CARE08057 2022 Welfare and Protection in Social Care

Recognise, evaluate and report abuse concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children 2017 and Safeguarding Vulnerable Persons at Risk of Abuse. 2014 (Domain 1.1;1.2; 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.10; 1.12; 1.13; 1.15; 1.17;1.19; 1.21; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.9; 2.12; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.10; 3.15; 5.3; 5. 8; 5.9)

Assess the contribution of historical abuse enquiries to current welfare and protection polices and practice (Domain, 1.9; 1.14; 5.14)

Outline the roles and procedures associated with multi-agency conferences called to facilitate sharing of information where there are concerns relating to the welfare of children and vulnerable people (Domain 1.1; 1.5; 1.6; 1.10; 1.12; 1.17; 1.19; 1.21; 2.1; 2.2; 2.6; 2.9; 2.13; 2.14; 2.15;  3.15, 5.15)

Identify the legislation and policy frameworks that apply to the care and protection of children, young people and those categorised as vulnerable   (Domain, 1.3; 1.4; 1.6; 1.8; 1.12; 1.13; 1.16; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.11; 2.12; 3.1; 3.3; 3.4; 3.5; 3.6; 3.7; 3;10; 3.15; 5.3; 5.8; 5.9; 5.13)

Reflectively evaluate their own learning and skills acquisition, identifying strategies for future developments (Domain: 1.7; 1.22; 1.23; 2.11; 4.1; 4.4; 5.9; 5.19)

Lecture and Tutorial

Students will have lectures that cover relevant contemporary topics in relation to safeguarding along with input from guest speakers with specialist knowledge and experience in both adult and child protection settings.

The tutorials will use case studies, role-plays, interactive learning and group discussions to enable and support the learning. 

In the first assessment students will formulate a case study scenario based on their knowledge and understanding of welfare concerns. Then complete an assessed role-play where students will inform a parent/guardian/carers of the concerns and steps they are required to take as a practitioner.

The second assessment is an assignment in two parts. Students will discuss the learning of both child protection and adult safeguarding exploring the students’ knowledge and understanding of this as well as the wider historical context of adult safeguarding and child protection identifying legislative and policy frameworks. Students will reflect on the opportunities, challenges and risks faced for the protection and safety of children and adults. Students will reflect on practitioner issues, knowledge, skills, values and anti-oppressive practice in relation to safeguarding

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

Role Play (Domain 1.1; 1.2, 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.12; 1.15; 1.17; 1.19; 1.21; 1.23; 2.1; 2.2; 2.3; 2.4; 2.9; 2.12; 2.14; 3.1; 3.3; 3.4; 3.5; 3.6; 3.7; 3.10; 3.15; 5.3; 5.8; 5.9; 5.13; 5.15;

Reflective Assignment: (Domain:1.1; 1.2; 1.3 1.5; 1.6; 1.7; 1.8; 1.9; 1.10; 1.12; 1.13; 1.14; 1.15; 1.16; 1.17; 1.19; 1.21;1.22; 1.23; 2.1; 2.3; 2.4; 2.5; 2.6; 2.11; 2.12; 2.13; 2.14; 2.15; 3.6; 3.7; 3.10; 3.15; 4.1; 4.4; 5.3; 5.9; 5.14; 5.15; 5.19)

Repeat Assessments

Assignment

Assignment

In this module the definition of vulnerable people is taken from the HSE Safeguarding Policy 2014. Vulnerable people referred to are people with intellectual disability and older persons and this concept will be discussed in terms of societal expectations, labelling and restriction of choice. However other potentially vulnerable or marginalised groups will also be considered so students have a greater understanding of the concept for social care practice. Children First guidance 2017, legislation, policy and procedure will be applied. Supporting and addressing risk of harm will be explored enabling student’s confidence and competence in this area for practice. Understanding the importance of intervention, making referrals, managing disclosure of abuse, collaboration and communication with other professionals will be explored. Through tutorials discussions and offering practice examples we will explore the language around suspected abuse in a safe environment. Exploration of student attitudes towards both potential victims and perpetrators of alleged abuse will be discussed through the semester with reference to CORU Social Care ethical Codes 2019.     

LO 1 Recognise, evaluate and report abuse concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children 2017 and Safeguarding Vulnerable Persons at Risk of Abuse. 2014 (Domain 1.1;1.2; 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.10; 1.12; 1.13; 1.15; 1.17;1.19; 1.21; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.9; 2.12; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.10; 3.15; 5.3; 5. 8; 5.9)

Students will have the opportunity to engage with the policy and processes regarding child protection and adult safeguarding in Ireland. Students will be able to identify the indicators of abuse and harm. This learning will be facilitated through role-play and case scenario discussions, watching training videos and vignettes and input from safeguarding guest speakers with practice experience in the area of child protection and adult safeguarding.

LO2 Assess the contribution of historical abuse enquiries to current welfare and protection polices and practice (Domain, 1.9; 1.14; 5.14)

There will be  an examination of series case review findings and reflection on the learning to inform and shape students professional identity and practice. This will be enabled by reading case review reports in both child protection and adult safeguarding and  examine the recommendations at a national and international level. 

LO3 Outline the roles and procedures associated with multi-agency conferences called to facilitate sharing of information where there are concerns relating to the welfare of children and vulnerable people (Domain 1.1; 1.5; 1.6; 1.10; 1.12; 1.17; 1.19; 1.21; 2.1; 2.2; 2.6; 2.9; 2.13; 2.14; 2.15;  3.15, 5.15)

There will be an exploration of different forums and multi-agency and team collaboration required in practice in order to protect children and adults. Students will have the opportunity to participate in for example a mock Child Protection Case Conference or professional core group meeting -and have the opportunity to understand the social care practitioner and other professional roles.

LO4 Identify the legislation and policy frameworks that apply to the care and protection of children, young people and those categorised as vulnerable   (Domain, 1.3; 1.4; 1.6; 1.8; 1.12; 1.13; 1.16; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.11; 2.12; 3.1; 3.3; 3.4; 3.5; 3.6; 3.7; 3;10; 3.15; 5.3; 5.8; 5.9; 5.13).

Students will have an overview of the current legislation and policy frameworks that underpin their practice with both children and young people and adults. This can be evolving and important that students are aware of the changes and developments that may impact on their role as a social care practitioner. Students will be enabled through case studies and group exercises that will enhance their knowledge and understanding. 

LO5 Reflectively evaluate their own learning and skills acquisition, identifying strategies for future developments (Domain: 1.7; 1.22; 1.23; 2.11; 4.1; 4.4; 5.9; 5.19)

Reflection is a key skill for social care practice and in the development of their professional identity, evaluation of their interventions and continued professional development. In order to enable this students will be given formative feedback on role-play activities , reflective exercises, application of reflective models and through peer to peer learning and feedback.