflict that arise in practice settings. Participants will further explore why conflict occurs and evaluate models of conflict management, demonstrating an ability to apply this learning to social work case examples. Students will be encouraged to reflect upon and analyse their own approaches to conflict.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment
40 %
End of Semester / Year Formal Exam
60 %

Coursework Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Role Play and Written Reflection & Evaluation Project Assessment 40 % Week 13 1,2,3
             
             

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Examination Final Exam Closed Book Exam 60 % End of Semester 1,2,3,4,5
             
             

Full Time Mode Workload


Type Location Description Hours Frequency Avg Workload
Seminar Not Specified Seminar 6 Weekly 6.00
Independent Learning Not Specified Independent Learning 9 Weekly 9.00
Total Full Time Average Weekly Learner Contact Time 6.00 Hours

Module Resources

Non ISBN Literary Resources

Buckley, H. (2003) Child Protection Work: Beyond the Rhetoric. London: Jessica Kingsley.

Geiran, V.(2005)  ‘The Development of Social Work in Probation’ in Kearney, N. Skehill, C. (Eds.) Social Work in Ireland: Historical Perspectives. Dublin. IPA.

Hall, B. & Scragg, T. (2012) Social Work with Older People: Approaches to person centred practice. Maidenhead:McGraw-Hill

Karben, K. (2011). Social work and mental health. London: Polity

Oetzel, John G. and Ting Toomey, Stella (eds) (2013) The SAGE handbook of conflict communication: integrating theory, research, and practice, Thousand Oaks: Sage.

Pearson-Fahey, T. & Field, C. (eds)(2008) Families in Ireland: an analysis of patterns & trends. Dublin

Simcock, P. & Castle, C. (2016) Social Work and Disability, Cambridge: Polity Press.

Trevithick, P. (2000) Social Work Skills: A Practice Handbook. UK: Open University Press.

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

URL Resources

www.coru.ie

www.hse.ie

www.tusla.ie

Additional Information

Journals

Abendstern, M. Hughes, J. Clarkson P. et al (2011) The Pursuit of Integration in the Assessment of Older People with Health and Social Care Needs British Journal of Social Work 41(3): 467-485

De Búrca, S., Armstrong, C. and Brosnan, P. (2010) Community Mental Health Teams: Determinants of Effectiveness in an Irish Context. Limerick: Health Systems Research Centre.

Foreman, M. (2015) Medical Social Work in Ireland: An Exploration of Service User Perspectives. Irish Social Worker Spring Issue 2015:Research & Analysis.

Policy documents and reports

Department of Health and Children (2011) Children First: National Guidance for the Protection and Welfare of Children. Dublin: Department of Health and Children.

HIQA (2012) National Standards for the Protection & Welfare of Children for HSE Children and Family Services.

Health Service Executive (2016) Safeguarding Vulnerable Persons at Risk of Abuse: National Policy & Procedures.