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Module SCW-4008:
Gwe a Moes ar gy Ymarfer GC

Module Facts

Run by School of Health Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Mr Malcolm John

Overall aims and purpose

Rhagarweiniad Mae swydd gweithwyr cymdeithasol yn un sy'n newid yn gyflym ac yn un sy’n heriol yn broffesiynol yn aml. Felly, cydnabuwyd ers cryn amser bod cael sail gadarn sy'n adlewyrchu gwerthoedd craidd y proffesiwn yn hanfodol i sicrhau medrusrwydd a gwytnwch.

Bydd y modiwl hwn yn galluogi myfyrwyr i ddeall sut mae gwerthoedd gwaith cymdeithasol yn chwarae rhan greiddiol yn eu hymarfer eu hunain, ac mewn gwneud penderfyniadau gwaith cymdeithasol yn ehangach, mewn cymdeithas amrywiol. Bydd y modiwl hwn yn cyflwyno i fyfyrwyr y sialensiau a geir oherwydd cyfyng gyngor a gwrthdaro mewn ymarfer gwaith cymdeithasol. Defnyddir egwyddorion moesegol a Chod Ymarfer Proffesiynol Gofal Cymdeithasol Cymru i archwilio’r materion a godwyd. Codi ymwybyddiaeth ynghylch anghydraddoldeb ac anfantais yw themâu allweddol y modiwl hwn; ynghyd â datblygu’r cymhelliant a’r sgiliau dadansoddol sydd eu hangen i hyrwyddo cydraddoldeb a chyfiawnder cymdeithasol, a gwrthwynebu gwahaniaethu ac eithrio trwy ymarfer gwrth-ormesol.

Bydd cymhlethdod y materion hyn, a’r dilemâu sy‘n cael eu creu mewn ymarfer gwaith cymdeithasol oherwydd safbwyntiau a gofynion sy'n cystadlu, yn cael eu cydnabod yn ystod y modiwlau, ac anogir y myfyrwyr i drafod, archwilio a chydnabod y goblygiadau mewn ymarfer.

Yn arbennig, bydd y modiwl yn ceisio datblygu gallu i adfyfyrio’n feirniadol mewn perthynas â rhagdybiaethau a doethineb a dderbynnir. Mae angen hunanymwybyddiaeth, hunanwerthusiad a sgiliau datrys problemau, wedi’u seilio ar gyfathrebu clir, er mwyn rhoi gwerthoedd gwaith cymdeithasol ar waith mewn ymarfer.

Mae’r modiwl yn bwriadu:

  1. Archwilio’r theorïau moesegol a chysyniadau gwerthoedd sydd wrth wraidd ymarfer gwaith cymdeithasol, a hyrwyddo dealltwriaeth o’r berthynas sydd rhyngddynt ag ymarfer sy’n wrth-wahaniaethol ac yn arwain at ganlyniad gwrth-ormesol.

  2. Galluogi myfyrwyr i ystyried ac archwilio eu gwerthoedd personol a datblygu eu dealltwriaeth o’r ffordd y gall gormes ddigwydd o ganlyniad i rymoedd personol, diwylliannol, neu strwythurol, a sut mae gormes yn gweithredu o fewn grwpiau cymdeithasol ac ar eu traws.

  3. Tynnu sylw at y gwrthdaro a’r cyfyng-gyngor sy’n codi wrth wireddu amcanion mewn rhai cyd-destunau sefydliadol, a chynnig cyfleoedd i ystyried swyddogaeth gwaith cymdeithasol yn hyrwyddo cydraddoldeb ac urddas, a herio anghyfiawnder o fewn sefydliadau a thu allan iddynt.

  4. Datblygu sgiliau myfyrwyr mewn dadansoddi, cwestiynu, casglu gwybodaeth a chyfathrebu er mwyn hwyluso gweithio â materion moesegol, cyfyng-gyngor a gwrthdaro mewn ymarfer.

Course content

Bydd y modiwl hwn yn rhoi sylw i ddatblygiad gwerthoedd gwaith cymdeithasol ac egwyddorion moeseg, gan gysylltu’r rhain ag ymarfer gwaith cymdeithasol, a’r cyfyng-gyngor cymhleth y mae ymarferwyr yn ei wynebu. Rhoddir sylw i naratifau myfyrwyr eu hunain a’u dylanwad ar hunaniaeth ac agweddau.

Edrychir ar yr anfantais a’r anghydraddoldeb y mae rhai grwpiau mewn cymdeithas yn eu hwynebu, gyda phwyslais ar sut y mae gwahaniaethu a gormes mewn cymdeithas yn cyfrannu at yr angen am wasanaethau gwaith cymdeithasol. Archwilir yr enghraifft o sensitifrwydd ieithyddol a gormes iaith yng Nghymru, a chyffredinolir y dysgu hefyd i ymdrin ag agweddau eraill ar ormes.

Ystyrir modelau grym ac egwyddorion galluogi ac ymarfer gwrth-ormesol, a defnyddir achosion lle ceir gwrthdaro rhwng hawliau a lles i ddangos cyfyng-gyngor a all godi ynghylch gofal a rheolaeth, neu gymryd risg ac amddiffyn.

Archwilir y fframwaith cyfreithiol yn ymwneud â chydraddoldeb, a rhoddir sylw i offerynnau a deddfwriaeth hawliau dynol, gan edrych ar eu rôl yn dylanwadu ar gymdeithas a pheri newidiadau.

Assessment Criteria

threshold

(C) Dylai myfyrwyr trothwy ddangos gwybodaeth a dealltwriaeth o gysyniad canolog gwerthoedd fel sail ymarfer gwaith cymdeithasol, a’i oblygiadau o ran hyrwyddo cydraddoldeb a gwrthweithio gormes; a gallu cymwys i ddefnyddio hyn mewn sefyllfaoedd ymarfer. Dylai bod gan y myfyrwyr hefyd y gallu i ddadansoddi sut mae gormes, gwahaniaethu a phrosesau cymdeithasol eraill yn gweithredu a gwerthuso a gweithredu modelau grym, galluogi ac ymarfer gwrth-ormesol. Dylai'r myfyrwyr ddangos dealltwriaeth o’u hunaniaeth a’u gwerthoedd eu hunain, gan egluro sut y gall y rhain ddylanwadu ar eu hymarfer. Dylai bod gan fyfyrwyr ymwybyddiaeth o ddeddfwriaeth cydraddoldeb ac offerynnau hawliau dynol, ynghyd ag ymrwymiad i hyrwyddo hawliau defnyddwyr gwasanaeth, a gallu i gymhwyso'r cysyniadau hyn at sefyllfaoedd ymarfer. Dylai myfyrwyr fedru defnyddio sgiliau meddwl yn feirniadol, cyfathrebu a datrys problemau i roi sylw i gyfyng gyngor ynghylch gwerthoedd ac i archwilio sialensiau’n ymwneud â materion gofal yn erbyn rheolaeth mewn ymarfer gwaith cymdeithasol.

good

(B) Dylai myfyrwyr da ddangos gwybodaeth a dealltwriaeth gadarn o gysyniad canolog gwerthoedd fel sail ymarfer gwaith cymdeithasol, a’i oblygiadau o ran hyrwyddo cydraddoldeb a gwrthweithio gormes; a gallu sylweddol i ddefnyddio hyn mewn sefyllfaoedd ymarfer. Dylai bod gan y myfyrwyr hefyd allu clir i ddadansoddi sut mae gormes, gwahaniaethu a phrosesau cymdeithasol eraill yn gweithredu a gwerthuso’n feddylgar fodelau grym, galluogi ac ymarfer gwrth-ormesol a’u gweithredu. Dylai'r myfyrwyr ddangos dealltwriaeth dreiddgar o’u hunaniaeth a’u gwerthoedd eu hunain, gan egluro’n fanwl sut y gall y rhain ddylanwadu ar eu hymarfer. Dylai bod gan fyfyrwyr ymwybyddiaeth dda o ddeddfwriaeth cydraddoldeb ac offerynnau hawliau dynol, ynghyd ag ymrwymiad clir i hyrwyddo hawliau defnyddwyr gwasanaeth, a gallu sylweddol i gymhwyso'r cysyniadau hyn at sefyllfaoedd ymarfer. Dylai myfyrwyr fedru defnyddio sgiliau meddwl yn feirniadol, cyfathrebu a datrys problemau i roi sylw i gyfyng gyngor ynghylch gwerthoedd ac i archwilio’n fanwl y sialensiau’n ymwneud â materion gofal yn erbyn rheolaeth mewn ymarfer gwaith cymdeithasol.

excellent

(A) Dylai myfyrwyr rhagorol ddangos gwybodaeth a dealltwriaeth gynhwysfawr o gysyniad canolog gwerthoedd fel sail ymarfer gwaith cymdeithasol, a’i oblygiadau o ran hyrwyddo cydraddoldeb a gwrthweithio gormes; a gallu hynod fedrus i ddefnyddio hyn mewn sefyllfaoedd ymarfer. Dylai bod gan y myfyrwyr hefyd allu soffistigedig i ddadansoddi sut mae gormes, gwahaniaethu a phrosesau cymdeithasol eraill yn gweithredu a gwerthuso’n drylwyr fodelau grym, galluogi ac ymarfer gwrth-ormesol a’u gweithredu. Dylai'r myfyrwyr ddangos dealltwriaeth amlochrog o’u hunaniaeth a’u gwerthoedd eu hunain, gan egluro’n aeddfed ac adfyfyriol sut y gall y rhain ddylanwadu ar eu hymarfer. Dylai bod gan fyfyrwyr ymwybyddiaeth fanwl o ddeddfwriaeth cydraddoldeb ac offerynnau hawliau dynol, ynghyd ag ymrwymiad brwdfrydig i hyrwyddo hawliau defnyddwyr gwasanaeth, a gallu trylwyr i gymhwyso'r cysyniadau hyn at sefyllfaoedd ymarfer. Dylai myfyrwyr fedru defnyddio sgiliau meddwl yn feirniadol, cyfathrebu a datrys problemau o’r safon uchaf i roi sylw i gyfyng gyngor ynghylch gwerthoedd a’i ddadansoddi, ac i archwilio’n helaeth y sialensiau’n ymwneud â materion gofal yn erbyn rheolaeth mewn ymarfer gwaith cymdeithasol.

Learning outcomes

  1. Dadansoddi'n feirniadol sut mae prosesau cymdeithasol fel tlodi, diweithdra neu anabledd yn gweithredu, a sut y gall y rhain arwain at allgáu cymdeithasol ac ymyleiddio sy'n effeithio ar yr angen am wasanaethau gwaith cymdeithasol.

  2. Dangos eu dealltwriaeth gynhwysfawr o natur ac esblygiad gwerthoedd gwaith cymdeithasol, a sut mae'r rhain yn berthnasol i godau ymarfer cyfredol a moeseg.

  3. Esbonio sut y mae gwybodaeth mewn gwaith cymdeithasol yn cael ei adeiladu yn gymdeithasol ac asesu sut mae eu profiadau personol a rolau a statws mewn cymdeithas wedi dylanwadu ar eu gwerthoedd a’u hunaniaeth eu hunain a chredoau am bobl eraill.

  4. Dangos cymhwysedd rhesymu moesol, gan ddefnyddio gwerthoedd gwaith cymdeithasol, egwyddorion moesegol a chodau ymarfer, mewn sefyllfaoedd cymhleth lle mae gwrthdaro a chyfyng-gyngor I weithwyr cymdeithasol.

  5. Egluro a dadansoddi sut mae gwahaniaethu a gormes yn gweithredu yn erbyn grwpiau ac unigolion trwy, er enghraifft hiliaeth, rhywiaeth neu oedraniaeth; yn enwedig sut y gall y prosesau hyn hefyd weithredu o fewn gwaith cymdeithasol a sefydliadau eraill; a rôl grym yn parhau amgylchiadau neu greu newid.

  6. Datblygu strategaethau i rymuso eu hunain ac eraill ac i sicrhau bod eu harferion eu hunain yn wrth-ormesol ac yn gynhwysol yn gymdeithasol, gan gydnabod rôl y cyd-gynhyrchu, cydweithio a chynnwys pobl sydd angen gofal a chymorth, a'r rhai sy'n gofalu amdanynt, fel strategaethau i wrthsefyll gormes a gwahaniaethu.

  7. Gwerthuso'n feirniadol ddeddfwriaeth cydraddoldeb a hawliau dynol ac offerynnau hawliau dynol eraill, a dehongli eu cymhwyso mewn sefyllfaoedd ymarfer cymhleth.

Assessment Methods

Type Name Description Weight
Aseiniad 3,000 o eiriau 100

Teaching and Learning Strategy

Hours
Workshop

Cynhelir darlith / gweithdy ddwy awr yr wythnos i fynd i'r afael â chysyniadau creiddiol mewn perthynas â'r pwnc dan sylw. Bydd y darlithoedd / gweithdai yn cynnwys darlithoedd byr rhagarweiniol ar bynciau penodol, ac yna gweithgareddau i fyfyrwyr, gan gynnwys gwaith grŵp a thasgau dysgu seiliedig ar ymholi, er mwyn datblygu sgiliau meddwl a myfyrio beirniadol myfyrwyr o amgylch y pwnc. Bydd rhai sesiynau yn cynnwys siaradwyr gwadd, gan gynnwys cyfraniadau gan bobl sy'n defnyddio neu sydd wedi defnyddio gwasanaethau gofal a chymorth, neu'r rhai sy'n gofalu am bobl sydd angen gofal a chefnogaeth. Oherwydd amgylchiadau Covid-19 bydd rhaid bod yn hyblyg a chreadigol mewn perthynas a'r strategaeth addysgu. Yn unol a chyfarwyddyd y Brifysgol rhoddir ystyriaeth i ddysgu ar lein e.e.darlithoedd byw neu wedi recordio,deunydd ar y Bwrdd-du; dysgu wyneb yn wyneb os bydd y Brifysgol yn caniatau hyn yng ngoleuni penderfyniadau am iechyd a diogelwch myfyrwyr a staff ; neu dysgu cymysg.

24
Private study

Bydd tasgau darllen cyn y gweithdy yn cael eu gosod bob wythnos er mwyn sicrhau eu bod yn gyfarwydd â'r pwnc dan sylw. Bydd tasgau dadansoddol hefyd yn cael eu rhoi yn dilyn y gweithdy, wrth baratoi ar gyfer yr wythnos ganlynol. Mae astudio preifat yn cynnwys amser paratoi ar gyfer a chwblhau'r asesiad hefyd.

76

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • 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.
  • 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

Subject specific skills

  • Demonstrate critical appreciation of the competing views on the nature of social work and its place and purpose in society, and the complex relationship between social justice, social care and social order/control and their practical and ethical implications.
  • Develop critical understanding of the relationship between society, state and social work and its centrality to assessing the wellbeing, care and support needs of individuals as well as safeguarding requirements in relation to individuals, families and communities at risk.
  • Demonstrate in-depth understanding and reflection of how social work, both as an occupational practice and as an academic subject, evolves, adapts and changes in response to the social, political and economic challenges and demands of contemporary social welfare policy, practice and legislation.
  • Critically understand and examine the root causes of discrimination, oppression, prejudice and inequality and how legislation and policy can be applied to challenge them, as well as the ethical concepts of rights, responsibility, freedom, authority and power inherent in the practice of social workers as agents with statutory powers in different situations
  • Develop critical understanding with critical evaluation of the underpinning perspectives that determine explanations of the characteristics and circumstances, the stages of development and behaviour of people who need care and support, drawing on research, practice experience and the experience and expertise of people who use services
  • Demonstrate critical understanding of the factors and processes that facilitate effective interdisciplinary, interprofessional and interagency collaboration and partnership across a plurality of settings and disciplines
  • Develop critical appreciation of the current and evolving range and appropriateness of statutory, voluntary and private agencies providing services and the organisational systems inherent within these
  • In-depth and critical understanding of the development of strengths-based, person-centred services which focus on the human and legal rights of individuals for control, power and self determination
  • Work in a transparent and responsible way, balancing autonomy with complex, multiple and sometimes contradictory accountabilities (for example, to different individuals, employing agencies, professional bodies and the wider society)
  • Social work as an ethical activity requires practitioners to recognise the dignity of the individual, as well as make and implement difficult decisions (including the restriction of liberty) in human situations that involve the potential for benefit or harm.
  • Involve users of social work services in ways that increase their resources, capacity and power to influence factors affecting their lives
  • Demonstrate the ability to reflect on and learn from the exercise of their skills, and develop their professional identity, recognise their own professional and organisational limitations and accountability, and know how and when to seek advice from a range of sources including constructive professional supervision
  • Critical understanding the significance of the concepts of continuing professional development and lifelong learning, and accept responsibility for their own continuing development
  • Assess human situations, taking into account a variety of factors (including the views of participants, theoretical concepts, research evidence, legislation and organisational policies and procedures)
  • Think logically, systematically, creatively, critically and reflectively, in order to carry out a holistic assessment
  • Demonstrate persistence in gathering information from a wide range of sources and using a variety of methods, for a range of purposes, critically assessing the reliability and relevance of the information gathered. These methods include electronic searches, reviews of relevant literature, policy and procedures, face-to-face interviews, and written and telephone contact with individuals and groups take into account differences of viewpoint in gathering information
  • Apply ethical principles and practices critically in planning problem-solving activities
  • Critical analysis and professional judgement and the processes of defensible risk assessment and decision making, including the balance of choice and control, rights and protection in decision making, focussing on wellbeing outcomes.
  • Use information and communication technology effectively and appropriately for professional communication, data storage and retrieval and information searching to enable effective use of research in practice
  • Practice in a manner that promotes well-being, protects safety and resolves conflict
  • Engage appropriately with the life experiences of service users, to understand accurately their viewpoint, overcome personal prejudices and respond appropriately to a range of complex personal and interpersonal situations
  • Make appropriate use of and reflect on research in decision making and professional judgement about practice and in the evaluation of outcomes

Resources

Resource implications for students

Bydd angen lawrlwytho Microsoft Teams i gyfrifiadur neu ffon symudol

Talis Reading list

http://readinglists.bangor.ac.uk/modules/scw-4008.html

Reading list

Mae rhestr ddarllen Talis wedi ei greu ac yn ymddangos ar fanylion y modiwl yn y Gazette

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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