School of Health and Education

Faculty of Social Work

Readiness for direct practiceSWK4700

Module Leader: Cherie Carlton

2021-2022

Document Version 1

READINESS FOR DIRECT PRACTICE SWK4700

Online location of handbook

This handbook can also be accessed via My Learning

Other formats available

This handbook is available in a large print format. If you would like a large print copy or have other requirements for the handbook, please contact the Disability Support Service disability@mdx.ac.uk

Disclaimer

The material in this handbook is as accurate as possible at the date of production. You will be notified of any minor changes promptly. If there are any major changes to the module you will be consulted prior to the changes being confirmed. Please check the version number on the front page of this handbook to ensure that you are using the most accurate information.

Other documents

Your module handbook should be read and used alongside your programme handbook and the information available to all students on My Learning, including the Academic Regulations. Your programme handbook can be found on the My Learning programme page for your course.

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Table of Contents

1. Welcome...........................................................................................................................4

2. The module teaching team................................................................................................4

3. Communication with the teaching team...........................................................................4

4. Module overview..............................................................................................................5

5. Learning resources............................................................................................................5

6. Expectations of studying this module................................................................................5

Attendance policy.................................................................................................................5

Lateness policy......................................................................................................................5

Mobile phones......................................................................................................................6

Professional behaviour.........................................................................................................6

Academic misconduct...........................................................................................................6

Extenuating circumstances:..................................................................................................6

7. Assessment........................................................................................................................7

Formative assessment..........................................................................................................7

Summative assessment........................................................................................................7

7.1.1 Assessment 1...............................................................................................................9

7.1.2 Assessment 2.............................................................................................................11

7.2 Feedback on your assignments.....................................................................................18

7.3 How is your assignment mark agreed?.........................................................................18

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1. WelcomeA very warm welcome to SWK 4700: Readiness for direct social work practice.

Introduction to the moduleThe course is designed to help students learn from a variety of teaching techniques, which will include increasingly developing the tools for self-directed learning. However, a core component of the module is interactive learning with other students in group workshops and seminars. It is therefore essential to attend all classes in order to build the skills and knowledge that you will use as a competent and professional social worker.

We will specifically explore and enable you to develop skills in the following areas:

Standards, capabilities, knowledge and skills Social work is a regulated profession with a protected title. As such, you are required to demonstrate assessed capabilities and standards to meet the requirements of the profession. Readiness for direct practice is the beginning of your development of the knowledge, skills and capabilities that enable you to meet the expected standards of the social work profession. This learning will be further developed throughout your training and beyond in your professional career.

SWK4700 provides an introduction to the key concepts of professional practice that are studied in greater depth throughout the degree course, with particular emphasis on the Social Work England Professional Standards (SWEPS, 2019), the Professional Capabilities Framework (PCF) (BASW, 2018) and Code of Ethics for social workers (BASW, 2014).

These key concepts are core elements of the module as they are requirements for professional practice and therefore all modules in the MA Social Work (Think Ahead) programme have been mapped to help you to develop the necessary skills and knowledge to meet these standards.

Readiness for direct practice The University is required to assess your readiness for direct practice before you are able to undertake direct practice; SWK4700 is specifically designed to provide you with the necessary foundation skills and knowledge in order to equip and help you meet the required standards.

At your level of studies, the PCF (BASW, 2018) particularly highlights:

“By the point of assessment of readiness for direct practice (prior to first placement), students should demonstrate basic communication skills, ability to

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engage with service users, capacity to work as a member of an organisation, willingness to learn from feedback and supervision, and demonstrate basic social work values, knowledge, theories and skills to be able to make effective use of first practice placement.”

The module is assessed based on submission of one reflective assignment; one assessed role play interview, with an actor in the role of a service user; and one viva (a presentation followed by question and answer session from your assessors). Further written guidance is detailed in this handbook and you will be given support and guidance to assist you in completing the assessed tasks throughout the module.

Best wishes,

Cherie Carlton

2. The module teaching team Please see below details of the teaching team for this module.

Module and Programme lead: Cherie Carlton

Room number: T202Email: C.Carlton@mdx.ac.ukTelephone number: 0208 411 4697Office hours: Monday –Friday 9am-5pm

Technical staff: Edmund Wilkinson Room number: Librarian DeskEmail: HYPERLINK

"mailto:E.Wilkinson@mdx.ac.uk"E.Wilkinson@mdx.ac.uk

Telephone number: 020 8411 3588Office hours: Tuesday-Friday 8:30-5pm

3. Communication with the teaching teamThe module leader and other module tutors will communicate to all students via the News Forum on MyLearning for urgent or general news and announcements. Messages sent through the News Forum will be automatically directed to your University email. Teaching staff are likely to communicate individual messages via your University email also, so it is important that you check your University email regularly. We will also use SLACK to convey any information that you may need to be aware of.

We would also like to hear from you and encourage you to communicate with us directly. If you have any comments or questions, please feel free to approach any member of the teaching team after a lecture or seminar. Outside of teaching sessions, please email the

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teaching team directly and they will respond to you promptly. Appointments with the teaching team should be requested via email.

If you have any difficulties which may affect your learning on this module, you should contact your assigned academic tutor in the first instance. It is necessary to book an appointment to see your tutor during office hours.

If you have any concerns about the teaching, please contact the lecturer or seminar leader in the first instance. If the lecturer or seminar leader is unable to resolve your concern, or you have any concerns about the module as a whole, then please contact the module leader (details above).

Please be aware that any overall module and course feedback can also be given to the student voice leader(s) for their programme, which will be included in programme feedback sessions.

4. Module overview

1. Short code SWK 4700

2. Title Readiness for direct social work practice (Think Ahead)

3. Level PG – Level 7

4. Credit points 20

5. Start term July 2021

6. Subject Social Work

7. Module Leader Cherie Carlton

8. Module restrictions None

(a) Pre-requisites None

(b) Programme restrictions None

(c) Level restrictions None

(d) Other restrictions or requirements

None

9. Automatic deferral No

10. Aims

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This module will prepare participants for Placement Stage One, ensuring they have the basic skills and knowledge to undertake supervised practice with adults, children and families and to engage with the learning opportunities this will provide. Participants will be introduced to key social work theories and encouraged to interrogate this from an academic perspective as well as to reflect on its application in practice.

11. Learning outcomes

At the end of this module, the successful participant will be able to:

Knowledge

1. Demonstrate social work skills and knowledge in assessment, communication, theory and practice skills showing readiness for direct practice and ability to move on to the practice learning component of the module and the initial 70 day placement stage.

2. Critical awareness and comprehensive understanding of an advanced range of theories linked to their own practice interventions; focusing on engaging, assessing, intervening and evaluating practice.

3. Critically reflect upon complexity, uncertainty and ambiguity in social work practice and apply reflective analysis to their chosen case-study.

4. Demonstrate advanced critical analysis of social work knowledge and provide an in-depth critique of its application to their practice, including themes relating to risk management and the safeguarding of children and vulnerable adults.

5. Critically evaluate the effectiveness of their practice and the participant’s use of self and use of professional authority.

6. To engage in ethical decision-making, drawing upon critical appraisal and evaluation of relevant ethical theories and models and professional values.

Skills

7. Demonstrate skills both at pre-placement stage (Readiness for Direct Practice) and to an advanced level in relation to planning and carrying out effective interventions drawing on the analysis and evaluation of a number of theoretical approaches across a range of contexts, including risk and safeguarding, by the end of the module.

12. Syllabus

The module will cover the following:

Knowledge and skills teaching regarding assessment, communication, observation, introduction to safeguarding and practice skills giving participants the opportunity to demonstrate readiness for direct practice. By the end of this module successful

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participants will be able to demonstrate:

Understanding of, familiarity with, and ability to deliver evidence-based social interventions for people with mental ill-health and other service user groups, including children and families, including:

o Systemic family interventions in psychosis or working with whole families/systems around the service user.

o Motivational interviewing.o Solution-focused therapy.o Problem-solving / task-centred practice.o Community development approaches.

Development of and demonstration of exceptional skill in:o How to practice in a relational way with service users.o How to apply a range of systemic approaches.o How to engage, influence and persuade a range of professionals.o How to work and communicate effectively with families and social

networks.o How to co-produce interventions with service users.o How to conduct a range of assessments.o Use of self.o Use of first and second order approaches.o Use of questions.o Use of genograms, network mapping and eco-maps.o How to engage individuals in their own care and support.o How to engage wider networks in an individual’s care and support.o Use of variation of Systemic family approaches / Open Dialogue / family

management methodology. Understanding of psychological interventions (cognitive behavioural therapy,

dialectical behavioural therapy, or psychodynamic psychotherapy). Ability to undertake reflective practice and supervisions. Ability to analyse and make decisions. Ability to recognise, assess and manage risk. Ability to work with fear, uncertainty and complexity.

13. Learning, teaching and assessment strategy

Teaching Delivery

Teaching will incorporate a blended learning approach which will include pre-recorded and live lectures with associated tasks, online experiential workshops, individual/group investigation and guided collaborative working to embed learning, including by use of My Learning VLE.

Skills seminars including communication skills, social work theory, assessment

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and interventions, use of self and readiness for direct practice workshops. Interactive lectures will give an overview of the syllabus and highlight key debates

in the field. Workshops will provide opportunities for participants to debate contemporary

issues and the application of knowledge to complex practice situations and decision making.

Lectures on key theory perspectives, social work contexts and processes will be underpinned by weekly workshops where participants will present their own cases from practice placement, as well as carrying out role play exercises, linked to advanced models of theory and practice. Learning and teaching will be enhanced by active engagement with the module pages available via My Learning (VLE).

Assessment Criteria

Coursework 100% (no examination).

Formative Assessment

Readiness for direct practice stage

Seminar presentations on communication and assessment skills; knowledge of social work theory role play and peer feedback.

Once on placement

Participants will verbally present draft summative assessment outlines for peer and tutor feedback in small-group work and will receive feedback from service users and carers.

Summative Assessment

Readiness for direct practice: First stage assessmentReadiness for direct practice screening assessment and essay – 100% of final module grade.(The role play assessment is pass/fail, while the accompanying written element is graded)

n A role play assessment and an essay reflecting on the demonstration of key social work skills, including assessment, communication, interviewing and assessment skills (including use of self and appropriate use of authority), application of theory and an introduction to safeguarding of adults and children; evidencing readiness for direct

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practice (2,500 words).(LO 1,2,3,4,5,6, 7)n Participants must pass this assessment in order to proceed to Placement Stage One.

Readiness for direct practice: Second stage assessmentA presentation of a piece of case work undertaken by the student in their practice learning environment followed by a viva. Students must pass the second stage assessment for them to be allowed to continue on their practice placement. This assessment is pass/fail.

Participants must pass both assessment stages to successfully complete the module and continue on the programme.

(LO 1,2,3,4,5,6, 7)14. Assessment weighting 100%

Seen examination No

Unseen examination No

Coursework (no examination) 100%

15. Timetabled examination required No

16. Length of exam No

17. Learning materialsReading lists are available on-line via MyLearning VLE.

Essential reading Beckett, C. and Horner, N.(2016) Essential Theory for Social Work Practice, Sage:

London. Davis, K and Jones, R. (Eds) (2016) Skills for Social Work Practice, London, Palgrave. Dominellli. L. (2017) Anti-Racist Social Work. London Red Globe Press Fook, J. (2012) Social Work: A Critical Approach to Practice. London: Sage

Publications. Hohman. M. (2021) Motivational Interviewing in Social Work Practice (Applications of

Motivational Interviewing). London: Guildford Press Hughes. M. (2019) A Guide to Statutory Social Work Interventions: The Lived

Experience. London, Red Globe Press Koprowska, J.(2020) Communication and Interpersonal Skills in Social Work (5th ed).

Exeter: Learning Matters. Miller , W. R., Rollnick, S., et al. (2012) Motivational Interviewing: Helping People

Change.. London: Guildford Press Musson, P. (2017) Making Sense of Theory and its Application to Social Work

Practice, St Albans, Critical Publishing.

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Payne. M. (2019) How to Use Theory in Social Work Practice: An Essential Guide Paperback –

Parker, J.(2017) Social Work Practice: Assessment, Planning, Intervention & Review, London, Sage.

Reese, R. and Egan, G. (2021) The Skilled Helper ; A client centred approach. 3rd Ed. Cengage Learning EMEA

Ruch, G.; Turney, D.; Ward, A. (Eds.) (2018) Relationship-Based Social Work: Getting to the Heart of Practice. 2nd Ed. London: Jessica Kingsley

Taylor, B.(2017) Decision Making, Assessment and Risk in Social Work, London, Sage. Teater, B. (2014) An Introduction to Applying Social Work Theories and Methods. 2nd

edition. Berkshire: McGraw Hill Open University Press. Thompson, N. (2017) Promoting Equality: Working with Diversity and Difference.

London. Red Globe Press Thompson. N. (2020) Anti-Discriminatory Practice (7th Edition). London. MacMillan

Press Wilson, K., Ruch, G., Lymbery, M.and Cooper, A. (2011) Social Work: an introduction

to contemporary practice. London: Pearson Longman.Recommended reading

Healy, K. (2012) Social Work Methods and Skills. Basingstoke: Palgrave Macmillan. Healey, L.M. and Link, R.J. (2011) Handbook of International Social Work: Human

Rights, Development and the Global Profession. Oxford: Oxford University Press. Payne. M. and Reith-Hall. E (2021) The Routledge Handbook of Social Work Theory,

London Routledge. Trevithick, P. (2012) Social Work Skills: A practice handbook. Maidenhead: Open

University Press.

18. Module run (N.B. These should be set up 4 years in advance):

Academic year

Term Part

of term

Start

date

End

date

Max student numbers

Campus/mode e.g. DE

2018 Autumn

S1 Sept 2018

May 2019

112 HEN

2019 Autumn

S1 Sept 2019

May 2020

112 HEN

2020 Autumn

S1 Sept 2020

May 2021

112 HEN/DE

2021 Autumn

S1 Sept 2021

May 2022

160 HEN/DE

19. Timetabling information

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(a) Please indicate which teaching activities will be offered in this module:

LECTURE (LEC) YES

SEMINAR (SEM) NO

LABORATORY (LAB) YES

WORKSHOP (WRK) YES

(b) Timetabled YES

(c) Student centrally allocated NO

Teaching mechanism Proportion of time

Scheduled teaching 75%

Placement 0%

Independent Study 25%

5. Learning resources

Your reading list for this module including your Kortext can be found on the MyLearning module page for SWK4700.

6. Expectations of studying this module

Attendance policy Students are expected to attend all lectures and seminars/workshops, as detailed in the Student Attendance Policy. Attendance is monitored in lectures, seminars, workshops and tutorials. Please refer to the Think Ahead programme handbook for further guidance in this area.

Late policy Please refer to the University Late Policy.

https://unihub.mdx.ac.uk/study/assessment/attendance

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Engagement in online seminarsIn order to engage in the programme, participants are expected to have access to a suitable device to engage with the teaching, including a stable internet connection which is fast enough to support synchronous learning via video-calling platforms. As communication skills are a core feature of the learning outcomes for this module and for social work practice more broadly, we require this level of visibility and engagement. While we understand that circumstances may occasionally result in participants being unable to keep their webcam on, we expect participants to have their camera switched on during seminars by default. If circumstances arise which prevent this, participants should explain this to the seminar leader via the private chat function.

Mobile phonesAll mobile phones must be switched to silent whilst in class sessions unless directed by your tutor to do otherwise. Calls and texts cannot be made or received whilst in class unless agreed with the tutor prior to the session starting. Mobile phones cause disruption to both students and teachers. If you are observed using your mobile phone you can be asked to leave the session.

Professional behaviourThe programme of study you are undertaking is underpinned by developing professional behaviour and attitude. You are expected to behave in a professional, supportive manner to your peers and teachers. You must come to sessions prepared and ready to contribute where appropriate. Please remember that if you are on campus for teaching, your University ID should be carried with you always and you must be able to identify yourself if asked to do so. Please conduct your email communication with fellow students, tutors and all relevant staff in a formal and courteous manner.

Academic misconduct Academic misconduct is a breach of the values of academic integrity, and can occur when a student cheats in an assessment, or attempts to deliberately mislead an examiner that the work presented is their own when it is not. It includes, but is not limited to, plagiarism, commissioning or buying work from a third party or copying the work of others, breach of examination room rules.

Students who attempt to gain unfair advantage over others through academic misconduct will be penalised by sanctions, according to the severity of the offence, which can include exclusion from the University. Links to the relevant University regulations and additional support resources can be found here:

Academic Integrity Awareness CourseAccess to course. (You will have to log into to MyUniHub and then MyLearning to access the course)Section F: Infringement of Assessment Regulations/Academic Misconduct:https://www.mdx.ac.uk/about-us/policies/university-regulations

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Referencing & Plagiarism: Suspected of plagiarism?:http://libguides.mdx.ac.uk/c.php?g=322119&p=2155601Referencing and avoiding plagiarism:http://unihub.mdx.ac.uk/your-study/learning-enhancement-team/online-resources/referencing-and-avoiding-plagiarismThe MDXSU Advice Service offers free and independent support face-to-face in making an appeal, complaint or responding to any allegations of academic or non-academic misconduct. https://www.mdxsu.com/advice

Extenuating circumstances:There may be difficult circumstances in your life that affect your ability to meet an assessment deadline or affect your performance in an assessment. These are known as extenuating circumstances or ‘ECs’. Extenuating circumstances are exceptional, seriously adverse and outside of your control. Please see link for further information and guidelines:

https://unihub.mdx.ac.uk/your-study/assessment-and-regulations/extenuating-circumstances

7. AssessmentFormative assessment: Formative assessment is completed during your year of study and provides the opportunity to evaluate your progress with your learning. Classroom assessment is one of the most common formative assessment techniques although other activities and tasks may be used. Formative assessments help show you and us that you are learning and understanding the material covered in this course and allow us to monitor your progress towards achieving the learning outcomes for module. Although formative assessments do not directly contribute to the overall module mark they do provide an important opportunity to receive feedback on your learning.

Formative Assessment

The lectures and workshops will provide formative assessment opportunities including:

Examination of relevant social policy and exercises in policy analysis. Role plays Group presentation. Individual presentations End of module learning review quizzes. Learning blogs Completion of self-directed learning activities which will be collated in a portfolio

and peer reviewed. This work will contribute to the social policy component of the summative assessment.

Participants will get feedback from the tutors and from peers orally and via e-mail correspondence.

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Summative assessment: Summative assessment is used to check the level of learning at the end of the course. It is summative because it is based on accumulated learning during the course. The point is to ensure that students have met the learning outcomes for the course and are at the appropriate level. It is the summative assessment that determines the grade that you are awarded for the module.

There are three assessment components in this module, in two phases: the first phase is an assessed role-play and reflective summary assignment (2,500 words); the second phase is an oral presentation and viva.

The table below specifies the associated deadlines:

Summative assessment

Weighting Deadline Feedback

An assessed role-playexercise (pass/fail).A reflective summary(2,500 words).

100% 9-11th August 2021

Written submission Friday 27th August 2021

Friday 13th August 2021

20th September 2021Presentation and viva.

Pass /fail Week commencing 28th September 2020

Within 15 working days

In order to pass this module, you need to pass all assessment tasks. The reflective summary is graded, with a minimum grade of 16 required to pass.

Please see MyUniHub for details of the Middlesex University grading scale: https://unihub.mdx.ac.uk/study/assessment/results-and-grading-scales

Before you submit your work for final grading, please ensure that you have accurately referenced the work. It is your responsibility to check the spelling and grammar. If you have submitted a formative or draft assessment, you will receive feedback but no grade. The comments should inform you about how well you have done or tell you about the areas for improvement. All assignments should be submitted online unless specified in assessment briefs.

Participants with additional learning needs should attach the assessment memo received from Disability and Dyslexia Service as a front sheet to written assignments; we are unable to take into consideration the recommendations of the Disability Adviser if this is not provided to the marker. It is participants’ responsibility to ensure this is included.

If participants have additional learning needs but have not yet been assessed by the Disability and Dyslexia Service, they should request an assessment as soon as possible by emailing disability@mdx.ac.uk . Reasonable adjustments can only be provided following an assessment made by this service.

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Reassessment for this module normally takes place in the following way:

If you fail an assignment in this module on the first attempt, you will be able to re-sit the failed assignment. If you fail the role-play component of the assessment, you will be offered the opportunity to retake this assessed role-play and will be notified of this on Friday 6 th

August 2021. If you fail your presentation and viva you will be notified within three working days. In such instances, you will be contacted by email to inform you that you have failed to meet the learning outcomes of the assessment. Your email will include the details on the process and timescale for resubmission of the assessment if applicable. You will be offered the opportunity to meet with an academic tutor, who will provide you with additional guidance if required.

If you fail to submit on the submission date identified the next submission date is the following spring (2022). This would mean you are unable to progress on Placement Stage One until all modules are passed. Please read the University Regulations.

If you have any problems and think you may be unable to submit some or your entire course work, please speak to the module leader without delay. They will explain to you your options and the implications of your decision.

Further information is available at https://unihub.mdx.ac.uk/study/assessment/regulationsWe now look at each component of assessment for this module in detail. Each of the following tables provides an overview of the requirements for each component. The support provided for each component along with the feedback arrangements, is also detailed below.

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7.1.1 Assessment 1

The following table provides an example of the overview of the assessment requirements.

Overview of Role-play and reflective summary assignment

Module code

SWK4700

Module title

Readiness for direct practice

Role-play date

Role Plays: 9th - 11th August 2021 Submission date for written element: 27th August 2021 23:59

Feedback type & date

Feedback on your role-play will be given after the module grades have been published. You will be informed by email of feedback opportunities.

Description of assessment

Role play assessment is pass/fail grade and the accompanying written element is graded on Middlesex’s 20 point scale. Role play assessment, including service user feedback and a contextualising essay reflecting on the demonstration of key

social work skills, including assessment, communication, interviewing and assessment skills (including use of self and appropriate use of authority), application of theory and an introduction to safeguarding of adults and children; evidencing readiness for direct practice (2 500 words). (LO 1,2,3,4,5,6,7)

Duration of Exam 10 minute assessed role-play

Assessed learning outcome (s)

Knowledge Demonstrate social work skills and knowledge in assessment, communication, theory and

practice skills, showing readiness for direct practice and ability to move on to the practicelearning component of the module and the initial 70 day placement stage.

Critical awareness and comprehensive understanding of an advanced range of theorieslinked to their own practice interventions; focusing on engaging, assessing, interveningand evaluating practice.

Critically reflect upon complexity, uncertainty and ambiguity in social work practice andapply reflective analysis to their chosen case-study.

Demonstrate advanced critical analysis of social work knowledge and provide an in-depth

READINESS FOR DIRECT PRACTICE SWK4700

critique of its application to their practice, including themes relating to risk management and the safeguarding of children and vulnerable adults.

Critically evaluate the effectiveness of their practice and the participant’s use of self and use of professional authority. To engage in ethical decision-making, drawing upon critical appraisal and evaluation of relevant ethical theories and models and

professional values.Skills

Demonstrate skills both at pre-placement stage (Readiness for Direct Practice) and at an advanced level in relation to planning and carrying out effective interventions, drawing on the analysis and evaluation of a number of theoretical approaches across a range of contexts, including risk and safeguarding, by the end of the module.

Module weighting %

100%

Key reading and learning resources

Please refer to MyLearning for the module reading list.

The following table details the support you will be receiving for the role-play and reflective assignment.

Support and Feedback sessions for: Role Play and reflective assignmentRole-play briefing Support will be offered to participants during the summer institute workshops, seminars and further written guidance will be issued for the role play preparation and reflective assignment. This will be an opportunity for participants to gain further support with the assignments and an opportunity to revisit the assessment requirements and assessment criteria.

Additional support Participants can access additional support with academic writing from the Learning Enhancement Team (LET).

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Presentation and VivaModule code SWK4700Module title Readiness for direct practiceSubmission date, time

w/c 28th September 2020 confirmed with your academic tutor and CSW

Feedback type & date

15 working days after submission

Word count n/aAssignment type

You will be required to present a piece of case work you have undertaken on placement. You will then be asked questions- i.e. a viva, about this presentation. (LO 1,7)

Assignment structure, format and details

You will present your piece of work to an academic tutor and your CSW - you will be asked questions relating to theory and its application to practice. No PowerPoint or other presentation materials are required; any prompt materials prepared should not be shared with the assessors.

Assessed learning outcome (s)

Knowledge Demonstrate social work skills and knowledge in assessment, communication, theory and

practice skills, showing readiness for direct practice and ability to move on to the practicelearning component of the module and the initial 70 day placement stage.

Skills Demonstrate skills both at pre-placement stage (Readiness for Direct Practice) and at an advanced level in

relation to planning and carrying out effective interventions, drawing on the analysis and evaluation of a number of theoretical approaches across a range of contexts, including risk and safeguarding, by the end of the module.

Assessment weighting %

Pass/fail

Key reading and learning resources

Please refer to essential and recommended reading for this module and the module page on MyLearning for further teaching materials.

READINESS FOR DIRECT PRACTICE SWK4700

Support and Feedback sessions for: Presentation and VivaPresentation and viva preparation supportSupport will be offered to participants during 1:1 academic tutorials. This will be an opportunity for participants to gain guidance and an opportunity to revisit the assessment requirements and assessment criteria. Further written guidance will be posted on MyLearning.

Additional support Participants can access additional support from the Learning Enhancement Team (LET).

7.2 Feedback on your assignmentsYou will be provided with feedback on all assessed tasks that is helpful and informative, consistent with aiding the learning and development process. The nature of the feedback shall be determined at programme level but may take a variety of forms including: written comments; individual and group tutorial feedback; peer feedback; or other forms of effective and efficient feedback.

Feedback will normally be provided within 15 WORKING DAYS of the published coursework component submission date as stated in the programme handbook. You will find the publication date for grades in the Turnitin submission portal for the assignment on mylearning.

7.3 How is your assignment mark agreed?The following diagram provides an overview of the marking process for your module assessment. Further information on the role of external examiners can be found at. http://unihub.mdx.ac.uk/your-study/ensuring-quality/external-examiners

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8. Learning Planner Please refer to mylearning for the teaching schedule for this module.

9. Appendix A: Professional Capability Framework (PCF)

Professional Capability Framework by which students demonstrate readiness for direct practice for the first placement by the end of the first year.

The 9 PCF domains include:

1. Professionalism - Identify and behave as a professional social worker, committed to professional development

Social workers are members of an internationally recognised profession. Our title is protected in UK law. We demonstrate professional commitment by taking responsibility for our conduct, practice, self -care and development. We seek and use supervision and other professional support. We promote excellent practice, and challenge circumstances that compromise this. As representatives of the profession, we safeguard its reputation. We are accountable to people using services, the public, employers and the regulator. We take ethical decisions in the context of multiple accountabilities.

I…

1You submit your assignment

2The first marker grades the work and provides feedback; this could be completed anonymously depending on the assessment type.

3

A moderator or second marker reviews a sample of the work to quality assure the grades and feedback, to ensure they are accurate. A final mark for the work is agreed between the first marker and the moderator or second marker.

4

A sample of work is sent to the External Examiner to check that the grading and feedback is at the right level and in line with external subject benchmarks (this applies to levels 5 & 6 only)

5Your final grades are submitted to the subject assessment board.

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can describe the role of the social worker can describe the mutual roles and responsibilities of supervision can describe the importance of professional behaviour in all contexts and across all

media can describe the importance of personal and professional boundaries demonstrate motivation and ability to learn, using a range of approaches can describe the importance of self-care and emotional resilience in social work.

2. Values and Ethics - Apply social work ethical principles and value to guide professional practices

Social workers have an obligation to conduct themselves and make decisions in accordance with our Code of Ethics. This includes working in partnership with people who use our services. We promote human rights and social justice. We develop and maintain our understanding of the value base of our profession throughout our career, its ethical standards and relevant law.

I…

understand the profession’s ethical principles as described in our Code of Ethics and their relevance to practice

Demonstrate awareness of my own personal values and how these can impact on practice.

3. Diversity and Equality - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice

Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender (including transgender), faith and belief, and the intersection of these and other characteristics. We understand that because of difference, and perception of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power, and acclaim. We identify this and promote equality.

I…

Recognise the importance of diversity in human identity and experience, and the application of anti-discriminatory and anti-oppressive principles in social work practice.

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4. Rights, Justice and Economic Wellbeing – Advance human rights and promote social justice and economic wellbeing

Social workers recognise the fundamental principles of human rights, social justice and economic wellbeing enshrined in national and international laws, conventions and we use statutory and case law effective in our work. We understand and address the effects of oppression discrimination and poverty. Wherever possible, we work in partnership with people using services, their carers and families, to challenge inequality and injustice, and promote strengths, agency, hope and self-determination.

I…

understand the principles of rights, justice and economic wellbeing, and their significance for social work practice

understand the principle of working in partnership with service users and carers wherever possible, to promote their rights and self-determination.

5. Knowledge – Develop and apply relevant knowledge from social work practice and research, social sciences, law, other professional and relevant fields, and from the experience of people who use services

We develop our professional knowledge throughout our careers and sustain curiosity. As a unified profession, we develop core knowledge that relates to our purpose, values and ethics. We also develop specific knowledge needed for fields of practice and roles. Our knowledge comes from social work practice, theory, law, research, expertise by experience, and from other relevant fields and disciplines. All social workers contribute to creating as well as using professional knowledge. We understand our distinctive knowledge complements that of other disciplines to provide effective services.

I…

demonstrate an initial understanding of the application of research, theory, evidence and knowledge from social work and other relevant fields (e.g. sociology, social policy, psychology, health, human growth and development and from the experience of people who use services)

demonstrate an initial understanding of the legal and policy frameworks and guidance that inform and mandate social work practice

demonstrate an initial understanding of a range of theories and models for social work intervention, including the knowledge needed for the particular field of practice on placement/in work-based learning.

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6. Critical reflection and analysis – Apply critical reflection and analysis to inform and provide a rationale for professional decision-making

Social workers critically reflect on their practice, use analysis, apply professional judgement and reasoned discernment. We identify, evaluate and integrate multiple sources of knowledge and evidence. We continuously evaluate our impact and benefit to service users. We use supervision and other support to reflect on our work and sustain our practice and wellbeing. We apply our critical reflective skills to the context and conditions under which we practise. Our reflection enables us to challenge ourselves and others, and maintain our professional curiosity, creativity and self-awareness.

I…

understand the role of reflective practice and demonstrate basic skills of reflection understand the need to construct and apply hypotheses in social work practice recognise and can describe why evidence is important and how it can be used in

social work practice.

7. Skills and interventions – Use judgement, knowledge and authority to intervene with individuals, families and communities to promote independence, provide support, prevent harm and enable progress

Social workers engage with individuals, families, groups and communities, working alongside people to determine their needs and wishes, and what action may be helpful. We build productive relationships and communicate effectively. Using our professional judgement, we can employ appropriate interventions, promoting self-determination, support, protection and positive change. We develop and maintain skills relevant to our roles. We understand and take account of power differentials and use our authority appropriately. We evaluate our own practice and its impact, and how we improve outcomes for those we work with.

I…

demonstrate core communication skills and the capacity to develop them further demonstrate the ability to engage with people and the potential to build

compassionate, effective relationships demonstrate awareness of a range of frameworks to assess and plan intervention demonstrate the ability to produce written documents relevant for practice

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demonstrate initial awareness of risk and safeguarding.

8. Contexts and organisations – Engage with, inform, and adapt to changing organisational contexts, and the social and policy environments that shape practice. Operate effectively within and contribute to the development of organisations and services, including multi-agency and inter-professional settings.

I…

demonstrate awareness of the impact of organisational context on social work practice

understand social workers have a role in shaping and challenging organisational effectiveness.

9. Professional Leadership – Promote the profession and good social work practice. Take responsibility for the professional learning and development of others. Develop personal influence and be part of the collective leadership and impact of the profession.

We develop and show leadership, individually and collectively, through promoting social work’s purpose, practices and impact. We achieve this through diverse activities which may include: advancing practice; supervising; educating others; research; evaluation; using innovation and creativity; writing; using social media positively; being active in professional networks and bodies; contributing to policy; taking formal leadership/management roles. We promote organisational contexts conducive to good practice and learning. We work in partnership with people who use services and stakeholders in developing our leadership and aims for the profession.

I…

demonstrate awareness of the importance of professional leadership in social work.Adapted from:

BASW (2018) Professional Capabilities Framework for Social Work in England: The 2018 Refreshed PCF. https://www.basw.co.uk/system/files/resources/Detailed%20level%20descriptors%20for%20all%20domains%20wi%20digital%20aug8.pdf

Social Work England Professional Standards https://www.socialworkengland.org.uk/standards/professional-standards/

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