SOCW09005 2022 Preparation for Placement

Illustrate an understanding of the use of reflective teaching and learning tools, supports and processes to optimize learning from and in their social work practice. (Domain 2.2, 2.4, 2.7, 2.8, 2.9,2.11, 2.12, 4.3, 4.4,5.1,5.2,5.13)

Critically evaluate the role and responsibilities of the social worker in various practice settings. (Domain 1.7,1.8, 1.10.1.11, 1.17, 1.19, 1.18, 1.21,4.2, 4.5, 5.1, 5.11)        

Articulate an understanding of the supervision process and evaluate the importance of supervision in professional practice. (Domain 1.2, 3.7, 3.9,3.11, 4.2, 4.3, 5.4, 5.26)

Critically analyse and identify clear personal and professional learning needs in the context of preparation for placement and professional practice. (Domain 1.1, 1.2, 1.10, 1.18,1.21,2.13, 2.14,2.15, 3.5,3.9, 4.1, 4.2, 4.3,4.4,4.5)

Evidence a comprehensive knowledge of key theories, ethics, competencies and skills pertinent to achieving proficiency in professional social work practice.  (Domain 1.8, 2.2,2.6, 2.9, 5.2,5.5, 5.7, 5.9, 5.10, 5.12,5.13, 5.14,5.15, 5.17,5.19,5.22,5.23)

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 1.1,1.5,1.9, 1.10, 1.13, 2.2, 2.5, 2.12, 4.4, 5.5, 5.6, 5.15,5.16)

Lecture and seminar/tutorials with presentations by academic staff, service user testimonials, panel discussion with social work practitioners, role-play, reflective exercises case studies, individual reflective journals and group work in class.

Continuous Assessment 100%

Students are required to complete a preparation for placement portfolio with various components addressing learning outcomes 1, 3,4,5 and 6.  Students will be required to complete this in sections throughout the course of the module, as guided by the lecturer. There are a number of formative assessment opportunities for students to receive feedback on their development before submitting summative work.

Students will be required to integrate learning acquired across the programme to demonstrate their competence for practice. There is a joint role-play assessment shared with the Social Work Skills and Competencies Module in this semester. This reflects the shared and symbiotic nature of learning outcomes this module will assess learning outcomes 2, 5 and 6 and the Skills and Competency Module will assess alternative learning outcomes 1, 2 and 7.

In an effort to evidence programme cohesiveness to learners, the role-play assessment in this module and in Social Work Skills and Competencies will be jointly assessed along the following:  Students will prepare a short scenario of sufficient complexity and complete a role-play as a student social worker in practice. For this role-play assessment in this module students need to demonstrate their knowledge and understanding of the social work role, theory informing practice, ethics, and anti-oppressive practice in the role-play scenario.

Full attendance and participation is essential. Students must pass this module in order to proceed to practice placement. Students must pass all assessment components in order to pass this module.

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

Portfolio: Domains 1.2,1.3,1.7,1.8,1.9,1.11,1.12,1.13,1.17,1.18,1.19,1.21, 2.1,2.2,2.6,2.7,2.9,2.12,2.13,3.4,3.6,3.7,3.11,3.14,4.1,4.2,4.3,4.4,4.5,5.1,5.2,5.4,5.6,5.7,5.9,5.10,5.11,5.13,5.22,5.23,5.26.

Role-play Domains: (Domain 1.1,1.5, 1.7,1.8,1.9, 1.10, 1.11,1.13 1.17, 1.19,1.18, 1.21, 2.2, 2.5 2.6, 2.9, 2.12, 4.4, 5.1, 5.5, 5.6 5.7,5.9, 5.10, 5.11, 5.12,5.13, 5.14, 5.15,5.16 5.17,5.19,5.22,5.23)

Repeat assessment requirements will be recorded at Formal Examination Boards and will be decided based on failed components.

LO1) Illustrate an understanding of the use of reflective teaching and learning tools, supports and processes to optimise learning from and in their social work practice.

Information is provided on placement planning and allocation processes. 

A reflective learning approach to placement is introduced whereby students’ experiences and views of learning from practice in contrast to more traditional classroom-based learning are explored. Learning Styles and their implications for practice learning are considered.

A range of Reflective Learning tools are introduced including Process Recording, Learning Logs, Critical Incidents, Reflective Journals and Direct Observation.

LO2) Critically evaluate the role and responsibilities of the social worker in various practice settings.

Students will explore possible placement opportunities, the role and responsibilities of the practitioner, in context, as profiled by practice teachers from a range of social work settings including child & family, health-related, community/ voluntary, probation & disability sectors. Students will be offered individual student placement consultations at this stage.

A number of seminars will take place throughout the course of this module, where service user and carer testimonials are presented to students to promote best practice in a variety of contexts. 

Students will be required to demonstrate their ability to integrate learning from these seminars across the programme. 

LO3) Articulate an understanding of the supervision process and evaluate the importance of supervision in professional social work practice.

This session focuses on the importance of the supervision process as the structured opportunity for teaching and reflective learning each week during placement. A number of models of supervision are reviewed including a reflective practice model and a developmental model.

LO4) Critically analyse and identify clear personal and professional learning needs in the context of preparation for placement and professional practice

Students will be offered information in respect to the role of the Institute Tutor. Students are encouraged to develop personal learning needs statements incorporating the domains of proficiency, with support from their individual tutor. The Placement Learning Agreement will be introduced and integration of learning goals and placement based learning opportunities is discussed.

The student will learn about the processes of evaluation and assessment by the practice teacher. Students will present a final draft of their learning needs for their placement.

LO5) Evidence a comprehensive knowledge of key theories, ethics, competencies and skills pertinent to achieving proficiency in professional social work practice.

Pre-placement sessions facilitated jointly with Practice Teachers and tutors, consider theories, competencies, skills and ethical practices that are pertinent to students’ allocated placements. Barriers to constructive learning and practice are considered and approaches in learning from practice experience are reviewed.

LO6) 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.