SOCW09007 2022 Social Work Skills and Competencies

Critically appraise the importance of establishing, developing and maintaining quality relationships with service users, carers and other professionals applying the principles of empowerment, partnership and participation in professional social work practice (Domain 1.1, 1.3, 1.5, 1.6, 1.9, 1.10, 1.11, 1.13, 1.16, 1.17. Domain 2.1, 2.3, 2.9, 2.13, 2.14, 2.15.  Domain 4.4.  Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.17)

Critically examine the importance of effective communication and interpersonal skills in professional practice, in the context of the service user/social worker relationship and the inter-disciplinary, multi-disciplinary, trans-disciplinary approach to practice (Domain 1.3, 1.7, 1.15, 1.16, 1.17.  Domain 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.11, 2.12.  Domain 3.2. Domain 4.1, 4.2, 4.3. Domain 5.2, 5.12, 5.13, 5.14, 5.15, 5.19, 5.20, 5.25, 5.27)

Critically evaluate and recognise the role of advocacy in social work practice, in promoting the rights, needs and interests of service users (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 process of assessment in social work practice, evidencing competency in critical analysis and evaluation of information gathered, and understand the process in the context of a collaborative approach to practice (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)

Critically analyse the principles of an evidence informed approach to professional judgement and decision making in social work practice, understanding the role and impact of collaborative practice in context (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)

Critically analyse best practice in the management of conflict in practice, demonstrating an awareness of their own approaches to conflict as evidenced by self-reflection (Domain1.1, 1.3, 1.6, 1.15, 1.18, 1.21, Domain 2.2, 2.9, 2.11, 2.15, Domain 3.7, 3.10, 3.12,3.14, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.7, 5.11, 5.12, 5.13, 5.17, 5.18, 5.24, )

Articulate a theoretical knowledge and critical understanding of the use of counselling skills in social work practice with individuals, children, young people, families and communities. (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, 

Students will attend weekly lecture and tutorial/skills workshop sessions for a total of 6 hours. Lectures will introduce students to social work skills and competencies in a variety of diverse practice settings, linking learning from the Social Work Theory to Practice module in the context of relevant policy/legislation and ethics. Tutorials/skills workshops will be participatory and encourage students to critically examine and evaluate learning in preparation for practice, drawing upon research and the testimonials of service user educators in the context of proficient practice.

A variety of teaching and learning techniques will be incorporated to include working in smaller groups, case studies, role‑play, virtual learning environments, active participation of service user educators and guest lectures from practising social workers from a wide range of statutory, voluntary and private sectors will be invited to contribute to the students learning journey.

Students will be required to actively engage in self‑directed study, students will be encouraged to read and engage in learning that underpins and exceeds module objectives. The virtual learning environment will be used to provide access to online resources, lecture notes and external links to further learning.

Continuous Assessment- 100%

Assessment 1 

Role play and Reflective assignment (50%) that examines core skills and competencies pertinent to social work practice in the context of relationship‑based practice, effective communication and the principles of empowerment, participation and partnership in practice. 

The Role Play component of this assessment will be shared with the Preparation for Placement module, reflecting the shared and symbiotic nature of learning outcomes  1, 2, 7 (Skills and Competencies) 1, 2, 3 (Preparation for Placement)  and individually seek to assess in each module in an effort to evidence programme cohesiveness to learners, this role play will be jointly assessed along the following: Students will formulate a social work practice scenario of sufficient complexity and undertake the role of the  social worker in an assessed role -play.

When combined with the reflective assignment for this module students must evidence competency in relationship based practice, including the principles of empowerment, participation and partnerships,  effective communication and use of counselling skills in practice.  Role-play (25%) and Reflective Assignment (25%) 

Assessment 2 

Assignment (50%)

Students must submit an assignment focused on meeting LO 3,4,5,6, this assignment will include case analysis, application of theory, research and literature to practice and evidence of knowledge and critical understanding for practice. 

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

Role Play and Reflective Assignment-  Domain 1.1,1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15,1.16, 1.17, 1.18, 1.20, 1.21. Domain 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.11, 2.12, 2.13, 2.14, 1.15.  Domain 3.2, 3.6, 3.10, 3.13, 3.14.  Domain 4.1, 4.2, 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, 5.19, 5.20, 5.22,  5.25, 5.27 

Assignment: 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, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 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 written assignment recorded at Exam board 

Repeat examination recorded Exam board 

LO1) Critically appraise the importance of establishing, developing and maintaining quality relationships with service users, carers and other professionals applying the principles of empowerment, partnership and participation in professional social work practice

Critical examination and appraisal of the importance of practitioner autonomy and accountability in a range of diverse practice settings in the context of ethical and legal boundaries of the social work profession. Students will examine the role and purpose of relationship based practice, including the planning of withdrawal of services, identifying the core skills and competencies pertinent to relationship‑based practice in unique, challenging and complex situations. Participants will demonstrate an understanding of the importance of engaging service users in direct work with an appropriate therapeutic focus as evidenced by their participation in skills workshops. In addition, participants will examine and appraise the application of the principles of empowerment, participation and partnership in practice, demonstrating an understanding of the boundaries and limitations of this role.

 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.

LO2) Critically examine the importance of effective communication and interpersonal skills in professional practice, in the context of the service user/social worker relationship and the inter-disciplinary, multi-disciplinary, trans-disciplinary approach to practice.

Students will explore and critically assess the importance of effective communication and interpersonal skills in diverse practice settings.  Students will examine relevant communication theory and processes, demonstrating an ability to apply to social work practice, through role-play and group discussions.  Participants will critically appraise the social worker/service user communicative system and examine the benefits of conversation analysis.

LO3) Critically evaluate and recognise the role of advocacy in social work practice, in promoting the rights, needs and interests of service users.

Students will examine the role of the social worker as advocate in professional practice. Students will develop core advocacy skills through LO1 and LO2 on this module, examining the benefits, challenges and limitations to their role as advocates in practice. Students will have a critical understanding of the principles of promoting the rights, needs, autonomy and best interest of the service user/community which are of paramount consideration in decision-making and intervention.

LO4) Critically examine the process of assessment in social work practice, evidencing competency in critical analysis and evaluation of information gathered, and understand the process in the context of a collaborative approach to practice.  

Students will examine and critically appraise the process of assessment and risk assessment across a variety of practice settings. Students will evaluate best practice in the context of the voice of the service user in the assessment process.  Students will be introduced to some concepts, theories and frameworks for assessment such as Signs of Safety (National Child Protection Framework), Single Assessment Tool ‑SAT and InerRAI assessment system (Older Persons) and Quality Framework for Mental Health Services (Ireland).  Students will explore and demonstrate an understanding of the role of other professions in the context of a multi‑disciplinary/interdisciplinary/transdisciplinary approach to care, with emphasis on the importance of collaboration and consultation, considering carefully the challenges, boundaries and limitations to their role in context. This LO is closely linked to the following LO5 and when integrated supports development of knowledge, critical understanding and skills in assessment and risk assessment, collaborative practice and decision making.

 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.

Examination and understanding of collaborative practice will be further developed at a deeper level in year two, IPIAC module.

LO5) Critically analyse the principles of an evidence informed approach to professional judgement and decision making in social work practice, understanding the role and impact of collaborative practice in context. 

Students will evidence a critical understanding of the art and science of professional judgement and decision making in practice. Students will further evidence competency in their ability to make clear and informed decisions, in a timely manner,that are supported via competent assessments in increasingly complex practice contexts.  Students will demonstrate a critical understanding of the role and function of collaborative practice and through reflective practice evidence, a competency in problem solving. Students should evidence an ability to integrate learning from Social Work Theory to Practice in the context of a strengths based, solution focused approach to practice.  Additionally, students will demonstrate competency in the integration of this knowledge to the process of planning, intervention and evaluation in social work practice. This LO is closely linked to the previous LO4 and when integrated supports development of knowledge, critical understanding and skills in assessment and risk assessment, collaborative practice and decision making.

 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.

LO6) Critically evaluate best practice in the management of conflict, demonstrating an awareness of their own approaches to conflict as evidenced by self-reflection

Students will be introduced to conflict management in social work practice. Students will explore the nature and types of conflict that arise in practice settings. Participants will further explore why conflict occurs and evaluate models of conflict management, demonstrating an ability to apply this learning to social work case examples. Students will be encouraged to reflect upon and analyse their own approaches to conflict.

LO7) Articulate a theoretical knowledge and critical understanding of the use of counselling skills in social work practice with individuals, children, young people, families and communities.

Students will explore and develop key counselling skills that will enhance their practice with particular emphasis on placing the service user at the centre of the decision making process. Students will explore dialogue, critically assess theory that informs practice and analyse interventions through role-play, group work and case analysis, to aid and deepen learning. Students will examine and assess best practice in engaging service users; exploring application of theory with different groups such as young people, families, individuals facing loss or bereavement and the use of counselling skills to encourage service user self-determination.