Module Details
| Module Code: |
OCCH7002 |
| Title: |
Perspectives on Behaviour
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Long Title:
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Perspectives on Behaviour
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| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
8620 - Occupational Health
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| Module Description: |
This module aims to enable learners in their role as Social Care Workers to ‘be able to recognise all behaviour, including challenging behaviour, as a form of communication and demonstrate an understanding of the underlying causes in order to apply appropriate strategies’.
This module maps to the Standards of Proficiency for Social Care Workers from within the following domains:
Domain 1: Professional Autonomy and Accountability.
Domain 2: Communication, Collaborative Practice and Teamworking.
Domain 3: Safety and Quality.
Domain 4: Professional Development.
Domain 5: Professional Knowledge and Skills.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Identify different types of challenging behaviour (Domains: 1.23, 2.3, 2.17, 3.1, 3.4, 5.4, 5.7, 5.10) |
| LO2 |
Be able to recognise all behaviour, including challenging behaviour, as a form of communication. (Domains: 2.3, 2.6, 2.17, 5.11,5.13) |
| LO3 |
Demonstrate an understanding of the underlying causes of behaviours in order to assess and apply appropriate strategies. (Domains: 1.3, 2.3, 2.17, 3.1, 3.2, 3.4, 3.5, 3.8, 3.10, 3.15, 5.7, 5.10) |
| LO4 |
Outline the role of the social care worker in supporting the person who communicates behaviours of concern. (Domains:1.3, 1.23, 1.19, 2.2, 2.3, 2.12. 2.17, , 3.4, 3.5, 3.7, 3.8, 3.10, 4.5, 5.3, 5.10, 5.11, 5.13) |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Types of Behaviours of Concern / Understand Behaviours
Perspectives on behaviour. Behaviourist theory, unsafe / self-injurious behaviours of concern which may be a risk to the individual or to others, prevalence of behaviours of concern in social care settings, seeing and understanding behaviours as a form of communications, communication methods and styles, understanding the message of each behaviour, positive behaviour support, promoting rights and a quality of life model when supporting people in the role of a social care worker. (Domains:1.23, 2.3, 2.17, 3.1, 3.4, 3.7, 5.4, 5.7, 5.10).
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Assessment Strategies to Understand Behaviours of Concern
Positive behaviour support model, tools and appropriate approaches, incident reporting, gathering relevant information relevant to the person, supported through evidence gathering (behaviour recording and observation sheet), teamworking, engaging with the person, communicating through behaviours of concern in order to understand the function of the behaviour (functional behaviour analysis). Understanding personal and environmental factors which have an impact on how we communicate. (Domains: 1.3, 2.2, 2.3, 2.6, 2.17, 3.1, 3.15, 5.10, 5.13).
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Implementation of Appropriate Strategies
To support behaviours through implementing supports (Positive Intervention Plan (PIP)) and promote better quality of life, supporting personal factors and changing environmental factors, reducing restrictive practice in social care settings. Response plans for when the unsafe behaviours are occurring. Monitoring and reviewing of PIP. (Domains: 1.3, 2.3, 2.12, 2.17, 3.1, 3.2, 3.4, 3.5, 3.7, 3.8, 3.10, 3.15, 5.10, 5.11).
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Supports for Workers
Supervision and promoting a safe and open working environment for all, training and safety requirements, awareness and understanding of professional approaches in meeting unmet needs of service users by seeing them as active participants, informed decision making, ethical conflicts, understanding restrictive practice, active support, reflection for the worker. (Domains: 1.3, 1.19, 1.23, 2.17, 4.5, 5.3, 5.10, 5.13).
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
| Special Regulation |
| Students are required to achieve a mark of 40 % or greater in each assessment component to pass the module. |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Theory Lecture |
Every Week |
4.00 |
4 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Research |
Every Week |
3.00 |
3 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
4.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Theory Lecture |
Every Week |
4.00 |
4 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Research |
Every Week |
3.00 |
3 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
4.00 |
|
Module Resources
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| Recommended Book Resources |
|---|
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Barry Carpenter et al.. (2015), Engaging Learners with Complex Learning Difficulties and Disabilities: A resource book for teachers and teaching assistants, Routledge, UK, [ISBN: 0415812747].
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Sandie Taylor. (2015), Crime and Criminality: A multidisciplinary approach, Routledge, UK, [ISBN: 1138888621].
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Barry Maletzky. (2015), The Sexual Offender: Family Member, Friend, Neighbour, Monster?, Karnac Books, USA, [ISBN: 1782203893].
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Neil Chakraborti. (2015), Responding to Hate Crime: The Case for Connecting Policy and Research, Policy Press, USA, [ISBN: 1447308778].
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Louisa Leaman. (2005), Managing very challenging behaviour, Continuum, UK, [ISBN: 0826485391].
| | Supplementary Book Resources |
|---|
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Joseph M. Lucyshyn, Glen, Ph.D. Dunlap, Richard W. Albin, Glen Dunlap. (2002), Families and Positive Behavior Support, Brookes Publishing Company, USA, [ISBN: 1557665745].
| | Recommended Article/Paper Resources |
|---|
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Rory Sheehan et al.. (2015), Mental illness, challenging behaviour,
and psychotropic drug prescribing in
people with intellectual disability: UK
population based cohort study, BMJ,
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Aoife Johnson and Deborah Long. (2020), The Importance of Education and
Self-Care in Social Care Work Programmes
for the Professionalisation of Social
Care Work, Irish Journal of Applied Social Studies, 20,
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Mech-Butler, Agnieszka, Swift, Roisin. (2019), An exploratory study on workplace
violence effecting residential
disability social care workers in
Ireland: A mixed method approach., Community-Academic Research Links, UCC.
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Jones, E., Lowe, K., Brown, S., Albert,
L., Saunders, C., Hake, N., Leigh, H.. (2013), Active Support as a primary prevention
strategy for challenging behaviour, BILD International Journal of Positive
Behavioural Support, 3 (1), p.16.
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Keogh, P., Byrne, C.. (2016), Crisis, Concern and Complacency; A study
on the extent, impact and management of
workplace violence and assault on social
care workers, Social Care Ireland,
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Williams, David, Gilligan, Robbie. (2011), Self Injury and the Challenges of
Responding to Young People in Care:The
Experiences of a Sample of Social Care
Workers, Irish Journal of Applied Social Studies, 11(1),
| | Other Resources |
|---|
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Website, Social Care Training Ireland. Challenging Behaviour,
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Website, Bild. (2023), Positive Behaviour Support (PBS),
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SCWRB (CORU). (2017), Standards of Proficiency for Social Care
Workers.,
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