SOCW09007 2019 Social Work Skills and Competencies

General Details

Full Title
Social Work Skills and Competencies
Transcript Title
Social Work Skills and Compete
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
2019 - Full Academic Year 2019-20
End Term
9999 - The End of Time
Author(s)
Susan Flynn, Brenda Feeney, Breda McTaggart
Programme Membership
SG_WSOWO_M09 201900 Master of Arts in Social Work
Description

This module is designed to enable students to examine and develop their knowledge and understanding of the core skills and competencies pertinent to social work practice.  Students will explore case formulation across a range of themes, settings and contexts in practice, working with individuals, children, families and communities with particular emphasis on the social work process of assessment, planning, intervention and evaluation, drawing on empirical research to evidence practice. Participants will examine and critically appraise the application of theory to practice in the context of relationship‑based practice, advocacy, empowerment and participation, managing conflict, diversity, cultural competence and anti‑oppressive practice. Students 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. This module follows an incremental approach where skills build on each other to provide a tool-kit of skills for proficient practice. It is envisaged that this learning will be further developed throughout the students practice placement.

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

Learning Outcomes

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

1.

Critically appraise the importance of establishing, developing and sustaining quality relationships with service users and carers, articulating core skills in advocacy, empowerment and promoting participation in professional practice (Domain 1.1a, 1.1b, 1.1c, 1.1f, 1.2d, 1.4d, 1.5b, 2.1a, 2.1c, 3.1h, 3.1i, 3.2a, 4.1a, 4.1b, 4.1c, 4.1l, 5.6b, 5.9e, 6.1a, 6.1d, 6.2c, 6.2d, 6.2e, 6.3b, 6.3c, 6.3e, 6.4a)

 

2.

Critically evaluate the importance of effective communication and interpersonal skills with service users, carers, colleagues and other professionals (Domain 1.1c, 1.1f,  1.2b, 1.3a, 1.3c, 1.3d, 1.4c, 1.4d, 1.5b, 3.1a, 3.1d, 3.1g, 3.2a, 4.1b,4.1l, 6.1a, 6.1d, 6.2c, 6.2d,  6.2e, 6.3c, 6.4d)

 

3.

Critically analyse the social work process, professional judgement and decision making in professional practice (Domain 1.1c, 1.1f,  1.4a, 1.4b,  1.4d, 1.5a,  1.5b, 1.6c, 1.6d, 1.6e, 1.7a, 2.1b, 2.1d, 2.2a,  3.1a, 3.1b, 3.1c, 3.1h, 4.1c, 4.1l, 5.1a, 5.1b, 5.1c, 5.1d, 5.2a, 5.2b, 5.3a, 5.3b, 5.3d, 5.3e, 5.4a, 5.6a, 5.7a, 5.7b,  5.8a, 5.8b, 5.8c, 5.8d, 5.8e, 5.8f, 5.9a, 5.9c, 5.9e, 5.9f, 6.1a, 6.1d, 6.1e, 6.2c, 6.2d,  6.3a, 6.3b, 6.3c, 6.4b, 6.4c)

4.

Critically evaluate the role of the social work practitioner in a variety of settings, demonstrating a confident understanding of the benefits of a collaborative approach to service provision, while also recognising the challenges, boundaries and limitations to their role in context (Domain  1.1c, 1.1d,  1.1f, 1.2e, 1.3b, 1.3c, 1.3e, 1.4b, 1.5b, 1.6a, 1.6b, 1.6d, 1.8a, 2.1a, 2.1d, 2.2a, 2.2b, 3.1f, 3.2c, 4.1l, 5.8f, 6.1a, 6.1d, 6.1i, 6.2b, 6.2c, 6.2d, 6.3b, 6.3c,  6.4d)

5.

Critically examine the role of the social worker in the promotion of equality, demonstrating a comprehensive knowledge and understanding of anti-discriminatory, anti-oppressive, culturally competent practice in context (Domain 1.1c, 1.2a, 1.2b, 1.2c, 1.2d, 1.2e, 1.5b, 2.1c, 3.1g, 3.1i, 4.1l, 5.2b, 5.5a,  6.1a, 6.1b, 6.1d, 6.1f, 6.1g, 6.2c, 6.2d, 6.3a, 6.3c)

 

6.

Critically analyse best practice in the management of conflict, demonstrating an awareness of their own approaches to conflict as evidenced by self-reflection (Domain 1.1c,  1.3e, 1.5b, 1.6d, 2.2b, 3.2b, 4.1a,  4.1b, 4.1l,  6.1a, 6.1d, 6.2c, 6.2d,  6.2e, 6.3c)  

7.

Articulate a theoretical knowledge and critical understanding of the use of counselling skills in social work practice with individuals, children, young people, families and communities. (Domain 1.1c, 1.5b, 4.1l, 5.9e, 6.1a, 6.1d, 6.2c, 6.2d, 6.2e, 6.3c, 6.3d)

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  - Role Play & Written Reflection 40%

Role play (20%) that examines core skills and competencies pertinent to social work practice in the context of relationship‑based practice, engaging service users, effective communication  and the role of the social worker in a chosen service setting.

Written Reflection (20%) (academic, guided and personal reflection) and critical 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:

Role Play -  Domain 1.1a, 1.1b, 1.1c, 1.2b, 1.4a, 1.4d, 1.5b, 1.6c, 2.1a, 2.1b, 3.1d, 3.1h, 3.2a, 5.1a, 5.6b, 6.3a, 6.3b, 6.3c,  6.4d

Written Reflection Domain -  1.1a, 1.1b, 1.1c, 1.1f, 1.2b, 1.2d, 1.2e, 1.3c, 1.3d, 1.4a, 1.4b, 1.4c, 1.4d, 1.5b, 1.6c, 1.6e,  1.8a, 2.1a, 2.1b, 2.1c, 3.1a, 3.1b, 3.1c, 3.1g, 3.1h, 3.2a, 4.1a, 4.1b, 4.1c, 4.1l, 5.1a, 5.1d, 5.3a, 5.3b, 5.3d, 5.3e, 5.6b, 5.7b, 5.8c, 5.8d, 5.8f, 5.9e, 6.1a,  6.1d, 6.2c, 6.2d,  6.2e, 6.3a, 6.3b, 6.3c, 6.4d

Exam  -Domain 1.1a, 1.1b, 1.1c, 1.1d 1.1f, 1.2a, 1.2b, 1.2c, 1.2d, 1.2e, 1.3a, 1.3b, 1.3c, 1.3d, 1.3e, 1.4a, 1.4b, 1.4c, 1.4d, 1.5a, 1.5b, 1.6a, 1.6b, 1.6c, 1.6d, 1.6e, 1.7a, 1.8a, 2.1a, 2.1b, 2.1c, 2.1d, 2.2a, 2.2b, 3.1a, 3.1b, 3.1c, 3.1f, 3.1g, 3.1h, 3.1i, 3.2a, 3.2b, 3.2c, 4.1a, 4.1b,  4.1c, 4.1l, 5.1a, 5.1b, 5.1c, 5.1d, 5.2a, 5.2b, 5.3a, 5.3b, 5.3d, 5.3e, 5.4a, 5.5a, 5.6a, 5.6b, 5.7a, 5.7b, 5.8a, 5.8b, 5.8c, 5.8d, 5.8e, 5.8f, 5.9a, 5.9c, 5.9e, 5.9f, 6.1a, 6.1b, 6.1d, 6.1e, 6.1f, 6.1g, 6.1i, 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

Repeat Assessments

Repeat written assignment recorded at Exam board 

Repeat examination recorded Exam board 

Indicative Syllabus

LO1) Critically appraise the importance of establishing, developing and sustaining quality relationships with service users, carers and other professionals,  articulating core skills in advocacy, empowerment and promoting participation in professional practice

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 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, and the Social Work practitioner’s responsibility to promote participation and empowerment, 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.

 

LO2) Critically evaluate the importance of effective communication and interpersonal skills with service users, carers, colleagues and other professionals 

Students will explore and critically assess the importance of effective communication and interpersonal skills in diverse practice settings.  Students will examine relevant communication theory and processes, demonstrating an ability to apply to social work practice, through role-play and group discussions.  Participants will critically appraise the social worker/service user communicative system and examine the benefits of conversation analysis.

LO3) Critically analyse the social work process, professional judgement and decision making in professional practice

Students will examine and critically appraise the social work process of assessment, planning, intervention and evaluation in the context of diverse practice settings. Students will be introduced to some concepts, theories and frameworks for assessment such as Signs of Safety (National Child Protection Framework), Single Assessment Tool ‑SAT and InerRAI assessment system (Older Persons) and Quality Framework for Mental Health Services (Ireland). In addition, students will critically evaluate their professional duty of care, the promotion of service user participation in the decision making process and developing their competency in articulating and providing rationale for professional judgement.

Students will be facilitated in developing early skills in report writing and recording keeping in accordance with professional standards for practice.

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 work practitioner in a variety of settings, demonstrating a confident understanding of the benefits of a collaborative approach to service provision, while also recognising the challenges, boundaries and limitations to their role in context

Students will critically appraise the role of the Social Worker in diverse practice settings.  Students will explore and demonstrate an understanding of the role of other professions in the context of a multi‑disciplinary/interdisciplinary/transdisciplinary approach to care, with emphasis on the importance of collaboration, consultation and collaborative decision-making, considering carefully the limitations and boundaries to their 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.

This learning will be further developed at a deeper level in year two, IPIAC module.

LO5) Critically examine the role of the social worker in the promotion of equality, demonstrating a comprehensive knowledge and understanding of anti-discriminatory, anti-oppressive, culturally competent practice in context.

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.

 

LO6) Critically analyse best practice in the management of conflict, demonstrating an awareness of their own approaches to conflict as evidenced by self-reflection

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.

LO7) Articulate a theoretical knowledge and critical understanding of the use of counselling skills in social work practice with individuals, children, young people, families and communities.

Students will explore and develop key counselling skills that will enhance their practice with particular emphasis on placing the service user at the centre of the decision making process. Students will explore dialogue, critically assess theory that informs practice and analyse interventions through role-play, group work and case analysis, to aid and deepen learning. Students will examine and assess best practice in engaging service users; exploring application of theory with different groups such a young people, families, individuals facing loss or bereavement and the use of counselling skills to encourage service user self-determination.

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 Project Assessment 40 % Week 13 1,2,5
             
             

End of Semester / Year Assessment

Title Type Form Percent Week Learning Outcomes Assessed
1 Examination Final Exam Closed Book Exam 60 % End of Semester 1,2,3,4,5,6,7
             
             

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

Boylan, J & Dalrymple, J. (2009) Understanding Advocacy for Children and Young People Mc Graw-Hill 

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

Fook, J (2016) Social Work A Critical Approach to Practice, Sage Third Edition 

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

Journal Resources

.

URL Resources

www.coru.ie

www.hse.ie

www.tusla.ie

Other Resources

.

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.