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SOCI8007 - Changing Models of Social Care

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Module Delivered in

Programme CodeProgrammeSemesterDelivery
CR_HSOCC_8Bachelor of Arts (Honours) in Social Care1Mandatory

Short Title:Changing Models of Social Care
Full Title:Holistic Interdisciplinary Care Planning and Professional and Policy Challenges
Module Code:SOCI8007
 
NFQ Level:Advanced
 
ECTS Credits:5.0
Module Coordinator:JIM WALSH
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 of social care and social work 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
  1. Synthesise the theoretical and practical commonalities and differences that exist between the social care and social work professional projects.
  2. Assess 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.
  3. Evaluate national standards as outlined by HIQA for the stated client groups with specific application to care planning.
  4. Synthesise care plan inputs based on the client's needs arising from structural policy failure with day to day care services and therapeutic needs to produce a holistic care plan.
  5. Demonstrate practical strategies to advocate for holistic care plans through networking with client user groups, families, professional bodies, academics and other stakeholders.
Pre-requisite learning
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 CIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
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
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
Co-requisites
No co-requisites listed listed
 

Module Content & Assessment

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.
Assessment Breakdown%
Course Work40.0%
End of Semester Formal Examination60%
 Outcome addressed% of totalAssessment Date
Formal End-of-Semester Examination2,4,560%Semester End
Coursework Breakdown
TypeDescriptionOutcome addressed% of totalAssessment Date
EssayEvaluate the commonalities and differences between social care and social work, taking into consideration new emerging changes within each.120.0Week 4
EssayTake as a case study any client (anonymous) you have worked with to date and respecting national standards, develop a holistic care plan which also takes cognisance of structural policy failure. Model the strategies you would use to implement it.3,520.0Week 12
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 institute reserves the right to alter the nature and timings of assessment

 

Module Workload & Resources

WorkloadFull-time
TypeDescriptionHoursFrequencyAverage Weekly Learner Workload
LectureWeekly lectures4.0Every Week4.00
Independent & Directed Learning (Non-contact)Student research, completion of assessments.3.0Every Week3.00
Total Weekly Learner Workload7.00
Total Weekly Contact Hours4.00
Resources
Recommended Book Resources
  • O'Connor, Tom & Murphy, Mike 2006, Social Care in Ireland: Theory, Policy and Practice, 1st Ed., 2,6,7,8,10,11,12,13,15,20,21,22,24, Cork Institute of Technology Press Cork [ISBN: 095473641]
  • Share, P & Mc Elwee, N 2005, Applied Social Care, 1st Ed., 1,2,3,4.16.18,19,20,21,22, Gill & Macmillan Dublin [ISBN: 0717138399]
  • Ferguson, Iain 2008, Reclaiming Social Work, First Ed., All, Sage London [ISBN: 978412906937]
  • Dominelli, L 2004, Social work, 1st Ed., All, Polity Cambridge [ISBN: 9780745623825]
  • Beresford, P & Trevillion 1995, Developing Skills for Community Care, 1st Ed., All, Ashgate Vermont [ISBN: 1857422376]
  • O'Connor, Tom, 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 Ed., National Academy For Integration of Research, Teaching and Learning Cork
  • Suzy Braye and Michael Preston-Shoot 1995, Empowering practice in social care, 1st Ed., All, Open University Buckingham [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 Ed., All, Children's Research Centre Dublin [ISBN: 1902230329]
  • Considine, M & Dukelow, F 2009, Irish Social Policy, First Ed., 11,12,13, Gill and Macmillan Dublin [ISBN: 9780717141562]
Recommended Article/Paper Resources
  • Youth and Homeless Strategy Monitoring Committee 2004, Developing a Leaving and Aftercare Policy: Guidelines for Health Boards, Youth Homeless Strategy, 2004, 35
  • Health Information and Quality Authority 2008, National Standards: Residential Services for People with Disabilities, 57
  • Health Information and Quality Authority 2009, National Quality Standards for Residential Care Settings for Older People in Ireland, 90
  • Health Information and Quality Authority 2007, Standards for the Assessment of Need, May 2007, 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, 3
  • Irish Social Services Inspectorate 2002, Gleann Alainn Special Care Unit in the Southern Health Board: Inspection Report ID Number: 54, Nov 25 2002, 12

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