CARE07041 2022 Professional Practice 3

General Details

Full Title

Professional Practice 3

Transcript Title

Professional Practice 3

Code

CARE07041

Attendance

100 %

Subject Area

CARE - Social Studies

Department

SOCS - Social Sciences

Level

07 - NFQ Level 7

Credit

05 - 05 Credits

Duration

Semester

Fee

€

Start Term

2022 - Full Academic Year 2022-23

End Term

9999 - The End of Time

Author(s)

Elizabeth Haran, Breda McTaggart, Brenda Feeney, Caroline Costello, Sheena O'Neill

Programme Membership

SG_HSOCI_H08 202200 Bachelor of Arts (Honours) in Social Care Practice SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice SG_WSOCI_B07 202200 Bachelor of Arts in Social Care Practice SG_WSOCI_H07 202200 Bachelor of Arts in Social Care Practice SG_HSOCP_H08 202300 Bachelor of Arts (Honours) in Social Care Practice SG_HSOCI_H08 202300 Bachelor of Arts (Honours) in Social Care Practice

Description

This module aims to build on learning provided in the professional practice 2 module, and facilitates the student in continuing professional development towards their career in social care practice. There is a strong focus on continuing towards achieving proficiency in practice, with the knowledge and skills to work both independently and collectively as a team member in social care practice.

Students will explore the relationship based approach to the purposeful planning and provision of care with vulnerable individuals and groups through frameworks underpinning social care practice and response through a range of therapeutic interventions. Additional focus will be drawn upon the importance of appropriate record keeping; the integral component of self care in social care practice; and the social care practitioner role in responding to behaviours that challenge.

Attendance of this module is set to 100%, and monitored throughout the semester for quality assurance. Attendance and successful completion of this module is a pre-requisite pre-requisite for students to proceed to practice placement in semester six.

This module maps to the CORU Standards of Proficiency below:

• 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;

Demonstrate an ability to apply of the importance of developing personal skills in self-care in order to engage in effective professional practice (Domain 1.18, 1.20; 5.19)

Using evidence informed practice demonstrate understanding of frameworks underpinning social care practice in response to service user need (Domain 1.3, 1.5, 1.17, 1.22; 2.3, 2.12; 3.1, 3.2, 3.3, 3.7; 5.8, 5.13).

Demonstrate knowledge of record keeping and report writing (Domain 1.13, 1.15; 2.6; 3.10).

Demonstrate an understanding of social care practitioner role in responding to behaviours that challenge (1.1, 1.23, 2.13, 2.17; 3.6, 3.7; 5.10)

Describe therapeutic interventions from relevant theoretical perspectives and apply therapeutic solutions that are appropriate to social care settings (Domain 1.1, 1.5, 1.6, 1.17; 2.3, 2.4, 2.12, 2.13; 3.3, 3.5, 3.6, 3.7, 3.8; 5.3, 5.6, 5.12, 5.13).

Teaching and Learning Strategies

Provision of knowledge via weekly 1 hour lectures.

Exploration of knowledge in weekly 2 hour tutorials where group work and debate concerning current themes and theories is prioritised to enable students to enhance independent thought, communication skills and interpersonal skills.

Module Assessment Strategies

Continuous Assessment

Successful completion of this module is a prerequisite to students progressing to placement in semester 6.

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

Report (Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.13, 1.15, 1.17; 2.3, 2.4, 2.6, 2.8, 2.12; 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, 3.10, 5.1, 5.3, 5.6, 5.8, 5.12, 5.13)

Presentation (Domain 1.1, 1.6, 1.17, 1.18, 1.20, 1.23; 2.13, 2.17; 3.6, 3.7; 5.8, 5.10, 5.19)

Repeat Assessments

Repeat Assessment will depend on the element that the student has been referred. For example, a repeat essay, or a repeat presentation. This will be confirmed at the official examination board.

Indicative Syllabus

LO1) Demonstrate an ability to apply of the importance of developing personal skills in self-care in order to engage in effective professional practice.

Self‑care and the social care practitioner responsibility towards self‑care will be discussed as a priority. Understanding of personal and professional implications of stress and burnout will be discussed, and the necessity to build stress management skills in order to care for oneself developed.

LO2) Using evidence informed practice demonstrate understanding of frameworks underpinning social care practice in response to service user need.

An examination of frameworks underpinning the social care practitioner engagement with the service user. Participants will explore their professional role in the context of evidence-based frameworks that inform their practice, taking in to account the limits of responsibility and the importance of accountability. Participants will develop an understanding of the boundaries of the social care practitioner and the role of other professions in the context of the multi-disciplinary/interdisciplinary approaches to care. Develop an understanding of the significance of and importance of ongoing review and evaluation in all programmes of support.

LO3) Demonstrate knowledge of record keeping and report writing.

Discussion regarding the purpose of record-keeping and report writing in social care practice, with insight into types of records and reports developed. Record keeping and report writing are integral to both the role of social care practitioner role and to the service user. Participants will discuss the purpose of record keeping and report writing in social care as an ongoing priority in practice. Participants will develop the skills required to create competent clear, concise and accurate records.

LO4) Demonstrate an understanding of social care practitioner role in responding to behaviours that challenge.

Behaviour affects behaviours, and behaviour does not occur in a vacuum. Participants will discuss the cycle of behaviours that challenge and will develop an understanding of the physiological response to behaviours that challenge. Participants will develop awareness of the significant impact of external influences such as environment, sensory stimulation, fear, personal presentation and proximity on behaviours that challenge. Participants will discuss the integral role of the social care practitioner post-incident in rebuilding therapeutic rapport with service users.

LO5) Describe therapeutic interventions from relevant theoretical perspectives and apply therapeutic solutions that are appropriate to social care settings.

Participants will be able to identify and discuss differing therapeutic interventions that traverse the social care spectrum, and are underpinned by evidence-based research. Participants will explore the concept of the therapeutic relationship and the skills and competencies required within the therapeutic practice approaches. Participants will discuss the integral role of the service user in response to and in supporting their needs/wants/will and preference.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment

100 %

Coursework Assessment

	Title	Type	Form	Percent	Week	Learning Outcomes Assessed
1	Assignment	Coursework Assessment	Assignment	60 %	Any	2,3,5
2	Presentation	Coursework Assessment	Project	40 %	Any	1,4

Full Time Mode Workload

Type	Location	Description	Hours	Frequency	Avg Workload
Lecture	Lecture Theatre	Lecture	1	Weekly	1.00
Tutorial	Flat Classroom	Professional Practice Tutorial	2	Weekly	2.00
Independent Learning	Not Specified	Self-Directed Learning	4	Weekly	4.00

Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Required Reading
2015 Handbook for Practice Learning in Social Work and Social Care
ISBN 1849055718 ISBN-13 9781849055710

This fully updated and expanded third edition of a classic text provides a comprehensive introduction to key theory, knowledge, research and evidence relating to practice learning in social work and social care. It outlines the theories that underpin social care practice, the main assessment models and interventions, and also offers guidance on the effective implementation of assessment across a range of professional contexts. Contributors from research, policy-making and practice backgrounds offer guidance on how to apply policy and research findings in everyday practice while ensuring that the complex needs of each individual service user are met. This third edition also features new chapters on group work, social pedagogy and personalisation. The Handbook for Practice Learning in Social Work and Social Care is an essential resource for ensuring effective evidence-based practice which will be valued by students, educators and practitioners alike.

Required Reading
2013-08-23 Applied Social Care Gill Education
ISBN 0717156230 ISBN-13 9780717156238

Third edition of this popular comprehensive introduction to all key study areas within Applied Social Care and Social Care Practice, including theoretical approaches, practice issues, social care and specific population groups. New to this edition: International perspectives on social care practice, drawing on experience in Ireland, Europe and North America An update on the social care professional development project New chapters on therapeutic approaches to social care practice, child protection, health promotion and working with juvenile offenders. Provides a historical outline of social care in Ireland, with reference to key institutions, legislation and regulations. Identifies theoretical bases of social care practice in psychology, sociology and social policy, and how these have evolved and developed through the interplay of theory-building, evidence-gathering, policy development and polemical debate. Examines the fundamental role of 'self' in social care practice and concepts, practices of equality and anti-oppressive practice. Focuses on key practice issues, including student placement, workplace supervision, multidisciplinary teamworking and responding to challenging behaviour. Examines social care practice with particular social and demographic groups - young people, older people, the homeless, those with disabilities, the Travelling community and new immigrant communities - and identifies the required skills and approaches associated with this work. Endorsed by the Irish Association of Social Care Educators (IASCE ) and by Social Care Ireland (SCI). Suitable For: Students of Social Care/Applied Social Studies at degree and honours degree level

Required Reading
2011-11-01 Social Work Skills And Knowledge: A Practice Handbook McGraw-Hill Education (UK)
ISBN 9780335238071 ISBN-13 0335238076

Written for social work students, this handbook describes more than 50 key social work skills. Using case studies and examples, the author demonstrates their creative application in evidence-based practice.

Required Reading
Guide to the Standards of Proficiency for Social Care Workers Social Care Ireland

Module Resources

Non ISBN Literary Resources

Updated Literary Resources

Journal Resources

URL Resources

CORU Regulatory Body

wwww.coru.ie

Social Care Practice

socialcareireland.ie
www.socialcaretraining.ie

Statutory Bodies

www.hse.ie
www.tusla.ie

Child & Youth Services:

www.nyci.ie
www.youthworkireland.ie
www.ispcc.ie
www.actionforchildren.org.uk
www.iyjs.ie

Domestic Violence Services

http://www.cosc.ie/
www.womensaid.ie

Child & Family Services

Barnardos: http://www.barnardos.ie
www.parentsplus.ie
Childrens Rights Alliance www.childrensrights.ie

Drug and Alcohol Support Service:

www.drugs.ie
www.drugsandalcohol.ie/

Equality Authority:

www.ihrec.ie/

Disabilities Services:

www.disability-federation.ie
www.nda.ie/

Other Resources

Broadhurst, S. & Mansell, J. (2007) Organizational and individual factors associated with breakdown of residential placements for people with intellectual disabilities. Journal of Intellectual Disability Research, 51(4):293, 301. EPIC/HSE (2010).

Summary of EPIC Research Findings of Outcomes for Young People Leaving Care in North Dublin. Available at: http://www.epiconline.ie/outcomes-for-young-people-leaving-care.html Gibson, J.& Turtle, J. (2000) Competence in residential care. Dublin: Focus Ireland.

Hewitt, D. (1998) Challenging behaviour: principles and practices. London: David Fulton Publishers. Miller, W. & Rollnick, S. (2002)

Overextended and Undernourished: A Self-Care Guide for People in Helping Roles. Minneapolis: Hazelden. Rose, J., Harris, P. and Burns, M. (2010) Module 10: Supporting Yourself and Your Team. Challenging Behaviour. Pavillion. Available at: http://visit.lincoln.ac.uk/C18/C9/CDL/Document Library/Challenging Behaviour 2010_Rose.pdf Short, M. (1999) Empowering practice in social care. Buckingham: Open University Press. Thombs, D. L. (2006).

Additional Information