Module Details
| Module Code: |
PSYC6014 |
| Title: |
Social Care Services
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Long Title:
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Social Care Services
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| NFQ Level: |
Fundamental |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
3110 - Psychology
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| Module Description: |
The aim of this module is to introduce students to social care and the historical development of social care practice. This module introduces students to the fundamental legal, ethical and regulatory dimensions of social care work. Students will explore the professional role of the social care practitioner including professional practice and boundaries. Students are introduced to CORU, the Standards of Proficiency, Code of Ethics and Fitness to Practice. 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.
Learning Strategies
Lectures will provide the theoretical underpinning for the module area. While formal lectures include the presentation of information they also include videos which include the service user voice, interactive discussion and case studies.
Tutorials review material covered in lectures and support the development of proficiencies via discussion, problem-solving activities & case studies.
Directed learning includes specific readings or online learning modules that scaffold the topics being covered in lectures and tutorials. These are provided on canvas or through platforms such as HSeLanD.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Discuss the historical development of social care as a profession and the formation of professional identity. (Domain: 5.1, 5.14) |
| LO2 |
Describe the legal and regulatory frameworks underpinning social care practice in a variety of social care contexts (Domains: 1.1, 1.3, 1.4, 1.7, 1.13, 1.16, 5.1) |
| LO3 |
Explore professionalism, boundaries, challenges within work practice and demonstrate an understanding of the role of the Standards of Proficiency and Code of ethics for social care work. (Domains: 1.1, 1.6, 1.7, 1.9, 1.10, 1.11, 1.21, 2.9, 2.13, 2.15, 4.1, 4.2, 4.4, 5.1, 5.9) |
| LO4 |
Identify and apply ethical principles of social care practice. (Domains: 1.1, 1.2, 1.3, 1.6, 1.7, 1.9, 1.14, 1.17, 1.19, 3.5, 5.1) |
| 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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Historical development of Social care
Definition of a social care worker (Domain:5.14)
Differentiation between social care and social work, social care workers scope of practice explored (Domain:1.6, 5.1)
History of social care in Ireland (Domain:5.14)
Origins of social care practice and the journey to professional regulation (Domain:1.9)
Deficiencies in care, reports and scandals, representative bodies (Domain:1.6)
Changing titles, CORU Standards of Proficiency. (Domain:1.7)
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Law and regulation
The Health and Social Care Professionals Act 2005 (Domains:1.1, 1.3)
The powers and Functions of CORU (Domains:1.1, 1.7)
Regulation of the Social Care Profession (Domains:1.1, 1.3, 1.7, 5.1)
Fitness to Practice (Domains: 1.1, 1.7)
Introduction to the law of Protected Disclosures, Date protection and Freedom of information (Domains:1.4, 1.13)
Introduction to the Childcare Act 1991 and regulations thereunder. (Domains:1.1, 1.7, 1.13)
The powers and functions of HIQA and introduction to HIQA Standards. (Domains:1.1, 1.16)
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Professionalism
Professional practice, professional development, maintaining professional boundaries and professional duty of care (Domains:1.6, 1.10,1.11, 1.21, 2.9, 4.1, 4.2)
Impact of ones own values and characteristics on practice (Domain:4.4)
Accountability as part of professionalisation and standing over decisions, practices and justify professional decisions made (Domains:1.1, 1.17, 5.1)
Professional working relationships (Domains:2.13, 2.15, 5.9)
Responsibilities as set out in the CORU Standards of Proficiencies (Domains:1.7, 1.9)
Responsibilities as set out in the Code Code of Professional conduct and ethics (Domains:1.7, 4.2)
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Ethical and professional conduct
Introduction to ethical principles and their relevance and application to practice (Domains:1.1, 1.2, 1.3, 1.6, 1.9, 1.17, 5.1)
Ethics as a foundation for caring (Domain:1.6)
Beneficence and non-maleficence (Domains:1.1, 1.6)
Ethical dilemmas, confidentiality, whistleblowing (Domains:1.14, 1.19, 3.5)
CORU Code of Professional Conduct and Ethics (Domain:1.7)
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Other Social Care Services
Homeless shelters. Domestic abuse refuges. Services for the traveler community and asylum seekers. Addiction services. Alternative education and training services. Educational welfare.
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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 |
Every Week |
3.00 |
3 |
| Tutorial |
Contact |
Small group work on professional practice approaches |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Ascribed reading and exercises |
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 |
Class-based instruction |
Every Week |
2.00 |
2 |
| Tutorial |
Contact |
Small group work on professional practice approaches |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Ascribed reading and exercises |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| 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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Jon Kabat-Zinn. (2017), Full Catastrophe Living : How to cope with stress, pain and illness using mindfulness meditation, 4. Piakus, London, [ISBN: 978074995841].
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Tom; Murphy, Mike O'Connor,. (2006), Social Care In Ireland: Theory, Policy and Practice, CIT Press, Cork, [ISBN: 0954573641].
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Share, P. & Lalor K.. (2009), Applied Social Care: An Introduction for Students in Ireland, 2nd. Gill and Macmillan, Dublin, [ISBN: 9780717143764].
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Mark Williams, Danny Penman, Jon Kabat-Zinn. (2011), Mindfulness : A pracitical guide to finding peace in a frantic world, 3. Piakus, London, [ISBN: 9780749953089].
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McCann-James, C., de Roiste, A. & McHugh, J.. (2009), Social care in Ireland: An integrated perspective, Gill and Macmillan, Dublin, [ISBN: 9780717145096].
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Considine M. & Dukelow, F.. (2009), Irish Social Policy, Gill and Macmillan, Dublin, [ISBN: 9780717141562].
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Julia Johnson and Corrine De Souza. (2008), Understanding Health and Social Care, Second. all, Sage, London, p.280, [ISBN: 9781847870803].
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Social Care Workers Registration Board CORU. (2019), Social Care Workers Registration Board Code of Professional Conduct and Ethics, [ISBN: 1234567899].
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Samuriwo, Ray Jessica. (2017), Values in Health and Social Care: An Introductory Workbook, Kingsley, [ISBN: 9781785920639].
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Pavord E. & Donnelly. E. e-book. Communication and Interpersonal Skills, [ISBN: 1908625325].
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Howard, N. & Lyons, D. (eds). (2014), Social Care Learning from Practice, Gill Education, [ISBN: 9780717159697].
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Charleton, M.. (2014), Ethics for Social Care in Ireland, Gill Education, [ISBN: 9780717159772].
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The Stationary Office. (2009), Commission to Inquire into Child Abuse Report Commission to Inquire into Child Abuse, [ISBN: 978140642273].
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(2021), Guide to the Standards of Proficiency for Social Care workers (electronic e-book) Denise Lyons and Teresa Brown (eds), Social Care Ireland.
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(2017), Standards of Proficiencies for Social Care Workers, Social Care Workers Registration Board CORU.
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Lalor, K. & Share, P. (eds). (2014), Applied Social Care - An Introduction for Students in Ireland, Gill Education, [ISBN: 978071715623].
| | Supplementary Book Resources |
|---|
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Curry, J.. (1998), Irish Social Services, IPA, Dublin, [ISBN: 1902448014].
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Susan McKay. (1998), Sophia's story, Gill & Macmillan, Dublin, [ISBN: 0717127974].
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Dunphy, S.. (2007), Last ditch house, Gill and Macmillan, Dublin, [ISBN: 9780717141791].
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Dunphy. S.. (2006), Wednesday's child, Gill and Macmillan, Dublin, [ISBN: 9780717140060].
| | This module does not have any article/paper resources |
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| Other Resources |
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Website, Age Action,
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Website, National Council for Ageing and Older
People,
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Website, Disability resources,
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Website, National Disability Authority,
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website, Children First: National Guidance for
the Protection and Welfare of Children
(2017). Children First: National Guidance for
the Protection and Welfare of Children
(2017),
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