SW0727 - Professional Social Work Practice

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SYNOPSIS

This module will build on learning from the first year of the programme. Students will extend their understanding of the range of professional and organisational settings and multi-agency contexts for social work practice. This module incorporates both preparation for practice learning and 100 days practice learning.
Students will reflect on their learning, their professional identity and develop an increasing ability to collaborate effectively with service users and other stakeholders. The emphasis is on moving from understanding to application, collaboration and action. Students will be supported to become effective and self-confident practitioners delivering high standards of practice with service users and a wide range of stakeholders.
This module aims to support a transformation to becoming active and confident professionals with the ability to think and act purposefully within a variety of operational contexts, in order to initiate and manage change.

Teaching and Learning during the Practice Experience
Learning in practice will be supported and assessed by an appointed practice educator in the workplace in relation to the development of practice capability to meet the outcomes within the Professional Capability Framework. Formative assessment will be provided within regular supervision sessions and via a mid placement review of progress.
Teaching and learning strategies provided by the practice assessor will include direct observation, practical experience, individual supervision, discussion, written work, reading, reflection and directed learning and reflection on feedback from the practice assessor, service users and carers and other professionals. Students will have a guidance tutor to monitor professional development and provide systematic academic support during placement.

INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

Books and Reports
Cameron, A, Lart, R, Bostock, L and Coomber, C (2012) Research briefing 41: Factors that promote and hinder joint and integrated working between health and social care services. London: SCIE.

MacMillanBarrett, G, Sellman, D and Thomas, J (2005), Interprofessional working
and social care: Professional perspectives. Basingstoke: Palgrave Macmillian.

Howe, D (2011) Attachment across the lifecourse: A Brief Introduction. Basingstoke: Palgrave Macmillan.

Hammick, M. Freeth, D. Copperman, J. Goodsman, D. (2009) Being interprofessional. Cambridge: Polity Press.

Knott, C., Scragg,T. (2007) Reflective practice in social work. Learning Matters

Koprowska, J. (2010) Communication and Interpersonal Skills in Social Work (3rd edn). Exeter: Learning Matters.

Littlechild, B. and Smith, R (eds) (2012) A handbook for interprofessional practice in the human services: learning to work together. Harlow: Pearson

Macdonald, I., Stewart, K., Burke, C. (2006) Systems leadership: creating positive organisations. Gower
O’Sullivan, T. (2011) Decision making in social work. 2nd Edn.. Palgrave

Pollard, KC, Thomas, J and Miers, M (2010), Understanding interprofessional working in health and social care theory and practice. Basingstoke: Palgrave Macmillan.

Quinney, A., Hafford-Letchfield, T. (2012) Interprofessional social Work: Effective collaborative approaches. London: Sage/Learning Matters.

Roger, G. (2011) Leadership theory and practice. London: Sage Publications.

Ruch, G, Turney, D and Ward, A (eds) (2010) Relationship-based social work: Getting to the heart of practice. London & Philadelphia: Jessica Kingsley Publishers.

Taylor, B. eds. (2011) Working with aggression and resistance in social work. Exeter: Learning Matters
.
Wallis, S. (2007) ‘Reflection and avoiding professional dangerousness’ in C. Knott,
& T. Spragg (eds.) Reflective practice in social work. Exeter: Learning Matters, pp.
79-90.


Journal Articles
Ruch, G. (2005) ‘Relationship based practice and reflective practice: holistic approaches to contemporary child care social work,’ Child and family social work. 10 pp.111–123.
Ruch, G. (2009) ‘Identifying ‘the critical’ in a relationship-based model of reflection,’ European journal of social work, Volume 12, Issue 3, pp. 349-362.

Electronic Resources
Whittington, C, Thomas, J and Quinney, A (2009) Interprofessional and inter-agency collaboration. eLearning resource. http://www.scie.org.uk/publications/elearning/ipiac/index.asp
Centre for Social Work Practice (http://cfswp.org/)
www.swapbox.ac.uk Search

OUTLINE SYLLABUS

The syllabus is delivered both before and during practice learning and is designed to provide opportunities to develop knowledge and apply this in practice.

Contexts and organisations:
? A range of agency contexts providing social work services and the legal, policy and procedural frameworks that surround these.
? How organisational cultures develop and how these can influence and shape approaches to practice
? The ways in which organisational, legal and structural contexts impact on the lives of service users – and how to actively and effectively engage with these contexts.
? Inter-professional work and understanding the roles of different professionals, practitioners and organisations.
? Personal and professional power and accountability.
? Procedure, policy and legislation in practice.
? Resource and information management.
? The impact of change and manage change processes

Professionalism
? Developing a sense of professional identity and personal responsibility based upon strong social work values.
? Awareness of personal and professional boundaries.
? Building and maintaining relationships and undertaking collaborative action with service users and other key stakeholders.

? Critical reflection on actions and maintaining an ethos of personal development in accordance with HCPC guidance and PCF expectations.
? The development of self and developing ability to contribute to the
improvement of services and the management of resources.
? Accountability in practice.
? Leadership

Working collaboratively with others
? Developing relationships and working collaboratively with service users, carers, colleagues and other stakeholders to support and effect change.
? What does it mean to become a professional social worker? Developing a professional identity and applying our social work values in practice.
? How to manage oneself in a variety of organisational contexts and cultures.
? Building confidence and capacity to utilise research and knowledge to inform practice.
? Recognising and using personal power and authority appropriately within agency contexts and with service users, carers, colleagues and others.
? Constructively giving and receive feedback.
? Preparing for employability at end of placement

AIMS OF MODULE

This module aims to support learners to move from taking early professional responsibility to developing the confidence and ability to act as an autonomous professional at a level suitable for application to register with the HCPC and for entry to the assessed and supported year in employment.
The module aims to build on learning from year one with an emphasis on moving from understanding to application and collaboration – developing the student’s ability to form and sustain effective working relationships that lead to effective action. Students will be supported and challenged to become effective, self-confident and accountable practitioners able to deliver high standards of practice in their work alongside service users, carers and colleagues.
The module will develop student’s understanding of the social work role and support their transformation to becoming ‘active’ professionals - confident in their sense of professional identity, with the ability to think and act purposefully within a variety of operational contexts, in order to initiate and manage change.
This module focusses on learning related to Professional Capabilities related to becoming a professional and working in organisations.

LEARNING OUTCOMES

On successful completion of the module, students should be able to:
1. Perform as an ‘active’ and confident social worker able to act autonomously, effectively and constructively and be accountable for their professional behaviour and personal development in accordance with HCPC guidance and PCF expectations
2. Practice at a level that successfully meets the guidance and standards set out in the Professional Capabilities Framework and the or HCPC Standards of Proficiency so that, on successful completion, of the programme an application to register with the HCPC can be made
3. Demonstrate a critical understanding of how legal obligations, organisational structures and contexts impact on the lives of service users
4. To utilise a broad range of professional skills required for operational practice including making a contribution to the development of others and a beginning ability to demonstrate professional leadership as a social worker
5. Capacity to undertake relationship based social work and the practical ability to form and sustain effective transformational relationships with service users and other key stakeholders
6. A developed sense of professional identity rooted in a clear social work value base

PREREQUISITES

SW0723, SW0724, SW0725

COREQUISITES

N/A

DISTANCE LEARNING DELIVERY

N/A

LEARNING AND TEACHING STRATEGY

Preparation for Practice Learning
A combination of seminars, lectures and workshops will be used. These will be informed by lectures relating to key concepts related to the social work role and working in organisations, some of which will be delivered by specialist practitioners.
Teaching and Learning during the Practice Experience
The learning in practice will be supported and assessed by an appointed practice educator in the workplace who will provide regular supervision and feedback in relation to the development of practice competence across the PCF. Formative assessment will be provided within regular supervision sessions and via a mid placement review of progress.

Teaching and learning strategies provided by the practice assessor will include direct observation, practical experience, individual supervision, discussion, written work, reading, reflection and directed learning?
Students will have a guidance tutor to monitor professional development and provide systematic academic support during placement.

ASSESSMENT AND FEEDBACK STRATEGY

a Summative assessment and rationale for tasks
i. Submission of a complete and well presented practice learning portfolio including a signed recommendation from the practice educator that the student has met the full range of professional capabilities at a qualifying level. Pass/Fail.
ii. This will comprise of a 3,000 word assignment based on an analysis of practice; including identification of key questions for research, review of the literature, and a focus on the evidence base for practice and research based knowledge, including risk, brokerage and partnership, and judgement and decision making. 100% of mark
b. Additional formative assessment – detail of process and rationale
Formative assessment will be offered through a structured induction period by the Practice Assessor. Students will receive weekly supervision with oral and written feedback with the Practice Assessor on their progress towards meeting the professional capabilities. A mid way meeting will take place with the Practice Assessor, the Guidance Tutor and student and this meeting will provide written formative assessment on the student’s progress so far in meeting the professional capabilities.
Formative assessment will be offered by Guidance Tutor who will review a plan of the analysis of practice supplied at least 6 weeks before submission date and provide written feedback via email on proposed plan. Students will also present an overview of the analysis to their Practice Assessor and where appropriate other team members.
c. Indication of how students will get feedback and how this will support their learning.
? Students will get verbal and written feedback on their overall practice from Practice Assessors during ongoing supervision
? Students will receive e-mail feedback from Guidance Tutors regarding a plan for the case study
? Students will receive verbal feedback from Practice Assessors and potentially other team members on presentation of key aspects of case study

Part 1 of this assessment will not be marked anonymously

IMPLICATIONS FOR CHOICE

N/A

Course info

Credits 30

Level of Study Postgraduate

Mode of Study 2 years full-time

Department Social Work, Education & Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start January 2020 or January 2021

Fee Information

Module Information

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