SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MML526750
Module Leader David Clarke
School School of Health and Life Sciences
Subject Social Work
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

The Advanced Social Work Skills module provides students with an intensive, immersive and creative learning opportunity to develop the necessary practice skills in preparation for contemporary social work practice. A Key aim of the module is to provide authentic professional skills based learning to prepare students for direct practice / placement. Students will be required to: -360 1. Consolidate, develop and apply theoretical, empirical and methodological knowledge 2. Consolidate, develop and apply skills 3. Consolidate and develop their capacities to practice competently in applied practice settings. Students will be supported to develop a range of advanced practice skills aimed at developing their capacities to practice competently in contemporary service delivery contexts. This will include the skills required for digital social work practice. Students will be supported to developed their skills and capacities to prepare for and carry out key aspects of applied practice with clients and other professionals in statutory, voluntary and third sector contexts. The module will support students to critically analyse, evaluate and reflect on their practice and that of others. It is expected that students will develop a deep understanding and awareness of anti-oppressive practice, the importance of social work values and ethics, the centrality of strong relational skills and the requirement to practice in accordance with professional codes of practice. This module recognizes the values of 'experts by experience' and will include the voices and experiences of service users and carers and professionals. Principles of authentic professional learning acquired through deep immersion simulation based activities and casework underpins this module.


-1 Week Theme 20/21 and 21/21 1 Introduction Introduction 2 Contemporary Social Work Practice Contemporary Social Work Practice: Social Work in a Global Pandemic 3 Skills Training (Part 1) Skills Training (Part 1): 4 Skills Training (Part 2) Skills Training (Part 2): 5 Communication Skills Communication Skills 6 Case Study and Simulated Practice A (Part 1) Case Study and Simulated Practice A (Part 1): Children and Families 7 Case Study and Simulated Practice A (Part 2) Case Study and Simulated Practice A (Part 2): Children and Families 8 Reflection on Practice and Assessment Preparation Reflection on Practice and Assessment Preparation 9 Case Study and Simulated Practice B (Part 1) Case Study and Simulated Practice B (Part 1): Adult Social Care / SDS 10 Case Study and Simulated Practice B (Part 2) Case Study and Simulated Practice B (Part 2): Adult Social Care / SDS 11 Case Study and Simulated Practice C (Part 1) Case Study and Simulated Practice C (Part 1): BAME / Anti-Racist Social Work 12 Case Study and Simulated Practice C (Part 2) Case Study and Simulated Practice C (Part 2): BAME / Anti-Racist Social Work

Learning Outcomes

On successful completion of the module, students should be able to:1. Critically analyse evidence as part of generating a portfolio which demonstrates that you have met the relevant Standards in Social Work Education at SCQF Level 11. These can be located here: 2. Critically engage in simulated social work tasks of assessment, intervention and professional development via digital / virtual means. 3. Critically reflect on the ethical issues which present in respect of a range of case scenarios 4. Demonstrate a critical understanding of a wide range of relevant theory, legislation, social policy, and research to inform social work assessments and decision-making in the simulated workplace environment. 5. Critically reflect upon the social work process, using both written and verbal communication as part of the supervisory relationship with the practice educator

Teaching / Learning Strategy

Teaching and Learning Strategy Students will be supported to meet the learning outcomes of the module through multi-dimensional blended teaching and learning opportunities. This will include: -360 1. Formal class based activities including lectures, seminars, group work and specialist inputs designed to strengthen theoretical, empirical and methodological knowledge. 2. Practical activities including simulation based exercises 3. Reflective activities including individual and group based activities which combine summative and formative assessment 4. Independent study supported by a range of diverse materials such as structured reading, videos, recorded webinars and lectures 5. Summative and formative assessment. 6. Structured academic tutoring 7. Structured supervision provided by practice educators The module syllabus should reflect contemporary social work practice and be contextualised accordingly. For example, social work in a global pandemic context. Hence, skills training and case study / simulated practice should address the skills and competencies required.

Indicative Reading

This is a generic reading list. The reading list should reflect contemporary social work practice and be contextualized accordingly in any academic year. (e.g. 20/21 and 21/22 will include a COVID-19 specific reading list within module the available module materials students can access) ALDGATE, J., 2011. The Role of Assessment in Social Work. In: DAVIS, R. & GORDON, J., eds. Social Work and the Law in Scotland. 2 nd ed. Basingstoke: Palgrave MacMillan, pp. 52-69 BACHNER, Y. & MANSBACH, A., 2009. Self-Reported Likelihood of Whistleblowing by Social Work Students. Social Work Education, 28(1), pp. 18-28. BARKER, J. & HODES, D.T., 2007. The Child in Mind: A Child Protection Handbook. 3rd ed. London: Routledge. BRUCE, M. and WHINCUP, H., 2012. Developing key capabilities in child care and protection. Child Abuse Review, 21(3), pp. 190-202. BUTLER, I. & HICKMAN, C., 2011. Social Work with Children and Families: Getting into Practice. 3rd ed. London: Jessica Kingsley Publishers. CORCORAN, J., 1999. Solution-focused interviewing with child protective services clients, Child Welfare. 78(4), pp. 461-479. CRISP, B. & LISTER, P., 2007. Critical Incident Analyses: A Practice Learning Tool for Students and Practitioners. Practice: Social Work in Action, 19(1), pp. 47-60. DALY, E. & COLLINS, E., 2011. Decision making and social work in Scotland: The role of evidence and practice wisdom. Glasgow: IRISS. DANIEL, B., WASSELL, S. & GILLIGAN, R., 2010. Child Development for Child Care and Protection Workers. 2nd ed. London: Jessica Kingsley. DANIEL, B., CROSS, B., SHERWOOD-JOHNSON, F. & PATON, D., 2014. Risk and Decision Making in Adult Support and Protection Practice: User Views from Participant Research. British Journal of Social Work, 44(5), pp. 1233. DAVIS, R. & GORDON, J., 2011. Social work and the law in Scotland, 2nd ed. Basingstoke: Palgrave MacMillan. DAY, J., 2006. Interprofessional working: an essential guide for health and social care professionals. Cheltenham: Nelson Thornes. DEATER-DECKHARD, K.D., 2004. Parenting stress. London: Yale University Press. DE JONG, P. & MILLER, S.D., 1995. How to Interview for Client Strengths. Social work, 40(6), pp. 729-736. DE SHAZER, S., 1985. Keys to Solution in Brief Therapy. New York: Norton. DICKENS, J., 2013. Social work, law and ethics. Abingdon: Routledge. DICKINSON, T., 1998. Non-violent communication, compassionate communication, Medicine, Conflict and Survival. 14(1), pp. 56-62. DOEL, M. & SAWDON, C., 1999. The Essential Groupworker: Teaching and Learning Creative Groupwork. London: Jessica Kingsley Publishers. DOEL, M. & SHARDLOW, S., 2005. Modern Social Work Practice: Teaching and Learning in Practice Settings. 3rd ed. Hants, England: Arena. DOUGLAS, T., 2000. Basic Groupwork. 2nd ed. London: Tavistock Publications. FERGUSON, H., 2016. Making home visits: Creativity and the embodied practices of home visiting in social work and child protection, Qualitative Social Work. 0(0), pp. 1-16. GUTHRIE, T. 2019. Social work law in Scotland (4th edition.). Bloomsbury Professional. HOLLAND, S., 2011. Child and Family Assessment in Social Work Practice. 2nd ed. London: Sage. HOTHERSALL, S.J., 2008. Social Work with Children, Young People and their Families in Scotland. 2nd ed. Exeter: Learning Matters. HUXLEY, P., EVANS, S., GATELY, C., WEBBER, M., MEARS, A., PAJAK, S., KENDALL, T., MEDINA, J. & KATONA, C., 2005. Stress and Pressures in Mental Health Social Work: The Worker Speaks. The British Journal of Social Work, 35(7), pp. 1063-1079. JASPER, M., 2013. Beginning reflective practice, 2nd ed. Hampshire: Cengage Learning. KEMSHALL, H., WILKINSON, B. & BAKER, K., 2013. Working with Risk: Skills for Contemporary Social Work. Cambridge: Polity Press. KLINE, R., PRESTON-SHOOT, M. & ASKEWS, 2012. Professional Accountability in Social Care and Health: Challenging Unacceptable Practice and its Management. Thousand Oaks, California: Sage Publications. LINDSAY, T. & ORTON, S., 2008. Groupwork Practice in Social Work. Exeter: Learning Matters. LISHMAN, J., 2009. Communication in Social Work. 2nd ed. Basingstoke: Palgrave MacMillan. MILNER, J., MYERS, S. & O'BYRNE, P., 2015. Assessment in Social Work. 4th ed. London: Palgrave Macmillan. MUNRO, E., 2007. Child protection. London: SAGE. O'HAGAN, K., 2007. Competence in Social Work Practice: A Practical Guide for Students and Professionals. 2 nd ed. Philadelphia: Jessica Kingsley Publishers. RUCH, G., TURNEY, D. & WARD, A., 2010. Relationship-based Social Work: Getting to the Heart of Practice. London; Philadelphia: Jessica Kingsley Publishers. SALEEBEY, D., 2013. The Strengths Perspective in Social Work Practice. 6th ed. Boston: Pearson. SCHON, D. 1992. The ReflectivePractitioner?: How Professionals Think in Action. Arena. SCOTTISH EXECUTIVE, 2006. Changing Lives: Report of the 21 st Century Social Work Review [online]. Edinburgh: Astron [viewed 10 September 2020]. Available from: <> SCOTTISH EXECUTIVE, 2006. Key capabilities in Child Care and protection [online]. Edinburgh: Astron [viewed 27 August 2020]. Available from: <> TAYLOR, B.J., 2012. Models for professional judgement in social work. European Journal of Social Work, 15(4), pp. 546-562. TAYLOR, C., 2013. Critically Reflective Practice. In: GRAY, M. & WEBB, S.A., eds. The new politics of social work. New York: Palgrave Macmillan, pp.79-97. TESTA, E. 2016. How useful are discussion boards and written critical reflections in helping social work students critically reflect on their field education placements? Qualitative Social Work?: QSW?: Research and Practice, 15(2), 263-280. THOMPSON, N. & CAMPLING, J., 2003. Communication and Language: A Handbook of Theory and Practice. Basingstoke, Hampshire: Palgrave Macmillan. THOMPSON, N. & PASCAL, J. 2012, "Developing critically reflective practice", Reflective Practice, vol. 13, no. 2, pp. 311. TREVITHICK, P., 2012. Social Work Skills and Knowledge: A Practice Handbook. 3rd ed. Maidenhead: Open University Press. TROTTER, C. 2006. Working with Involuntary Clients: A Guide to Practice. In Working with Involuntary Clients. SAGE Publications. WEBB, S.A, 2019. The Routledge Handbook of Critical Social Work. Routledge.

Transferrable Skills

-1 Transferable Skills Independent learning and autonomous working skills Critical thinking Complex decision making skills Study and time management skills Digital Learning skills Professional and ethical values aligned with professional practice Communication and team working Theory and practice integration and problem solving Reflection

Module Structure

Activity Total Hours
Practicals (FT) 100.00
Tutorials (FT) 40.00
Assessment (FT) 50.00
Seminars (FT) 20.00
Lectures (FT) 20.00
Independent Learning (FT) 170.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 50.00 45% e-Portfolio (includes 3 x direct observations)
Course Work 02 n/a 50.00 45% Individual presentation