SUPERVISED DIRECT PRACTICE 2

SHE Level 5
SCQF Credit Points 60.00
ECTS Credit Points 30.00
Module Code MML522783
Module Leader Naomi Cochrane
School School of Health and Life Sciences
Subject Social Work
Trimester
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Successful completion of Supervised Direct Practice 1

Summary of Content

This module builds upon, and consolidates the learning from SDP1. The module consists of 105 days (or equivalent) in total of which 105 days will be spent in practice learning agencies. These agencies deliver social work or social care services and students are placed there to learn the relevant knowledge and skills to function as an effective and ethical practitioner. The purpose of Supervised Direct Practice modules is to facilitate the student's integration of knowledge gained in the university and from previous experience into their practice. This will be done by the allocation of particular tasks and workload in the agencies to which each student is assigned. Links will be made with previous and ongoing teaching and learning. The additional 2 days will consist of preparatory for practice workshops (including motivational interviewing skills), 1 mid-point workshop and 2 days which will link SDP1 learning to the final SDP2 placement. Students are required to: -360 1. Attend the practice learning opportunity on the days designated within the timetable and for the specified hours -360 2. Be accountable to a designated practice teacher (and in some agencies additionally a workplace supervisor) for the duration of the practice learning placement. -360 3. Undertake specific roles, tasks and activities as agreed with the practice teacher and workplace supervisor (where relevant) to enable the learning outcomes to be achieved and to act as an accountable member of the workplace team. -360 4. Be proactive in terms of their own learning and to take appropriate responsibility for their role whilst on placement and within the supervisory relationship.

Syllabus

The syllabus for a practice placement is largely determined by the practice setting, the requirement to meet the revised Standards in Social Work Education and the learning contract. Each student's route to meet those requirements will be individualised according to the placement setting. And their learning needs that were identified at the end of SDP1.

Learning Outcomes

On successful completion of the module the student should be able to:1. Critically reflect upon their practice2. Exercise substantial autonomy and initiative in social work.3. Use a wide range of routine skills and modes, communicate with a range of audiences with different levels of knowledge/expertise.4. Demonstrate a sustained ability to critically review, consolidate and extend social work knowledge, skills, practices5. Demonstrate a critical understanding of ethical dilemmas in social work 6. Produce a sustained critically reflective account of a piece of practice7. Critically reflect upon their practice.

Teaching / Learning Strategy

Direct Practice modules are designed to give students the opportunity to demonstrate the development of the necessary skills and abilities to become a social worker, and to develop those skills in a supportive environment. The context for the placement is set in a pre-placement workshop which covers the requirements of the portfolio, skills in relation to assessment and professional writing. Preplacement work includes the negotiation of a learning contract for the particular student, which identifies the learning opportunities that will be provided as well as the arrangement for supervision and assessment of the student. Once on placement, the syllabus essentially follows the learning contract with midpoint and end of placement workshops. Students are assessed by two elements, namely a portfolio which includes direct observation of practice, an assessment of competence by the practice educator and a personal development review and a reflective analytical study, which is a sustained critical reflection on a piece of practice.

Indicative Reading

These are general texts in relation to practice education. More specific reading will be identified for the particular placement context. -720 Banks, S. (2012) Ethics and Values in Social Work. 4 th edn, London, Palgrave. Beesley, P., Watts, M. and Harrison, M., (2018) Developing Your Communication Skills in Social Work, London, Sage. Constable,G. (2013) Written Presentation of Self. In Skills for Social Work Practice, ed. A. Mantell, 2 nd edn, London, Sage, -1 Doel-12 M-12 (2010),-12 -1 Social-15 -6 Work-11 -1 Placements-14 --11 A-24 -1 Travellers-11 -1 Guide ,-12 Basingstoke, Routledge. Dunk- West, P. (2018) How to be a Social Worker: A Critical Guide for Students 2 nd edn, London, Palgrave. Egan, G. (2014) The Skilled Helper, 10th edn, Brooks Cole Cengage Learning, USA. Fenton, J., (2016). Values in Social Work: Reconnecting with Social Justice , London, Palgrave. Field, P., Jasper, C and Littler, L. (2016) Practice Education in Social Work: Achieving Professional Standards 2nd edn, Northwich, Critical Publishing. Fook, J, and Gardner, F. (2008) Practising Critical Reflection. Berkshire: Open University Press Gray M, and Webb S, (2013) Social Work Theories and Methods, 2nd Edition, London, Sage. Grant, L and Kinman, G., (2014) Developing Resilience for Social Work Practice , London, Palgrave. Kettle, M. (2015) Achieving Effective Supervision , Glasgow, Iriss. Koprowska, J., (2014). Communication and Interpersonal Skills in Social Work , 4th edn, London, Sage. Lishman, J. (ed) (2007) Handbook for Practice Learning in Social Work and Social Care, 2nd edn, London, Jessica Kingsley. McLean, S, Harrison, R., (2012) Theory and Practice: A Straightforward Guide for Social Work Students , 2nd edn, London, Kirwan & McLean Associates Ltd. Miller, W. R., & Rollnick, S. (2013). Applications of motivational interviewing. Motivational interviewing: Helping people change (3rd edition). New York, NY, US: Guilford Press. Milner, J., Myers, S. and O'Byrne, P., (2015) Assessment in Social Work 4 th edn, London, Palgrave. Parker, J. & Bradley, G. (2003) Social Work Practice: Assessment, Planning, Intervention and Review . Exeter: Learning Matters. Payne, M., (2014) Modern Social Work Theory . 4th ed. Basingstoke: Palgrave Rogers, M and Allen, D., (2019) Applying Critical Thinking and Analysis in Social Work , London, Sage.

Transferrable Skills

Critically analysis and reflection Responding to complex ethical dilemmas and conflicts Self-management skills Working as part of a team Collection, collation and presentation of information Assessment skills Planning of intervention

Module Structure

Activity Total Hours
Assessment (FT) 60.00
Independent Learning (FT) 480.00
Practicals (FT) 60.00

Assessment Methods

Component Duration Weighting Threshold Description
RAS n/a 50.00 50% Reflective Analytical Study 2500 wordsException 207
Portfolio n/a 50.00 50% Construction and participation of a portfolio of evidence during direct practice 5000 wordsException 207