SW0507 - Professionalism within Organisational Contexts

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SYNOPSIS OF MODULE

This module will enable students to prepare for professional social work practice through the opportunities provided in practice learning settings, and to build collaborative relationships with key stakeholders. To achieve effective outcomes in work with service users and carers, social work professionals need to be confident in their communication skills and their ability to work collaboratively with other professionals in the practice arena. This module will allow students to build upon the themes introduced at level 4. In particular they will be able to explore professional and contextual issues relating to collaborative working within practice settings which are essential components of good social work practice. Students will have opportunities to demonstrate professional behaviour and boundaries, take responsibility for managing time, and work effectively within an organisational context

A reflective journal will be used to support module delivery. This will facilitate individual and group activities through taught seminars and group tutorials as well as directed learning. The summative assessment will be an essay based on critical reflection of students’ practice experience. In conjunction with the journal, the essay will give students the opportunity to develop a range of lifelong learning skills for collaborative practice within professional organisations.
The 35 placement days attached to this module will offer students the opportunity to develop knowledge and skills as developing social work practitioners with service users, carers and other professionals in practice settings. The summary of progress completed by the practice assessor will inform the student’s personal and professional development plan for SW0614.
Learning in practice will be supported and assessed by an appointed practice educator in the workplace in relation to the development of practice competence to meet the PCF outcomes. Formative assessment will be provided within regular supervision sessions and via a mid- placement review of progress towards meeting professional standards. The summative assessment will be assessed by both the practice educator and the guidance tutor and will consist of a written record of professional practice and a written analysis of a piece of work undertaken in placement. The assessment strategy will enable students to demonstrate their capability.
Teaching and learning strategies provided by the practice educator will include direct observation, practical experience, individual supervision, discussion, written work, reading, reflection and directed learning which supports professional practice. Students will have a guidance tutor to monitor

INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

Books and Reports

Banks, S. (2012) Ethics and values in social work. 4th Edn. Basingstoke: Palgrave Macmillan.
Boud , D. , Keogh , R. , and Walker , D. (1985) Reflection: turning experience into learning. London: Kogan Page.
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.
Davys, A. and Beddoe,L. ( 2010) Best practice in supervision; a guide for the helping professionals. London: Jessica Kingsley.
Fook, J. and Gardner, F. (2007). Practising critical reflection: a resource handbook. Maidenhead: Open University Press.
Kadushin, A (2002) Supervision in social work. New York: Columbia University Press.
Parker, J. (2010) Effective practice learning in social work. 2nd Edn. Exeter: LearningMatters. Parker, J., Bradley, G. (2010) Social work practice: Assessment, planning, intervention and review. 3rd Edn. Exeter: Learning Matters.
Quinney, A. and Hafford-Letchfield, T. (2012) Interprofessional social work: Effective collaborative approaches. London: Sage
Schon, D. (1983). The reflective practitioner: how professionals think in action, New York: Basic Book.
Trevethick, P. (2012) Social work skills and knowledge: A practice handbook. 3rd Edn. Oxford: Oxford University Press.
Warren, J. (2007) Service user and carer participation in social work. Exeter: Learning Matters.

Journal Articles

Begun, A.L. Berger, L.K., Otto-Salaj L.L. Rose, S.J. (2010) ‘Developing effective social work university-community research collaborations’, Social work 55(1) pp.54-62.
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.
Wilson, G. (2013) ‘Evidencing reflective practice in social work education: Theoretical uncertainties and practical challenges’, British journal of social work, (2013) 43, pp.154–17.

Electronic Resources

Whittington,C, Thomas,J and Quinney,A (2009) An introduction to inter professional and inter-agency collaboration. SCIE IPIAC e-learning resource available at http://www.scie.org.uk/assets/elearning/ipiac
Websites Centre for evidence-based medicine: Oxford-centre for evidence based medicine. Available at: http://www.cebm.net/index.asp (no date) (accessed 05/02/2013)
Centre for the Advancement of Inter professional Education CAIPE : UK Centre for the Advancement of Interprofessional Education. Available at: http://www.caipe.org.uk/ ( no date) (accessed 05/02/2013)
www.ageuk.org.uk
www.bcodp.org.uk
www.carers.org.uk
www.shapingourlives.

OUTLINE SYLLABUS

The curriculum will be delivered in both practice and the classroom and will include:

Contexts and organisations:
- The nature and context of social work / social care organisations
- The concept of power / hierarchy/ organisational policies and procedures in shaping the role of professional social workers
- Organisational theory
- The context of the organisation and nature of relationships with the community
- Policy and procedures in organisational settings
- The nature of accountability within organisational settings

Understanding the professional context:
- The role of the professional social worker in a range of settings
- Building relationships with key stakeholders: service users, carers, other professionals
- Different models of supervision and the importance of contributing to supervision to develop professional practice.
- Awareness of personal and professional boundaries and adherence to HCPC requirements
- Being a professional, professional roles and identity and how this relates to development as a social worker
- Developing strategies for self- responsibility and contributing positively to working in a team

Working collaboratively with others
- The different types of ‘teams’, their composition, level of integration and the organisational context of teams and how this impacts upon service delivery and/or professional practice
- Effective team working across and within professions using group work theory and processes
- Application of ‘team’ concepts to the wider social welfare arena, e.g. police, voluntary sector, community work, education, social enterprise
- Different professional roles, professional discourse, values, ethics, cultures, power, status and professional history and how this impacts upon collaborative working and professional practice
- Professional cultures, boundaries and ways of doing and ways of being across different professions, recognising potential for boundary spanning and different models of practice
- How organisational policies, professional guidance and protocols impact upon practice and collaborative working
- Knowledge and skills required working within joint processes, e.g. referral, assessment, care management
- Issues of professional dangerousness and abuse, awareness of professional dilemmas and tensions across and between professionals and the impact upon service users, carers and their families. Being aware of the use of whistleblowing processes to address poor practice
- Strategies for self- responsibility and contributing positively to working in a

AIMS OF MODULE

This module builds upon learning in SW0411 and aims to support learners from beginning level practice to the end of the second year of professional education
Learners can demonstrate their development as a professional by taking responsibility for their conduct, practice and learning within a social care setting.
The module will build on the theme of self- awareness to enable students to develop their skills of relationship building and collaborating with a range of stakeholders in a variety of social work organisations. The module will develop the students’ appreciation of critical reflection of their own professional journey as a key skill in becoming an effective practitioner who is able to respond to changing economic, social, political and organisational contexts. Students will have opportunities to undertake a peer mentoring role, to offer experiences as a mentor, and build skills of mentoring and being involved in the development of others in a supportive environment. This module will provide the foundation for professional practice that will be enhanced in level 5.
This module is second part of the of the thread which scaffolds learning in relation to 1,8,and 9 within the capabilities framework and provides the foundations for SW0614 which will be undertaken at the next stage of professional development

LEARNING OUTCOMES

On successful completion of this module students should be able to:
1. Analyse the role of the professional social worker in a range of contexts and work collaboratively with a range of key stakeholders
2. Articulate the important role of supervision and make an active contribution in this process
3. Demonstrate and take responsibility for managing self as a professional social worker within a range of organisational contexts providing social work services
4. Work collaboratively with a range of stakeholders
5. Critically reflect on own development as a professional social worker
6. Work within guidance set out by The College of Social Work to successfully meet the Professional Capabilities

PRE-REQUISITES

SW0411, SW0412, SW0413, SW0414, SW0415, SW0416

CO-REQUISITES

SW0508, SW0509, SW0510, SW0511, SW0512

DISTANCE LEARNING DELIVERY

N/A

LEARNING AND TEACHING STRATEGY

A combination of seminars and group guidance tutorial meetings will be used. These will be informed by lectures relating to key concepts some of which will be delivered by specialist practitioners. A reflective journal will be used to support module delivery. This will facilitate individual and group activities through taught seminars and group tutorials as well as directed learning.
The learning in practice will be supported and assessed by an appointed practice assessor in the workplace. Formative assessment will be provided within regular supervision sessions and via a mid- placement review of progress.
Students will have regular supervision with a practice educator in relation to the development of practice competence to meet the professional capabilities framework. Teaching and learning strategies provided by the practice educator will include direct observation, practical experience, individual supervision discussion on professional issues 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
iStudents will undertake a critical analysis and reflection on a piece of observed practice where they have collaborated with key stakeholders within the organisation. 1000 words. 100%
iiPresentation 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
b. Additional formative assessment – detail of process and rationale
Students will present their critical analysis of practice at the mid- way meeting to the practice educator and the guidance tutor.
Indication of how students will get feedback and how this will support their learning
Practice Educator and Guidance Tutor will provide oral feedback at the mid- way placement meeting. Feedback will be given to student regarding strengths and area to develop. Reflective journal shown to Practice educator during 35 days of practice . Students to present work in group tutorial and obtain feedback from peers
c. Indication of how students will get feedback and how this will support their learning
Students will also receive ongoing feedback on practice within the supervisory context.
Part ii of the assessment will not be marked

IMPLICATIONS FOR CHOICE

Course info

UCAS Code L502

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time

Department Social Work, Education & Community Wellbeing

Location Coach Lane Campus

City Newcastle

Start September 2019

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