SOCI8007 - Changing Models of Social Care

Module Details

Module Code: SOCI8007
Title: Changing Models of Social Care
Long Title: Changing Models of Social Care
NFQ Level: Advanced
Valid From: Semester 1 - 2019/20 ( September 2019 )
Duration: 1 Semester
Credits: 5
Field of Study: 3120 - Sociology
Module Delivered in: 1 programme(s)
Module Description: This module will examine the need to integrate different interdisciplinary inputs to facilitate the development of holistic social care plans. In doing so, it will examine current changes in the professional identities in social care in particular, with reference also to other social professionals. It will also propose a new professional practice working model for a new 'social care advocate' and suggest interprofessional working strategies between social care and other caring professionals in the context of the Health and Social Care Professionals Act.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Appraise the theoretical and practical commonalities and differences that exist between the social care and social work professional projects.
LO2 Integrate structural policy performance with day to day care services and therapeutic needs to produce a holistic care plan based on client's needs.
LO3 Compare the differing organisational and statutory responsibilities between social workers, social care workers and other 'caring professionals' in providing health and social care services to various client groups.
LO4 Interpret national standards as outlined by HIQA for specific client groups with application to care planning.
LO5 Choose practical strategies to advocate for holistic care plans through networking with client user groups, families, professional bodies, academics and other stakeholders.
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
Social Care and Social Work
Evolution of social work and social care since the 1950s; theoretical influences; cross over; differences; relationship with the state; disciplinary bias; strengths and limitations of each; commonalities and common puropose for interdisciplinary working.
The Caring Professions: Roles and Responsibilities
In the context of the Health and Social Care Professionals Act: understanding commonalities and differences between nurses, social workers and social care workers. This builds on the appreciation of different emphases within their respective knowledge bases. Understanding how this affects social care practice and interprofessional working arrangements.
National Standards
Broadly understanding the HIQA standards on working with disabled, children, young offenders, mentally ill and homeless with a view to how these are operationalised in practice towards developing care plans.
Integrating structural failure in Care Plans
Evaluating the deeper seated causes of clients' needs arising from structural causes and socio-economic policy failure: class based inequalities; poor housing; availability of ABA education; provision of CBT, speech and language therapy; Adequacy of organisational staffing; availability of community care packages; provison of drug detox or addiction counselling; provision of prison rehab; prioritisation of clients for education courses and training. Designing interventions based on these deeper seated medium-long term and preventative objectives with daily personal and social services provision ultimately resulting in a holistic care plan.
Advocacy strategies
Developing advocacy strategies based on working with user groups, social care workers and other stakeholders. Developing strategies for influencing improvements in policies and standards.
Module Content & Assessment
Assessment Breakdown%
Coursework40.00%
End of Module Formal Examination60.00%

Assessments

Coursework
Assessment Type Other % of Total Mark 20
Timing Week 5 Learning Outcomes 2
Assessment Description
Decide on a Care Plan for a Specific Client Group (e.g. Decide on a Care Plan, Which provides Holistically for the Needs of a Homeless Man in his 50s, Based on the Case Study Supplied to You).
Assessment Type Essay % of Total Mark 20
Timing Week 11 Learning Outcomes 3
Assessment Description
Compare the Predominant Professional Work-Type Differences Between Social Workers and Social Care Workers. (e.g. Compare, with Reference to Theoretical and Policy Literature, the Predominant Professional Differences Between a Social Care Worker and a Social Worker, with Reference to the Practical Manifestation of these Differences Differences in Workplace Practice.
End of Module Formal Examination
Assessment Type Formal Exam % of Total Mark 60
Timing End-of-Semester Learning Outcomes 1,2,3,4,5
Assessment Description
End-of-Semester Final Examination
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.

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 Weekly lectures Every Week 4.00 4
Independent & Directed Learning (Non-contact) Non Contact Student research, completion of assessments. 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 Delivery of Module Content Every Week 3.00 3
Independent Learning Non Contact Preparation of Journal, assessments and revision. 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
  • Christie, A, Featherstone, B, Quin, S, Walsh, T. (2015), Social Work in Ireland: Change and Continuities, 1. All, Palgrave, London, p.240, [ISBN: 978137383204].
  • O'Connor, T. (2013), Integrated Care for Ireland in an International Context: Challenges for Policy, Institutions and Specific Service User Needs, 1. All, Oak Tree, Cork, p.383, [ISBN: 9781781190807].
  • Swain, J, French, S, Barnes, C, Thomas, C. (2013), Disabling Barriers: Enabling Environments, 2013. All, Sage, London, p.376, [ISBN: 1446258998].
  • Health Information and Quality Authority HIQA. (2013), National Standards: Residential Servicees for People with Disabilities, 1. All.
  • Robertson, D. (2012), Build Your Resilience, 1. All, Hodder Education, London, p.279, [ISBN: 9781444168711].
  • William, M & Penman, D. (2011), Mindfulness: a Practical Guide to Finding Peace in a Frantic World, 1. All, Piatkus, London, p.276, [ISBN: 9780749953089].
  • Ferguson, I. (2008), Reclaiming Social Work: Challenging Neoliberalism and Promoting Social Justice, 1. All, Sage, Sage, p.160, [ISBN: 9781412906920].
  • O'Connor, Tom. (2008), The Use of Practical Social Care Research to Develop a Holistic Social Care Best Practice Manual in J.Murphy & B. Higgs (eds) Proceedings of NAIRTL National Conference 2008, first. National Academy For Integration of Research, Teaching and Learning, Cork.
  • Share, P & Mc Elwee, N. (2005), Applied Social Care, 1st. 1,2,3,4.16.18,19,20,21,22, Gill & Macmillan, Dublin, p.335, [ISBN: 0717138399].
  • O'Connor, Tom & Murphy, Mike. (2006), Social Care in Ireland: Theory, Policy and Practice, 1st. 2,6,7,8,10,11,12,13,15,20,21,22,24, Cork Institute of Technology Press, Cork, p.354, [ISBN: 095473641].
  • Dominelli, L. (2004), Social work, 1st. All, Polity, Cambridge, p.307, [ISBN: 9780745623825].
  • Beresford, P & Trevillion. (1995), Developing Skills for Community Care, 1st. All, Ashgate, Vermont, p.161, [ISBN: 1857422376].
  • Suzy Braye and Michael Preston-Shoot. (1995), Empowering practice in social care, 1st. All, Open University, Buckingham, p.205, [ISBN: 0335192459].
Supplementary Book Resources
  • Mayock, P & Carr, N. (2008), Not Just Homelessness: A Study of 'Out of Home' Young People in Cork City, 1st. All, Children's Research Centre, Dublin, p.320, [ISBN: 1902230329].
  • Considine, M & Dukelow, F. (2009), Irish Social Policy, First. 11,12,13, Gill and Macmillan, Dublin, p.546, [ISBN: 9780717141562].
Recommended Article/Paper Resources
  • Costello, L & Cox, W. (2013), Living in the Community: Services and Supports for People with Disabilities, 2013, p.136,
    http://www.disability-federation.ie/user files/file/full_report.pdf
  • Keogh, F. (2010), Disability Policy Review, 2010,
    http://health.gov.ie/wp-content/uploads/ 2014/08/ERG_Disability_Policy_Review_Fin al.pdf
  • Youth and Homeless Strategy Monitoring Committee. (2004), Developing a Leaving and Aftercare Policy: Guidelines for Health Boards, Youth Homeless Strategy, 2004, p.35.
  • Health Information and Quality Authority. (2008), National Standards: Residential Services for People with Disabilities, p.57.
  • Health Information and Quality Authority. (2009), National Quality Standards for Residential Care Settings for Older People in Ireland, p.90.
  • Health Information and Quality Authority. (2007), Standards for the Assessment of Need, May 2007, p.30.
Supplementary Article/Paper Resources
  • Centre for Ageing Research and Development in Ireland. (2009), Disability Care Standards Will not be Made Mandatory, CARDI News Bulletin, March 7th, 2009, p.3,
    http://www.cardi.ie
  • Irish Social Services Inspectorate. (2002), Gleann Alainn Special Care Unit in the Southern Health Board: Inspection Report ID Number: 54, Nov 25 2002, p.12.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HSOCC_8 Bachelor of Arts (Honours) in Social Care Work 1 Mandatory