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Module SCW-4007:
Y Cwrs Bywyd

Module Facts

Run by School of Health Sciences

10 Credits or 5 ECTS Credits

Semester 1

Organiser: Mrs Gwenan Prysor

Overall aims and purpose

Bydd y modiwl hwn yn cynnwys dysgu am sut mae dealltwriaeth o gwrs bywyd yn helpu gweithwyr cymdeithasol yn ymarferol wrth asesu sefyllfaoedd a phenderfynu ar gamau gweithredu. Mae’r safbwynt cwrs bywyd yn gweld y cyfan o fywyd, o genhedlu i farwolaeth, fel llwybr blaengar, datblygiadol lle mae cyfleoedd ar gyfer twf a newid ymhob agwedd o fywyd. Bydd pob unigolyn yn teithio ar lwybr cwrs bywyd unigryw, a fydd yn cael ei ddylanwadu gan eu profiadau a thaflwybrau.

Gan dynnu ar amrywiaeth o ddisgyblaethau, mae’r modiwl hwn yn galluogi dealltwriaeth o sut mae twf a datblygiad dynol yn ryngweithiad rhwng dylanwadau etifeddol, amgylcheddol a chymdeithasol. Mae'n tynnu yn arbennig ar safbwyntiau seico-gymdeithasol ac ecolegol i archwilio’r berthynas rhwng unigolion sy'n profi anawsterau a'u hamgylcheddau cymdeithasol ac economaidd. Mae'n archwilio ffactorau ac amgylchiadau seicolegol, cymdeithasol a strwythurol sy'n hyrwyddo a chefnogi datblygiad cadarnhaol a gwytnwch mewn unigolyn, yn ogystal â ffactorau a rhwystrau sy'n atal twf a datblygiad, a allai olygu bod unigolyn yn agored i niwed neu mewn perygl.

Mae ffocws ar ddatblygu'r gallu i wneud asesiadau sy’n oedran-briodol ar draws y cwrs bywyd, i archwilio’n feirniadol agweddau o riantu a dylanwad strwythurau teuluol ar brofiad plant ac oedolion.

Bydd y modiwl yn gofyn i fyfyrwyr leoli eu meddwl ac ymarfer yn gadarn o fewn cyd-destun ymarfer gwaith cymdeithasol yng Nghymru. Mae hyn yn enwedig mewn perthynas â'r egwyddorion a gofynion Deddf Gwasanaethau Cymdeithasol a Llesiant (Cymru) 2014, a’r newidiadau diweddar i gyflwyno gwasanaethau, ymarfer gwaith cymdeithasol a themâu megis risg, asesu anghenion gofal a chymorth, gweithio mewn partneriaeth a chyfraniad unigolion a chymunedol.

Mae'r addysgu ar y modiwl hwn yn cynnwys Confensiynau'r Cenhedloedd Unedig. Mae’r modiwl Cwrs Bywyd yn darparu sylfaen o wybodaeth ar gyfer myfyrwyr sy'n berthnasol i fodiwlau eraill y rhaglen, a'i fwriad yw paratoi myfyrwyr ar gyfer ymarfer gwaith cymdeithasol gyda grwpiau defnyddwyr gwasanaeth yn oedolion a phlant.

Course content

Mae datblygiad cwrs bywyd dynol a'i gymhwysiad mewn ymarfer gwaith cymdeithasol yn ystyried datblygiad seicolegol a ffisiolegol yn ystod plentyndod, glasoed, ac oedolaeth ifanc, canol a hŷn, a gwahanol drawsnewidiadau, amgylchiadau ac ymyrraeth sydd ei angen ar wahanol adegau yn ystod y cwrs bywyd, gan gynnwys anabledd, salwch meddwl, camdriniaeth, cyflyrau meddygol. Bydd hyn hefyd yn cynnwys dylanwadau cymdeithasol, cymdeithasegol a strwythurol ar ddatblygiad.

Bydd y modiwl yn rhoi cyflwyniad i ddamcaniaethau allweddol datblygiad dynol, gan annog dadansoddiad beirniadol o ddamcaniaethau dominyddol sy'n ymwneud â thwf a datblygiad dynol. Mae'r modiwl hwn yn edrych ar rôl bywgraffiad a stori bywyd o safbwynt lleoli datblygiad yng nghyd-destun amser a lle, yn ogystal â'r cysyniad o amhariad bywgraffyddol.

Ystyrir theori normadol datblygiad mewn perthynas â gwahaniaeth sy'n deillio o ddiwylliant, ethnigrwydd, amhariad a rhyw, gyda myfyrwyr yn cael eu herio i ddadansoddi gwahaniaeth yn feirniadol o ran y angenrheidiau gwaith cymdeithasol.

Bydd cysyniadau megis ymlyniad, hunaniaeth, newid, gwydnwch, trawsnewidiadau a cholled yn cael eu harchwilio o ran eu perthnasedd i ymarfer gwaith cymdeithasol. Bydd myfyrwyr yn edrych ar gyd-destunau cymdeithasol-economaidd a gwleidyddol y materion hyn a phwysigrwydd gwneud cysylltiadau rhwng datblygiad unigolion a theuluoedd ac anfantais.

Mae ystyriaethau gwrth-ormesol yn greiddiol i'r modiwl hwn ac mae gofyn i fyfyrwyr integreiddio gwybodaeth o fodiwlau eraill y rhaglen, yn enwedig y modiwlau Gwerthoedd a Pholisi Cymdeithasol.

Astudir y pynciau canlynol yn ystod y modiwl:

Safbwyntiau cymdeithasegol ar gwrs bywyd Theorïau Datblygiadol cwrs bywyd Theorïau Seicodynamig Theori Ymlyniad a chwrs bywyd Theori Datblygiad Gwybyddol Theori Dysgu Gwytnwch a Bregusrwydd Systemau Teuluol Safbwyntiau Ecolegol Llwybrau datblygiadol plant mewn gofal Dulliau ymdrin â dementia sy’n canolbwyntio ar yr unigolyn Cymhwyso gwybodaeth at ymarfer Ymarfer gwrth ormesol a chwrs bywyd

Assessment Criteria

threshold

(C) Bydd myfyrwyr wedi creu cysylltiadau sylfaenol rhwng theori ac ymarfer mewn perthynas â'r astudiaeth achos penodol. Bydd myfyrwyr wedi dangos gwybodaeth a dealltwriaeth o'r cyd-destun damcaniaethol ac ymwybyddiaeth o lenyddiaeth berthnasol. Hefyd, byddant wedi lleoli eu hymarfer yng nghyd-destun gwaith cymdeithasol yng Nghymru. Bydd gwerthoedd ac arfer gwrth-ormesol yn amlwg. Bydd y gwaith, gan gynnwys dyfynnu a chyfeirio, yn glir ac yn rhydd o wallau sylweddol.

good

(B) Bydd y myfyrwyr yn dangos cymhwyso clir a chyson o theori ac ymarfer mewn perthynas â'r astudiaeth achos penodol. Bydd myfyrwyr hefyd yn gallu dangos gwybodaeth a dealltwriaeth dda o'r cyd-destun damcaniaethol ac yn gyfarwydd â llenyddiaeth berthnasol. Bydd eu hymarfer yn cael ei leoli'n glir ac yn gyson o fewn cyd-destun gwaith cymdeithasol cyfoes yng Nghymru. Bydd gwerthoedd ac ymarfer gwrth-ormesol nodwedd amlwg drwy gydol y gwaith. Bydd strwythur y cyflwyniad, gan gynnwys dyfynnu a chyfeirio, yn glir ac yn gyson.

excellent

(A-/A*) Bydd myfyrwyr wedi dangos cymhwyso ardderchog o theori ac ymarfer mewn perthynas â'r astudiaeth achos penodol. Bydd myfyrwyr wedi dangos gwybodaeth gynhwysfawr ac yn feirniadol o'r cyd-destun damcaniaethol ac wedi ymgysylltu'n feirniadol â llenyddiaeth berthnasol. Bydd myfyrwyr hefyd wedi dangos sgiliau dadansoddol gwych a dod i gasgliadau craff. Bydd gwerthoedd ac ymarfer gwrth-ormesol wedi eu hintegreiddio a'u cadarnhau drwy gydol y gwaith. Bydd llif a strwythur clir i'r cyflwyniad, yn cynnwys cyfeiriadath gywir cynhwysfawr.

Learning outcomes

  1. Dangos dealltwriaeth drylwyr o sut mae deddfwriaeth a pholisi yn dylanwadu ar a darparu fframwaith ar gyfer ymarfer gwaith cymdeithasol.

  2. Cymhwyso a gwerthuso’n feirniadol ystod o safbwyntiau cwrs bywyd, yn cynnwys rhai cymdeithasegol, seicolegol a chymdeithasol.

  3. Gwerthuso a dadansoddi'n feirinadol gamau datblygiad drwy'r cwrs bywyd a'u perthasedd i ymarfer gwaith cymdeithasol.

  4. Dangos dealltwriaeth drylwyr o effaith gormes, gwahaniaethu ac anfantais strwythurol ar ddatblygiad cwrs bywyd a'r angen am ymyrraeth gwaith cymdeithasol.

  5. Dangos gwerthfawrogiad beirniadol o effeithiau trawsnewid a cholled ar gwrs bywyd, a sut y gallant effeithio ar lesiant a risg.

  6. Cymhwyso'n feirniadol wybodaeth o'r cwrs bywyd o fewn cyd-destun ymarfer gwrth-ormesol a gwerthoedd gwaith cymdeithasol.

Assessment Methods

Type Name Description Weight
Aseiniad 3,000 o eiriau 100

Teaching and Learning Strategy

Hours
Lecture

1.5 awr o ddarlith yr wythnos

18
Practical classes and workshops

0.5 awr yr wythnos o ddadansoddi astudiaeth achos

6
Private study

Darllen llyfrau, erthyglau cyfnodolion a defnydd creadigol o wahanol ffynonellau gwybodaeth

76

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • 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.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • 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
  • Examine and critically apply a range of theories and research informed evidence that informs understanding of the child, adult, family or community and of the range of assessment and interventions which can be used to address wellbeing and risk.
  • 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
  • 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.
  • Make appropriate use of and reflect on research in decision making and professional judgement about practice and in the evaluation of outcomes
  • 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 decisions based on evidence, set goals and construct specific plans to achieve outcomes, taking into account relevant information including ethical guidelines

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/scw-4007.html

Reading list

Darllen hanfodol / Essential reading

Beckett, C. & Taylor, H. (2016) Human Growth and Development (3rd Ed) Sage Publications Ltd

Green, L. (2016) Understanding the Life Course: Sociological and Psychological Perspectives (2nd Ed). Polity Press

Nicolson, P. (2014) A Critical Approach to Human Growth & Development. Palgrave Macmillan

Sudbery, J (2010) Human Growth and Development: An Introduction for Social Workers. Routledge

Walker, J. & Crawford, K. (2014) Social Work and Human Development (Transforming Social Work Practice Series) (4th ed). Sage Publications Ltd

Darllen estynedig / Extended reading

Cairns, K. & Cairns B. (2016) Attachment, Trauma and Resilience. Coram BAAF

Calder, M.C. (2015) Risk in Child Protection (Assessment in Childcare). Jessica Kingsley Publishers

Chisnell, C. & Kelly, C. (2016) Safeguarding in Social Work Practice (Transforming Social Work Practice Series). Sage Publications Ltd

Cleaver, H. et al (2010) Children's Needs – Parenting Capacity: Child Abuse, Parental Mental Illness, Learning Disability, Substance Misuse, and Domestic Violence (2nd Ed) The Stationery Office Ltd

Daniel, B. (2010) Child Development for Child Care and Protection Workers (2nd Ed) Jessica Kingsley Publishers

Forrester, D. (2012) Parenting a Child Affected by Parental Substance Misuse (Parenting Matters). British Association for Adoption and Fostering (BAAF)

Frost, L. & McClean, S. (2014) Thinking about the Lifecourse. Palgrave Macmillan

Gardner, R. (Ed.) (2016) Tackling Child Neglect. Jessica Kingsley Publishers

Gibson, A. & Gibson, N. (2015) Human Growth, Behaviour and Development: Essential Theory and Application in Social Work. Sage Publications Ltd

Glover, J. (2009) Bouncing back: How can resilience be promoted in vulnerable children and young people? Barnardos

Golding, K.S. & Killick, S. (2014) Using Stories to Build Bridges with Traumatized Children: Creative Ideas for Therapy, Life Story Work, Direct Work and Parenting. Jessica Kingsley Publishers

Gross, R. (2015) Understanding Grief: An Introduction. Routledge

Hockey, J. & James, A. (2003) Social Identities across the Life Course. Palgrave. Macmillan.

Horwath, J. (2013) Child Neglect: Planning and Intervention (2nd Ed). Palgrave Macmillan

Horwath, J. (2009) The Child's World: The Comprehensive Guide to Assessing Children in Need (2nd Ed). Jessica Kingsley Publishers

Howe, David (2011) Attachment Across the Life Course: A Brief Introduction. Palgrave

Hunt, S (2005) The Life Course: A Sociological Introduction. Palgrave Macmillan

Konigsberg, R. D. (2011) The Truth about Grief: The Myth of Its Five Stages and the New Science of Loss. Simon & Schuster UK

Kubler-Ross, E. & Kesssler, D. (2014) On Grief and Grieving: Finding the Meaning of Grief Through the Five Stages of Loss. Simon & Schuster UK

Lindon, J. & Webb, J. (2016) Safeguarding and Child Protection: Linking Theory and Practice (5th Ed). Hodder Education

Meggitt, C. (2012) Child Development, an Illustrated Guide: Birth to 19 Years (3rd Ed). Pearson Education

Neaum, S. (2016) Child Development for Early Years Students and Practitioners (3rd Ed). Sage Publications Ltd

Newman, B.M. & Newman, P. (2016). Theories of Human Development (2nd Ed). New York: Policy Press

O’Brien, E.Z. (2015) Psychology for Social Work: A Comprehensive Guide to Human Growth and Development. Palgrave

Milner, J. & Bateman, J. (2011) Working With Children and Teenagers Using Solution Focused Approaches: Enabling Children to Overcome Challenges and Achieve Their Potential. Jessica Kingsley Pub

Parkes, C. M. (2010) Bereavement: Studies of Grief in Adult Life (4th Ed). Penguin

Pearce, C. (2011) A Short Introduction to Promoting Resilience in Children Jessica Kingsley Publishers

Priestley, Mark (2003) Disability, A Life Course Approach. Polity press & Blackwell Publishing

Rose, R. (2012) Life Story Therapy with Traumatized Children: A Model for Practice. Jessica Kingsley Publishers

Sandberg, S. & Grant, A. (2017) Option B: Facing Adversity, Building Resilience, and Finding Joy. WH Allen

Shemmings, D. (2014) Assessing Disorganized Attachment Behaviour in Children: An Evidence-Based Model for Understanding and Supporting Families. Jessica Kingsley Publishers

Shemmings, D. (2011) Understanding Disorganized Attachment: Theory and Practice for Working with Children and Adults. Jessica Kingsley Publishers

Stroebe, M. & Schut, H. (1999) The dual process model of coping with bereavement: Rationale and description. Death Studies. 23(3), pp 197-224

Marshall, F. (2011) Losing a Parent: Coming Through a Special Loss Sheldon Press

Thompson, N. (2012) Grief and its Challenges. Palgrave Macmillan

Ward, H. (2012) Safeguarding Babies and Very Young Children from Abuse and Neglect (Safeguarding Children Across Services). Jessica Kingsley Publishers

White, C.A. (2013) Living with Complicated Grief. Sheldon Press

Cyfnodolion / Journals:

British Journal of Social Work

Gwefannau / Websites

Community Care www.communitycare.co.uk/ Community Care Inform www.ccinform.co.uk Joseph Rowntree Foundation www.jrf.org.uk Gofal Cymdeithasol Cymru / Social Care Wales www.gofalcymdeithasol.cymru / www.socialcare.wales
Llywodraeth Cymru / Welsh Government www.wales.gsi.gov.uk MindEd www.minded.org.uk/ National Elf Service https://www.nationalelfservice.net/mental-health/ Plant yng Nghymru / Children in Wales www.plantyngnghymru.org.uk / www.childreninwales.org.uk/ Research in Practice www.rip.org.uk/evidencebank Research in Practice for Adults www.ripfa.org.uk Social Care Institute for Excellence www.scie.org.uk Social Care Online www.scie-socialcareonline.org.uk

Pre- and Co-requisite Modules