MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Module code Credit value Level Mark the box to the right of the appropriate level with an ‘X’ Placement (Extended) SS614 40 Level 4 Level 5 Level 6 Level 0(for modules at foundation level) X Level 7 Level 8 Entry criteria for registration on this module Pre-requisites Normally Level 5 Social Science modules Specify in terms of module codes or equivalent Co-requisite modules Normally level 6: SS613 Specify in terms of module codes or equivalent Module delivery Mode of delivery Taught Other X Distance Pattern of delivery Weekly X Block When module is delivered Semester 1 Other Placement X Online Other Semester 2 Throughout year X Brief description of module The focus of this module is the continuing application and content development of relationship building skills and the integration and Overview (max 80 words) Module team/ author/ coordinator(s) School Site/ campus where delivered application of core substance misuse-related theory, methods and research in practice. This module will also develop the students’ skills in the delivery of specific psycho-social interventions (alongside their core generic substance misuse practice skills). Students will be supported to identify service user need and develop, and implement, intervention strategies within the complex multidisciplinary context which comprises the substance misuse treatment/intervention sector. Dee MacDonald School of Applied Social Science Falmer Course(s) for which module is appropriate and status on that course Course Status (mandatory/ compulsory/ optional) BA (Hons) Criminology and Substance Misuse Interventions Mandatory Module descriptor template: updated Aug 2012 MODULE AIMS, ASSESSMENT AND SUPPORT Aims Learning outcomes Content The aims of the module are: To provide students with the opportunity to experience and support service users through a defined treatment/recovery journey. To provide students with an opportunity to identify service user needs and identify interventions appropriate to those needs, within the limitations of a placement. To provide students with opportunities to practice in situations of varying complexity which require application of a wide range of skills and techniques. To develop and apply their practice skills, through direct practice, with increased autonomy. To demonstrate competence in relation to the requirements of the National Occupational Standards which apply to Substance Misuse practice. To enable students to develop and demonstrate the capacity to engage with complexity and nuance in the application of critical reflection to their professional practice. To enable students to apply critical reflection skills to the broader placement setting and develop a ‘sensitive critique’ of the placement setting. On successful completion of the module the student will be able to : 1. Apply knowledge and understanding of national and placement specific policies and legislation in the treatment/recovery context. 2. Apply knowledge and understanding of core substance misuse interventions to the placement context to support service users on their treatment/recovery journey. 3. Demonstrate the ability to identify service user need and identify interventions appropriate to meet that need. 4. Demonstrate the ability to deliver specified interventions within the context of a therapeutic relationship/setting. 5. Demonstrate the ability to work within appropriate boundaries in a safe, ethical and appropriate manner 6. Critically reflect upon, analyse, and evaluate own practice 7. Demonstrate the ability to develop a ‘sensitive critique’ of the therapeutic context and its implications to the service user’s experience. 8. Demonstrate an ability to meet established placement specific occupational standards as agreed/defined by placement workbook The overall purpose of the fieldwork placements is to provide opportunities for students to put identified learning into practice and so demonstrate professional competence. For students without experience working in this sector the placements will also seek to provide a broad introduction to a range of practice environments and their differing role requirements. Students are required to complete a minimum of 280 hours in Module descriptor template: updated Aug 2012 placement. The nature of the placement will vary from agency to agency. Students are likely to spend their time in one placement setting although, given the multidisciplinary nature of the sector, they may spend part of their time in other settings dependent on the roles and responsibilities of the Placement provider e.g. a student on Placement with a local outreach team may spend time with both substance misuse treatment practitioners and the Police/Probation Services. Whatever the nature of the agency where the student is placed the students task, with support from their Workplace Supervisor and the Placement Tutor, is to apply knowledge and theory of practice and to develop core substance misuse practice skills, in accordance with the requirements of the National Occupational Standards. By the end of the extended placement, successful students are required to demonstrate evidence of competency in selected National Occupational Standards; the specific standards may vary dependent on the placement that the individual student has undertaken. The specific standards to be completed are agreed with the placement provider prior to students undertaking the module. Learning support Adams R, Dominelli L and Payne M. 2009 Critical Practice in Social Work (Second Edition) Basingstoke: Palgrave Banks S. 2004 Ethics, Accountability and the Social Professions, Basingstoke, Palgrave Department of Health. 2010 Signs for Improvement – Commissioning interventions to reduce alcohol-related harm. London: DH http://www.dh.gov.uk/en/Publicationsandstatistics/Publication s/DH_102813 [03/2011] Fitzpatrick, R. and Thorne, L. 2010 A Label For Exclusion: Support For Alcohol-Misusing Offenders. London: Centre for Mental Health. http://www.centreformentalhealth.org.uk/pdfs/label_for_exclu sion.pdf [01/2011] Ghodse, H. 2002. Drugs and Addictive Behaviour: A Guide to Treatment. 3rd ed. Cambridge: Cambridge University Press. HM Government. 2010 Drug Strategy 2010: Reducing Demand, Restricting Supply, Building Recovery: Supporting people to live a drug free life. London: TSO http://www.homeoffice.gov.uk/publications/drugs/drugstrategy/ Module descriptor template: updated Aug 2012 HM Government. 2011 No Health without Mental Health: A cross-Government mental health outcomes strategy for people of all ages. London: TSO http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalass ets/documents/digitalasset/dh_124006.pdf National Treatment Agency for Substance Misuse. 2006. Models of Care for Treatment of Adult Drug Misusers: Update 2006, edited by Department of Health: National Treatment Agency for Substance Misuse. National Treatment Agency for Substance Misuse. 2007. Drug Misuse and Dependence: Guidelines for Clinical Management. London: National Treatment Agency for Substance Misuse. National Treatment Agency for Substance Misuse. 2008. Good Practice in Harm Reduction, edited by NTA. London: National Treatment Agency for Substance Misuse. Health and Social Care Commissioning Strategy for Substance Misuse 2011-2014 http://www.statistics.gov.uk/downloads/theme_compendia/G LF09/GLFSmoking-DrinkingAmongAdults2009.pdf Rolfe, G, Jasper, M and Freshwater, D. 2011. Critical Reflection In Practice Generating Knowledge for Care. Basingstoke: Palgrave Macmillan Thompson, S. & N. Thompson. 2008 The Critically Reflective Practitioner Basingstoke: Palgrave Macmillan Thompson N. 2006 Anti-Discriminatory Practice (Fourth Edition) Basingstoke: Palgrave Yates, R., and M.S. Malloch, eds. 2010. Tackling addiction: Pathways to recovery. London: Jessica Kingsley. Teaching and learning activities Details of teaching and learning activities Placement modules are closely linked with skills and theory modules; SS402 Establishing and Maintaining Relationships within the Substance Misuse Treatment Context; SS503 Substance Misuse Interventions; and SS613 Keyworking and Care Planning are particularly relevant. Placements provide the opportunity for students to apply the knowledge and skills developed in these modules. Students have allocated Workplace Supervisors. Workplace Supervisors will be placement staff with appropriate practice Module descriptor template: updated Aug 2012 experience (two years minimum), or ideally, management / supervisory responsibility and/or experience in their agency. The Workplace Supervisor will allocate and supervise work and placement activities, as specified in the Placement Workbook; they will also advise and introduce the student to the practices of the agency. Workplace Supervisors are expected to see the student briefly each day that the student is in Placement, and to provide 1.0 hours supervision per four days of Placement activity. Workplace Supervisors will assess the student’s competency through direct observation of their practice and through Supervision Sessions which will discuss Key Intervention Analyses. The Personal Development Groups that students attend throughout the course provide a further, facilitated and confidential, space for students to reflect on their practice. Students will also receive individual tutorials, where they can receive support from a tutor (a qualified/experienced substance misuse practitioner). Further evaluation of their competency is undertaken in the relevant, assessed, skills-related modules delivered at the University. In SS614 Placement (Extended) students will continue to focus on integration and application of relationship building skills which are a core aspect of the therapeutic worker role undertaken by the substance misuse practitioner. However they will also seek to deliver, where appropriate and agreed the relevant therapeutic interventions that are part of their learning on modules SS503 Substance misuse intervention skills and SS613 Keyworking and Care Planning. They will continue to integrate theory, methods and research with practice and further develop their core, generic, substance misuse work skills (engagement, communication, interviewing, assessment (including in relation to risk), care planning, monitoring and review). This module will continue to support the development of the knowledge and understanding of the scope and roles of the substance misuse practitioner and the agencies employed to deliver substance misuse treatment interventions. This development will also enable students to develop a ‘sensitive critique’ of the Placement provider with which the student can frame their experiences, and act as a context for their movement into employment following the degree. Allocation of study hours (indicative) Study hours Where 10 credits = 100 learning hours SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning. GUIDED INDEPENDENT STUDY All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. Module descriptor template: updated Aug 2012 120 The placement is a specific type of learning away from the University that is not work-based learning or a year abroad. 280 TOTAL STUDY HOURS Please note this must amount to 200 hours for a 20 credit module 400 PLACEMENT Assessment tasks Details of assessment for this module Semester 2 1. Successful completion of the Placement Workbook (LO2, LO3, LO4, LO8) (50%) The student will submit a workbook containing evidence supporting successful demonstration of competency against specified National Occupational Standards 2. Critical Reflective Essay (3000 words) (LO1, LO5, LO6, LO7) (50%) The student will submit an essay which critically reflects on their experience in Placement and on the process of achieving competency against the specified National Occupational Standards. The student must pass both elements of assessment (Workbook and Critical Reflective Essay) in order to pass this module. Types of assessment task1 % weighting Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. (or indicate if component is pass/fail) WRITTEN Written exam COURSEWORK Written assignment/ essay, report, dissertation, portfolio, project output, set exercise PRACTICAL Oral assessment and presentation, practical skills assessment, set exercise 100% EXAMINATION INFORMATION Area examination board Applied Social Science UG AEB Refer to Faculty Office for guidance in completing the following sections External examiners Name Position and institution Date appointed Date tenure ends Jacqui Merchant Senior Lecturer September 2011 September 1Set exercises,which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task. Module descriptor template: updated Aug 2012 (Subject to approval) University of Sunderland 2015 QUALITY ASSURANCE Date of first approval February 2013 Only complete where this is not the first version Date of last revision Only complete where this is not the first version Date of approval for this version February 2013 Version number Modules replaced Specify codes of modules for which this is a replacement Available as free-standing module? Module descriptor template: updated Aug 2012 Yes No X