Module Details
| Module Code: |
PSYC7003 |
| Title: |
Youth&Community Care Practice
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Long Title:
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Youth&Community Care Practice
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| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
3110 - Psychology
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| Module Description: |
This module explores professional principles and practices relating to social care work in the field of community care with a focus on team work and assessments.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Know, understand and apply the key concepts of the domains of knowledge which are relevant to community care practice (Domains: 5.1, 5.2) |
| LO2 |
Identify the various assessment types available and the services and welfare provisions for persons with various needs in the community (Domains: 1.2, 2.3, 3.3, 3.5, 3.15). |
| LO3 |
Be able to select and implement appropriate assessment techniques and be able to analyse and critically evaluate the information collected in the assessment process in order to meet the needs of individuals in the community (Domains: 1.15, 2.1, 2.2, 2.3, 2.4, 2.8, 3.2, 3.4). |
| LO4 |
Understand the need to build and sustain professional relationships as both an independent practitioner and member of a community based team (Domains: 2.13, 2.14, 2.15, 5.13). |
| LO5 |
Understand the role and impact of effective interdisciplinary team working in meeting service users needs in the community and the need to create professional relationships based on mutual respect and trust (Domains: 2.12, 2.14, 2.15). |
| 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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Key concepts related to community care practice
Community child care. Child protection and welfare needs. Alterative education. Family support and early intervention such as Tusla PPFS/ABC, need of groups in marginalised areas. Needs of people with disabilities in the community- principles of Person Centeredness, Community Inclusion and Active Citizenship and Quality. The needs of older people. The values and role of community care practice (Domains: 1.2, 2.3, 2.4, 2.8, 3.5, 3.15, 5.1, 5.2).
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Assessment of Need
Identifying health and social care needs. Awareness of assessment types. Undertaking needs and practice assessments e.g.. HSE Independent Assessment Tool. Independent living support. Individualised supports. Models of participation such as Lundy model. Supporting families. (Domains: 1.15, 2.1, 3.2, 3.3, 3.4).
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Building professional relationships
Multi and inter-disciplinary work, role of primary care teams, the importance of communication. The role of the interdisciplinary team and the role of the Social Care Worker in community care work (Domains: 2.13, 2.14, 2.15).
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Professional skills
Building professional relationships. Mutual respect and trust. Working in partnership with teams, individuals, families and the community. Anti-oppressive practice, inclusive practice. Building a partnership approach. Understanding needs (Domains: 2.2, 2.5, 2.12, 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 |
Class based instruction including multidisciplinary guest lectures. |
Every Week |
3.00 |
3 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Support with planning for team project |
Every Second Week |
0.50 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Assigned reading |
Every Week |
3.00 |
3 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
6.50 |
| Total Weekly Contact Hours |
3.50 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Class based instruction |
Every Week |
2.00 |
2 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Support with planning for team project |
Every Second Week |
1.00 |
2 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Student research and study |
Every Week |
4.00 |
4 |
| Total Hours |
8.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
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Module Resources
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| Recommended Book Resources |
|---|
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McCann-James, C., de Roiste, A. & McHugh, J.. (2009), Social Care in Ireland: An Integrated Perspective, CHAPTER 3, 6, Gill and Macmillan, Dublin, [ISBN: 9780717145096].
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Share, P. & Lalor, K.. (2009), Applied Social Care, 2nd. CHAPTER 6, 8, 18, Gill and Macmillan, Dublin, [ISBN: 9780717143764].
| | Supplementary Book Resources |
|---|
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Howard, N. and Lyons, D. (Ed). (2014), Social Care- Learning from Practice, CHAPTER 8 (Family Assessments), Gill and Macmillan, Dublin, [ISBN: 9780717159697].
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O’Connor, T.. (2013), Integrated Care for Ireland-In An International Context., CHAPTER 9 (Challenges for Primary Care), Oak Tree Press, Cork.
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O’Sullivan, F. (Ed.). (2013), Caring for People in Community & Health Services, Gill & Macmillan, Dublin..
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Coyne, C. and Donohoe J.. (2013), Youth and Youth Work in Ireland, Gill and Macmillan, Dublin, [ISBN: 9780717156351].
| | Supplementary Article/Paper Resources |
|---|
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HSE. (2012), NEW DIRECTIONS- Review of day services
and Implentation Plan,
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Buckley, H., Howarth, J. & Whelan,
S.. (2006), Framework for the Assessment of
Vulnerable Children & their
Families. Assessment Tool and Practice
Guidance, TCD/Childrens' Research Centre
Publicaiton., [ISSN: 1902230299].
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Millar, M. & Corby, B.. (2006), ‘The Framework for the Assessment of
Needs, Social Work, Vol., 36, p.887-899.
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Mayock, P.. (2005), 'Scripting Risk': Young people and the
construction of drug journeys., Drugs: Education, Prevention and Policy, Vol 12, No.5, October, p.349-368.
| | Other Resources |
|---|
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Website, Tusla, Child and Family Agency,
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Website, Health Service Executive (HSE),
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Website, Citizens Information Board,
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wesbite, Age Action Ireland,
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