Course code: Te Ao Māori and Social Work Practice

Transcription

1 Course code: Te Ao Māori and Social Work Practice Level: 5 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose Social workers are required to work in partnership with Māori and demonstrate knowledge of Te Tiriti o Waitangi/The Treaty of Waitangi, te reo Māori and tikanga Māori. This course enables learners to discuss the history of Aotearoa New Zealand, the process and impact of colonisation, and the context in which Te Tiriti o Waitangi/The Treaty of Waitangi was signed. Learners will be able to recognise the unique place of Māori as tangata whenua and the application of the principle of partnership inherent in Te Tiriti o Waitangi/The Treaty of Waitangi to social work practice. The course will also introduce basic te reo Māori, Māori perspectives on family and kinship, health and wellbeing, and the range of protocols to ensure respectful participation on a marae/pā. 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Discuss the context in which Te Tiriti o Waitangi/The Treaty of Waitangi was signed, including the pre and post colonial history of Aotearoa New Zealand and the process and impact of colonisation. 2. Discuss the unique place of Māori as tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi/The Treaty of Waitangi 3. Use basic te reo Māori terms and pronunciation 4. Describe key protocols to ensure respectful participation on a marae/pā. 5. Discuss Māori perspectives on family and kinship, health and wellbeing and the implications for social work practice. 3.0 Content Topics include: Tangata whenua, pre-colonial Aotearoa and the processes and impact of colonisation The background to and the consequences of the signing of te Tiriti o Waitangi/The Treaty of Waitangi Decolonisation, treaty partnership and biculturalism Introductory te reo and tikanga Māori Key protocols on the marae Māori kinship practices, the Māori worldview and social work practice supporting Mana Whenua and Māori services in their area 4.0 Assessment 4.1 Formative assessment Online quizzes to test understanding of key concepts. Copyright The Open Polytechnic of New Zealand Page 1 of 46

2 4.2 Summative assessment Assessment Item Corresponding to Weighting Learning Outcomes Written assignment % Written assignment % Written assignment 5 40% Pass requirement: To gain credit for this course, the student must achieve a minimum of 40% of the available marks for each assessment and a minimum of 50% of the total marks available for all assessment work and must achieve a level of attendance at Noho Marae that is acceptable to the Programme Leader. 5.0 Pre-requisites None 6.0 Delivery and Support Student will undertake self-directed study working through a series of modular course materials consisting of a learning guide and core course readings. Brief text-based scenarios and reflective exercises embedded within the course materials will help connect theories and concepts with practice situations. This course includes a mandatory noho marae stay of two days. Course materials will be accessible within the online campus where students can also access formative quizzes for self-assessment of key course concepts. An asynchronous discussion forum will be available to post questions and issues and a faculty lecturer will be accessible by telephone and/or . The three summative assessment points will act as milestones to pace progress, and the course lecturer will use the online discussion forum to prompt and remind students about key stages in their progress through the course. 7.0 Resources Resources will include: a two day noho marae course materials and a selection of key articles (paper based and in pdf) a course asynchronous discussion forum interactive quizzes to test knowledge of key concepts a course web page with recommended and additional resources (some accessible online and some through the Open Polytechnic Library) Copyright The Open Polytechnic of New Zealand Page 2 of 46

3 74111 New Zealand Society Structure, Culture and Change Level: 5 Credit: Purpose The purpose of the course is to guide and encourage students understanding of social structure, culture and change in New Zealand since WWII, with a particular focus on the importance of class, gender, and ethnic relations. New Zealand Society will examine social structure, culture and change in New Zealand. It will concentrate on the post-wwii period, examining the historical underpinnings of the social democratic consensus and investigating the post-1984 changes. In particular, the paper will consider the importance of class, gender, and ethnic relations in New Zealand. The course will also cover the following as they relate to the contemporary social formation: sexuality, culture, social policy and welfare, and political change. Students are directed to material providing the necessary background to the texts. Its broad educational purpose is to develop in students an understanding of social structure, social change, as well as further developing skills of critical analysis, argument, expression, and practical knowledge of contemporary issues. 2.0 Learning outcomes Students completing this course should be able to: 2.1 Outline and explain core social scientific concepts 2.2 Critically apply social scientific concepts class, gender, ethnicity, representation, power and identity - to the New Zealand context. 2.3 Analyse issues of social, historical and cultural change in post-war New Zealand society. 3.0 Content 3.1 Introducing the social sciences: Social scientific thinking Key issues: identity, globalisation, inequality. 3.2 Conceptual tools in the Social Sciences: Conceptual building blocks: class, gender, ethnicity. 3.3 Cultural Studies: Representation Ideology Identity Power 3.4 Changing social formations: Changes in the New Zealand social structure.

4 4.0 Assessment Assessment will take the form of three tutor-marked assignments. The three assessments are designed to test a range of abilities from textual analysis, to critical analysis and development of an argument in a longer essay that addresses aspects of New Zealand social change. Learning Outcomes Assignment 1 30% Assignment 2 40% Assignment 3 30% 5.0 Pre-requisites/Co-requisites There are no prerequisites or corequisites for this course. 6.0 Delivery and Support Course materials include: 4.1 Course guide 4.2 Learning guide 4.3 Assignment book (1) 4.4 Study calendar Student support will include: 4.5 Individual tutor-student telephone contact 4.6 Written feedback 4.7 Tutor contact through 4.8 Online student forum (website support) 4.9 Audio-conference (1) 7.0 Resources Resources will consist of 7.1 Open Polytechnic of New Zealand materials course guides; supplementary course materials that discuss and exemplify major social scientific concepts within a New Zealand context. 7.2 Set Text McLennan, Ryan, and Spoonley, Exploring Society: Sociology for New Zealand Students. 7.3 Assessments. 7.4 Open Polytechnic of New Zealand library resources.

5 73198 Human Development Level: 5 Credit: 20 Amended: October Purpose This level 5 course provides understanding of human life-span development, emphasising the continuity of development through the lifespan and the meaning behind theory and research. 2.0 Learning outcomes Students will be able to: 2.1 Discuss the major theories of human physical, intellectual, social and personality development. Performance Criteria The discussion will show evidence of an understanding of theories related to physical, intellectual, social and personality development within the life-span periods. 2.2 Comment on recent research and practical concerns for every stage of life, with a particular focus on New Zealand research and concerns. Performance Criteria The comments will describe the main research methods in human development The comments will be made in regard to the theoretical perspectives that have been used to understand and explain human development. 2.3 Discuss the implications of bi-culturalism on the understanding of human development in Aoteoroa/New Zealand, Performance Criteria The discussion will outline the principles of human development not only within a Western model of development but also within Māori culture. 2.4 Outline cultural influences on growing up in New Zealand/Aoteoroa Performance Criteria The outline will reflect an understanding of the influences on growing up in New Zealand. 3.0 Content 3.1 Module 1 Introduction to human development 3.2 Module 2 Beginnings: conception, pregnancy and the first 3 years. Delegated authority sign off 21 October 2009 Academic Board 13 November 2009

6 3.3 Module 3 Early childhood 3.4 Module 4 Middle childhood 3.5 Module 5 Adolescence 3.6 Module 6 Young adulthood 3.7 Module 7 Middle adulthood 3.8 Module 8 Late adulthood and the end of life. 4.0 Assessment There will be two summative in-course assessments. The first assessment will include an overview of perspectives and theories of human development with a particular focus on the New Zealand context. The second assessment will be a life history integrating knowledge from the course with consideration of life span development of an interviewee, thereby, introducing the student to application of theories. The two assessments contribute 60% and the final examination contributes 40% to the overall mark. Learning Objective Assessment 1 25% Assessment 2 35% Examination 40% Pre-requisites/Co-requisites Nil. 6.0 Delivery and Support The entire course will be delivered in distance mode. There will be no workshops or classes. 7.0 Resources o o Learning Guide Text as specified refer to Tertiary Text listing (These will be supplemented with readings supplied as part of the course pack sent to students and/or on the online campus course page.) Delegated authority sign off 21 October 2009 Academic Board 13 November 2009

7 73130 Psychology of Communication and Relationship Management Level: 5 Credit: 20 Date amended 1.0 Purpose This is a first-year introductory course for people interested in a career working with people. This could be as a primary care worker, counsellor, support worker, mediator, facilitator, or in a role that requires strong interpersonal relationship management skills, such as human resources, public relations, supervision or management. It introduces learners to psychological issues surrounding communication and interpersonal relationships, including applications of communication theory into applied situations such as interviewing, working with groups, and conflict resolution. The course also develops awareness of the learner s own strengths and weaknesses in interpersonal communication and gives opportunity for the learner to strategise and carry out an approach to address such limitations. 2.0 Learning outcomes On completing this course, students should be able to 1. Describe key principles in effective interpersonal communication 2. Develop an awareness of their own strengths and limitations in interpersonal communication 3. Discuss the effect of perception, self-awareness and culture on communication and interpersonal relating 4. Identify and use appropriate listening and responding methods to suit the interaction context 5. Prepare, conduct, reflect and report on communication interactions 6. Apply communication skills to improve the effectiveness of group communication, from the perspective of a team member, leader or facilitator 7. Develop strategies for managing and resolving conflict 3.0 Content Topics covered include What is interpersonal communication? Common and scientific models of communication, definitions and principles of communication. How we communicate: Language development, symbols, verbal and non-verbal. communication, cultural and gender issues in communication, effective communication. Self and Perceptions: self-awareness, self-disclosure, understanding how perception affects communication. Listening and Responding: The role of listening in interpersonal relationships, methods of effective listening, concepts of listening, empathy in interactions. Interviewing: Types of interviews, structuring interviews and developing components, planning and preparing for interviews. Group communication: Definitions and characteristics of groups, group dynamics and group needs, communication and relational skills to improve group interaction. Resolving conflict: Definitions of conflict, strategies for managing conflict, recognising conflictual behaviour, processes of successful conflict resolution in relationships, organisations and in formal settings. Delegated Authority signed off 30/10/07 Academic Board approval 07/12/07

8 4.0 Assessment 4.1 Formative assessment These consist of self-assessed activities and exercises within the learning materials. 4.2 Summative assessment Assessment consists of three tasks, as follows: Assessment 1 (30%) A series of self-awareness and observational exercises focused on verbal and nonverbal communication principles and skills. Assessment 2 (35%) A report on a self-managed behavioural change programme focused on interaction skills. Assessment 3 (35%) An assessment requiring students to prepare and report on an application of interaction skills to real-life settings. Summary of assessment of outcomes Learning Outcomes Assessment Plan Assessment 1 (30%) Assessment 2 (35%) Assessment 3 (35%) Pass requirement: To gain credit for this course, the student must achieve a minimum of 40% of the available marks for each assessment and a minimum of 50% of the total marks available for all assessment work. 5.0 Pre-requisites/Co-requisites None 6.0 Exclusions Students who have previously completed 5130 Interpersonal Relating will be unable to enrol in this course. 7.0 Delivery and Support Delivery will be by print-based materials, with tutorial support online, by and by telephone. Online Campus support will be available. 8.0 Resources Set text: Burton, L. (2007). An interactive approach to writing essays and research reports in psychology. ( 2 nd ed.). Melbourne: Wiley. Readings: A selection of readings provided with the course materials. Delegated Authority signed off 30/10/07 Academic Board approval 07/12/07

9 Course code: Psychology for Human Services Level: 5 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose This course provides an introduction to concepts and theories from individual and social psychology and their use in understanding human behaviour. Learners will discuss human learning, personality, motivation, emotion, aggression and the social processes of conformity and obedience. The course will consider issues relating to positive mental health and interventions to promote wellbeing. Cultural, cross-cultural and indigenous psychology will also be explored. 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Identify and explain key theories, concepts and ideas from individual and social psychology. 2. Discuss how key theories, concepts and ideas from individual and social psychology can be applied in the context of the human services. 3. Explain the significance of psychological theory for understanding positive mental health and interventions to promote wellbeing. 4. Describe the significance of the concept of culture, and cultural diversity for human psychology. 3.0 Content Topics will include: introductory individual and social psychology human learning adaptive and maladaptive social identity and personality motivation and emotion human aggression in family and non-family contexts socialisation, conformity and deviance mental health and wellbeing including stress and coping strategies psychology and culture including cross-cultural psychology 4.0 Assessment 4.1 Formative assessment Online quizzes to test understanding of key concepts. 4.2 Summative assessment Copyright The Open Polytechnic of New Zealand Page 6 of 46

10 Assessment Item Corresponding to Weighting Learning Outcomes Written assignment 1,2 25% Written assignment 3 35% Written assignment 4 40% Pass requirement: To gain credit for this course, the student must achieve a minimum of 40% of the available marks for each assessment and a minimum of 50% of the total marks available for all assessment work. 5.0 Pre-requisites Delivery and Support Student will undertake self-directed study working through a series of modular course materials consisting of a learning guide and core course readings. Brief text-based scenarios and reflective exercises embedded within the course materials will help connect theories and concepts with practice situations. Course materials will be accessible within the online campus where students can also access formative quizzes for self-assessment of key course concepts. An asynchronous discussion forum will be available to post questions and issues and a faculty lecturer will be accessible by telephone and/or . The three summative assessment points will act as milestones to pace progress, and the course lecturer will use the online discussion forum to prompt and remind students about key stages in their progress through the course. 7.0 Resources Resources will include: course materials and a selection of key articles (paper based and in pdf) a course asynchronous discussion forum interactive quizzes to test knowledge of key concepts a course web page with recommended and additional resources (some accessible online and some through the Open Polytechnic Library) Copyright The Open Polytechnic of New Zealand Page 7 of 46

11 Course code: Professional Social Work Practice Level: 5 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose This course introduces learners to professional social work practice in Aotearoa New Zealand and the history and development of social work practice locally and internationally. Learners will consider the nature of professionalism, professional regulation, and the requirements of professional accountability in the risk society. The types of knowledge, skills and values underpinning professional social work practice will be discussed, and key aspects of the legislative and ethical framework described. The different organisational contexts for social work practice will be considered and learners will be introduced to reflective practice and the use of professional supervision 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Discuss the origins, development and bicultural context of social work and welfarism in Aotearoa New Zealand, and its relationship with international social work practice. 2. Discuss professionalism, professional regulation and accountability in the context of the risk society 3. Describe the types of knowledge, skills and values for professional social work practice in Aotearoa New Zealand. 4. Describe the legislative framework underpinning social work practice in Aotearoa New Zealand including obligations under Te Tiriti o Waitangi 5. Discuss the diverse organisational, social and cultural contexts for social work and community development practice in Aotearoa New Zealand. 6. Explain the purposes of professional supervision and reflective, self-aware practice. 3.0 Content Topics will include: the development of social work in Aotearoa New Zealand and internationally the unique bicultural context for the development of social work practice in Aotearoa New Zealand charitable (and indigenous) movements, volunteerism and the rise of professional social work the nature of professionalism, professional regulation and social work practice in the risk society professional knowledge, skills and values for social work practice Copyright The Open Polytechnic of New Zealand Page 8 of 46

12 social work and the state the legislative framework for professional social work including obligations under Te Tiriti o Waitangi the organisational, social and cultural contexts for professional social work social and community development practice in Aotearoa New Zealand the functions of supervision self-aware, relationship-based and reflective practice developing a personal practice model 4.0 Assessment 4.1 Formative assessment Online quizzes to test understanding of key concepts. 4.2 Summative assessment Assessment Item Corresponding to Weighting Learning Outcomes Written assignment % Written assignment % Written assignment 6 40% Pass requirement: To gain credit for this course, the student must achieve a minimum of 40% of the available marks for each assessment and a minimum of 50% of the total marks available for all assessment work. 5.0 Pre-requisites Delivery and Support Student will undertake self-directed study working through a series of modular course materials consisting of a learning guide and core course readings. Brief text-based scenarios and reflective exercises embedded within the course materials will help connect theories and concepts with practice situations. Course materials will be accessible within the online campus where students can also access formative quizzes for self-assessment of key course concepts. An asynchronous discussion forum will be available to post questions and issues and a faculty lecturer will be accessible by telephone and/or . The three summative assessment points will act as milestones to pace progress, and the course lecturer will use the online discussion forum to prompt and remind students about key stages in their progress through the course. Copyright The Open Polytechnic of New Zealand Page 9 of 46

13 7.0 Resources Resources will include: course materials and a selection of key articles (paper based and in pdf) a course asynchronous discussion forum interactive quizzes to test knowledge of key concepts a course web page with recommended and additional resources (some accessible online and some through the Open Polytechnic Library) Copyright The Open Polytechnic of New Zealand Page 10 of 46

14 Course code: Social Work Theory, Models and Processes Level: 6 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose This course will introduce an integrated framework for analysing social work practice and the relationship between theories, practice models and skills. Learners will evaluate several key practice theories and approaches including: ecological, Māori and feminist perspectives and strengths-based practice. Learners will discuss and apply processes associated with different phases of the helping relationship: engagement, assessment, intervention, and evaluation. The course will include social work perspectives on approaches to the assessment and management of risk. 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Assess and evaluate the application of particular social work practice theories and methods to particular practice situations including individual, group and community contexts. 2. Select and apply the skills and processes associated with different phases of the helping relationship: engagement, assessment, intervention, and evaluation. 3. Assess risk and propose approaches to managing risk in social work practice situations. 3.0 Content Topics will include: theorising social work defining theories, models and processes an integrated framework for social work practice integrating theories, practice models, processes, and skills modern social work practice theories for working with individuals, group and families including ecological perspectives, feminist perspectives, and strengths-based practice the phases of the helping relationship; engagement, assessment, intervention, and evaluation and the skills and processes used at each phase working in individual, group and community contexts social work perspectives on assessing and managing risk including risks associated with key practice areas: family violence; mental health; and working with offenders. 4.0 Assessment 4.1 Formative assessment Formative feedback on planning for a written assignment. Copyright The Open Polytechnic of New Zealand Page 11 of 46

15 4.2 Summative assessment Assessment Item Self-assessment rubric on asynchronous discussion forum participation Corresponding to Weighting Learning Outcomes % Written assignment 1 35% Case-based assignment % Pass requirement: To gain credit for this course, the student must achieve a minimum of 40% of the available marks for each assessment and a minimum of 50% of the total marks available for all assessment work. 5.0 Pre-requisites All Level 5 courses. 6.0 Delivery and Support Student will undertake self-directed study working through a series of modular course materials consisting of a learning guide and core course readings. Brief text-based scenarios and reflective exercises embedded within the course materials will help connect theories and concepts with practice situations. Course materials will be accessible within the online campus. Students will also be required to participate in an asynchronous discussion forum where they will discuss issues arising from a learning activity involving the application of concepts from the course to practice issues arising from a multimedia case study. Participation in the asynchronous discussion group will be allocated 15% of the course grade assessed using an online participation grading rubric. The case study will be released to the student in stages. Students will use their experience, theoretical knowledge from the course materials, and participation in the asynchronous discussion group to propose solutions to the situations presented in the case material. A lecturer will actively guide and support students through key stages in the online discussion and will be accessible for individual support by telephone and/or . The formative and summative assessment points will act as milestones to pace progress, and the course lecturer will use the online discussion forum to prompt and remind students about key stages in their progress through the course. 7.0 Resources Resources include: course materials and a selection of key articles (paper based and in pdf). a multimedia case study. a case-based asynchronous online discussion forum. a course web page with recommended and additional resources (some accessible online Copyright The Open Polytechnic of New Zealand Page 12 of 46

16 and some through the Open Polytechnic Library). Copyright The Open Polytechnic of New Zealand Page 13 of 46

17 Course code: Entering Professional Practice: Practicum I Level: 6 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose This course includes a 20 day practicum and will enable learners to understand the use of professional social work practice skills in communication, engagement and assessment. Learners will be able to explain the practice theory, models and approaches underpinning practice in a social work agency. They will be able to discuss the protocols used by agencies to assure safe and accountable practice, and will develop skills in reflective practice and the use of professional supervision. They will recognise issues associated with kawa whakaruruhau (cultural safety) and appreciate relevant legislative and ethical issues. The practicum is preceded by a two-day practice skills workshop. 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Observe, identify and describe professional skills in communication, engagement and assessment used by social workers to promote positive outcomes for individuals/groups/communities within a practice organisation. 2. Explain the social work practice theory, models and approaches used to inform individual, group or community development practice within a practice organisation. 3. Discuss the relevant organisational protocols used to ensure safe, professional and accountable practice within a practice organisation. 4. Develop skills in reflective writing. 5. Use professional supervision to reflect on practice, identify ethical issues, and show awareness of the use of self and awareness of self-limitations. 6. Recognise issues associated with the kawa whakaruruhau (cultural safety) of clients and colleagues within a practice organisation and the way in which the practice organisation applies principles of bicultural social work practice 7. Identify the legislative framework underpinning practice within a practice organisation. 8. Adhere to the SWRB code of conduct and the code of ethics of the Aotearoa New Zealand Association of Social Workers. 9. Make plans for continuing professional development. 3.0 Content Topics will include: professional communication and relationship skills: including listening, interviewing Copyright The Open Polytechnic of New Zealand Page 14 of 46

18 and building rapport. providing information and explaining. reflective practice and reflective writing. legal and ethical responsibilities in practice: including the legislative framework; the ANZASW code of ethics; and the SWRB Code of Conduct. professional supervision and professional development. promoting kawa whakaruruhau (cultural safety) in practice settings 4.0 Assessment 4.1 Formative assessment Formative assessment will be given on an interim Practicum Portfolio submitted at the practicum mid-point. Formative assessment will also be given on the Professional Development Portfolio submitted before the end of this practicum. 4.2 Summative assessment Assessment Item Corresponding to Weighting Learning Outcomes Practicum portfolio 1-9 PASS/FAIL Pass requirement: To gain credit for this course, the student must achieve a pass grade, and must achieve a level of attendance at the workshop that is acceptable to the Programme Leader. In accordance with the Social Work Registration Board requirements, absence for any reason, including sickness and bereavement, during the practicum must be made up. Students therefore are required to complete the full number of placement days. 5.0 Pre-requisites Delivery and Support Prior to beginning the practicum students will participate in a mandatory national two-day practice skills workshop led by course lecturers. The workshop will include training style learning activities to develop skills in the following key areas: professional communication and relationship skills: including listening, interviewing and building rapport. providing information and explaining. reflective practice and reflective writing. legal and ethical responsibilities in practice: including the legislative framework; the Copyright The Open Polytechnic of New Zealand Page 15 of 46

19 ANZASW code of ethics; and the SWRB Code of Conduct. professional supervision and professional development. promoting cultural safety in practice settings During the practicum students will undertake direct practice within a social work agency under the supervision of a practice educator. The practice educator will be a registered social worker qualified to at least degree level. The practice educator will formally supervise the student for at least one hour each week. During the practicum the student will also undertake self-directed study working through a series of modular of course materials consisting of a learning guide and core course readings related to knowledge and skills for practice. An Open Polytechnic lecturer will be the identified link for the duration of each practicum and can be contacted by the practice educator or student be or telephone. The lecturer will lead the learning contract meeting at the start of the practicum and if required, an additional meeting will be held prior to the student submitting their portfolio. At least one meeting will be held face-to-face, others will normally be held by teleconference, skype or video conference: whichever is most practicable. An online discussion forum facilitated by an Open Polytechnic lecturer will be available to offer peer support during the practicum and to answer questions and issues. 7.0 Resources Resources include: a two-day practice skills workshop course materials and a selection of key articles (paper based and in pdf) a course web page with recommended and additional resources (some accessible online and some through the Open Polytechnic Library) practicum online discussion forum for peer support Copyright The Open Polytechnic of New Zealand Page 16 of 46

20 Course code: Fields of Practice Level: 6 Credits: 20 EFTS: NZSCED: Society and Culture > Human Welfare Studies and Services > Social Work Internet Indicator Code: Access to the internet is required. 1.0 Purpose This course examines the opportunities, constraints, specialist practice models and issues associated with different fields of practice and practice contexts for social work service delivery including iwi and hapu-based social service organisations. It will explore practice contexts in terms of: agency and organisational contexts; social work intervention at different stages of the lifecycle; social work and social problems; social work health and disability; and stigma, discrimination and prejudice. 2.0 Learning outcomes Students who successfully complete this course will be able to: 1. Assess the opportunities and constraints associated with social work practice in different practice settings including iwi and hapu-based social service organisations 2. Compare and contrast the key practice issues and specialist practice models associated with social work with different communities and groups of service users. 3. Propose ways of challenging stigma, discrimination and prejudice associated with diverse social identities, stages in the lifespan, or health and disability issues. 3.0 Content Topics will include: agency and organisational contexts: including iwi and hapu-based social services; health settings; schools; non-governmental organisations; child youth and family; and corrections. working in social and community development contexts. social work and stages in the lifecycle: including - childhood; adolescence; adulthood; old age; traumatic life events and transitions. social work and social problems: including child protection; drug and alcohol addiction; and family violence. social work, health and wellbeing: including mental health; chronic ill health; trauma; grief and loss; recovery; and positive wellbeing stigma, discrimination and prejudice: including gender; sexual identity and orientation; disability; age and ethnicity. 4.0 Assessment 4.1 Formative assessment Formative feedback on planning for a written assignment. 4.2 Summative assessment Copyright The Open Polytechnic of New Zealand Page 17 of 46