SW0614 - Professionalism, Leadership and Accountability

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SYNOPSIS OF MODULE

This module aims to support a transformation to becoming an active and confident professional, with the ability to think and act purposefully within a variety of operational contexts and to be able to initiate and manage change. 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.
The syllabus will be delivered before and during practice learning. The 40 placement days attached to this module will offer students the opportunity to develop knowledge and skills as qualifying social work practitioners with service users, carers and other professionals in practice settings.
This module will build on the student’s learning from previous years, deepening self-awareness and strengthen their ability to form effective relationships. They will extend their understanding of the range of professional and organisational settings and multi-agency contexts for social work practice. 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.
As in the first and second year, 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.
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 required Professional Capabilities. 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 educator 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.
Summative assessment will be by way of a critical reflection on a piece of observed practice and a Pass/Fail assessment of the student’s ability to work to the Professional Capability Framework at a qualifying level.

INDICATIVE READING LIST OR OTHER LEARNING RESOURCES

Books and Reports
Boud, D. Keogh, R. and Walker, D. (1985) Reflection: turning experience into learning. London: Kogan Page Ltd.
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.
Knott, C. and Scragg, T. (2007) Reflective practice in social work. Exeter: Learning Matters.
Kadushin, A. and Kadushin, G. (1997) The social work interview: A guide for human service professionals. 4th edn. New York: Columbia University Press.
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.
Lishman, J. (2009) Communication and social work. 2nd edn. Basingstoke, Palgrave Macmillan.
Macdonald, I., Stewart, K., Burke, C. (2006) Systems leadership: creating positive organisations. Aldershot: Gower.
O’Sullivan, T. (2011) Decision making in social work. 2nd Edn. Basingstoke: 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.
Schon, D. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Taylor, B. ed. (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, 12, Issue 3, pp. 349-362
Electronic Resources
The Social Care Institute for Excellence: 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.scie.org.uk
www.swapbox.ac.uk

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:
- Understanding a range of agency contexts providing social work services and the legal, policy and procedural frameworks that surround these.
- Consider how organisational cultures develop and how these can influence and shape approaches to practice
- Deepen awareness of the ways in which organisational, legal and structural contexts impact on the lives of service users – and consider during their practice placement how to actively and effectively engage with these contexts.
- Develop ability to engage in inter-professional work and to understand the roles of different professionals, practitioners and organisations.
- Explore personal and professional power and accountability.
- Knowledge and application of procedure, policy and legislation in practice.
- Resource and information management.
Professionalism
- Developing a sense of professional identity and responsibility based upon strong social work values.
- Awareness of personal and professional boundaries.
- Building 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 the Professional Capability Framework.
- Contribute to the development of self and developing ability to contribute to the improvement of services and the management of resources.
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.
- Developing ability to constructively give and receive feedback
- Preparing for Employability at end of Placement

AIMS OF MODULE

This module builds upon learning in modules SW0411 and SW0507, and 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 years one and two with an emphasis on moving from understanding to application and collaboration – developing 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 is the final part of the thread which scaffolds learning in relation to outcomes 1, 8 & 9 of the Professional Capabilities framework.

LEARNING OUTCOMES

On successful completion of this module the student should be able to:
1. Demonstrate the ability to practice at a level that successfully meets the guidance and standards set out in the Professional Capabilities Framework and the TCSW Standards of Proficiency such that they may make an application to register with the HCPC
2. To work as an active and confident social worker, able to act autonomously, effectively and be accountable for their professional behaviour and personal development in accordance with HCPC guidance and the Professional Capabilities framework
3. To critically appraise legal obligations, organisational structures and contexts and how these 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 sophisticated understanding of social work values and a commitment to working within these

PRE-REQUISITES

SW0507, SW0508, SW0509, SW0510, SW0511, SW0512

DISTANCE LEARNING DELIVERY

LEARNING AND TEACHING STRATEGY

Preparation for Practice Learning
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. As in the first and second year, a reflective journal will be used to support module delivery. This will facilitate individual and group activities through taught lectures and seminars, group tutorials, reading as well as directed learning.
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 educator 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. Students will undertake a critical analysis and reflection on a piece of observed practice addressing all learning outcomes and reflecting on learning and future developmental needs. This will be verified by the practice educator and marked by the guidance tutor. 1000 words.
ii. Presentation 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 update their professional development plan and produce a piece of work critically reflecting on the knowledge, skills and values they developed in the second year placement and identify areas for future development to present to the Practice Educator prior to placement starting.
c. Indication of how students will get feedback and how this will support their learning
Practice Educators will provide feedback on the critical analysis and the content will also be discussed with Guidance Tutor at the initial placement meeting. Students will also receive ongoing feedback on practice within the supervisory context.

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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