Module Details

Module Code: SOCI7016
Title: Contemporary Social Care
Long Title: Contemporary Social Care Practice
NFQ Level: Intermediate
Valid From: Semester 1 - 2023/24 ( September 2023 )
Duration: 1 Semester
Credits: 5
Field of Study: 3120 - Sociology
Module Delivered in: 1 programme(s)
Module Description: This module uses inter-disciplinary knowledge within the social and health sciences to appraise some of the most pressing contemporary challenges for social care service users and workers to forge creative pathways towards transformative social care practice.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability.
Domain 2: Communication, Collaborative Practice and Team working.
Domain 3 Safety and Quality.
Domain 4: Professional Development.
Domain 5: Professional Knowledge and Skills.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Identify and explore contemporary issue/s in and for social care - emerging societal trends that impact service users and staff e.g. cost of living crisis, housing crisis, etc. – Locating adaptive and creative practices for practitioners to best meet the current and future challenges faced by service users in the sector e.g. trauma aware practice, poverty aware practice, reflective practice, etc. (Domains: 1.2, 1.5, 1.9, 1.17, 1.22, 1.23, 2.1, 2.3, 2.4, 2.8, 2.9, 2.17, 3.4,3.5, 3.6, 3.15, 4.3, 4.4, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.10, 5.11, 5.12, 5.13, 5.14, 5.19).
LO2 Formulate a considered opinion on the potential for impact, of the issue selected, on the interests, agency and safety of the service users and your professional duty of care. (Domains 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.15, 1.17, 1.22, 1.23, 2.1, 2.4, 2.9, 2.17, 3.1, 3.4,3.5, 3.6, 3.7, 3.15, 4.3, 4.4, 5.1, 5.4, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.19).
LO3 Demonstrate an ability to reflect on personal progress and improvements in keeping up to date with contemporary developments in the field. (Domains: 1.2, 1.19, 1.20, 1.21, 2.9, 2.12, 2.14, 2.15, 4.1, 4.3, 4.4, 4.5, 5.14, 5.19).
LO4 Apply creative approaches and communication technologies in the presentation of the assignment (Domains: 1.17, 1.18, 1.23, 2.2, 2.13, 2.16, 3.6, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).
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).
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.
No incompatible modules listed
Co-requisite Modules
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.
No requirements listed
 
Indicative Content
Current Issues
This module will cover a wide range of real and conceptual issues that are important to current and evolving understanding/s and practice/s in social care and students will consolidate their understanding of topics such as those listed in this 'Indicative Content' section.
Disability
Disability discourses historically: stigma, conflict theories, fear of the 'other', impairment and biological determinism. Enlightened discourses since 1960s: de-medicalisation, rejection of identities of impairment, rejection of 'personal tragedy' model; the significance of disabled people's movements in bringing service user voices to the fore, culminating in UPIAS and Oliver's Social Model of Disability. Practical application of social model at the macro-societal and micro level in social care agencies: operationalising principles of collaboration with disabled service users, service user empowerment, independence, social rights and choice; formulating a discourse of empowerment utilising tripartite advocacy strategies between service users, advocacy groups and social care professionals, driven by principles of community development. (Domain 1.9, 1.19, 3.6, 5.1, 5.4, 5.5, 5.6, 5.7)
Trauma
Understanding key terms: Complex Trauma, Post-Traumatic Stress Disorder (PTSD) and Adverse Childhood Experiences (ACEs): their implication in mental ill-health and/or other behavioural/psychological problems facing service users. Understanding key terms: Trauma Informed Practice, Trauma Aware, Complex Trauma, Post-Traumatic Stress (PTSD) and Adverse Childhood Experiences (ACEs): their implication in mental ill-health and/or other behavioural/psychological problems facing service users. Understanding manifestations such as Dissociation, unhealthy psychological defence mechanisms, depression, anxiety, addiction, economic marginalisation and the appropriate treatment options for service users. (Domain 1.2, 1.3, 1.5, 1.8, 1.17, 1.21, 1.22, 1.23, 2.1, 2.2, 2.4, 2.12, 2.17, 3.1, 3.7, 3.10, 3.14, 3.15, 5.1, 5.4, 5.9, 5.10, 5.11, 5.12)
Stoic, CBT and ACT Techniques
Describing the central tenets of Stoicism, CBT and ACT techniques in order to foster self-awareness and self-care for the social care worker and also to foster the transferability of these techniques to clients in distress, where appropriate. Detailing the central aphorisms of Stoicism from Marcus Aurelius and Epictetus to the 12 Step Serenity Prayer and the resultant insights of Albert Ellis and Aaron Beck, a founding father of CBT. Modelling the use of ACT and CBT to foster a healthy appraisal of stressful scenarios and the acceptance of what is out of the control of the individual care worker, fostering healthy boundaries and the Describing the central tenets of Stoicism, CBT and ACT techniques in order to foster self-awareness and self-care for the social care worker and also to foster the transferability of these techniques to clients in distress, where appropriate. Detailing the central aphorisms of Stoicism from Marcus Aurelius and Epictetus to the 12 Step Serenity Prayer and the resultant insights of Albert Ellis and Aaron Beck, a founding father of CBT. Modelling the use of ACT and CBT to foster a healthy appraisal of stressful scenarios and the acceptance of what is out of the control of the individual care worker, fostering healthy boundaries and the utilisation of mindful awareness to help lower the incidence of professional burnout. Using Acceptance and Commitment Therapeutic insights for self-protection and awareness of the need for the input of expertise from other professionals. (Domain 1.20, 1.22, 5.4, 5.19)
Biopsychosocial Model
Explanation of the biological influences on mental ill-health, un-wellness and behaviour: veracity of claims for biochemical basis for mental illness; evidence for broader biological influences on mental health and wellness, such as specific foods, physical exercise, substance abuse. Understanding these biological influences on a client's health and their influence on their psychological well-being. Developing a clear assessment of the social influences on poor mental health and wellness: factors such as bullying; childhood trauma; unmet needs; relationship issues. Making a full assessment of a client's needs through an understanding of her needs, based on all three of these domains and the interplay between them. Formulating a client's care plan based on this assessment and advocacy strategies in collaboration with the client in order to help make these realisable. (Domains 1.1, 1.19, 1.21, 1.23, 1.6, 1.18, 2.1, 2.2, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17, 3.4, 3.5, 3.6, 5.6, 5.8, 5.11, 5.12, 5.13)
Integrated Care
Applying the best practice policy and theoretical developments towards making integrated care and inter-professional working a reality for the benefit of service users: Delimiting definitions of integrated care; understanding its policy prescriptions; modelling the translation of these policy prescriptions in to an integrated care and inter-professional collaborative practice by integrated inter-professional teams in working partnerships with service users. Emphasising: community care, de-institutionalization, multi-faceted care plans with wrap-around community services feeding in to shared are plans, in as far as possible in community care, but in residential where appropriate: Explaining principles for best practice for inter-professional working arrangements between Primary Care Teams and Community Mental Health Teams, Social Applying the best practice policy and theoretical developments towards making integrated care and inter-professional working a reality for the benefit of service users: Delimiting definitions of integrated care; understanding its policy prescriptions; modelling the translation of these policy prescriptions in to an integrated care and inter-professional collaborative practice by integrated inter-professional teams in working partnerships with service users. Emphasising: community care, de-institutionalization, multi-faceted care plans with wrap-around community services feeding in to shared care plans, in as far as possible in community care, but in residential where appropriate: Explaining principles for best practice for inter-professional working arrangements between Primary Care Teams and Community Mental Health Teams, Social Care Teams, Occupational Therapists, and other health and social care professionals. Application of coherent advocacy principles and strategies for inter-professional adoption and realisation of service user integrated health and social care services. (Domains: 1.1, 1.2, 1.19, 1.21, 1.23; 2.1, 2.2, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 2.17; 3.4, 3.5, 3.6; 5.8, 5.11, 5.12, 5.13)
Health and Social Care Literacy
Describing definitions and theoretical underpinnings for health and social care literacy. Understanding it's genesis in health care systems and development internationally and its clear application to social care practice. Applying the prescriptions of health literacy in to everyday practice in social care: empowering service users to understand and take control of their health and well being, through accessible and appropriate communicative methodologies to foster this empowerment. Applying simple strategies for to aid service users' understanding, such as 'plain English' and clear signage in health and social care organisations. Also, applying practical strategies to confirm success in this empowering communication, for example 'teach back' and 'talk back' (through Describing definitions and theoretical underpinnings for health and social care literacy. Understanding its genesis in health care systems and development internationally and its clear application to social care practice. Applying the prescriptions of health literacy into everyday practice in social care: empowering service users to understand and take control of their health and wellbeing, through accessible and appropriate communicative methodologies to foster this empowerment. Applying simple strategies for to aid service users' understanding, such as 'plain English' and clear signage in health and social care organisations. Also, applying practical strategies to confirm success in this empowering communication, for example 'teach back' and 'talk back' (through whatever communication means necessary). Fostering a deeper awareness among service users of their needs and deep partnership with care professionals, culminating in clearly defined goals and strategies for self-advocacy. (Domains: 1.3, 1.5, 1.15, 1.23, 2.1, 2.2, 2.3, 2.4, 2.8, 2.9, 2.12, 3.1, 3.6, 3.15, 4.1, 4.3, 4.4, 4.5, 5.1, 5.2, 5.11, 5.14, 5.15, 5.16)
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%
Special Regulation
Students are required to achieve a mark of 40 % or greater in each assessment component to pass the module.

Assessments

Coursework
Assessment Type Other % of Total Mark 30
Timing Week 7 Learning Outcomes 1,2,3,4
Assessment Description
Prepare a podcast or visual presentation setting out an aspect of contemporary or evolving importance to the practice of social care.(Domains: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.15, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, 2.1, 2.2, 2.3, 2.4, 2.8, 2.9, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17, 3.1 3.4, 3.5, 3.6, 3.7, 3.10, 3.14, 3.15, 4.1, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.19).
Assessment Type Critique % of Total Mark 70
Timing Sem End Learning Outcomes 1,2,3
Assessment Description
A written critical evaluation on an aspect of contemporary or evolving importance to the practice of social care.(Domains: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.15, 1.17, 1.19, 1.20, 1.21, 1.22, 1.23, 2.1, 2.3, 2.4, 2.8, 2.9, 2.12, 2.14, 2.15, 2.17, 3.1 3.4, 3.5, 3.6, 3.7, 3.15, 4.1, 4.3, 4.4, 4.5, 5.1, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.19).
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.

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 Delivery of module content. Lectures and talks by guest speakers Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Revision of material, journal of learning and assessment preparation Every Week 3.00 3
Tutorial Contact Applying theory Every Week 1.00 1
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 Delivery of module content. Lectures and talks by guest speakers. Every Week 3.00 3
Independent Learning Non Contact Revision of material, journal of learning and assessment preparation Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Bennett. R & Oliver. J.E. (2019), Acceptance and Commitment Therapy: 100 Key Points and Techniques, 1st. All, Routledge, London, p.266, [ISBN: 10: 113848302].
  • Davidson.G, Campbell.J., Shannon.C, Mulholland.C.. (2016), Models of Mental Health, 1st. All, Palgrave, London, p.132, [ISBN: 9781137365903].
  • Fisher.J. (2017), Healing the Fragmented Selves of Trauma Survivors : Overcoming Internal Self-Alienation, 1st. All, Routledge, London, p.280, [ISBN: ISBN:10 04157].
  • Howard, N & Lyons, D. (2014), Social Care: Learning from Practice, 1. All, Gill & Macmillan, Dublin, p.320, [ISBN: 978-07171596].
  • Lalor, K & Share, P. (2013), Applied Social Care: An Introduction for Students in Ireland, 3. All, Gill & Macmillan, Dublin, p.512, [ISBN: 0717156230].
  • Lynch. T. (2011), Selfhood : A Key to the Recovery of Emotional Wellbeing, Mental Health and the Prevention of Mental Health Problems or A Psychology Self Help Book for Effective Living and Handling Stress, 1st. All, Mental Health Publishing, Clare, p.280, [ISBN: 10 1908561009].
  • Maté.G. (2019), When the Body Says No: The Cost of Hidden Stress,, 1st. All, Vermillion, London, p.320, [ISBN: ISBN:10: 1785].
  • Marsh, I and Keating, M. (2013), Sociology: Making Sense of Society, 3rd. All, Pearson, Harlow, p.864, [ISBN: 978-14082695].
  • Moran, Joe. (2013), Unfinished Business: Social Policy for Social Care Students in Ireland, 1. All, Orpen Press, Dublin, p.346, [ISBN: 9781909895010].
  • O'Connor, Tom. (2013), Integrated Care for Ireland in an International Context: Challenges for Policy, Institutions and Specific Service User Needs, 1. All, Oak Tress Press, Cork, p.383, [ISBN: 9781781191040].
  • Robertson, D. (2010), The Philosophy of Cognitive-Behavioural Therapy (CBT): Stoic Philosophy as Rational and Cognitive Psychotherapy, 1st. All, Routledge, London, p.318, [ISBN: 10: 185575756].
  • Robertson, D. (2013), Stoicism and the Art of Happiness: Practical wisdom for everyday life: embrace perseverance, strength and happiness with stoic philosophy, 1st. All, Teach Yourself, London, p.288, [ISBN: 10: 144418710].
  • Share, P, Corcoran, M, Conway, B. (2012), As Sociology of Ireland, 4. All, Gill & Macmillan, Dublin, p.624, [ISBN: 0717149846].
  • Van Der Kolk.B. (2015), The Body Keeps the Score: Mind, Brain and Body in the Transformation of Trauma, 1st. All, Penguin, London, p.464, [ISBN: 10:01419].
  • Williams. M & Penman.D. (2011), Mindfulness: A practical guide to finding peace in a frantic world, 1st. All, Piatkus, London, p.288, [ISBN: 10: 978074995].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • Share, P. (2006), Professionalisation and Social Care in Ireland, European Journal Of Social Education, No 10/11, p.230, [ISSN: 18104789].
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HSOCC_7 Bachelor of Arts in Social Care Work 4 Mandatory