MA (Social Work) Programme Specification

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1 Aims: MA Social Work Programme Specification March 2009 MA (Social Work) Programme Specification The MA in Social Work aims to provide education and training that meets the high academic standards set by the University of Leicester and to provide students with the means of demonstrating that they have met the national occupational standards for social work and are suitable for admission to the General Social Care Council register of social workers. It seeks to apply theoretical and empirical knowledge to research and practice and to promote students critical reflection on service development and delivery and on their own practice. In line with the requirements of the GSCC, the MA Social Work prepares students for employment as professionally qualified social workers and lays the foundation for their continuing professional development (GSCC, 2002, p.5). The relationship between the programme and the profession of social work The MA Social Work is based on the vision of social work embodied in the international definition of social work accepted by the International federation of Social workers in July 2000: The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work.(ifsw 2005) The programme has also adopted the values of social work that have been derived from this definition by the International federation of Social Workers: Social work grew out of humanitarian and democratic ideals, and its values are based on respect for the equality, worth, and dignity of all people. Since its beginnings over a century ago, social work practice has focused on meeting human needs and developing human potential. Human rights and social justice serve as the motivation and justification for social work action. In solidarity with those who are disadvantaged, the profession strives to alleviate poverty and to liberate vulnerable and oppressed people in order to promote social inclusion. Social work values are embodied in the profession s national and international codes of ethics.(ifsw 2005) In addition, the MA Social Work ensures that all students are taught about the GSCCC Codes of Practice and the responsibilities they will have as Registered Social Workers to: Promote the interests of service users Maintain trust and confidence Promote the independence of service users Respect rights Uphold public trust and confidence; and Be accountable and responsible. 1

2 Awards MA Social Work Programme Specification March 2009 All those who successfully complete the programme will be awarded the MA (Social Work). The MA (Social Work) is approved by the General Social Care Council (GSCC) as a course leading to a degree in social work. Holders of the MA Social Work are eligible to register with the GSCC as Registered Social Workers on the GSCC Social Care Register. The relationship of the programme to national regulatory requirements The programme is regulated by the GSCC. In line with the terms of its approval the programme incorporates all the requirements laid down by the Department of Health in its Requirements for Social Work Training (DH2002), including the entry requirements and the teaching, learning and assessment requirements laid down in that document (DH 2002, pp.2-3). The programme also incorporates the National Occupational Standards for Social Work, the GSCC Codes of Practice (GSCC) and the QAA Social Work Subject Benchmark Statement for Social Work ( QAA 2000). The standards of the programme are continuously monitored by the GSCC and programme is re-approved every five years to ensure that the curriculum continues to meet national standards and requirements. Overall Programme learning outcomes: On completion of the programme, students are expected to: Have demonstrated the skills and competences identified in the National Occupational Standards for Social Work, including Critically analyse the historical development of social work in the UK and internationally Apply organisational perspectives to the analysis of social work practice Think critically about the role of social work in contemporary society Critically examine and apply anti-discriminatory, anti-oppressive and advocacy perspectives to social work practice Analyse the way in which inequality, social exclusion, oppression and disadvantage shape the issues and Social work knowledge and skills problems to which social workers are required to respond Critically analyse, evaluate and apply social work theories (including antidiscriminatory and anti-oppressive theories) to social work practice Critically analyse the role of supervision in social work practice Demonstrate a sound understanding of assessment practices together with an ability to apply assessment theory to assessment practice Conduct effective interviews Critically reflect on their own practice Apply relevant psychological models of normal human development to models and processes of social work assessment and intervention Critically evaluate the significance of concepts of culture and ethnicity for ideas about human development in a diverse and rapidly changing society Have a sound theoretical understanding of human development from birth to old age enabling them to evaluate the relationship between physical development, psychological development and social/family contexts at different points in the life course Apply knowledge and understanding of the nature and impact of domestic violence and drug and alcohol misuse to analyses of individual development and family functioning in specific circumstances 2

3 Critically analyse the impact of disability (including learning disability) on development Have a critical knowledge and understanding of the role of the social worker in promoting development, e.g. in relation to the Government s outcomes for children policy framework. Critically analyse the relevance of and apply law to social work practice with adults Critically analyse the organisational context of social work practice with adults and the potential tensions between organisational demands and professional values in community care Apply care management theory to practice Work in partnership with a wide range of adult service users, their carers and other professionals Draw on service user perspectives and apply these to a critical analysis of community care practice Communicate effectively with a wide range of adult service-users Critically analyse the relevance of and apply law to social work practice Assess the impact of organisational contexts and demands on social work practice including the issues raised by multi-disciplinary, inter-agency and inter-professional working Identify, analyse and resolve ethical problems and dilemmas in working with children and families Apply concepts of need, prevention and support to social work practice with children and families Communicate effectively with children Critically evaluate and apply the concept of partnership with parents to a range of situations including those involving safeguarding and child protection Apply the framework of assessment to social work practice with children and families Be able to critically analyse and evaluate research studies drawing on quality criteria relevant to a wide range of different types of research Be able to apply a range of different types of research, including service user research to the development and improvement of practice Be able to demonstrate a sound grasp of both qualitative and quantitative research methodologies Use their knowledge and understanding of research methods to develop applied research proposals Be able to develop research proposals that take full account of and satisfactorily address the complex issues associated with professional ethics, power relationships and the values of diversity, equality and social inclusion Transferable skills Working effectively in task-focused peer-led groups Use posters to present work to large groups Understanding complexity Reflective skills; Enhanced communication skills Familiarity with audio-visual presentations Evaluating and mitigating risk Communication skills The ability to analyse and interpret data The ability to work effectively in groups 3

4 These overall programme learning outcomes are achieved by means of a larger number of module specific learning outcomes, dissertation learning outcomes and practice-based learning outcomes aligned with external regulatory requirements. Entry requirements All candidates must normally possess: a. A first or second class honours degree in any subject from a recognised university; b. Relevant experience of Social care work (normally equivalent to at least six months full-time work), or Relevant experiences as a service user, or Relevant experience as a carer Together with the ability to analyse and reflect on this experience; c. A GCSE Grade C in English Language or Key skills level 2 in English; and d. A GCSE grade C in Mathematics or Key skills level 2 in Mathematics. In addition, they must be able to demonstrate: e. Suitability for social work training including possession of the appropriate personal and intellectual qualities to be a social worker (DH 2000 p.2); and f. Ability to communicate clearly and accurately in written and spoken English. Selection procedure Selection of candidates is carried out in two stages-a screening of written applications and an interview. The screening stage ensures that candidates without the necessary qualifications do not proceed to interview. Interviews are conducted by pairs of interviewers and service users, practising social workers and social work qualified academic members of staff are always involved on selection days. Local and regional social work employers are therefore involved in the selection of all students. Interviews are structured to involve discussions on the candidate s academic background, their relevant experience and their personal suitability for social work training. In line with the requirement that all social work courses ensure suitability for social work training (see above). Interviewers are also charged with checking qualifications and with making initial enquiries about any criminal record and about any health issues that might present problems. 4

5 Course structure MA Social Work Programme Specification March 2009 The course runs over two calendar years. The programme consists of 200 days of practice delivered across three periods of practice learning and 1,350 hours of structured academic learning (DH2002) delivered by means of six 20 credit modules and the 60 credit Dissertation. The Practice Study linked to the final period of assessed practice learning integrates academic and practice learning. In total, the course consists of 180 credits of academic learning, a practice component which is assessed separately and an integrative practice study. Year 1 Social work, social policy and social justice Social work knowledge and skills Human growth and development Research and evidence-based practice Practice-Based Learning 1 (Inter-professional perspectives) 20 days Social work and community care Social work with children and families Dissertation Year 2 Practice-based learning 2 September-January 85 days Practice-based learning 3 and Practice study February-July 95 days Between the end of Practice-Based Learning 2 and the beginning of Practice-Based Learning 3 (approximately 2 weeks) students return to the University for a period of informal teaching and learning which may include opportunities to choose one or more issues to explore from a range of options. Assessment The details of assessment processes are explained in a Code of Practice issued to students at the beginning of the course. Students are assessed by assignments throughout the course. All assessment is linked to particular modules and assessment tasks represent opportunities for student to demonstrate how effectively they have mastered the knowledge and skills associated with module learning outcomes. However, learning is also cumulative. The assessment of practice provides opportunities for students to show how effectively they have been able to integrate and apply their knowledge to social work practice and the final Practice Study provides an additional opportunity for students to bring together much of their learning in an integrative and reflective written study based on practice. The Dissertation also gives scope for students to examine an issue or problem in depth by drawing on their learning across a wide range of modules at the end of their first year. All taught modules contain an assessment workshop designed to enable students to discuss the assessment requirements of the module. The assessment schedule is laid out below. Professional regulatory requirements insist that there is no compensation between modules. Therefore, in order to graduate a student must pass all modules and each period of assessed practice individually. Where modules are assessed by more than one assignment both assignments must be passed separately to pass the module. 5

6 The pattern of assessments Module Assessment task Year Social work, social policy and Group poster and presentation 1 social justice Social work, social policy and Written assignment 1 social justice Practice-Based learning 1 Case study 1 Human growth and Written assignment 1 development Social work knowledge and skills Skills lab work 1 Social work knowledge and skills Critical analysis drawing on social work theory 1 Research and evidence-based Research proposal 1 practice Practice-Based learning 1 Reflections x 3 1 Social work and community care Law assessment 1 Social work with children and Law assessment 1 families Social work and community care Community care assignment 2 Social work with children and Children and families assignment 2 families Practice-based learning 2 Practice portfolio 2 Practice-Based learning 1 Final reflection 2 Dissertation Dissertation 2 Practice-based learning 3 Practice Study 2 Practice-based learning 3 Practice portfolio 2 Minimum and maximum number of words All submissions must conform to the requirements on word length defined in the Code of Practice, which exclude titles, footnotes and the list of references but which are inclusive of everything else, including the words used in diagrams, tables or charts. Grading of assessments All assignments are marked according to a grade scale with precise descriptors defined in the Code of Practice for assessment. Any piece of work may be graded as one of: Excellent, Merit, Satisfactory, Borderline Satisfactory or Unsatisfactory. To graduate a student must achieve at least a borderline satisfactory grade on all assessed work. Any piece of assessed work which receives an unsatisfactory grade from a first marker will be double marked by a second marker, and if there is disagreement, moderated by a third marker to decide on a final grade. External examiners will scrutinise all unsatisfactory assignments. Students may resubmit an assignment graded as unsatisfactory on one occasion, though in the absence of mitigating circumstances approved by the examination board, they may not achieve more than a borderline satisfactory grade on re submission. If a grade of unsatisfactory is obtained on re-submission, then the student s course will normally be recommended for termination. 6

7 Assessed practice There are three periods of assessed practice: Practice-Based learning 1 (Inter-professional perspectives) (20 days) Practice-Based Learning 2 (85 days) Practice-Based Learning 3 (95 days ) Practice-Based Learning 2 and 3 are assessed by means of a framework of standards directly derived from the Skills for Care National Occupational Standards for Social Work and the GSCC Codes of Practice. Practice-Based Learning 1 is assessed by means of an interprofessionally agreed framework of standards and learning objectives that prepare students for Practice-based learning 2 and 3 introduces students to aspects of all six key roles, and has a specific focus on key roles 1 and 5. The practice curriculum has been agreed with local agencies and other universities in the region. The practice curriculum is broken down into specific units of the six key roles and different units are prioritised during different periods of assessed practice learning. The accompanying chart demonstrating the relationship between the national occupational standards for social work and the academic and practice curricula describes the effects of this at a very general level. However, full details about how and when the different units are assessed are contained in the Practice Learning Handbook and the Practice Learning Curriculum Report. Students must pass all three periods of assessed practice in order to be eligible for the award of MA Social Work. No student will be allowed to progress on to the second period of assessed practice until they have passed the first period of assessed practice and no student can progress on to the third period of assessed practice until they have passed the first and second periods of assessed practice. Details about all aspects of practice learning are contained in the document Practice-Based learning Preparation for Practice The readiness of students to embark on practice learning is assessed before they are allowed to work with service-users on a one-to-one basis. During this period, students are also given an opportunity to observe/shadow other professionals. Details are contained in the Readiness for Practice Learning document. Progression to Learning in Practice Students cannot progress to Practice-Based Learning 2 if they have any assessed work outstanding by the end of August of the first year or the nearest working day to this date. Likewise students cannot progress to Practice-Based Learning 2 if they have failed any piece of work on more than one occasion. Failure on the practice components of the course Students who are deemed to have failed Practice-Based learning 1 will normally have a single opportunity to resubmit their work. Students who for whatever reason fail to pass Practice-Based Learning 1 or 2 are referred to the Practice Assessment Sub-Committee (PASC). The Practice Assessment Sub- Committee reports to the Board of Examiners and makes recommendations to it relating to the practice competence of students. Unless mitigating circumstances apply, failure to complete a period of assessed practice will normally be deemed to constitute a fail on that period of assessed practice. Students who fail a period of assessed practice will only be allowed to engage in another period of assessed practice if they have demonstrated the potential to pass all the requirements relating to that period of assessed practice. There is no automatic right to resit practice. A further period of assessed practice will not be permitted where the current level of practice competence demonstrated by the student is considered to be so low as to 7

8 constitute a risk that the interests of service-users could be placed in jeopardy. This may be particularly relevant for but not confined to situations where a practice agency deems that a period of practice learning should be terminated because it would be unsafe to continue. A further period of assessed practice will not be permitted where the professional conduct of the student on placement falls below the standards expected of social work students and leads to the student being deemed to be unfit to practise as a social worker. Student support Student support consists of: Group tutorials: Students are part of a tutorial group that meets regularly during the first year of the course and continues to meet on recall days in the second year of the course which is largely spent on placement. These groups are designed to enable students to discuss issues with one another, access peer support and obtain advice and guidance from personal tutors. All tutorial groups are facilitated by a tutor who is also the personal tutor for all students in the group (see below). The agenda for these group meetings will be negotiated between students and tutors and kept under constant review. Personal tutorials: All students have a designated personal tutor to support and guide them through the course In addition to group tutorials all students can expect to see their tutors, normally on a one-one basis on a regular basis. Students who need advice or guidance or to share a personal problem or difficulty are expected to use the personal tutor system. The tutor is the first port of call for any issue that the student has. If there is a need for a student to discuss a particular issue with another member of staff the personal tutor will advise the student whom they should see. Practice supervision: All students are supervised while on placement. Arrangements vary, but all students receive regular supervision. Three-ways: There are three placements or periods of practice learning. Special arrangements apply to Practice-based Learning 1. However, Practice-Based Learning 2 and 3 involve three-way meetings between students, personal tutors and practice teachers/assessors. These meetings have a range of functions, but they include ensuring that all students are effectively supported while on placement. References DH (2002) Requirements for Social Work Training, London: DH. GSCC (2002) Accreditation of Universities to Grant Degrees in Social Work, London: General Social Care Council. GSCC (2002) The Codes of Practice for Social Care Workers and Employers, London: General Social Care Council. IFSW (2005) QAA (2000) Social Policy, Administration and Social Work, Gloucester: Quality Assurance agency for Higher Education Topss (2004) The National Occupational Standards for Social Work, Skills for Care Module Specifications Pages 15 onwards detail the content of the modules in the course. 8

9 Intended learning outcomes, teaching methods and assessment Intended Learning Outcomes Module Teaching methods How Demonstrated/ Assessed Critically analyse the historical development of social work in the UK and internationally Social work, social policy and social justice Written assignment Apply organisational perspectives to the analysis of social Social work, social policy and Written assignment work practice social justice Think critically about the role of social work in Social work, social policy and Written assignment contemporary society social justice Self-directed group work Critically examine and apply anti-discriminatory, antioppressive Social work, social policy and Written assignment and advocacy perspectives to social work practice social justice Self-directed group work Analyse the way in which inequality, social exclusion, Social work, social policy and Group poster and presentation oppression and disadvantage shape the issues and Social work knowledge and skills problems to which social workers are required to respond social justice Self-directed group work Critically analyse, evaluate and apply social work theories (including anti-discriminatory and anti-oppressive theories) to social work practice Social work knowledge and skills, Role play Video Skills lab work Critical analysis drawing on social work theory Critically analyse the role of supervision in social work practice Social work knowledge and skills, Critical analysis drawing on social work theory Demonstrate a sound understanding of assessment practices together with an ability to apply assessment theory to assessment practice Social work knowledge and skills, Role play Video Skills lab work Critical analysis drawing on social work theory Conduct effective interviews Social work knowledge and skills, Skills lab work Role play Video Critically reflect on their own practice Social work knowledge and skills Role play Video Critical analysis drawing on social work theory Apply relevant psychological models of normal human development to models and processes of social work assessment and intervention Critically evaluate the significance of concepts of culture and ethnicity for ideas about human development in a Human growth and development Human growth and development Written assignment Written assignment 9

10 diverse and rapidly changing society Have a sound theoretical understanding of human development from birth to old age enabling them to evaluate the relationship between physical development, psychological development and social/family contexts at different points in the life course Human growth and development Written assignment Apply knowledge and understanding of the nature and impact of domestic violence and drug and alcohol misuse to analyses of individual development and family functioning in specific circumstances Critically analyse the impact of disability (including learning disability) on development Have a critical knowledge and understanding of the role of the social worker in promoting development, e.g. in relation to the Government s outcomes for children policy framework. Human growth and development Human growth and development Human growth and development Written assignment Written assignment Written assignment Critically analyse the relevance of and apply law to social Social work and community care Law assessment work practice with adults Critically analyse the organisational context of social work practice with adults and the potential tensions between Social work and community care Community care assignment organisational demands and professional values in community care Apply care management theory to practice Social work and community care Community care assignment Work in partnership with a wide range of adult service Social work and community care Community care assignment users, their carers and other professionals Draw on service user perspectives and apply these to a Social work and community care Community care assignment critical analysis of community care practice Communicate effectively with a wide range of adult Social work and community care Community care assignment service-users Critically analyse the relevance of and apply law to social work practice Social work with children and families Law assessment Assess the impact of organisational contexts and demands on social work practice including the issues raised by multi-disciplinary, inter-agency and interprofessional working Social work with children and families Children and families assignment 10

11 Identify, analyse and resolve ethical problems and dilemmas in working with children and families Apply concepts of need, prevention and support to social work practice with children and families Communicate effectively with children Critically evaluate and apply the concept of partnership with parents to a range of situations including those involving safeguarding and child protection Apply the framework of assessment to social work practice with children and families Social work with children and families Social work with children and families Social work with children and families Social work with children and families Social work with children and families Children and families assignment Children and families assignment Children and families assignment Children and families assignment Children and families assignment Be able to critically analyse and evaluate research studies drawing on quality criteria relevant to a wide range of different types of research Be able to apply a range of different types of research, including service user research to the development and improvement of practice Be able to demonstrate a sound grasp of both qualitative and quantitative research methodologies Research and evidence-based practice Research and evidence-based practice Research and evidence-based practice Group work Group work Research proposal Research proposal Research proposal Use their knowledge and understanding of research methods to develop applied research proposals Research and evidence-based practice Group work Research proposal Be able to develop research proposals that take full account of and satisfactorily address the complex issues associated with professional ethics, power relationships and the values of diversity, equality and social inclusion Research and evidence-based practice Group work Research proposal 11

12 Adhere to the Code of Practice for Social Care Workers Placement learning Placement learning Practice assessment Explain the Key Purpose and Key Roles of Social Work, including Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances Plan, carry out, review and evaluate Social Work Practice with individuals, families, carers, groups, communities and other professionals Support individuals to represent their needs views and circumstances Manage risk to individuals, families, cares, groups, communities, self and colleagues Demonstrate professional competence in Social Work Practice Placement learning Placement learning Practice assessment Meet the statement of six expectations from individuals, families, carers, groups and communities who use services, and those who care for them, including Good communication skills and information sharing Good Social Work Practice Advocacy Effective working with other professionals Knowledge Values Demonstrate the ability to apply knowledge of: The legal, social, economic and ecological context of Social Work The context of practice for each specific area of practice Values and ethics Social Work theories, models and methods for working with individuals, families, carers, groups and communities. Placement learning Placement learning Practice assessment Placement learning Placement learning Practice assessment 12

13 Appreciate and strive to meet the standards set by employers under the Code of Practice for Employers, incorporating The provision of high quality services The promotion of public trust and confidence in Social Services Demonstrate the values and ethics of Social Work, including: Awareness of own values, prejudices, ethical dilemmas and conflicts of interest and their implications for practice Respect for and promotion of Each person as an individual Independence and quality of life for individuals, whilst protecting them from harm Dignity and privacy of individuals, families, carers, groups and communities Recognise and facilitate each person s use of language and for of communication of their choice Value, recognise and respect the diversity, expertise and experience of individuals, families, carers, groups and communities Maintain the trust and confidence of individuals, families, carers, groups, and communities by communicating in an open, accurate and understandable way Understand and make use of strategies to challenge discrimination, disadvantage, and other forms of inequality and injustice. Placement learning Placement learning Practice assessment Placement learning Placement learning Practice assessment 13

14 Generic Skills Intended Learning Outcomes Module Teaching methods How Demonstrated/ Assessed Working effectively in task-focused peer-led groups Use posters to present work to large groups Social work, social policy and social justice Social work, social policy and social justice Self-directed group work Self-directed group work Group poster and presentation Group poster and presentation Understanding complexity Social work knowledge and skills Human growth and development Social work and community care Reflective skills; Social work knowledge and skills Role play Video, Role play Video Enhanced communication skills Social work knowledge and skills Role play Video Familiarity with audio-visual presentations Social work knowledge and skills Role play Video Evaluating and mitigating risk Communication skills The ability to analyse and interpret data Social work and community care Social work with children and families Social work and community care Social work with children and families Research and evidence-based practice Skills lab work Critical analysis drawing on social work theory, assignment, community care assignment Skills lab work Critical analysis drawing on social work theory Skills lab work Critical analysis drawing on social work theory Skills lab work Critical analysis drawing on social work theory Community care assignment Children and families assignment Community care assignment Children and families assignment Research proposal The ability to work effectively in groups Research and evidence-based practice Group work Research proposal 14

15 Credits: 20 Level: MA Social Work Programme Specification March 2009 Social work, social policy and social justice M Aims of the module This module aims to enable students to locate social work within an historical, social, economic, political and organisational context. It also introduces students to some of the key issues and dilemmas associated with the emerging professionalism of social work and social care. The module acts as a broad-based introduction to the role of social work in society and through it students become engaged in some of the key issues that they will explore during the rest of their time on the course. One important purpose of the module is for students to have an early opportunity to think about professional values and their own professional identity, and to begin to challenge these concepts by applying them within the context of Service User perspectives and contemporary Social Work practice. Learning outcomes By the end of the module students will be able to: Critically analyse the historical development of social work in the UK and internationally; Apply organisational perspectives to the analysis of social work practice; Think critically about the role of social work in contemporary society; Critically examine and apply anti-discriminatory, anti-oppressive and advocacy perspectives to social work practice; and Analyse the way in which inequality, social exclusion, oppression and disadvantage shape the issues and problems to which social workers are required to respond. Transferable skills Working effectively in task-focused peer-led groups Use posters to present work to large groups Indicative module content History and development of social work, including: Social policy from 1800 to the present day The development of the voluntary and statutory sectors of social work The key shifts in thinking about social work from 1948 to the present day linking to changes in society and the ways of thinking about social problems The contemporary organisational context of social work, including Theories of organisations Statutory, voluntary and private sector social care organisations The role of social work in contemporary society, including The social worker-service user relationship The concept of professionalism in social work and its problematic status Social workers, personal and family problems and social problems Where social workers work and how they relate to other professionals The personal and political aspects of social work Practitioner perspectives A student-led diversity and inequalities exercise, including The major axes of inequality and oppression in contemporary society The challenges these inequalities pose for social work Concepts of racism, homophobia, sexism, ageism, stereotyping and stigma Human rights, anti-discriminatory and anti-oppressive social work, including: 15

16 The influence of power structures on service delivery Service user involvement and participation The concept of human rights and its application to social work The concept of children s rights and its application to social work The concepts of social inclusion, anti-discriminatory practice, anti-oppressive practice and their application to social work The values of professional social work, including: An exploration of the codes of practice The IFSW definition of social work and its implications The care and control dilemma Other ethical issues and dilemmas Social work and welfare rights, including: The context and structure of social security provision The major benefit entitlements Working with service users to assess their entitlements Analyse and calculate benefits Acting as an advocate in relation to benefits and entitlements Learning Methods, workshops, self-directed group work and presentations. Hours Activities Group work 2 Assessment workshop 94 Private study (including preparation of assessed work) 150 Total Assessment Group poster and presentation focused on learning outcome word written assignment focused on learning outcomes 1-4 Both assignments must be awarded at least a borderline satisfactory grade to pass the module. 16

17 Credits: 20 Level: Aims M Social Work Knowledge and Skills MA Social Work Programme Specification March 2009 This module introduces students to the theories and methods which underpin social work practice. It enables students to develop their skills in a skills laboratory situation and to engage in critical reflection. There is a strong focus on the knowledge and skills associated with interviewing and assessment. The module also introduces students to key professional tools such as supervision and the organisational and managerial contexts in which supervision sits. This module draws on both academic and practitioner perspectives. Learning outcomes By the end of this module students will be able to: Critically analyse, evaluate and apply social work theories (including antidiscriminatory and anti-oppressive theories) to social work practice; Critically analyse the role of supervision in social work practice; Demonstrate a sound understanding of assessment practices together with an ability to apply assessment theory to assessment practice; Conduct effective interviews; and Critically reflect on their own practice. Transferable skills Understanding complexity; Reflective skills; Enhanced communication skills; and Familiarity with audio-visual presentations. Indicative module content Skills lab interviewing and assessment skills, including The principles and pitfalls of interviewing; Communication issues; Application of general principles of interviewing to social work practice with a range of user groups; The effect of class, ethnic, age and other differences on the interview relationship; Addressing the unequal distribution of power inherent in interviews; Role playing; and Critical and reflective analysis of the student s own practice. Theories and methods of social work, including: The principles of psycho-social intervention; The importance and use of social work theories in social work practice; Introduction to and critical evaluation of the range of methods currently in use; The implications of anti-discriminatory practice and anti-oppressive practice for social work theories and methods and their application to practice. Practice and procedures including: supervision, management and operating effectively in an organisational context, including Ways of gathering information and the use of appropriate tools and diagrammatic aids; Ways in which service user feedback can be gained; Recording; Professional and managerial accountability; and The role of supervision in developing professional skills. 17

18 Learning Methods, workshops, role play, video Teaching and learning components Hours Activities and role play 2 Assessment workshop 105 Private study (including preparation of assessed work) 150 Total Assessment Skills lab work: (learning outcome 4) Accompanying critical analysis drawing on social work theory (2000 words) (: learning outcomes 1,2,3 and 5. Both assignments must be awarded at least a borderline satisfactory grade to pass the module. 18

19 Human growth and development MA Social Work Programme Specification March 2009 Credits: 20 Level: M Aims This module aims, first to enable students to develop a critical understanding of a range of theories and conceptual frameworks that seek to explain human growth and development over the life cycle. Second, to provide opportunities to apply those theories and conceptual frameworks to Social Work Practice Learning outcomes By the end of this module students will be able to: Apply relevant psychological models of normal human development to models and processes of social work assessment and intervention; Critically evaluate the significance of concepts of culture and ethnicity for ideas about human development in a diverse and rapidly changing society; Have a sound theoretical understanding of human development from birth to old age; Evaluate the relationship between physical development, psychological development and social/family contexts; Apply knowledge and understanding of the nature and impact of domestic violence and drug and alcohol misuse to analyses of individual development and family functioning in specific circumstances; Critically analyse the impact of disability (including learning disability) on development; and Critical knowledge and understanding of the role of the social worker in promoting development, e.g. in relation to the Government s outcomes for children policy framework. Transferable skills Understanding complexity Indicative module content Birth to adolescence An understanding of a range of psychosocial theories of child development The need for an ecological understanding of child development Understanding physical development and the factors that influence it Understanding attachment A developmental maturational model (DMM) The importance of attachment for the development of the self The relationship between the care-giving context and the development of adaptive strategies The developmental tasks associated with middle childhood An exploration of identity as a concept, and its importance for human development Disorders associated with childhood From young adulthood to maturity An understanding of the developmental tasks associated with young adulthood Sexuality and development Exploring the idea of personal control and the factors that promote and restrict its continued development and exercise 19

20 Ageing MA Social Work Programme Specification March 2009 An understanding of the psychosocial theories and developmental tasks associated with this particular stage of the life cycle Integration vs despair explored Elder abuse Violence and abuse (domestic violence, child abuse and violence against older people) Explanations of child abuse Prevalence of child abuse The links between child abuse and domestic violence The impact of domestic violence on the development child The impact of abuse and trauma on the developing child Responding to child abuse intervening with the child Responding to child abuse intervening when the abuser is the child Responding to child abuse intervening when the abuser is an adult Drug and alcohol misuse The aetiology of substance misuse Exploring the functions of substance misuse The human need to alter affective arousal and cognitive states The impact of substance misuse on the developing child pre and post birth implications Intervening in substance misuse Evaluating intervention Learning methods, group work, dramatised case study, self directed learning Teaching and learning components Hours Activities Assessment workshop 128 Private study (including preparation of assessed work) 150 Total Assessment 3500 words written assignment 20

21 Social Work and Community Care MA Social Work Programme Specification March 2009 Credits: 20 Level: M Aims This module aims to enable students to work effectively in the field of community care in both the voluntary and statutory sectors and in a wide range of organisational contexts. The module seeks to develop knowledge and understanding of community care, and to encompass the full range of Social Work with adult service Users. It examines relevant law and policy, organisational contexts and specific issues associated with working with older people, people with disabilities and people experiencing mental distress, all of which are large, diverse areas of social work practice. The module applies Social Work principles to the specific challenges of working with complex issues including risk, abuse and neglect. Learning outcomes By the end of this module students will be able to: Critically analyse the relevance of and apply law to social work practice with adults Critically analyse the organisational context of social work practice with adults and the potential tensions between organisational demands and professional values in community care Apply care management theory to practice Work in partnership with a wide range of adult service users, their carers and other professionals Draw on service user perspectives and apply these to a critical analysis of community care practice Communicate effectively with a wide range of adult service-users Transferable skills Evaluating and mitigating risk; Understanding complexity; and Communication skills Indicative module content: Relevant law and overarching policy, including: The relationship between law, guidance and regulation in the field of community care; All policy legislation relating to the care of adults, including relevant mental health legislation Legislation designed to outlaw discrimination and promote human rights and its relevance to social work practice in the field of community care Organisational contexts, including: An introduction to organisations theory and concepts of culture, structure, and system; The basic characteristics of organisations involved in community care; The potential tensions between organisational demands and professional values in community care; and Working across and between organisations Social Work with older people, their families and carers, including: The development of the concept of `community' and its impact on the social care of older people; The framework of current services; Personal budgets and personalised care; 21

22 Anti-discriminatory practice; Assessment issues; Partnership and empowerment; Care management and service brokerage; Older people s perspectives; and Carer s perspectives. Social work with disabled people, including: MA Social Work Programme Specification March 2009 The history of ideas about disability and their impact on services The framework of current services; The role of social workers in meeting the needs of disabled people and their families ; Personal budgets and personalised care; Anti-discriminatory practice; The social and medical models of disability; The major sources of impairment and their implications; Communication issues in working with disabled people; Assessment issues; Care management issues; Partnership and empowerment; Disabled people s perspectives; and Carer s perspectives Social work and mental distress, including The major mental illnesses of adult life, including those of older adults Implications of the ten essential capabilities put forward by the National Institute for Mental Health Education (NIMHE) for mental health work ; The implications of the National Service Framework for Mental Health for social work practice; Anti-discriminatory practice; Multi-disciplinary team work in mental health; The risks and dilemmas inherent in social work practice in mental health; Assessment issues; Care management issues; Partnership and empowerment; Mental health survivor perspectives; and Carer s perspectives Learning methods This module is delivered through lectures and workshops Teaching and learning components Hours Activities Assessment workshop 108 Private study (including preparation of assessed work) 150 Total Assessment 1200 word law assignment focusing on learning outcome word community care assignment focusing on learning outcomes 2-6. Both assignments must be awarded at least a borderline satisfactory grade to pass the module. 22

23 Social Work with Children and Families Credits: 20 Level: M Aims This module aims to enable students to work effectively with children, young people, their families and carers in both the voluntary and statutory sectors and in a wide range of organisational contexts. The module examines relevant law and policy, organisational contexts, the interface between social work and the courts system, children in need and family support, child protection, the care system and social work with adolescents. This module applies social work principles to the specific challenges of working with children and young people, their families and carers. It ensures that all students acquire the core skills and knowledge needed to be part of the children s workforce as defined by the Department of Schools, Children and Families The module complements the Social Work and Community Care Module. Academic, practitioner and service user perspectives all form part of this module Learning outcomes By the end of this module students will be able to: Critically analyse the relevance of and apply law to social work practice; Assess the impact of organisational contexts and demands on social work practice with children and families, including the issues raised by multi-disciplinary, inter-agency and inter-professional working Demonstrate a critical understanding of the potential tensions between the rights of the child, parental perspectives, diverse state approaches to child welfare, social work values, anti oppressive practice, and the need to resolve these tensions in the child s best interests Critically apply concepts of need, prevention and support to social work practice with children and families in a range of settings; Demonstrate an understanding of the need for effective communication with children; Evaluate critically and apply the concept of partnership with parents to a range of situations including those involving safeguarding and child protection; Apply critically the framework for the assessment of children in need and their families to relevant case scenarios. Demonstrate a commitment to evidence-based practice with children and their families. Transferable skills Evaluating and mitigating risk Understanding complexity Communication skills Indicative module content Relevant law and policy, including: The relationship between law, guidance and regulation in the field of social work with children and families: The Children Act 1989; Human Rights Act 1998; Children Leaving Care Act 2000; Adoption and Children Act 2002; Children Act 2004; Children and Adoption Act 2006; 23

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