SOCW09006 2022 Professional Development

Illustrate capacity to engage in reflective practice and demonstrate a critical awareness of professional development needs and objectives in the context of achieving the standards of proficiency for professional practice  (Domain1.2, 1.3, 1.5, 1.6, 1.8, 1.10, 1.18, Domain 2.3, 2.4, 2.10, 2.12, 2.14 ,2.15, Domain 3.7, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 5.11, 5.13, 5.15, 5.17, 5.24)

Critically examine the concept of resilience in professional practice and identify personal and organisational strategies for self-care and to ensure proficiency in professional practice. (Domain1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.12, 1.13, 1.16, 1.17, 1.18, 1.20, Domain 2.1, 2.3, 2.4, 2.6, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15 Domain 3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.13, 3.14 Domain 4.3, 4.4, Domain 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12, 5.13, 5.16, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27)

Demonstrate a critical understanding of and recognise the importance of leadership skills in practice in the context of the provision of safe and quality services, improving outcomes and influencing system level change/development (Domain  1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.13, 1.14, 1.16, 1.17, Domain 2.1, 2.3, 2.4, 2.5, 2.6, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, Domain 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.10, 3.11, 3.12, 3.13, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12, 5.13, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27)

Demonstrate a competent knowledge/understanding of, and ability to select and apply appropriate therapeutic intervention in social work practice including the challenges, boundaries,and limitations in context.  (Domain 1.1, 1.2, 1.3, 1.4, 1.6, 1.11, 1.12, 1.13, 1.14, 1.18, Domain 2.2, 2.4, 2.9, 2.12, 2.13, Domain 3.6, 3.10, 3.13, 3.14, Domain 4.3, 4.4, Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.17, 5.22)

Construct a critical understanding of professional identity in their professional group, considering the core professional values, ethics and principles of the Social Work profession (Domain 1.1, 1.2, 1.3, 1.4, 1.6, 1.11, 1.12, 1.13, 1.14, 1.18, Domain 2.2, 2.4, 2.9, 2.12, 2.13, Domain 3.6, 3.10, 3.13, 3.14, Domain 4.3, 4.4, Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.17, 5.22)

To support student engagement and active learning a number of different methods will be employed e.g. lectures, tutorial based learning, presentations by guest lecturers (social work practitioners), reflective exercises, case studies, individual reflective journals, group work in class, and mentoring sessions.

Continuous Assessment 100%

Students are required to complete a professional development portfolio, where they will critically reflect upon learning from their first fieldwork placement and identify further learning objectives in preparation for the final fieldwork placement. Students will be required to research and present a profile of the service setting for their final placement and evaluate how the skills they have gained to date can be transferred to the new setting. Students will be required to identify personal, professional and organisational strategies to ensure proficiency in professional practice and self-care at work.

Students will be required to complete this in sections throughout the course of the module, as guided by the lecturer. Students will be required to integrate learning acquired across the programme to demonstrate their competence for professional practice. There are a number of formative assessment opportunities for students to receive feedback on their development before submitting summative work.

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

This modules assessment allows for assessment of CORU Standards of Proficiency as follows: Domain 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15,1.16, 1.17, 1.18.  Domain 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15.  Domain 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.10, 3.11, 3.12, 3.13, 3.14.  Domain 4.1, 4.2, 4.3, 4.4, 4.5.  Domain 5.1, 5.2, 5.3, 5.5, 5.6,  5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.17, 5.19, 5.20, 5.21, 5.22, 5.24, 5.25, 5.27.

Repeat requirements will be decided based on failed components.

LO1) Illustrate capacity to engage in reflective practice and demonstrate a critical awareness of professional development needs and objectives in the context of achieving the standards of proficiency for professional practice

Students will evaluate their development and practice skills during their first fieldwork placement, demonstrating their ability to critically reflect upon their performance and identify areas of strength and areas for professional development. This will be linked to the obligation upon the professional practitioner to commit to Continuous Professional Development. In preparation for the final fieldwork placement, participants are required to formulate new placement learning objectives, identifying a clear rationale and strategy for achieving same, this exercise supports the development of critical and analytic skills, as well as professional writing skills. Students will examine the standards of proficiency and identify appropriate learning objectives in groups in preparation for formulating individual learning objectives, this exercise supports collaborative and teamworking skills.

Students will revisit possible placement opportunities profiled by practice teachers from a range of social work settings including child & family, health-related, community/ voluntary, probation & disability sectors in year one and identify a preference in this regard, this is closely linked to learning needs identified to ensure optimum opportunity for professional development. Upon completion of this work, students will once again be offered student placement consultations.

LO2) Critically examine the concept of resilience in professional practice and identify personal and organisational strategies for self-care and to ensure proficiency in professional practice

Students will explore the impact of working with adversity, risk, trauma, and revisit learning on working with strong emotions (Skills and Competencies Year 1). Students will explore the concept of resilience and emotional intelligence (rationality and emotion) in the context of practitioner self-awareness and self-care, identifying coping strategies and resources that will be useful in professional practice. Students will further examine resilience in the context of organisational cultures, professional integrity and ethical issues. In addition, students will engage in mentoring sessions focused on building resilience for practice.

LO3) Demonstrate a critical understanding of and recognise the importance of leadership skills in practice in the context of the provision of safe and quality services, improving outcomes and influencing system level change/development 

Students will examine the importance of developing leadership skills in social work practice. This learning is focused on the social worker as a leader and advocate in practice, examining core communication and interpersonal skills pertinent across a variety of practice contexts. Students will critically appraise the impact of effective leadership in the context of the service user/social worker relationship, with individuals, groups and communities and in the context of collaborative practice. In addition, students will examine and reflect on the supervision relationship and consider the impact of effective leadership and management on their development to date and into their professional career. 

LO4) Demonstrate a competent knowledge/understanding of, and ability to select and apply appropriate therapeutic intervention in social work practice including the challenges, boundaries, and limitations in context.

Students will advance their knowledge and examine the efficacy of therapeutic interventions in social work practice, across diverse practice contexts.  Students will consider interventions for promoting behavioural change and developing life skills such as motivational interviewing, using a narrative approach to practice, the person-centered approach to practice, engaging mediation skills and revisit the use of counselling skills in practice (Skills and Competencies Year 1).   Students will have the opportunity to engage in guest lecturers considering topics such as domestic violence, working with loss, grief and bereavement, managing behaviours that challenge and adopting a trauma informed approach to practice.  Students will explore the challenges, boundaries, limitations in context and draw on learning from their first fieldwork placement to support further learning and development. Through this peer learning environment, students can explore alternative practice contexts in preparation for the final placement. 

LO5) Critically analyse social work practice in Ireland in a global context and identify learning for Ireland for the continuous development of practice.

This seminar will require the active involvement of the student as they are facilitated in exploring social work in a global context, engaging in critical analysis of various models of practice and identifying learning for Ireland. Participants will further consider the advancement of practice in developing countries, identifying what learning Ireland may have to offer in this respect. Students will take a self-directed approach to this learning, which will support research skills for education and practice.