UNIVERSITY OF KENT
MODULE SPECIFICATION
1. Title of the module
Critical and Reflective Practice (SO919)
2. School or partner institution which will be responsible for management of the module
SSPSSR
3. Start date of the module
September 2013/Revised version to start January 2015
4. The number of students expected to take the module
15 initially, rising to 25
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
This module will replace Partnership and Participation in Social Work (SO919)
6. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Level M
7. The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Spring/summer terms (Feb-June)
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
MA Social Work (compulsory module)
11. The intended subject specific learning outcomes
On successful completion of this module students will be able to:
11.1 Critically analyse the differential impact of the changing economic, political, inter-professional and organisational context on social work practice and the experience of those who use services;
11.2 Evaluate the contested nature of social work practice in a diverse society, the use of power and authority in social work, and how this has been understood in a tradition of radical social work practice;
11.3 Evaluate and apply models of partnership and participation, recognising their complex nature;
11.4 Critically analyse dilemmas and conflicts that can arise when balancing competing needs, risks, rights and responsibilities of individuals, carers and other agencies;
11.5 Critically evaluate research-based evidence to inform social work professional judgement in complex and uncertain situations;.
11.6 Demonstrate advanced knowledge and understanding of common sources of ‘error’ in decision-making in professional practice including the rule of optimism, attribution error and the uses/misuses of intuition;
11.7 Recognise and reflect upon the potential impact of personal feelings and emotions on thinking, decision-making, and professional behaviour in social work and appreciate the debates about their proper role;
11.8 Understand the challenges of emotionally demanding work in complex and uncertain situations and reflect upon the actions and supports needed to promote their own emotional resilience, including the use of professional supervision;
11.9 Critically reflect on their own practice and professional development, and identify areas for future development.
12. The intended generic learning outcomes
By successfully completing this module students will demonstrate:
12.1 Ability to synthesise and integrate complex knowledge, theoretical perspectives and evidence from different schools and disciplines of enquiry in order to construct an organised and coherent argument in writing;
12.2 Skills commensurate with postgraduate study in presentation and debate, both verbal and written, and in the use of research and empirical data;
12.3 Capacity to gather and evaluate library and web-based resources (e-journals and other on-line resources) appropriate to postgraduate study, make critical judgments about their merits, and use materials to construct a developed argument;
12.4 Ability to interact with others in a group context and articulate and defend opinions based on critical reasoning, logic and evidence.
13. A synopsis of the curriculum
The curriculum will address the nature, dimensions and aims of critical, reflective and ethical practice in social work. It will incorporate the organisational, political, demographic and ideological context of contemporary social work practice and the impact of critical perspectives on the nature and delivery of social work in a diverse society. Service user perspectives and roles, models of partnership and participation, and the significance of power, language, knowledge, social justice, and relationship based practice will be explored. The role of effective inter-professional working and team working, and perspectives on risk and risk management will also be explored as will professional judgement and decision making in social work, including the role of emotion and sources of ‘error’ in decision-making and evaluating multiple hypotheses. The management of dilemmas and challenges involved in balancing competing needs, rights, risks and accountabilities will be addressed alongside dealing with working with anxiety and uncertainty in complex, unpredictable and emotionally demanding situations. The possibilities for creative and transformative practice in social work will be explored and the importance of leadership, professional authority, and continuing personal and professional development will also be discussed.
14. Indicative Reading List
Adams, R., Dominelli, L. & Payne, M. (2009) Critical Practice in Social Work, 3rd Edn. Basingstoke: Palgrave Macmillan
Barnes M and Cotterell P (Eds) (2011) Critical Perspectives on User Participation. Bristol: Policy Press
Fook, J. (2012) Social Work: A Critical Approach to Practice, 2nd Edn. London: Sage
Gray, M. & Webb, S. (eds) (2013) The New Politics of Critical Social Work. Basingstoke: Palgrave Macmillan
Jones, K., Cooper, B. and Ferguson, H. (2008) Best Practice in Social Work: Critical Perspectives, Basingstoke: Palgrave Macmillan
Littlechild, B. & Smith, R. (eds) (2013) A Handbook for Inter-professional Practice in the Human Services: Learning to work together. Harlow: Pearson
Lymbery, M. & Butler, S. (2004) Social Work Ideals and Practice Realities. Basingstoke: Palgrave Macmillan
O’Sullivan, T. (2011) Decision Making in Social Work. 2nd Edn. Basingstoke: Palgrave Macmillan
Ruch, G., Turney, D. & Wards, A. (eds) (2010) Relationship-Based Social Work: Getting to the Heart of Practice. London: Jessica Kingsley
Rutter, L. & Brown, K. (2012) Critical Thinking and Professional Judgement for Social Work 3rd edition Exeter: Learning Matters
Thompson, N. And Thompson, S. (2008) The Critically Reflective Practitioner. Basingstoke: Palgrave Macmillan.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes.
There are 150 study hours in total for this module. Of these, 22 will be class contact hours, consisting of eleven one-hour lectures or workshops and eleven one-hour seminars.
Taught sessions and linked private study activities will combine to support students in meeting the learning outcomes for the module, facilitating their exploration and critical analysis of taught topics in relation to social work processes, practice and case-based material. Students will also have the opportunity to learn from the contribution of people who use services and carers to the module.
Taught sessions will involve discussion and debate, small group work and exercises designed to assist students in evaluating different perspectives and synthesising the knowledge, understanding, skills and ethical frameworks they have developed during this module and the programme as a whole, and to relate these to practice scenarios and their own personal and professional development. These whole class and small group activities will also enable students to develop their skills in case-based ethical reasoning, evaluation of evidence and analysis of conflicts and dilemmas in relation to a range of scenarios and areas of practice.
The remaining 128 hours allowed for the module are private study hours, with the expectation that students will engage in 11-12 study hours per week.
Private study involves wider reading to develop material received during lectures, preparation for seminars and work for assessment by coursework. It will be supported by an appropriate range of written materials, books, journals and internet or electronic sources posted on Moodle.
Learning and Teaching methods:
Lectures / Interactive workshops / Class discussion / Small group work / Seminars with in-depth debate and discussion / Retrieving and studying material posted on Moodle / Independent reading and review of literature and research11.1 / ü / ü / ü / ü / ü / ü / ü
11.2 / ü / ü / ü / ü / ü / ü / ü
11.3 / ü / ü / ü / ü / ü / ü / ü
11.4 / ü / ü / ü / ü / ü / ü / ü
11.5 / ü / ü / ü / ü / ü / ü / ü
11.6 / ü / ü / ü / ü / ü / ü / ü
11.7 / ü / ü / ü / ü / ü / ü
11.8 / ü / ü / ü / ü / ü / ü
11.9 / ü / ü / ü / ü / ü
12.1 / ü / ü / ü / ü / ü / ü
12.2 / ü / ü / ü / ü / ü / ü
12.3 / ü / ü
12.4 / ü / ü / ü / ü
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
4000 word essay based on a case scenario from the student’s year 2 practice placement, demonstrating analysis of critical and reflective social work and application of relevant theoretical and research based knowledge and ethical frameworks to a practice situation. The essay will also include reflection on the student’s learning. This will constitute 100% of the module assessment and will assess learning outcomes 11.1 – 11.9 and 12.1 – 4.
17. Implications for learning resources, including staff, library, IT and space.
The module will be taught by lecturers with appropriate academic and professional qualifications and with experience of teaching in the BA (Hons) Social Work (and where relevant other degrees) within the School of Social Policy, Sociology and Social Policy at Medway.
People who use services and carers and/or practitioners will also contribute to the module, and will require payment.
The library already has a large number of texts and journals related to social sciences and social work. Some additional materials may be required to update and extend existing resources. These purchases will be made from SPSSR’s annual Medway library budget.
18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexiasupport service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Medway
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching/Director of Graduate Studies (delete as applicable)
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Print Name / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"
......Head of School
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Print Name / ......
Date
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the module and will be responsible for its resourcing"
......Nominated Responsible Officer of Partner College/Validated Institution
………………………………………………….
Print Name
…………………………………………………..
Post / ......
Date
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated October 2013
1
Approved June 2013