SW with Adults
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Organiser: Ms Rhian Lloyd
Overall aims and purpose
This module will focus on the body of knowledge, legislative and policy context and skills that shape Community Care and social work services with adults. It will critically evaluate the range of epistemological models that inform the knowledge base of practice in the areas of disabilities, mental health and older people. It will examine evidence-based approaches in mental health, disabilities and in working with older people. Latest approaches in challenging stigma and utilising whole systems approaches, for example in mental health, will be explored. It will also critically evaluate the various models of disability, including the medical model, the personal tragedy model, the social model and the inclusive model of disabilities. It will build on the Welsh Government’s Strategy documents in the areas of disabilities, mental health and older people. It will discuss the implications of major demographic changes, such as the challenges and opportunities posed by an ageing society. It aims to promote an understanding of the principles of partnership working and empowerment as it relates to service provision for adults and carers. To enable students to gain an understanding of the components of Community Care assessments, incorporating the imperatives of an ethical, anti-oppressive, language sensitive practice with different ethnic groups and cultures. To enable students to develop their understanding of assessment, creating care and support packages that are person-centred, reflecting the personalisation agenda in social care. To enable students to demonstrate skills in initiating, maintaining and ending professional interventions with adult users and their carers underpinned by the principles of anti-discriminatory and anti-oppressive practice. The importance of adhering to the Code of Professional Practice for Social Care Workers will be integrated into the module. The module will enable students to understand the critical role of carers in the delivery of community care services and their support. It will enable students to demonstrate an appreciation of policies and strategies specific to Wales in particular The Social Services and Well-being (Wales) Act 2014 and how these differ from approaches in other countries. It will also introduce students to UK wide policies on adult social services, including comparative policy initiatives in the areas of older people, mental health, learning and physical disabilities, and carers.
- The module will explore models of disability such as the medical model, social model and labelling by exploring a variety of case studies.
- Different interventions and assessment of adults at risk will be explored.
- Workshops and lectures will provide knowledge and understanding of the impact of dementia for individuals and their carers.
- The process of working in partnership with individuals, families and carers will be explained and evaluated in current social work practice.
- Information about social work with offenders will be discussed and the importance of transferable skills in social work practice e.g. preventative work.
- Social work and different models of working with individuals with mental health will be explored focusing on safeguarding individuals, carers, families and the community.
- Social work practice with different concepts of disability; physical disabilities and learning disabilities will be explored and different interventions analysed e.g. reablement project by assessing different case studies/ video clips.
- Discussion of different models of grief and loss and how these are used with individuals, carers and families. Workshop will examine the current 'active support' model in social work practice.
- Provide knowledge and understanding of the implications of the Mental Capacity Act 2005 and deprivation of liberty safeguards arrangements (DOLS) will be explored by assessing real case studies.
- The roles of Social Workers require them to engage with clients and families who may be 'reluctant clients', ambivalent or resistant towards those seeking to provide help and protect. This includes safeguarding roles in relation to vulnerable adults, and work to engage with marginalised groups such as young offenders and those with mental health and substance misuse problems. The session will explore issues such as understanding and defusing aggressive behaviour and keeping safe from assault.
- Exploring the strengths and weaknesses of various models of social work assessments such as the "What matters? conversations" in order to achieve well-being.
- Examining the importance of resilience in current social work practice. Discussing different strategies to develop and strengthen resilience.
(A-/A*): 1. All aspects of the task / question are answered with no irrelevancies 2. Clear evidence of comprehensive knowledge and detailed understanding of the subject area 3. The student's own independent thinking is clearly apparent throughout 4. Includes significant elements of original interpretation and analysis, and demonstrates and clear ability to identify, develop and present new links between topics 5. Insightful and perceptive integration of a wide range of appropriate and relevant material, having gone beyond the information provided in lectures 6. Contains logically presented and defended arguments in which each successive stage is explicitly linked to the task / question set 7. Critically evaluates the material in a logical manner 8. Explicit knowledge and understanding of key debates and concepts in social work , including the policy, legal and economic context of working in Wales 9. Explicit and consistent integration of the value base of social work, anti-discriminatory and anti-oppressive values which permeate the work 10. Sustained and consistent ability to apply ideas to practice situations (if called for) 11. Makes relevant connections with other modules within the programme 12. Well-planned, structured and highly focussed throughout 13. Free of factual errors 14. Presented to very high professional standards through very accurate communication 15. Supports assertions via theoretical justification, research and appropriate referencing
(B): 1. Most aspects of the task / question are answered with few irrelevancies 2. Demonstrates strong knowledge and understanding of most of the subject area with only some gaps 3. Some evidence of the student's own independent thinking is apparent 4. Includes some elements of original interpretation and analysis and demonstrates some ability to identify, develop and present new links between topics 5. Integration of a range of appropriate and relevant material, with evidence of further reading and background study beyond the information provided in lectures 6. Contains coherently presented and developed line of arguments and relationships between successive parts are easy to follow 7. Evaluates the material in a logical and critical manner 8. Good knowledge and understanding of key debates and concepts in social work , including the policy, legal and economic context of working in Wales 9. Competent integration of the value base of social work, anti-discriminatory and anti-oppressive values 10. Good level of application of ideas to practice situations (if called for) 11. Makes some connections with other modules within the programme 12. Well-planned, structured and focussed 13. Mostly free of factual errors 14. Presented to competent professional standards through mainly accurate communication 15. Supports assertions via theoretical justification, research and mostly correct referencing
C- to C+
(C): 1. Answer mainly focussed on task /question but also contains some irrelevancies 2. Demonstrates knowledge and understanding of key areas / principles, but contains gaps 3. Some evidence of the student's own independent thinking is apparent 4. Descriptive / limited original interpretation and analysis and demonstrates limited ability to identify, develop and present new links between topics 5. Answer based largely on lecture material with limited evidence of background study 6. Tends to make assertions without clear supporting evidence or reasoning 7. Some evidence of capacity to reflect critically 8. Some knowledge and understanding of key debates and concepts in social work , including the policy, legal and economic context of working in Wales 9. Inconsistent / acceptable level of integration of the value base of social work, anti-discriminatory and anti-oppressive values 10. Tendency to approach practice in a descriptive manner as opposed to critical application of ideas (if called for) 11. Limited connections with other modules within the programme 12. Implicit structure; often relies on the reader to form links between successive parts 13. Some factual errors 14. Presented to acceptable professional standards; includes some inaccuracies in communication 15. Supports assertions via theoretical justification, research and mostly correct referencing to an acceptable standard
Critically discuss the competing policy aims of social inclusion and social integration.
Competently integrate legislation (including The Social Services and Well-being (Wales) Act 2014), best practice, theories and research based evidence related to social work.
Demonstrate critical understanding of social work practice with adults at risk and carers.
Utilise and appraise contemporary assessment frameworks for a range of adult service users.
Analyse the ethical issues and dilemmas that arise in practice with adult service users.
Demonstrate a critical understanding of Community Care Services in Wales and that which is common and different between Wales, the rest of the UK, and internationally.
|Assignment 3,000 words||50|
Teaching and Learning Strategy
Students will have access to an extensive range of electronic resources, including policy documents and journals on Blackboard.
Students will be exposed to a variety of teaching and learning formats, including lectures, seminars and workshops.
Students autonomous learning will be supported by a blended learning environment and a problem-based learning approach.
Blended learning, workshops, seminars and guest speakers
- 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.
- 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
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Key reading material will be discussed in the teaching sessions Essential reading Adams, R. (2003) Social Work and Empowerment Palgrave. Barnes, C & Mercer , G (2003) Disability Jessica Kinglsey Barnes,C& Mercer, G (2004) Implementing the Social Model of Disability : Theory and Research., Centre of Disability Studies, University of Leeds. Brammer,A. (2014) Safeguarding Adults (Focus on Social Work Law) Palgrave Macmillan London Davies. M.(2012) Social Work with adults. Palgrave Macmillan Dyke, C (2016) "Writing analytical assessments in social work" Critical Publishing Northwich Golightley. M (2017) Social Work and Mental Health.(6th edition) Sage. London Milner,J; O'Byrne,P & Myers,S (2015) "Assessment in Social Work 4th edition" Palgrave London Oliver, M (1996) Understanding Disability Palgrave Oliver, M. & Sapey, B. (1999) Social Work with Disabled People Palgrave Okitikpi T & Aymer C (2010) Key Concepts in Anti-discriminatory Social Work Sage Thompson,N.(2016) Anti Discriminatrory Practice: Equality, Diversity and Social Justice (practical social work series 6th edition) Palgrave Thompson, N. (2015) People Skills (4th edition) Palgrave Trotter C (2006) Working with Involuntary Clients Sage Williams, C. (Ed.) (2011) Social Policy for Social Welfare Practice in a Devolved Wales Venture Press.
On line resources Social Care Wales https://socialcare.wales/about SCIE Llywodraeth Cymru