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Module SCW-4003:
Sylf Gwyb a Sgil ar gyfer GC

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Semester 1

Organiser: Ms Rhian Lloyd

Overall aims and purpose

Mae'r modiwl hwn yn ymdrin â'r prif feysydd theori gwaith cymdeithasol, gan ystyried y safbwyntiau gwahanol o wybodaeth a ddarperir gan gysyniadau damcaniaethol sy'n berthnasol i waith cymdeithasol, ymarfer sy'n seiliedig ar dystiolaeth, negeseuon o waith ymchwil a phrofiadau unigolion sydd angen gofal a chymorth a'u gofalwyr. Bydd yn archwilio amrywiaeth o ddamcaniaethau, dulliau a modelau gwaith cymdeithasol er mwyn datblygu dealltwriaeth feirniadol o'r ffordd y mae'r fframweithiau damcaniaethol sy'n ffurfio sylfaen wybodaeth gwaith cymdeithasol yn sail i wneud penderfyniadau ac ymyrraeth mewn ymarfer gwaith cymdeithasol.

Mae angen i weithwyr cymdeithasol proffesiynol allu arddangos gwybodaeth, dealltwriaeth a chymhwyso damcaniaethau, modelau a dulliau gwaith cymdeithasol yn effeithiol. Mae'r modiwl hwn yn integreiddio dysgu, cymhwyso, myfyrio ar, ac asesu sgiliau, modelau a dulliau gwaith cymdeithasol mewn perthynas ag ymarfer. Mae'r modiwl yn ceisio galluogi dealltwriaeth o sut mae'r safbwynt damcaniaethol gwaith cymdeithasol wedi'i integreiddio mewn ymarfer. Mae wedi'i gynllunio i gwrdd ag anghenion unigolion, myfyrwyr, cyflogwyr a chyrff proffesiynol yn arfogi gweithwyr proffesiynol cyfoes ar gyfer ymarfer cymwys. Mae'n cynnwys ffocws ar ddatblygu sgiliau cyfathrebu hanfodol sy'n ofynnol i weithwyr cymdeithasol, yn gysylltiedig â gweithgareddau ymarfer hanfodol megis asesiad anghenion, a chynllunio ac adolygu darpariaeth gwasanaethau.

Course content

Mae'r modiwl hwn yn cyflwyno myfyrwyr i ystod o ddamcaniaethau, dulliau a modelau sy'n sail i ymarfer gyda defnyddwyr, gofalwyr, teuluoedd, grwpiau a chymunedau, gan ystyried y cysylltiadau rhwng ystod amrywiol o ddulliau gweithredu. Mae'r modiwl hefyd yn darparu cyflwyniad i asesu, cynllunio, ymyrryd, adolygu a gwerthuso ymarfer, gan gynnig safbwynt dadansoddol a beirniadol ar gyd-destun cyfredol ymarfer gwaith cymdeithasol yng Nghymru ac yn cydnabod ei natur esblygol. Yn ystod y sesiynau addysgu, bydd ffocws ar addysgu rhyngweithiol sy'n galluogi myfyrwyr i ddatblygu'r sgiliau i gasglu gwybodaeth, dadansoddi a chyflwyno gwybodaeth.

Mae'r modiwl hwn yn ymdrin â sgiliau a gwybodaeth sylfaenol sydd eu hangen i ddechrau datblygu fel ymarferydd gwaith cymdeithasol. Drwy gyfres o weithdai wedi’u hysbysu gan leisiau unigolion sy'n defnyddio gwasanaethau a'u gofalwyr, eir i’r afael â sgiliau sylfaenol cyfathrebu, adeiladu perthynas a chyfweld. Bydd gweithdai ymarferol yn cynnwys cyfleoedd i gymhwyso'r sgiliau a ddysgwyd, drwy ryngweithio ag unigolion o'r gymuned, pobl sy'n defnyddio gwasanaethau, eu gofalwyr a gweithwyr proffesiynol eraill o asiantaethau partner a thrydydd sector. Bydd y gweithdai hyn yn cynnwys chwarae rôl, cyfweld unigolion, dadansoddi achos a chyflwyniadau.

Assessment Criteria

good

(B) Ar y lefel hon dylai myfyrwyr ddangos bod ganddynt wybodaeth a dealltwriaeth gadarn o ymyriadau a dulliau gwaith cymdeithasol a lefel gadarn o allu i’w defnyddio mewn sefyllfaoedd ymarfer. Bydd y myfyrwyr yn dangos gallu i ddadansoddi sefyllfaoedd yn feirniadol ac i integreiddio agweddau eang ar ddysgu o fodiwlau academaidd a’u defnyddio mewn sefyllfaoedd ymarfer. Bydd y myfyrwyr yn gallu trafod yn gadarn werthoedd a materion moesegol yn ymwneud ag ymyriad, a’r gofynion statudol a threfniadol. Dangos gwybodaeth a dealltwriaeth drwyadl o ddadleuon a chysyniadau allweddol mewn gwybodaeth a sgiliau gwaith cymdeithasol, ymwybyddiaeth o’r fframweithiau ar gyfer cynllunio, cyflwyno a monitro ymyriadau, a manteision ac anfanteision gwahanol fodelau a strategaethau. Bod yn ymwybodol o'r rhan fwyaf o'r ffyrdd y mae newidiadau cymdeithasol, economaidd a diwylliannol yn dylanwadu ar ddulliau a sgiliau gwaith cymdeithasol. Dangos lefelau uchel o sgiliau o ran meithrin a rhannu gwybodaeth yn ymwneud â'r maes.

threshold

C-/ C+ Dylai pob myfyriwr gyflawni’r safonau isaf sy’n ofynnol. Bydd myfyrwyr trothwy’n dangos lefel sylfaenol o wybodaeth a dealltwriaeth o ymyriadau gwaith cymdeithasol, gan roi adroddiad disgrifiadol yn bennaf a chynnig lefel sylfaenol, ond digonol, o allu i'w ddefnyddio mewn sefyllfaoedd ymarfer. Bydd y myfyrwyr o leiaf yn gallu dadansoddi agweddau ar sefyllfa a nodi’r prif gydrannau asesu ac ymyrryd. Bydd y myfyrwyr yn gallu trafod ar lefel elfennol faterion gwerthoedd a moesegol yn ymwneud ag ymyriad, a’r gofynion statudol. Dangos gwybodaeth a dealltwriaeth o ddadleuon a chysyniadau allweddol mewn gwybodaeth a sgiliau gwaith cymdeithasol, ac ymwybyddiaeth o’r fframweithiau ar gyfer cynllunio, cyflwyno a monitro ymyriadau. Bod yn ymwybodol o rai o'r ffyrdd y mae newidiadau cymdeithasol, economaidd a diwylliannol yn dylanwadu ar ddulliau a sgiliau gwaith cymdeithasol. Dangos lefelau addas o sgiliau o ran meithrin a rhannu gwybodaeth yn ymwneud â'r maes.

excellent

(A-/A*) Myfyrwyr ar y brig yn unig sydd fel rheol yn cyrraedd y lefel hon. Bydd myfyrwyr rhagorol yn dangos lefel soffistigedig o wybodaeth a dealltwriaeth o ymyriadau gwaith cymdeithasol, yn ymestyn yn sylweddol ar gynnwys academaidd modiwlau cysylltiedig ac yn gallu defnyddio hynny yn barhaus ac yn gyson mewn sefyllfaoedd ymarfer. Bydd y myfyrwyr rhagorol yn dangos gallu cynhwysfawr i ddadansoddi ymarfer yn feirniadol a deall oblygiadau amrywiaeth o ymyriadau gwaith cymdeithasol. Bydd y myfyrwyr yn gallu trafod yn soffistigedig werthoedd a materion moesegol yn ymwneud ag ymyriad, a’r gofynion statudol a threfniadol. Dangos gwybodaeth a dealltwriaeth drwyadl o ddadleuon a chysyniadau allweddol mewn gwybodaeth a sgiliau gwaith cymdeithasol, ymwybyddiaeth o’r fframweithiau ar gyfer cynllunio, cyflwyno a monitro ymyriadau, a gallu i werthuso’n feirniadol fanteision ac anfanteision gwahanol fodelau a strategaethau. Bod yn gyfarwydd ag amrywiaeth eang o'r ffyrdd y mae newidiadau cymdeithasol, economaidd a diwylliannol yn dylanwadu ar ddulliau a sgiliau gwaith cymdeithasol. Dangos lefel uchel iawn o fedrusrwydd o ran meithrin a rhannu gwybodaeth yn ymwneud â'r maes

Learning outcomes

  1. Dangos gwybodaeth a dealltwriaeth feirniadol o brosesau gwaith cymdeithasol ac ystyried sut y mae'r rhain yn cael eu cymhwyso i ymarfer gwaith cymdeithasol yng Nghymru o fewn y cyd-destun deddfwriaethol a pholisi sy'n esblygu.

  2. Cyfleu gwybodaeth yn effeithiol i, a chasglu gwybodaeth gan unigolion, gofalwyr, cydweithwyr a gweithwyr proffesiynol yng nghyd-destun sefyllfaoedd efelychiadol ymarfer gwaith cymdeithasol, gan adlewyrchu dealltwriaeth o werthoedd ac egwyddorion moesegol sy'n sail i ymarfer a dylanwadu ar ryngweithio ag eraill.

  3. Yn dangos gallu cynyddol i gyfathrebu'n effeithiol ac yn sensitif gydag unigolion, cynhalwyr, cydweithwyr a gweithwyr proffesiynol, gan ddefnyddio sgiliau yn seiliedig ar werthoedd gwaith cymdeithasol, gan gynnwys parch, urddas a dewis, a chanolbwyntio ar gryfderau.

  4. Cymryd ymagwedd adfyfyriol a beirniadol at y dasg o integreiddio theori, modelau a dulliau gwaith cymdeithasol i sefyllfaoedd ymarfer, gan gyfiawnhau dewis o ymyriadau yn seiliedig ar dystiolaeth, ymchwil a barn unigolion sydd angen gofal a chymorth, a'u gofalwyr.

  5. Gwerthuso'n feirniadol a dadansoddi amrywiaeth o gysyniadau damcaniaethol sy'n berthnasol i ymyrraeth gwaith cymdeithasol.

Assessment Methods

Type Name Description Weight
ESSAY 3000 word assignment 60
ROLE PLAY Interactive Assessment 40

Teaching and Learning Strategy

Hours
Lecture

Bydd dysgu cyfunol:ar lein a wyneb yn wyneb (yn unol a chanllawiau yn ystod argyfwng Covid 19) yn mynd i'r afael â chysyniadau craidd o fewn y modiwl hwn - bydd rhain yn cynnwys dysgu am ddamcaniaethau,, modelau, asesiadau a phrosesau gwaith cymdeithasol.

30
Practical classes and workshops

Bydd gweithdai wythnosol ar lein a wyneb yn wyneb (yn unol a chanllawiau yn ystod argyfwng Covid 19) yn creu cyfle i fyfyrwyr ymarfer sgiliau craidd cyfathrebu sy'n ofynnol i weithwyr cymdeithasol, yn cynnwys gwrando, cwestiynu, esbonio, egluro a sgiliau cyfathrebu eraill. Bydd y gweithdai yma hefyd yn hybu sgiliau eraill megis dadansoddi a chyfathrebu ysgrifenedig ac ar lein.

18
Private study

Bydd tasgau cyn darlithoedd/ gweithdai yn cael eu gosod yn wythnosol i sicrhau bod myfyrwyr yn gyfarwydd â'r pwnc sydd i'w drafod yn ystod y darlithoedd a'r gweithdai. Gofynir i fyfyrwyr hefyd i ddarllen a gwneud defnydd o adnoddau dysgu eraill yn dilyn y darlithoedd a'r gweithdai, i gadarnhau'r dysgu. Mae amser astudio preifat yn cynnwys paratoi ar gyfer asesu.

152

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Resources

Reading list

Adams. R., Dominelli. L. & Payne. M (eds) (2009) “Critical Practice in Social Work” (2nd ed.) Palgrave. Basingstoke. Adams, R., Dominelli, L. & Payne, M. (eds.) (2009) “Social Work: Themes, Issues and Critical Debates” (3rd ed). Basingstoke, Palgrave Macmillan. Beckett, C. (2006) “Essential Theory for Social Work Practice”. Sage. London Coulshed, V., & Orme, J. (2006) “Social Work Practice”. (4th ed.) Basingstoke. Palgrave Macmillan. Cree, V.& Mayers, S (2008) ‘Social Work, Making a Difference’. Bristol, The Policy Press Davies, M. (2003) “The Essential Social Worker”. Aldershot, Ashgate Publishing. Davies, E. (2010) “They All Speak English Anyway 2 – The Welsh Language and Anti-Oppressive Practice”, Care Council for Wales Davies, E. (2009) ‘Different Words, Different Worlds? The Concept of Language Choice in Social Work and Social Care’ Care Council for Wales, Cardiff. (Available on the Care Council for Wales Website) Ferguson. I. (2008) “Reclaiming Social Work”. Sage. London. Gray, M & Webb, S, A (eds) (2009) “Social Work Theories and Methods” Sage: London. Healy, K. (2005) “Social Work Theories in Context -Creating Frameworks for Practice” Palgrave Macmillan: Basingstoke. Howe, D. (2009) “A Brief Introduction to Social Work Theory”. Basingstoke, Palgrave Macmillan. Milner, J, & O’Byrne, P. (2009) “Assessment in Social Work” (3rd ed.) Basingstoke, Palgrave Macmillan. Jones, K., Cooper, B & Ferguson, H. (2008) ‘Best Practice in Social Work’. Basingstoke, Palgrave Macmillan Payne. M (2005) “Modern Social Work Theory” Palgrave Macmillan: Basingstoke.* Seden, J. (2005) 'Counselling Skills in Social Work Practice' (2nd ed.) Berkshire, Open University Press. Stepney, F. & Ford, D. (2000) “Social Work Models, Methods and Theories”. Lyme Regis. Russell House Publishing. Thompson, N. (2010) “Theorising Social Work Practice”. Basingstoke, Palgrave Macmillan. Thompson, N. (2009) “Understanding Social Work : Preparing for Practice”. (3rd ed). Hampshire. Palgrave. Trevithick, P. (2012) “Social Work Skills : A Practice Handbook” (3rd ed.). Berkshire. OU Press.

(* Mae gan Payne lyfryddiaeth gwych o 38 dudalen)

Gwefannau Gofal Cymdeithasol Cymru Llywodraeth Cymru (www.wales.gsi.gov.uk) Social Care Institute for Excellence (www.scie.org.uk) Community Care Magazine (www.communitycare.co.uk www.infed.org www.elsc.org http://students.bath.ac.uk/sspss/html/journals.html www.sosig.ac.uk www.radical.org.uk/barefoot/ www.brunel.org www.task-centered.com www.basw.co.uk

Cofnodolion British Journal of Social Work, Issues in Social Work Education, Journal of Education for Social Work, Journal of Social Work Education, Practice, Research on Social Work Practice, Social Work Education, Social Work Today

Pre- and Co-requisite Modules

Pre-requisite of:

  • SCW-4002: GC gydag Oedolion
  • SCW-4006: GC gyda Phlant PI a Theuluoedd
  • SCW-4012: Lleoliad Ymarfer 2
  • SCW-4010: Traethawd Hir G C

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