CARE06033 2022 Professional Practice 1

Demonstrate the ability to apply key concept to meeting the needs of individuals who use social care services. Domain: 5.1, 5.3, 5.6, 5.13, 5.15).

Discover how to communicate and work with individuals who use social care services 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 and self-assess their work. (Domain 4.3, 4.6 & 5.12)

• Teaching and learning will take place through 1-hour lecture and 2-hour tutorials.  We will be using accessible course material, case studies,
• debate, discussions, and active & inquiry-based learning.  Module content will be further developed through the use of Guest Speakers, group work, and flipped classrooms. 
• Attendance: 100% attendance will be monitored in lectures and tutorials and students advised by the lecturer of the consequences of poor attendance.
• Using the UDL approach this module considers diverse learning abilities & inclusive teaching. 
• Moodle: Use of Moodle as a repository for lecture material. 

Summative assessment: Person centred planning 

Students will work in groups of 3-4. They will choose a case study to devise a person centred plan on. The group will decide who the Circle of Support is and decide what goal the Focus Person would have. They should come up with a Person Centred Plan in relation to this goal. They will develop a MAP to help come up with a Person Centred Plan. The group will construct this plan together to help the person achieve their goals. Consider what resources are required and available. Are there people that could help the Focus Person achieve their Person Centred Plan? Everything should be inclusive and accessible. In reality they would consult with the person, hear their voice and opinions. Consider elements in the case study to do this. Consider what the Focus Person’s preferred way of communicating may be and bring this element into the Person Centred Plan and into your presentation.

Summative assessment presentation:

Prepare and deliver a presentation on the Person Centred Plan using the MAP as a visual aid or another type of visual aid that would be accessible to the Focus Person. Ensure to introduce the Focus Person at the start (or throughout) this presentation. A question and answer session will follow. The group can be creative with how they present this, it does not need to be a presentation in the traditional sense.

Formative assessment 

Before submission of the summative assessment, the group will be asked to present their work to date, informally to the Lecturer and peers. After the presentation they will receive peer and lecturer feedback/ feedforward. 

The Planning, Formative, Summative (PFS) Model of Self-assessment (Mannion, 2021):

Students will be trained on the PFS Model of Self-Assessment (Mannion, 2021). They will be involved in co-creating the marking grid and in collaboration on what is assessed. Students will then reflect on their work and self-assess it. They will attend feedback/ feedforward meetings with the lecturer and group after both the formative and summative assessments, to discuss their self-assessment, learning, progress and grade.

The assessment will be the same as above but the person will work individually. Instead of a live presentation, they will video record it. Instead of a live self-assessment, they will write it in a reflection.

What is a social care practitioner:  Defined, international perspective, difference between a social care practitioner, care assistant and social worker, academic and personal qualities, key tasks, who employs social care practitioners, supervision, reflective practice, skills and qualities.

The history of social care in Ireland: The evolution of social care practice and influences, deficiencies in care, reports and reviews, scandals, social care education, representative bodies, CORU, standards of proficiencies, the positives and negatives of regulated care, the positives and negatives of moving from institutional to community based care, and the future of social care.

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, and policy. 

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, and New Directions.

Working with older persons– Who are older persons, living arrangements and supports, TILDA, HIQA inspections, policy, ageism, and 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, policy and advocacy services.