University of the West of England

MODULE SPECIFICATION

(revised April 2008)

Code:

UPSNL7-30-1

Title:

The Context of Professional Practice

Version:

1

Level:

1

UWE Credit Rating:

30 credits

ECTS Credit Rating:

15 credits

Module Type:

Professional Practice

Owning Facility:

Social Sciences and Humanities

Field:

Sociology

Valid From:

September 2008

Discontinued From:

NA

Contributes Towards:

BA/BSC (Hons)

Pre-requisites:

NA

Co-requisites:

NA

Excluded Combinations:

NA

Learning outcomes:

On completion of this module participants will be able to :

    1. Ethics and values:

    a. Demonstrate an understanding of the principles and values essential for working with children and young people (Component A & B);

    b. Contribute to the development and maintenance of a working culture that is based on equal opportunity and anti-discriminatory principles (Component A).

    2. Organisational policies and procedures.

    a. Demonstrate an understanding of the organisation’s policy and procedural framework, and to meet the requirements of the role within that framework (Component A).

    3. The professional role and its responsibilities.

    a. Demonstrate an understanding of the requirements of the role and its responsibilities and to be accountable for meeting those requirements (Component A).

    4. Legal, statutory & professional frameworks.

    a. Demonstrate an understanding of the key elements of the legal and statutory frameworks and the ways in which these relate to the relevant professional task (Component A).

    b. Demonstrate an understanding of the principles contained within Working Together: operating within a broader professional network (Component A);

    5. Safeguarding and promoting the welfare of children:

    a. Demonstrate an understanding of relevant child protection procedures (Component A);

    b. Demonstrate an understanding of what is meant by safeguarding and the different ways in which CYP can be harmed and act appropriately (Component A).

    6. Demonstrate an ability to apply an awareness of the different aspects of the context of professional practice to articulate the ways in which these influence day-to-day practice. (Components A & B).

Syllabus outline:

This module will provide students with an introduction to:

    • The principles, values and ethics underpinning care, education and treatment practice (ref: CWDC Induction Standards and the Common Core of Skills & Knowledge).

    • The principles underpinning anti-discriminatory practice, equality of opportunity and their implications in organisational practice;

    • The legal & statutory frameworks governing professional practice, and in particular: the Health & Safety at Work Act 1974; The Children Act 1989; UN Convention of the Rights of the Child 1989; Human Rights Act 1998; Data Protection Act 1998; Care Standards Act 2000 & the National Minimum Care Standards (2002); Special Education Needs (SEN) Code of Practice 2001; Education Act 2002; Every Child Matters and the Children Act 2004.

    • The professional role in relation to the wider professional network and its organisational context.

    • The statutory and professional legislation, guidelines and procedures governing the Safeguarding Children agenda and Child Protection.

Teaching and learning methods:

The module is provided through a programme of 12 x 1.5hour seminars. The seminars are provided in conjunction with training workshops, ongoing individual/group supervision, student tutorial’s, regular reflective learning groups, attendance at professionals’ and team meetings, formal case discussions, peer mentoring, and supervised practice. All of these provide opportunities for students (with supervisors and clinicians) to look at the ways theory and policy is applied and used to both facilitate and understand casework practice and group-living.

It is intended that the delivery of this module will be supported by teaching staff from UWE.

Supervised practice will account for at least 40hrs hours of professional practice which should include:

    • Working in a group setting with children / young people

    • Undertaking one to one work on a regular basis

    • Directly contributing to professional discussions about the development of packages of therapeutic care for children / young people

Evidence will be gathered of professional practice and students will be directly observed on at least 2 occasions for a minimum of 30 minutes as part of the final assessment.

Reading strategy:

The reading for the module will focus on the relevant statutory documents and professional guidelines defining the standards and requirements for practice, in addition to the organisational policies and procedures.

There will also be a core of recommended reading relating to the ethics, principles and values underpinning professional practice with children and young people.

Indicative sources:

CWDC(2006) Induction Standards (Children’s Social Care). London: Children’s Workforce Development Council.

Department of Health (1989), An Introduction to the Children Act. London: HMSO.

Dalrymple J & Burke B (2006). Anti-Oppressive Practice: Social Work and the Law. Buckingham, Open University Press.

Department of Health (2002) National Minimum Care Standards: Children’s Homes. London: the Stationery Office.

Department of Health (2002), Fostering Services, National Minimum Care Standards. London: the Stationery Office.

Geddes, H (2005) Attachment in the Classroom: The links between children's early experience, emotional well-being and performance in school: A Practical Guide for Schools. London: Worth Publishing.

Hardwick, A. and Woodhead, J.(1999) Loving, Hating and Survival - a handbook for all who work with troubled children and young people. Aldershot: Ashgate.

HMG (2006): Working Together to Safeguard Children. London. The Stationery Office.

HMSO (1991): The Children Act 1989, Guidance & Regulations Volume 2: Family Support, Day Care and Educational Provision for Young Children.

HMSO (1991): The Children Act 1989, Guidance & Regulations Volume 3: Family Placements.

HMSO (1991): The Children Act 1989, Guidance & Regulations Volume 4: Residential Care.

Kahan, B. (1994): Growing Up in Groups. London: National Institute for Social Work.

Mehra,H. (1996). Meeting the Needs of Ethnic Minority Children. London: Jessica Kingsley.

Thompson, N (2006) Anti-Discriminatory Practice (3rd edition). London: BASW.

Stevens, R (1996) Understanding The Self. London: SAGE Publications.

Ward, A (2007) Working in group care – Social work and social care in residential and day care settings. Bristol: Policy Press

Assessment:

First Assessment Opportunity:

Component A:

Description of each element Element weighting

    • Two separate direct observations, mid module and end of module, 40%

    of professional practice which demonstrate the meeting of learning

    outcomes. These must be independent of one another but may

    duplicate observations from other modules. Each observation must

    be of direct practice and be undertaken by a member of staff at senior

    practitioner level or above. Each observation must account for a

    minimum of 30mins.

Component B:

    • Part (i) 30 min presentation: Students will be asked to make a 30%

    presentation to the student group on an assigned area of the

    context of professional practice. The presentation will provide the

    basis for group discussion.

    • Part (ii) The student will then be required to submit a presentation 30%

    analysis of 1,500 – 2,000 words for assessment, along with the

    outline plan and copies of presentation material for assessment.

Second Assessment Opportunity:

There is only one assessment opportunity for Professional Practice Modules. Further opportunities are at the discretion of an Award Board. The Modular Assessment Regulations (MAR 3.6.1) state the following:

‘In a professional practice module students do not have a right to automatic referral after the first assessment opportunity. Referral is subject to the discretion of the award board. Where a practice component has not been passed students are normally offered at most one further opportunity for referral.’

Specification confirmed by:

…Chair of SSH PMAC and Chair of SSH Federation Committee…Date …08.07.08

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