MODULE SPECIFICATION
Code: UPSNM4-30-2 Title: Developing Professional Practice Version: 2
Level: 2 UWE credit rating: 30 ECTS credit rating: 15
Module type: Practice
Owning Faculty: Social Sciences and Humanities Field: Sociology
Faculty Committee approval: Date:
Approved for Delivery by: (indicate name of affiliated institution if module will only be delivered by them)
Valid from: September 2009 Discontinued from:
Contributes towards: |
BA/BSC(Hons) |
Pre-requisites: N/A
Co-requisites: N/A
Entry requirements:
(If the module is offered as CPD or stand alone, indicate the entry requirements)
Excluded combinations:
Learning outcomes:
On completion of this module participants will be able to:
1. Be accountable for practice outcomes (Component A);
2. Maintain appropriate records (Component A).
3. Analyse and evaluate a complex practice scenario ((Component B.)
4. Support colleagues and contribute to team effectiveness (Component A).
5. Plan, organise and manage activities in line with one’s professional role (Component A).
6. Take appropriate action in anticipating and containing conflict and/or challenging behaviours (Component A).
7. Implement organisational policy and procedures across the range of practice activities relevant to one’s role (Component A).
8. Act with increasing autonomy within limits of role and authority (Component A).;
9. Contribute ideas to decision making forums (Component A)..
10. Make practice decisions based on understanding and differentiation of the relevant contextual factors (legal, statutory, ethical, organisational, historical, personal) governing and influencing practice (Component B).
Syllabus outline:
This module brings together the different aspects of the modules undertaken in the first year of the programme. The module will focus on:
• The continuing development of the practitioner’s general care/ teaching support skills;
• The development of his/her familiarity with the requirements of the particular role;
• Organisational policy, procedure and philosophy;
• The continuing development of the practitioner’s awareness, understanding and engagement with ethical issues;
• The continuing development of the practitioner’s reflective skills and his/her ability to integrate knowledge of self, theory, the wider professional/ organisational/ statutory context, knowledge and understanding of the client and apply these to the requirements of the professional task,
• The practitioner’s understanding of the legal, statutory and professional frameworks;
• The practitioner’s development as a member of a wider professional team as well as a wider professional network and his/her ability to contribute to that;
• The practitioner’s ability to integrate these different aspects of his/her practice and to use reflective skills to develop professional expertise.
For Teaching/ Classroom Assistants, this module – in conjunction with the Clinical Practice module - will provide a framework for addressing the competencies required under the NVQ level 3 for Teaching/ Classroom Assistants.
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
Reading Strategy
Students will be required to read a number of documents which will be relevant to understanding the requirements of their role and the context in which it takes place. Wider reading on key areas will be encouraged and recommended via papers brought to the students’ attention. Website references relating to professional development and other areas of practice will be highlighted.
Indicative Reading List: (see guidance notes)
The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.
Banks, J (2001), Ethics and Values in Social Work, 2nd Edition, Basingstoke: Palgrave
Belbin Team roles, http://www.belbin.com
Bion, W. (1961), Experiences in Groups, London: Tavistock
Campling, P. and Haigh, R. (1999), Therapeutic Communities – Past, Present and Future, London: Jessica Kingsley Publishers
Clark, C. L. (2000), Social Work Ethics – Politics, Principles and Practice, London Macmillan Press Ltd
Clarkson, P. (1995), The Therapeutic Relationship, London: Whurr Publishers Ltd
Dalrymple J & Burke B (2006). Anti-Oppressive Practice: Social Work and the Law. Buckingham, Open University Press.
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.
Griffiths, P. & Pringle, P (eds) (1997) Psychosocial Practice within a Residential Setting. London: Karnac Books.
Hinshelwood, R.D. (1987), What Happens in Groups, London: Free Association
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.
Jacobs, M. (2004), Psychodynamic counselling in action, 3rd edition, London: SAGE
Kahn, M. (1997), Between Therapist and Client – The New Relationship. New York: St Martins Press.
Kay, Janet (2000). Good Practice in Child Care. Continuum.
Kennard, D. (1998), An Introduction to Therapeutic Communities, London: Jessica Kingsley Publishers
McMahon, L. (1995), Developing skills in therapeutic communication in daily living with emotionally disturbed children and young people, Journal of Social Work Practice 9, 2, 199-214
Menzies-Lyth, I. (1988), Containing Anxieties in Institutions, London: Free Association
Parsloe, P. (1999), Risk Assessment in Social Care and Social Work, London: Jessica Kingsley Publishers
Rogers, C.R. (2004), On Becoming a Person, London: Constable
United Nations Convention on the Rights of the Child, http://www2.ohchr.org/english/law/crc.htm
Assessment:
First Assessment Opportunity:
Component A: 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. Each observation
must be of direct practice and be undertaken by a senior member of staff.
Each observation must account for a minimum of 30mins.
Component B: Element weighting
• A Practice Analysis (2,500-3,000words) of a complex practice 60%
scenario. To provide analysis of events and context, and demonstrate
understanding of implications for future practice.
The assignment demonstrates that the student can articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.
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 ……………………………………Date ……………………………
(Associate Dean/Programme Director)