Bachelor of Arts
in Applied Social
Studies
PROGRAMMATIC REVIEW 2005
Page 1
CONTENTS
Articulation, transfer and progression .............................................................................. 3
Course map ....................................................................................................................... 4
Year 1 ........................................................................................................................... 4
Year 2 ........................................................................................................................... 5
Proposed Course Schedules .............................................................................................. 7
Syllabi: Year 1 ................................................................................................................ 13
Professional studies 1 ................................................................................................. 14
Communicative behaviours ........................................................................................ 18
Computer Applications 1 ............................................................................................ 23
Creative activities 1 (art) ............................................................................................ 27
Creative activities 1 (drama)....................................................................................... 29
Politics and Irish society ............................................................................................. 31
Introduction to psychology ......................................................................................... 35
Introduction to sociology ............................................................................................ 40
Professional studies 2 ................................................................................................. 44
Legal studies ............................................................................................................... 48
Health studies ............................................................................................................. 50
Policy studies .............................................................................................................. 54
Syllabi: Year 2 ................................................................................................................ 59
Professional studies 3 ................................................................................................. 60
Communication 3 ....................................................................................................... 65
Abnormal psychology ................................................................................................ 70
Family law .................................................................................................................. 73
Creative studies 3 (art) ................................................................................................ 75
Creative studies 3 (drama) .......................................................................................... 78
Placement 1 ................................................................................................................ 81
Syllabi: Year 3 ................................................................................................................ 85
Professional studies 4 ................................................................................................. 86
Social research practice 1 ........................................................................................... 91
Ethics .......................................................................................................................... 94
Sociology of childhood and family ............................................................................ 99
Media studies ............................................................................................................ 104
Social theory and the modern world ......................................................................... 108
Europe, exclusion and ethnicity ............................................................................... 113
Global Perspectives on Social Care .......................................................................... 119
Basic principles of economics .................................................................................. 123
Community and social capital .................................................................................. 126
Counselling psychology ........................................................................................... 130
Social psychology ..................................................................................................... 135
Industrial organisational psychology ........................................................................ 138
Creative activities 4 ............................................................................................... 141
Placement 2 .............................................................................................................. 143
PROGRAMMATIC REVIEW 2005
Page 2
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Learning outcomes
Field
Standards
Learning outcomes
Knowledge breadth
Specialised knowledge across a variety
of areas.
demonstrate a
specialised knowledge
of the body of theory
that guides social care
practice
Knowledge kind
Recognition of limitations of current
knowledge & familiarity with sources of
new knowledge; integration of concepts
across a variety of areas.
demonstrate an ability
to evaluate current
theory and practice in
the social care field,
and an ability to
integrate concepts
across a variety of
areas
Know-how
skill & range
Demonstrate specialised technical,
creative or conceptual skills and tools
across an area of study.
demonstrate
specialised practical,
creative, conceptual
and therapeutic skills
in the social care field
Know-how
& skill
selectivity
Exercise appropriate judgement in
planning, design, technical and/or
supervisory functions related to products,
services operations or processes.
demonstrate the ability
to select and justify
appropriate
interventions in
relation to service
planning, delivery,
supervision and
evaluation
Competence- Utilise diagnostic & creative skills in a
range of functions in a wide variety of
context
contexts.
demonstrate the ability
and confidence to
apply diagnostic and
creative skills in a
range of social care
contexts
PROGRAMMATIC REVIEW 2005
Page 1
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Competence- Accept accountability for determining
and achieving personal and/or group
role
outcomes: take significant or supervisory
responsibility for the work of others in
defined areas of work.
take responsibility for
establishment of goals
and the
implementation,
supervision and
evaluation of
programmes of care at
the individual and
group level
Competence- Take initiative to identify and address
learning needs & interact effectively in a
learning to
learning group.
learn
demonstrate the ability
to identify and address
learning needs at
personal and
interpersonal levels
Competence- Express and internalised personal
worldview, manifesting solidarity with
insight
others.
operate ethically as a
reflective social care
practitioner; express an
appropriate
professional identity;
demonstrate empathy
and solidarity with
client groups;
demonstrate a
commitment to antioppressive practice and
professional integrity
PROGRAMMATIC REVIEW 2005
Page 2
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Articulation, transfer and progression
Access
The Institute of Technology Sligo has established policies to allow for access to a full range of learners. These
include:



the second level school leaver on the basis of Leaving Certificate performance only
any applicant on the basis of non-standard circumstances that would include, but not exclusively,
maturity, other qualifications and disability.
quotas are set, that vary from programme to programme, to ensure that equality of access is given to as
broad as possible range of applicants.
The Applied Social Studies programme has a strong tradition in the encouragement of applications from
mature age and other non-standard applicants. This is reflected in the high quota of such students admitted to
the programme.
In addition the programme is committed to access via life long learning, distance education, outreach and
work-based provision.
Transfer
The applications process allows for transfer across courses both internally and from other institutions. These
mechanisms allow direct application to the college into a second or subsequent year of a course.
The Applied Social Studies programme has a strong tradition of transfer in from other institutions, particularly
within the Further Education/PLC sector. Students may also transfer in to second and subsequent years of the
programme on the basis of AP(E)L.
Progression
Graduates of this level 7 award may progress to a linked level 8 BA (Honours) course within the Institute or at
other institutions.
PROGRAMMATIC REVIEW 2005
Page 3
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Course map
Year 1
proposed programme
existing programme
semester 1
semester 2
Applied Social Care 1
Professional studies 1
Professional studies 2
Creative Activities 1
Communicative behaviours
or
Computer applications
Communicative behaviours
and /or
Computer applications
Politics
Creative studies 1 (art) or
Creative studies 1 (art) or
Introductory Psychology
Creative studies 1 (drama)
Creative studies 1 (drama)
Introductory Sociology
Politics and Irish society
Legal studies
Health Studies
Introduction to psychology
Health studies
Computer Applications 1
Introduction to sociology
Policy studies
Communications 1
Placement 1
Personal Development
Profiling (not on
broadsheet)
In the proposed programme students take six modules. All modules are compulsory. In semester 1
students are divided between Communicative Behaviours and Computer Applications, and between
Creative studies 1 (art) and Creative studies 1 (drama).
Applied Social Care has been retitled Professional Studies.
Personal development profiling is incorporated in Professional studies 1 and 2.
The first year placement has been discontinued.
Legal studies has been moved from year 2 to year 1
PROGRAMMATIC REVIEW 2005
Page 4
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 2
proposed programme
existing programme
semester 1
Applied Social Care 2
Professional studies 3
Communication 2
Communication 3
Creative Activities 2
Contemporary society and
social care policy
Legal Studies
Abnormal psychology
Social Administration
Family law
Abnormal Psychology
Creative studies 3 (art) or
Sociology of Irish Society
Creative studies 3 (drama)
semester 2
Placement 1
Placement 2
Personal Development
Profiling (not on
broadsheet)
Social administration and Sociology of Irish society have been combined into a new module,
Contemporary society and social care policy.
Family law has been moved from year 3 to year 2.
Students elect between Creative studies 3 (art) or Creative studies 3 (drama)
PROGRAMMATIC REVIEW 2005
Page 5
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 3
proposed programme
existing programme
semester 1
Applied Social Care 3
Professional studies 4
Economics
Social research practice 1
Ethics
Ethics
Family Law
Sociology of child and family
Social Policy
Media studies
Counselling Psychology
Social theory
Social Research
Exclusion and ethnicity
Placement 3
Global perspectives on
social care
semester 2
Placement 2
Community and social
capital
Counselling psychology
Social psychology
Industrial organisational
psychology
Basic principles in
economics
Creative studies 4
The major change in year 3 is the introduction of elective streams. Students take 3 compulsory
modules: Professional Studies 4, Social research practice 1 and Ethics.
They then select 3 modules. At least two modules must come from the same elective group. There are
3 elective groups: sociology, psychology and social policy. There are single electives available in
economics and in creative studies.
PROGRAMMATIC REVIEW 2005
Page 6
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Proposed Course Schedules
Year 1, semester 1
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
1
SEMESTER
1
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SUBJECT
STATUS
ACCS CREDITS
CONTACT
HOURS
ALLOCATION OF MARKS
level
no.
(per week)
c.a.
proj
prac
final
max
SOCI101
Professional studies 1
Mandatory
1
5
3
15
15
20
40
100
SOCI102
Communicative behaviours
Group elective
1
5
3
50
50
0
0
100
CAPS101
Computer applications
Group elective
1
5
3
0
0
60
40
100
SOCI103
Creative studies 1 (art)
Group elective
1
5
3
0
50
50
0
100
SOCI109
Creative studies 1 (drama)
Group elective
1
5
3
0
50
50
0
100
SOCI104
Politics and Irish society
Mandatory
1
5
3
0
25
15
60
100
SOCI105
Introduction to psychology
Mandatory
1
5
3
30
0
0
70
100
SOCI106
Introduction to sociology
Mandatory
1
5
3
40
0
0
60
100
PROGRAMMATIC REVIEW 2005
Page 7
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 1, semester 2
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
1
SEMESTER
2
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SUBJECT
STATUS
ACCS CREDITS
CONTACT
HOURS
ALLOCATION OF MARKS
level
no.
(per week)
c.a.
proj
prac
final
max
SOCI107
Professional studies 2
Mandatory
1
5
3
15
15
20
40
100
SOCI102
Communicative behaviours
Group elective
1
5
3
50
50
0
0
100
CAPS101
Computer applications
Group elective
1
5
3
0
0
60
40
100
SOCI103
Creative studies 1 (art)
Group elective
1
5
3
0
50
50
0
100
SOCI108
Legal studies
Mandatory
1
5
3
30
0
0
70
100
SOCI109
Creative studies 1 (drama)
Group elective
1
5
3
0
50
50
0
100
SOCI110
Health studies
Mandatory
1
5
3
0
40
10
50
100
SOCI111
Policy studies
Mandatory
1
5
3
30
0
0
70
100
PROGRAMMATIC REVIEW 2005
Page 8
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 2, semester 1
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
2
SEMESTER
1
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SUBJECT
STATUS
ACCS CREDITS
CONTACT
HOURS
ALLOCATION OF MARKS
level
no.
(per week)
c.a.
proj
prac
final
max
SOCI201
Professional studies 3
Mandatory
2
5
3
40
20
40
0
100
SOCI202
Communication 3
Mandatory
2
5
3
70
0
0
30
100
SOCI203
Contemporary society and social care
policy
Mandatory
2
5
3
100
0
0
0
100
SOCI204
Abnormal psychology
Mandatory
2
5
3
40
0
0
60
100
SOCI205
Family law
Mandatory
2
5
3
30
0
0
70
100
SOCI206
Creative studies 3 (art)
Elective
2
5
3
50
50
0
0
100
SOCI207
Creative studies 3 (drama)
Elective
2
5
3
50
50
0
0
100
PROGRAMMATIC REVIEW 2005
Page 9
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 2, semester 2
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
2
SEMESTER
2
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SOCI207
Placement 1
SUBJECT
STATUS
Mandatory
ACCS CREDITS
CONTACT
HOURS
level
no.
(per week)
c.a.
proj
prac
final
max
2
30
-
20
30
50
0
100
PROGRAMMATIC REVIEW 2005
ALLOCATION OF MARKS
Page 10
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 3, semester 1
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
3
SEMESTER
1
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SOCI301
SOCI302
SOCI303
SOCI304
SOCI305
SOCI306
SOCI307
SOCI308
SOCI309
SOCI310
SOCI311
SOCI312
SOCI313
SOCI314
Professional studies 4
Social research practice 1
Ethics
Sociology of childhood and family
Media studies
Social theory and the modern world
Europe, exclusion and ethnicity
Global perspectives on social care
Basic principles of economics
Community and social capital
Counselling psychology
Social psychology
Industrial organisational psychology
Creative studies 4
SUBJECT
STATUS
Mandatory
Mandatory
Mandatory
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
Elective
ACCS CREDITS
CONTACT
HOURS
level
(per week)
c.a.
proj
prac
final
max
3
3
3
3
3
3
3
3
3
3
3
3
3
3
100
30
40
0
100
100
100
0
40
40
30
30
30
100
0
0
0
30
0
0
0
60
0
60
0
0
0
0
0
0
0
30
0
0
0
0
0
0
0
0
0
0
0
70
60
40
0
0
0
40
60
0
70
70
70
0
100
100
100
100
100
100
100
100
100
100
100
100
100
100
3
3
3
3
3
3
3
3
3
3
3
3
3
3
no.
5
5
5
5
5
5
5
5
5
5
5
5
5
5
PROGRAMMATIC REVIEW 2005
ALLOCATION OF MARKS
Page 11
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Year 3, semester 2
NAME OF INSTITUTION
Institute of Technology, Sligo
TITLE OF AWARD
Bachelor of Arts
AREA OF SPECIALISATION
Applied Social Care
LEARNING MODES OFFERED
FT, PT
STAGE
3
SEMESTER
2
MODULE
TITLE OF EXAMINATION SUBJECT
NUMBER
SOCI315
Placement 2
SUBJECT
STATUS
Mandatory
ACCS CREDITS
CONTACT
HOURS
level
no.
(per week)
3
5
-
PROGRAMMATIC REVIEW 2005
ALLOCATION OF MARKS
c.a.
proj
prac
final
max
100
Page 12
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabi: Year 1
PROGRAMMATIC REVIEW 2005
Page 13
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Professional studies 1
Module code
SOCI101
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
PDP
17 hours
other
guest lectures, agency visits
Subject aim
This subject will provide students with the knowledge and skills of the professional social
care worker operating in the areas of early childhood, disability, older persons and the family
in crisis.
Learning outcomes
On successful completion of this subject the student will:
1. be familiar with and able to apply theoretical approaches to understanding human need
2. understand the development of service approaches to address the needs of children,
families, people with disabilities and older persons
3. know how social care workers apply their skills in work with children, people with
disabilities, older persons and families experiencing difficulties
4. know the appropriate use of language in social care
5. develop interpersonal skills appropriate to the delivery of social care services
6. outline the function of the multi-disciplinary team in a variety of settings. educators in
the learning disability sector, speech and language therapist, occupational therapist,
physiotherapist, social workers, family support workers and early childhood workers
Syllabus content

models of help; definition and exploration of the helping process leading to empowerment
of the service users

models of human need; application of Maslow to assess how an agency is meeting the
needs of the service users
PROGRAMMATIC REVIEW 2005
Page 14
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

early childhood care and education: exploration of the various approaches and
programmes in the sector; Child Care Act 1991, Children Act, Pre School Regulations
1996 and Children First, Child Protection Guidelines.

multi-disciplinary team: outline of the role of the various professionals in the diagnosis
and support for people in the social care sector

disability: learning disability, physical disability, sensory disability and hearing
impairment

older person: demography; models of best practice for independent living, residential
living, support services and health and fitness; neglect and abuse of older persons

families: models of best practice with vulnerable families; role of statutory and voluntary
agencies; role of family support worker
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
theories of human need
lecture and tutorial to discuss
application of theory
application of method to
specific agency
development of services
lectures
agency visits
guest lecturers.
learning journal
social care worker skills
lecture. tutorials. role play
appropriate language in social
care work
lecture. tutorials
develop interpersonal skills
tutorials
function of multi-disciplinary
team in social care work
lectures, guest speakers
written assignment
learning journal
learning journal
Allocation of marks
agency visits [15%]:
 students will be required to visit an early childhood care and education centre, an older
person’s service and a provision for people with a disability. They should prepare for the
visit and write up a report on their return
tutorial participation [15%]
 students will be allocated marks for their contribution to discussion in tutorials . Marks
will also be awarded for a learning journal reflecting on their tutorials along with the
comments on visiting speakers.
verbal presentation [10%]
PROGRAMMATIC REVIEW 2005
Page 15
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

students will be required to make a verbal presentation based on their learning journal to
their tutorial group.
PDP [20%]
 an allocation of marks for work completed under the Personal Development Profiling.
terminal exam [40%]
Recommended reading
Allot, M, &and M. Robb
(2001)
Understanding health and social care. London: Sage.
Carr, J. and S. Collins
(1998)
Working towards independence. London: Jessica Kingsley
Hayes, N
(1999)
Early childhood: An introductory text. Dublin: Gill and
Macmillan.
Supplementary reading
Attwood, T.
(2000)
Asperger syndrome. London Jessica Kingsley
Bondy, A.
(2001)
A picture’s worth. Woodbine House.
Brown, H. and H. Smith
(2001)
Normalisation. London, Routledge
Bruce, T.
(2004)
Power of play. Dublin, IPPA
Catron, C. and J. Allen
(1999)
Early childhood curriculum. New Jersey: Merrill Prentice Hall
NIPPA
(2004)
This is me! Belfast, NIPPA
Stanton, M.
(2000)
Learning to live with autism. London, Jessica Kingsley.
Audio-visual materials
Dept of Education/Irish
Society for Autism
Autism: An introduction
Galway Co Childcare
Committee
Choosing childcare
PROGRAMMATIC REVIEW 2005
Page 16
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
High Scope Curriculum
Series
The daily routine
North Western Health Board
A great place to grow old
Pyramid Educational
Company
PECS
PROGRAMMATIC REVIEW 2005
Page 17
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Communicative behaviours
Module code
SOCI102
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
17 hours
seminar
34 hours
Module aim
This module provides a detailed insight into various communicative behaviours that underpin
social care practice.
Learning outcomes
On successful completion of this module the student will:
1. develop a broad understanding of the communicative behaviours applicable to social care
practice
2. recognise the significance of intrapersonal elements in the communication process
3. demonstrate a critical awareness of the relevant interpersonal skills involved in nonverbal
communication, listening, assertiveness and conflict management
4. evaluate the practical implications of transactional analysis for social care practitioners
5. identify the impact of cultural factors and perception in communication and their potential
for misunderstanding
6. develop appropriate counselling skills for social care practice
7. deliver effective oral presentations
8. produce written assessments that are appropriately researched and structured
9. demonstrate an ability to participate individually and collaboratively
Syllabus content
1. Intrapersonal communication

discuss the nature of intrapersonal communication

explore the concept of self

explain the advantages and disadvantages of self-disclosure

outline the various aspects of self-concept

discuss the influence of self-esteem on developing communicative competence
PROGRAMMATIC REVIEW 2005
Page 18
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

apply the concept of the Johari Window to individual predispositions

distinguish the motivational facets of Maslow’s Hierarchy of Needs
2. Interpersonal communication

identify the effectiveness of one’s own communication style

recognise the contextual nature of all communication

compare the verbal and nonverbal aspects of assertive, passive and aggressive behaviours

apply assertive techniques for interacting with others

explain the varying nonverbal components of communication – kinesics, haptics,
proxemics, paralanguage and appearance

recognise and apply the skills needed to interpret the nonverbal cues of others, as well as
effectively one’s own nonverbal behaviours

identify the modes of listening that promote more effective listening skills

explain the importance of listening in developing more positive interaction

explore the practical application of Transactional Analysis for social care purposes

assess conflict management strategies
3. Culture and communication

outline the effect of attitudes, beliefs and values on developing relationships

explain the role of perception in communication and its cultural connotations

identify the range of perceptual errors that can undermine effective communication

explain the impact of stereotyping and its potential for creating distrust

develop strategies for improving perceptual accuracy

evaluate the experience of diversity within an Irish framework
4. Counselling skills

outline the basic principles of counselling

evaluate the client-centred approach to counselling

demonstrate an ability to employ effective verbal and nonverbal skills in the interview
process

identify fundamental aspects of counselling, such as attending, listening and questioning

reflect on the impact of verbal communication in the counselling process, such as the use
of sexist, racist or heterosexist terminology
PROGRAMMATIC REVIEW 2005
Page 19
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
5. Presentation skills

prepare oral presentations which demonstrate effective public speaking skills based on
voice quality, eye contact, posture and confidence

prepare oral presentations which incorporate detailed research, are accurately structured
and use visual aids effectively

appraise and evaluate peer presentations, recognising the importance of critical listening
and constructive feedback

produce written assessments containing accurate structure and referencing

identify and apply relevant social research skills
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. develop a broad
understanding of the
communicative
behaviours applicable to
social care work
class discussion, group
oral presentation, journal
discussion and activities, self- entry, choosing a research
focus responses, reading and area for a group project
role plays
2. recognise the significance
of intrapersonal elements
in the communication
process
class discussion, pair work,
group discussion and
activities, case studies, selffocus responses and reading
oral presentation, journal
entries, completing research
for a group project
3. demonstrate a critical
awareness of the relevant
interpersonal skills
involved in nonverbal
communication, listening,
assertiveness and conflict
management
class discussion, group
discussion and activities, pair
assessment, role plays, selfassessment responses,
reading and analysis of case
studies
oral presentation, journal
entry, research for a group
project
4. evaluate the practical
implications of
transactional analysis for
social care workers
class discussion, group
oral presentation, journal
discussion and activities, self- entry, research for a group
focus responses, role plays,
project
case studies, reading and
analysis
5. identify the impact of
cultural factors and
perception in
communication and the
potential of categorisation
for creating false
assumptions
class discussion, group
oral presentation, journal
discussion and activities, self- entry, research for a group
focus responses, case studies, project
reading and analysis
PROGRAMMATIC REVIEW 2005
Page 20
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
6. develop appropriate
counselling skills for
social care workers
class discussion, group
oral presentation, journal
discussion and activities, self- entry, research for a group
focus responses, case studies, project
role plays, reading and
analysis
7. deliver effective oral
presentations
demonstration, role plays and
workshops
oral presentation – delivery
and research
8. produce written
assessments that are
accurately researched and
structured
demonstration and workshop
research essay
9. demonstrate an ability to
participate individually
and collaboratively
class discussion, group
oral presentation, journal
discussion and activities, self- entries, group project
focus responses, role plays,
peer assessment and
responses to case studies
Allocation of marks
Continuous assessment [100%]
 group project [50%]
 tutorial presentation [20%]
 journal entries [30%]
Recommended reading
Burton, G. and R.
Dimbleby
(1995)
Between ourselves: An introduction to interpersonal
communication.
Supplementary reading
Burnard, P.
(1999)
Practical counselling and helping.
DeVito, J.
(2000)
Human communication: A basic course.
Ellis, R. and A. McClintock
(1994)
If you take my meaning: Theory into practice in human
communication.
Hargie, O. (ed)
(1986)
A handbook of communication skills.
Hargie, O. and D. Dickson
(2004)
Skilled interpersonal communication: Research, theory and
practice.
PROGRAMMATIC REVIEW 2005
Page 21
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Lishman, J.
(1994)
Communication in social work.
O’Farrell, U.
(2001)
First steps in counselling.
Myers, G.E. and M.T. Myers The dynamics of human communication: A laboratory
approach.
(1992)
Redmond, M.
(2000)
Communication: Theories and applications.
Stanton, N.
(1996)
Mastering communication.
PROGRAMMATIC REVIEW 2005
Page 22
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module Title
Computer Applications 1 Semesterised
Module Code
Subject Status
Credit Rating
Credit Level
Pre-Requisite Subjects
Co-requisite Subjects
CA101 SME
Mandatory
5
1
None
None
Total Contact Hours
Lecture
Tutorial
Computer Lab
Other
1 hour per week
2 hours per week
Subject Aims
This subject aims to introduce the student to the concepts of computer hardware and software
and the networking of computers. The student will be introduced to commonly used
computer applications.
Learning Outcomes:
1. The student will be able to manage electronic files.
2. The student will be able to perform basic word processing tasks.
3. The student will be able to use the internet to search for information and to send emails
4. The student will be able to key in and format a simple spreadsheet using simple
formulae and functions
5. The student will be able to describe the basic hardware requirements of a computer
system, describe the components of a network and will be able to differentiate between
different types of software and their functions
6. The student will be able to identify issues relating to data protection and copyright
7. The student will be able to describe the benefits of information systems in business
8. The student will be able to use presentation software
Syllabus Content
1
File Management
 Identify and describe various input, output and storage devices. (1,5)
 Create folders, copy, move and rename files and folders. (1)
 Use and identify different path names and disk drives. (1)
 Be able to use secondary storage devices. (1)
 Practice good file management techniques. (1)
2
Word Processing
20%
 Create, save, edit and format electronic documents. (2)
 Apply good pagination techniques using long document examples. (2)
PROGRAMMATIC REVIEW 2005
10%
Page 23
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
3
 Place headers, footers and page numbers in documents. (2)
 Carry out spell and grammar checks on documents. (2)
 Arrange text and figures in tabular, table and list formats. (2)
 Prepare a document for print. (2)
Internet and E-mail
15%
 List and describe the components of a network. (3,5)
 Benefits of networks (5,7)
 Be able to operate an e-mail application to send and receive e-mail messages with
attachments (3)
 Email etiquette (3,5)
 Be able to use a web browser to perform a search using good search techniques (3)
 Download, edit and reference information from the internet. (3,6)
4
Spreadsheets
35%
 List the advantages of electronic spreadsheets (4,5)
 Enter and format data in electronic spreadsheets (4)
 Enter simple formulae using mathematical expressions (4)

SUM, MAX, MIN, AVERAGE functions

Range naming

IF function
 Replicate and copy formulae using absolute and relative cell addressing (4)
 Be able to sort data in a spreadsheet (4)
 Prepare a worksheet for printing (4)
 Display spreadsheet data graphically (4)
5
Components of a Computer System
 Describe what is required when buying a personal computer (5)
 Distinguish between computer memory and secondary storage (5)
 Differentiate between applications software and systems software (5)
6
Data and Information
 Data protection and copyright (6)
 Benefits and quality in business information systems (7)
5%
7
Presentation Software
 Use software to produce presentation material. (8)
 Be able to deliver a presentation using a data projector. (8)
5%
10%
Achieving and Assessing the Attainment of Learning Outcomes
Learning Outcome
Teaching Methods
Assessment Method
1
The student will be able to
manage electronic files
Practical test in
computer laboratory
2
The student will be able to
perform basic word
processing tasks
Discussion, practical
application in
computer laboratory
Discussion, practical
application in
computer laboratory
Practical test in
computer laboratory
PROGRAMMATIC REVIEW 2005
Page 24
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
3
The student will be able to
use the internet to search for
information and be send emails
Discussion, practical
application in
computer laboratory
Practical test in
computer laboratory.
Question in final
examination
4
The student will be able to
key in a simple spreadsheet
Discussion, practical
exercises in computer
laboratory
Practical test in
laboratory. Question in
final examination
5
The student will be able to
describe the basic hardware
requirements of a computer
system, describe the
components of a network and
differentiate between
different types of software
and their functions
Discussion,
demonstration of
hardware components
and practical use of
software in laboratory
Multiple-choice exam
and practical
assignments throughout
the year. Questions in
final examination
6
The student will be able to
identify issues relating to data
protection and copyright
The student will be able to
describe the benefits of
information systems in
business
Lecture and
discussion
Question in final exam
Lecture and
discussion
Question in final exam
The student will be able to
use presentation software
Use of software and
hardware in computer
laboratory
Students will give a
presentation using
presentation hardware
and software in front of
peer group and lecturer
7
8
Method of Assessment:
1.
Continuous Assessment
60%
File management, Internet/E-mail/Word
Excel
Powerpoint
2.
25%
30%
5%
Final Examination
40%
Written 2 hours examination
Examples of assessments
Section 1, Section 2 and Section 3
PROGRAMMATIC REVIEW 2005
Page 25
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Practical test during laboratory session examining ability to manage files, ability to
process a document using a word processor and to find specified information on the
internet. Test results/exercises to be emailed to lecturer as attachments
Section 4
Practical test involving the preparation of an electronic worksheet
Section 5
Examination involving questions on the various application areas as well as the
theoretical aspects of same
Section 6 and 7
Examination involving theoretical aspects of various issues
Section 8
Assignment and presentation. Student will research and present a topic using
presentation software and hardware
Recommended Reading
Core Text
Title
Step by Step Computer
Applications
Notes and handouts supplied
by lecturer on key areas and
applications
Supplementary Reading
Title
Computers – Tools for an
Information Age
Authors
Roche John
Publisher
Gill and
Macmillan Ltd
Year
2004
Authors
Capron H L
Publisher
Prentice Hall
Year
2004
Teaching Methodology
This course is designed to be taught and examined mainly from a practical
perspective with the necessary theoretical concepts delivered in class discussion.
Practical assignments will be given to students to research and report on.
PROGRAMMATIC REVIEW 2005
Page 26
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Creative activities 1 (art)
Module code
SOCI103
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
Lecture/practical
workshop
51 hours
Module aims
This module aims to equip the student with an introduction to theorised workshop practice in
the disciplines of visual art, with a view to its application to social care practice.
Learning outcomes
On completion of this module the student will be able to:
1. demonstrate an understanding of the nature and role of creativity in self development and
in the development of others
2. use creative activities to develop observational, critical, imaginative and recreational skills
3. be able to use various art and design processes, principles and practices in relation to
specific client groups
4. demonstrate improved functioning in relation to individual and group applications of
visual art forms
5. demonstrate a basic grasp of the core principles underlying visual art processes and the
ancillary learning opportunities they create for client groups in the social care arena
Syllabus content
1.
2.
3.
4.
5.
6.
7.
8.
9.
the role of creativity in the arts and in group interaction
sensory, tactile and visual awareness
art form materials and procedures
spontaneity and content/process awareness
accessing imagination and facilitating expression
narrative, story making and devising skills
introduction to visual art processes and their potential as learning contexts
art and social critique
multiculturalism and the arts
PROGRAMMATIC REVIEW 2005
Page 27
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing the attainment of learning outcomes
learning outcome
teaching methods
assessment method
1. understand the nature and role
of creativity in self
development and in the
development of others
lecture/workshop/tutorial
project work/continuous
assessment/essay
2. use creative activities to
lecture/workshop/tutorial
develop observational, critical,
imaginative and recreational
skills
project work/continuous
assessment/essay
3. be able to use various art and
design processes, principles
and practices in relation to
specific client groups
lecture/workshop/tutorial
project work/continuous
assessment/essay
4. demonstrate improved
functioning in relation to
individual and group
applications of visual art
forms
lecture/workshop/tutorial
project work/continuous
assessment/essay
5. demonstrate a basic grasp of
the core principles underlying
visual art processes and the
ancillary learning
opportunities they create for
client groups in the social care
arena
lecture/workshop/tutorial
project work/continuous
assessment/essay
Allocation of marks
Continuous assessment [100%]
 practical 50%
 presentation 50%
Recommended reading
Kaye, C.and T. Blee
(1997)
Supplementary reading
Thorofare, N.
(1999)
The arts in health care: A palette of possibilities. London:
Jessica Kingsley.
Crafts in therapy and rehabilitation. Slack
PROGRAMMATIC REVIEW 2005
Page 28
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Creative activities 1 (drama)
Module code
SOCI109
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture/practical
workshop
51 hours
Module aims
This module aims to equip the student with an introduction to theorised workshop practice in
the discipline of drama, with a view to its application to social care practice.
Learning outcomes
On completion of this module the student will be able to:
6. demonstrate an understanding of the nature and role of creativity in self development and
in the development of others
7. use creative activities to develop observational, critical, imaginative and recreational skills
8. be able to use various drama processes, principles and practices in relation to specific
client groups
9. demonstrate improved functioning in relation to individual and group applications of
drama
10. demonstrate a basic grasp of the core principles underlying drama processes and the
ancillary learning opportunities they create for client groups in the social care arena
Syllabus content
10. the role of creativity in the arts and in group interaction
11. sensory, tactile and visual awareness
12. drama materials and procedures
13. movement, spontaneity and content/process awareness
14. accessing imagination and facilitating expression
15. narrative, story making and devising skills
16. introduction to drama processes and their potential as learning contexts
17. art and social critique
18. multiculturalism and the arts
PROGRAMMATIC REVIEW 2005
Page 29
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing the attainment of learning outcomes
learning outcome
teaching methods
assessment method
6. understand the nature and role
of creativity in self
development and in the
development of others
lecture/workshop/tutorial
project work/continuous
assessment/essay
7. use creative activities to
lecture/workshop/tutorial
develop observational, critical,
imaginative and recreational
skills
project work/continuous
assessment/essay
8. be able to use various drama
processes, principles and
practices in relation to specific
client groups
lecture/workshop/tutorial
project work/continuous
assessment/essay
9. demonstrate improved
functioning in relation to
individual and group
applications of drama
lecture/workshop/tutorial
project work/continuous
assessment/essay
10. demonstrate a basic grasp of
the core principles underlying
drama processes and the
ancillary learning
opportunities they create for
client groups in the social care
arena
lecture/workshop/tutorial
project work/continuous
assessment/essay
Allocation of marks
Continuous assessment [100%]
 practical 50%
 presentation 50%
Recommended reading
Cattanach, A.
(1996)
Drama for people with special needs. London: Black.
Supplementary reading
Poulter, C.
(1987)
Playing the game. London: Methuen.
PROGRAMMATIC REVIEW 2005
Page 30
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Politics and Irish society
Module code
SOCI104
Credit rating
5
Credit level
1
Prerequisite modules
none
Corequisite modules
none
Total contact hours
lecture
34 hours
seminars
17 hours
Module aim
The module aims to enable the student to relate an understanding of political power and its
limits to the problems of poverty and social exclusion in Ireland with particular reference to
the policy forming process.
Learning outcomes
On completion of the module the student will be able to:
1. engage in political discourse relating to social care issues drawing from knowledge and
understanding of basic political terms, institutions and procedures
2. explain how the democratic system works to confer political power and to limit power
3. relate the powers and functions of cabinet government to effecting improvements in
economic and social conditions in general and in particular for those experiencing poverty
and exclusion
4. explain the way that key elements in the policy forming process contribute to enabling and
limiting government in its policies on poverty and exclusion
5. develop a capacity to evaluate critically political responses, or lack of response, to social
care needs and issues on the basis of an informed viewpoint
Syllabus content
1. Basic terms, institutions, procedures
 explain the meaning of, and relationship between, democracy and cabinet government, in
particular in terms of who the government are and how they get elected
 explain what is meant by representative government having a mandate
 explain the underlying significance of the constitution
 specify the particular role of the Dáil and Seanad in law-making and public accountability
for polices
 distinguish between the main political parties in terms of ideas and policies
 explain what is meant by the estimates, budget and social spending
PROGRAMMATIC REVIEW 2005
Page 31
BACHELOR OF ARTS IN APPLIED SOCIAL CARE


make the connection between overall taxation policy, economic growth and government
funds for social spending
describe the roles of ministers in charge of departments responsible for different aspects of
the care services: Social, Community and Family Affairs; Health and Children; Education
and Science; Justice, Equality and Law Reform
2. Democracy, political power and political constraints
 describe the basic features of democracy in terms of the constitutional rights of citizens
 make the connection between the level of priority given to poverty and the democratic
requirement to rule in the interests of all citizens
 identify limitations in practice in democracy in terms of citizen participation and
inequalities of power, wealth and opportunity
 distinguish between theoretical equality of opportunity and practical equality of outcome
 describe the organizational features of democracy in terms of the separation of powers
 specify the powers and functions of the cabinet
 assess the influence of winning and retaining power on the policies of parties in
government and opposition.
3. Poverty and social exclusion
 distinguish between consistent and relative poverty and the extent of each in Ireland
 outline Ireland’s position on poverty in relation to other EU countries in terms of extent
and overall public spending on social protection
 relate poverty and exclusion to a range of needs for basic necessities, housing, health care,
education, job training, employment and an adequate minimum wage
 describe the main elements in the Government’s National Anti-Poverty Strategy
 assess the effectiveness of the National Anti-Poverty Strategy
 discuss the relation of services for groups such as the homeless, those with disabilities,
young offenders and refugees in relation to government provision through relevant
ministries
4. Policy formation
 describe in general the contributions to policy from different arenas, levels and stages
 assess the influence of party ideology for a conservative centre-right party and a social
democratic or labour centre left party and for a party of the centre
 assess party influence in particular in terms of the underlying reasons for the ‘Boston or
Berlin’ approaches to achieving prosperity for all
 assess the contribution of political pragmatism
 explain the influence of market forces on government taxation and spending policies in
the light of competitiveness in a global economy
 explain and evaluate the influence of pressure groups
 compare and contrast in particular the level of influence of groups representing key
economic or employment interest and those representing causes of poverty and exclusion
PROGRAMMATIC REVIEW 2005
Page 32
BACHELOR OF ARTS IN APPLIED SOCIAL CARE


assess the influence of pressure groups in terms of party objectives of winning and
retaining power
describe the social partnership process and evaluate its benefits for those who experience
poverty and exclusion
Achieving and assessing the attainment of learning outcomes
learning outcome
teaching methods
assessment method
1. show knowledge of political
terms, institutions and
procedures
handout material,
lecture, reading,
tutorial discussion,
social care examples/
case studies
written project, oral
presentation and exam
2. explain democracy, political
power and limits on power
lecture, reading,
tutorial discussion,
social care examples/
case studies
written project, oral
presentation, including
questions, and exam
3. explain relation between
government power and
measures to alleviate poverty
and exclusion
lecture, reading,
tutorial discussion,
social care
examples/case studies,
role plays
written project, oral
presentation including
questions, and exam
4. explain influences on the policy
formation process that enable
and limit government action for
the poor and excluded
lecture, reading,
tutorial discussion,
social care
examples/case studies,
role plays
written assignment, oral
presentation, including
questions, and exam
5. critically evaluate political
responses to particular care
needs and issues
tutorial discussion of
social care
examples/case studies
written assignment, oral
presentation, including
questions and exam
Allocation of marks
Continuous assessment
written project:
25%
oral presentation:
15%
Terminal examination
[40%]
[60%]
PROGRAMMATIC REVIEW 2005
Page 33
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Recommended reading
Coakley, J. & M. Gallagher
(eds)
(2005)
Politics in the Republic of Ireland. London: Routledge
Supplementary reading
Callan, T. et al
(1989)
Poverty, income and welfare in Ireland Dublin: ESRI.
Collins, N. & T. Cradden
(2001)
Irish politics today. Manchester: Manchester University
Press.
Heywood, A.
(2004)
Politics. London: Macmillan.
Heywood, A.
(2001)
Key concepts in politics. London: Macmillan.
Heywood, A.
(2004)
Political ideologies: An introduction. London: Macmillan.
Nolan, B.
(2004)
Housing, poverty and wealth in Ireland. Dublin: Institute
of Public Administration.
Nolan, B. & B. Farrell
(2000)
Child poverty in Ireland Dublin: Oaktree.
PROGRAMMATIC REVIEW 2005
Page 34
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Introduction to psychology
Module code
SOCI105
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aims
The aims of this module are to:
 introduce students to the language of psychology
 familiarise students with the different perspectives in psychology
 help students to understand how psychology is applied at a simple level
 help students to think how psychology influences everyday activities
 provide students with a broad overview of introductory topics in psychology
Learning outcomes
On completion of the module the student will have:
1. gained an understanding of the major theoretical perspectives in psychology.
2. developed an understanding of cognitive, language, emotional, social and psychosexual
development.
3. developed an insight into the theories of attachment and an understanding of its
importance to child development.
4. developed an understanding of the concepts of learning theory and a simple understanding
of its application.
5. demonstrated a knowledge of the biological and social markers of adolescence.
6. gained an overview of psychological development form birth to old age.
7. made connections between theory and practical application
Syllabus content
1. What is psychology?
A brief introduction to the different theoretical perspectives in psychology,
psychoanalytic, behavioural, cognitive, social learning, humanistic.
PROGRAMMATIC REVIEW 2005
Page 35
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. Language development
Acquisition, stages of language development, phonology, semantics, syntax, pragmatics,
early vocalisations, one-word stage, telegraphic stage, subsequent developments,
vocabulary and syntax. Theories of language acquisition: inside-out theories (Chomsky),
critical period hypothesis. Outside-in theories (Tomasello). Child directed speech,
cognitive and constructivist approaches, evidence and evaluation. Autism.
3. Cognitive development
Piaget’s theory: sensori-motor stage, pre-operational stage, concrete operations, formal
operations, assimilation, accommodation, equilibrium, animism, egocentrism,
conservation, centration, reversibility, decentration, object permanence, evidence,
evaluation and criticism. Educational implications, what can children learn? How should
children be taught? Vygotsky’s theory; vague syncretic stage, complex stage, potential
concept stage, mature concept stage, zone of proximal development and scaffolding,
Vygotsky’s understanding of language. Evidence, evaluation and educational
implications, peer tutors. Vygotsky versus Piaget.
4. Social development in everyday life
development of the self, early childhood self-awareness. Self-concept. Damon and Hart’s
theory: categorical identification, comparative assessments, interpersonal implications.
Self-esteem: Harter’s theory. Evaluation. Freud’s structure of personality, defence
mechanisms, psychosexual development, personalitydevelopment, research evidence and
evaluation. Erikson’s psychosocial theory: evidence and evaluation.
5. Gender development
observed sex differences, psychodynamic theory, evidence. Social learning theory,
evidence and evaluation. Cognitive Developmental theory: Kolberg: basic gender identity,
gender stability, gender consistency, evidence and evaluation. Gender-Schema theory
(Martin & Halverson(. Evidence and evaluation. Cultural differences, pro-social
behaviour, empathy, parental influence, media influences, gender differences, cross
cultural differences, anti-social behaviour – developmental trends, coercive family
processes.
6. Moral development
Freudian theory: evidence and evaluation. Piaget’s cognitive developmental theory,
evidence and evaluation. Kohlberg’s cognitive-developmental theory: evidence and
evaluation. Gilligan’s theory: evidence and evaluation.
7. Social development
Attachment and friendships. Attachment: early approaches, Strange Situation test:
different attachment styles, theories of attachment: Ainsworth, Bowlby, effect of
deprivation, maternal deprivation hypothesis: evidence, deprivation and privation, reasons
for deprivation, irreversibility of damage, effects of divorce and day care, evidence, cross
cultural differences in child rearing practices, cultural values, parenting styles, attachment
styles, peer relationships, social competence, social information processing, evidence,
emotion and regulation, evidence and evaluation, consequences of social incompetence,
friendships, age related changes, group socialisation theory.
PROGRAMMATIC REVIEW 2005
Page 36
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
8. Theories of social development in adolescence
the psychoanalytic approach, Erikson’s theory, research evidence evaluation, Marcia’s
theory: identity diffusion, foreclosure, moratorium, identity achievement. The
sociological approach: Colman’s focal theory. Relationships in adolescence, with parents,
with peers. Cultural differences, the individualist and collectivist dimension, no
adolescence, sub-cultural differences, delinquency.
9. Adulthood
Erikson’s eight ages of man, Levinson’s seasons of man’s life, the life cycle, family and
relationships in adulthood, the life events approach, evaluation, individual variation,
memory problems, desirable and undesirable events, common and important life events in
adulthood, marriage, changes during marriage, mental health, social support, physical
health, divorce and separation, parenting. Cognitive changes in late adulthood,
intelligence, memory, problems in assessing memory. Common life events in old age:
retirement, phases of adjustment, factors that affect the experience of retirement,
bereavement, gender differences, ways of coping. Explanations of adjustment in old age:
Social disengagement theory, cultural differences, evidence and evaluation, activity
theory, synthesis.
8. Classical and operant conditioning
basic findings, explanations of classical conditioning: time factors, expectation,
evaluation, one-trial learning, preparedness, language, classical conditioning in real life.
Operant conditioning, positive and negative reinforcement, positive and negative
punishment, schedules of reinforcement, shaping, avoidance learning, learned
helplessness, equipotentiality, explanatory deficiencies, latent learning, insight learning,
observational learning, social learning, imitation and stimulus enhancement, imitating and
tutoring.
9. Intelligence
what is intelligence, evolutionary factors: ecological theory, social theory, brain size and
intelligence, comparative studies, intelligence and inheritance, IQ and sex, brain
organisation and intelligence, intelligence testing, reliability, validity, standardisation,
norms. Factor theories: Spearman, Thurstone, Cattell. Hierarchical approach. Gardner:
multiple intelligences, emotional intelligence, evidence and evaluation. Hereditity and
environment, family studies, adoption studies, heritability, group differences,
environmental influences, cultural differences, enriched environment. Working memory.
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. have gained an
understanding of the
major theoretical
perspectives in
psychology
lecture, tutorial, class
discussion, role-play,
reading.
examination and essay
PROGRAMMATIC REVIEW 2005
Page 37
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. have an understanding
of cognitive, emotional,
social and psychosexual
development.
lecture, tutorial, reading,
discussion and role play.
examination and essay
3. have an insight into the
theories of attachment
and an understanding of
its importance to child
development.
lecture, tutorial, discussion,
reading.
examination and essay
4. have understood the
concepts of learning
theory and a simple
understanding of its
application.
lecture, tutorial, discussion,
reading.
examination and essay
5. have the knowledge to
discuss the biological
and social markers of
adolescence.
lecture, tutorial, reading,
class discussion.
examination and essay
6. have an overview of
psychological
development from birth
to old age.
lecture, tutorial, reading and
class discussion.
examination and essay
Allocation of marks
Continuous assessment [30%]

Assessment one is an essay of 2000 words to be completed during the first term. The
students are encouraged to select a topic of interest to them relevant to introductory
psychology.
Terminal exam [70%]

3 hours duration. Answer three of five questions.
Recommended reading
Eysenck, M.
(2003)
Psychology for A2 level. Hove: Psychology Press.
PROGRAMMATIC REVIEW 2005
Page 38
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Abbott, T.
(2001)
Social and personality development. London: Routledge
Cassidy, J. & Shaver, P.
(2002)
Handbook of attachment. London: Guilford Press
Durkin, K.
(1995)
Developmental social psychology: From infancy to old age.
Oxford: Blackwell.
Eysenck. M.
(2000)
Principles of cognitive psychology. Psychology Press
Harley, T.
(2001)
The psychology of language: From data to theory.
Psychology Press
Harris, M., & Butterworth, G.
( 2002)
Developmental psychology: A student’s handbook.
Psychology Press
Kroger, K.
(1996)
Identity in adolescence. London: Routledge
Mackintosh, N.
(1998)
IQ and human intelligence Oxford
Matthews, G., Zeidner, M., &
Roberts, R.D
(2002)
Emotional intelligence: Science and myth. Oxford
Shaffer, D.
(1998)
Developmental psychology, childhood and adolescence.
Brooks Cole
Shaffer. D.
(2000)
Social and personality development. Wadsworth
Smith. P., Cowie, H., and
Blades, M.
(2003)
Understanding children’s development. Oxford
PROGRAMMATIC REVIEW 2005
Page 39
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Introduction to sociology
Module code
SOCI106
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module introduces students to sociology by explaining the historical context of the
discipline, by identifying the basic concepts used in sociological analysis and by applying
these concepts to a range of social issues and social institutions.
Learning outcomes
On successful completion of this module the student will be able to:
1. identify the forces that led to the emergence of sociology as a distinct academic discipline
2. adopt a sociological and theoretical perspective in relation to social issues
3. discuss social change in an historical context and in the contemporary world
4. explain the approaches of the main classical sociologists to societal change
5. explain the process by which individuals learn to become active participants in society
6. discuss cultural diversity and the positive and negative aspects of multiculturalism
7. explain the contemporary sociological approach to an analysis of social inequality
8. discuss social stratification and social class at both a national and global level
9. describe what is meant by an ‘institution’ in the sociological sense
10. identify the major areas of sociological debate in relation to a number of social institutions
Syllabus content
1. General introduction to sociology
 the emergence of sociology as a distinct academic discipline
 the sociological perspective in gaining an understanding of the social world
 distinguish between the main theoretical perspectives in sociology
PROGRAMMATIC REVIEW 2005
Page 40
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. Social change
 identify the main kinds of society throughout history
 explain the approaches of the main classical sociologists to societal change
 discuss the changes that have occurred and are occurring in contemporary world societies
3. Culture and society
 distinguish, at a conceptual level, between culture and society
 discuss cultural diversity and the positive and negative aspects of multiculturalism
 explain the process of socialization
4. Social inequality
 distinguish between social stratification and social class
 explain the contemporary approach to an analysis of social inequality based on the
classical Marxist and Weberian approaches
 discuss poverty, sexism, racism and ageism at both a national and global level
5. Social institutions
 define an ‘institution’ in the sociological sense
 describe the characteristics of social institutions
 identify the major areas of sociological debate in relation to the family, religion, education
and the mass media
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. discuss social change in a
historical context and in
the contemporary world
lecture, tutorial discussion,
current newsprint and other
media
written examination and
tutorial presentation
2. explain the approaches of
the main classical
sociologists to societal
change
lecture, tutorial discussion
written examination and
tutorial presentation
3. explain the process by
which individuals learn to
become active
participants in society
lecture, tutorial discussion &
handout
written examination
4. discuss cultural diversity
and the positive and
negative aspects of
multiculturalism
lecture, tutorial discussion,
current newsprint and other
media
written examination and
tutorial presentation
PROGRAMMATIC REVIEW 2005
Page 41
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
5. explain the contemporary
sociological approach to
an analysis of social
inequality
lecture, tutorial discussion &
handout
written examination and
tutorial presentation
6. discuss social
stratification and social
class at both a national
and global level
lecture, tutorial discussion &
handout
written examination
7. describe what is meant by
an ‘institution’ in the
sociological sense
lecture, tutorial discussion
written examination
8. identify the major areas
of sociological debate in
relation to a number of
social institutions
lecture, tutorial discussion,
current newsprint and other
media
written examination and
tutorial presentation
Allocation of marks
Continuous assessment [40%]
 Written mid-semester assessment
Terminal exam [60%]
Recommended reading
Macionis, J & K. Plummer,
(2002)
Sociology: A global introduction. Prentice Hall.
PROGRAMMATIC REVIEW 2005
Page 42
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Adorno, T.
(2000)
Introduction to sociology. Cambridge: Polity.
Bilton, T. et al
(2002)
Introductory sociology. London: Palgrave Macmillan.
Brown, T.
(2004)
Ireland: A social and cultural history 1922-2001. Harper.
Hughes, J.
(2003)
Understanding classical sociology. London: Sage.
Marsh, I. (ed)
(2000)
Sociolog: Making sense of society. Prentice Hall
Tovey, H. & P. Share
(2003)
A sociology of Ireland, Dublin: Gill & Macmillan
Journals
The Irish Journal of Sociology
The Irish Times
National Geographic (selected editions)
PROGRAMMATIC REVIEW 2005
Page 43
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Professional studies 2
Module code
SOCI107
Credit rating
5
Credit level
1
Prerequisite modules
SOCI101 Professional studies 1
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
PDP
17 hours
other
guest lectures, agency visits
Subject aim
This subject will provide students with the knowledge and skills of the professional social
care worker operating in the areas of early childhood, disability, older persons and the family
in crisis.
Learning outcomes
On successful completion of this subject the student will:






be familiar with and able to apply theoretical approaches to understanding human need
understand the development of service approaches to address the needs of children,
families, people with disabilities and older persons
know how social care workers apply their skills in work with children, people with
disabilities, older persons and families experiencing difficulties
know the appropriate use of language in social care
develop interpersonal skills appropriate to the delivery of social care services
outline the function of the multi-disciplinary team in a variety of settings. educators in the
learning disability sector, speech and language therapist, occupational therapist,
physiotherapist, social workers, family support workers and early childhood workers
Syllabus content

models of help; definition and exploration of the helping process leading to empowerment
of the service users

models of human need; application of Maslow to assess how an agency is meeting the
needs of the service users
PROGRAMMATIC REVIEW 2005
Page 44
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

early childhood care and education: exploration of the various approaches and
programmes in the sector; Child Care Act 1991, Children Act, Pre School Regulations
1996 and Children First, Child Protection Guidelines.

multi-disciplinary team: outline of the role of the various professionals in the diagnosis
and support for people in the social care sector

disability: learning disability, physical disability, sensory disability and hearing
impairment

older person: demography; models of best practice for independent living, residential
living, support services and health and fitness; neglect and abuse of older persons

families: models of best practice with vulnerable families; role of statutory and voluntary
agencies; role of family support worker
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
theories of human need
lecture and tutorial to discuss
application of theory
application of method to
specific agency
development of services
lectures
agency visits
guest lecturers.
learning journal
social care worker skills
lecture. tutorials. role play
appropriate language in social
care work
lecture. tutorials
develop interpersonal skills
tutorials
function of multi-disciplinary
team in social care work
lectures, guest speakers
written assignment
learning journal
learning journal
Allocation of marks
agency visits [15%]:
 students will be required to visit an early childhood care and education centre, an older
person’s service and a provision for people with a disability. They should prepare for the
visit and write up a report on their return
tutorial participation [15%]
 students will be allocated marks for their contribution to discussion in tutorials . Marks
will also be awarded for a learning journal reflecting on their tutorials along with the
comments on visiting speakers.
PROGRAMMATIC REVIEW 2005
Page 45
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
verbal presentation [10%]
 students will be required to make a verbal presentation based on their learning journal to
their tutorial group.
PDP [20%]
 an allocation of marks for work completed under the Personal Development Profiling.
terminal exam [40%]
Recommended reading
Allot, M, &and M. Robb
(2001)
Understanding health and social care. London: Sage.
Carr, J. and S. Collins
(1998)
Working towards independence. London: Jessica Kingsley
Hayes, N
(1999)
Early childhood: An introductory text. Dublin: Gill and
Macmillan.
Supplementary reading
Attwood, T.
(2000)
Asperger syndrome. London Jessica Kingsley
Bondy, A.
(2001)
A picture’s worth. Woodbine House.
Brown, H. and H. Smith
(2001)
Normalisation. London, Routledge
Bruce, T.
(2004)
Power of play. Dublin, IPPA
Catron, C. and J. Allen
(1999)
Early childhood curriculum. New Jersey: Merrill Prentice Hall
NIPPA
(2004)
This is me! Belfast, NIPPA
Stanton, M.
(2000)
Learning to live with autism. London, Jessica Kingsley.
PROGRAMMATIC REVIEW 2005
Page 46
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Audio-visual materials
Dept of Education/Irish
Society for Autism
Autism: An introduction
Galway Co Childcare
Committee
Choosing childcare
High Scope Curriculum
Series
The daily routine
North Western Health Board
A great place to grow old
Pyramid Educational
Company
PECS
PROGRAMMATIC REVIEW 2005
Page 47
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Legal studies
Module code
SOCI108
Credit rating
5
Credit level
1
Prerequisite modules
SOCI104 Politics and Irish society
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module aims to provide an introduction to the Irish legal system, as a foundation for
further legal study.
Learning outcomes
On successful completion of this module the student will:
1. be able to demonstrate a basic knowledge of the law;
2. be familiar with areas of the law that are relevant to the social fabric of Irish society
Syllabus content
1. The nature and sources of law
 the meaning of law
 the sources of law
2. The administration of justice
 the structure and jurisdiction of the courts
 the means of access to the law
3. The substance of the law
 constitutional law and constitutional rights
 the international dimension of social care
 aspects of the criminal code
 the law of civil liability
4. Disability and the law
 the legislative framework
 the case law of domestic courts and the European Court of Human Rights
PROGRAMMATIC REVIEW 2005
Page 48
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
demonstrate a basic
knowledge of the law
lectures, case studies and
tutorials
final exam and continuous
assessment
be familiar with areas of the
law that are relevant to the
social fabric of Irish society
lectures, case studies and
tutorials
final exam and continuous
assessment
Allocation of marks
Continuous assessment [30%]
 in class assessments
Final exam [70%]
Recommended reading
Doolan, B.
(2003)
Principles of Irish Law. Dublin: Gill and Macmillan.
Supplementary reading
Byrne, R. & J. McCutcheon
(2003)
The Irish legal system Dublin: Butterworth
Kelly, J
(2003)
The Irish constitution. Dublin: Butterworth
Nestor, J
(2004)
An introduction to Irish family law. Dublin: Gill and
Macmillan.
PROGRAMMATIC REVIEW 2005
Page 49
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Health studies
Module code
SOCI110
Credit rating
5
Credit level
1
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
CPR training
2 hours
Module aim
This module will introduce students to concepts and practices in health which will inform
their own level of healthy living and those of the service users with whom they work.
Learning outcomes
On successful completion of this module the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
be able to outline and discuss health promotion concepts and programmes
understand professional and personal responsibility in maintaining and promoting health
be able to identify factors influencing health
be introduced to health promotion programmes and the role of exercise, nutrition and
lifestyle in maintaining health.
know means of prevention and treatment of common physical problems
be familiar with principles and practice of First Aid and Cardio-Pulmonary Resuscitation
be familiar with common mental health problems, their prevention and treatment
be able to identify strategies for the prevention and treatment of substance misuse
have a working knowledge of applied nutrition
Syllabus content
1. Inequities in health



explore the ideas and facts behind unequal health status, with reference to marginalised
groups and different social groups
identify means to lessen these inequalities
application of these ideas to their own lives and those of potential service users
2. Factors influencing health
PROGRAMMATIC REVIEW 2005
Page 50
BACHELOR OF ARTS IN APPLIED SOCIAL CARE



3.
identify influences on health: environment, economics, political strategies
access knowledge such as government and UN reports on health
discuss who bears responsibilities for health
Influences by physical agents



define major influences on health such as infection and cancer
discuss means to control these influences
become more health-aware for oneself and society
4. First Aid principles and practice


become familiar with First Aid principles
undertake Cardio Pulmonary Resuscitation [CPR] training (or produce evidence of having
done so previously)
5. Common physical problems


be introduced to sources of knowledge about physical problems that may be prevented or
treated
become familiar with common physical health events and how to prevent or deal with
them: eg asthma; acne, dermatitis; epilepsy; fractures; gastroenteritis; nocturnal enuresis,
pregnancy, AIDS
6. Concepts in psychiatry



define terms and roles of professionals in multi-disciplinary mental health team
identify types of services available for people with psychiatric illness
be familiar with common psychiatric conditions and their treatment
7. Substance misuse



define terminology: eg dependence, tolerance
identify patterns of dependence and types of treatment available in substance misuse
discuss means of prevention of substance misuse
8. Health promotion programmes



be aware of existing programmes in health promotion
be able to evaluate them critically, with discussion of how to improve their success
search for policy documents influencing health
9. Application of nutrition theory



define the importance of nutrition in maintaining health;
be aware of best practice in food hygiene and storage
practice menu planning for different groups taking into account their dietary needs
PROGRAMMATIC REVIEW 2005
Page 51
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
10. Nutritional problems
 discuss eating disorders
 recognise the importance of promotion of healthy eating
 identify means to promote healthy nutrition
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. be able to outline and
lectures, tutorials, case
discuss health promotion histories, discussion
concepts and programmes
written examination
2. understand professional
and personal
responsibility in
maintaining and
promoting health
lectures, tutorials, case
histories, discussion
group project, written
examination
3. know means of
prevention and treatment
of common physical
problems
lectures, tutorials, case
histories, problem based
learning
problem solving exercise
4. be familiar with
principles and practice of
First Aid
lectures, tutorials, practical
demonstrations
practical demonstration of
skills
5. be familiar with common
mental health problems
and their treatment
lectures, tutorials, case
histories
written examination
6. be able to identify
strategies for the
prevention and treatment
of substance misuse
lectures, tutorials, case
histories, workshops, guest
speakers
group project, written
examination
7. have a working
knowledge of applied
nutrition
lectures, tutorials, problem
based learning
group project, written
examination
Allocation of marks
Group project [40 %]
 group project on means to acquire skills and knowledge for healthy living for teenager
preparing for independent living, including hygiene, nutrition, substance abuse avoidance,
sexual relationships
Written examination [50%]
 essay questions demonstrating practical knowledge
PROGRAMMATIC REVIEW 2005
Page 52
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
CPR techniques [10%]
 demonstration of proficiency and certification
Recommended reading
Cambridge Training and
Development Unit
(2000)
Advanced health and social care. Oxford University Press.
Smith, T.
(2000)
Family doctor home adviser. London: Dorling Kindersley
2000.
Voluntary Aid Societies
(2003)
First aid manual. London: Dorling Kindersley.
Supplementary reading
Barraclough, J.
(1996)
Outline of modern psychiatry. Wiley.
Leaflets from health promotion sources.
Audio-visual materials
as appropriate
PROGRAMMATIC REVIEW 2005
Page 53
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Policy studies
Module code
SOCI111
Credit rating
5
Credit level
1
Prerequisite modules
SOCI104 Politics and Irish society
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module seeks to critically introduce students to current Irish social policy discourses,
issues, approaches, policy making and evaluation.
Learning outcomes
On successful completion of this module the student will be able to:
1. identify the historical moulding forces that gave rise to the emergence and evolution of the
Irish Welfare State
2. appreciate the importance and significance of ideological and economic influences and
constraints in the realization of social and economic re-distribution objectives of
successive governments in the post-independence era
3. analyse the range and extent of state responses and attendant service provision geared
towards facilitating social and economic inclusion
4. evaluate the extent to which policy development and commensurate service delivery is
purposefully maximizing societal cohesiveness
5. comprehend the policy making cycle
6. understand the mixed policy delivery tradition characteristic of Irish welfare provision
7. explore the ways in which commodification and managerialisation have emerged as
dominant approaches to welfare organization and delivery
8. contextualize Irish welfare provision comparatively
PROGRAMMATIC REVIEW 2005
Page 54
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabus content









the welfare state: what is it?
history and evolution of the Irish Welfare State
ideological moulding forces: Catholicism, conservatism/neo-conservatism, socialism,
social democracy (Third Way), environmentalism, feminism, managerialism
policy making processes: problem search; deciding how to decided; problem or issues
definition; forecasting; objective goal setting; policy options analysis; policy formulation
and programme design; policy implementation; monitoring and control; evaluation and
review
social and public policy formulation
campaigning groups and new social movements, pressure groups, epistemic communities,
network theory
policy spheres:
o housing
o health
o education
o social inclusion
o minority ethnic
o disability
o children and youth
o transport
o criminal justice
Ireland in comparative context
futures of Irish social policy
Achieving and assessing learning outcomes
learning outcome
identify the historical moulding
forces that gave rise to the
emergence and evolution of the
Irish welfare state
learning methodology
assessment method
lectures, seminars,
group discussion, case
studies, guest lectures,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
appreciate the importance and
significance of ideological and
economic influences and constraints
in the realization of social and
economic re-distribution objectives
of successive governments in the
post-independence era
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
analyse the range and extent of state
responses and attendant service
provision geared towards
facilitating social and economic
inclusion
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations and
seminar paper write-ups, end
of semester seen examination
PROGRAMMATIC REVIEW 2005
Page 55
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
evaluate the extent to which policy
innovation and commensurate
service delivery is purposefully
maximising societal cohesiveness
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
understand the mixed policy
delivery tradition characteristic of
Irish welfare provision
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
explore the ways in which
commodification and
managerialisation have emerged as
dominant approaches to welfare
organisation and delivery
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
contextualise Irish welfare
provision comparatively
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
comprehend the policy making
cycle
lectures, seminars,
group discussion, case
studies, guest speakers,
field trip
formative and summative
student led seminar
discussions, presentations,
seminar paper write-ups, end
of semester seen examination
Allocation of marks
Continuous assessment [30%]
 seminar presentation
End of semester examination [70%]
 3 hour seen examination paper
Recommended reading
Cantilon, S.
(2001)
Rich and poor: Perspectives on tackling poverty in Ireland.
Dublin. Oaktree.
Colebatch, H.
(2002)
Policy. Milton Keynes: Open University Press.
Kiely, G. et al
(1999)
Irish social policy in context. Dublin. University College
Dublin Press.
PROGRAMMATIC REVIEW 2005
Page 56
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Kirby, P.
(2002)
The celtic tiger in distress: Growth with inequality in Ireland.
London. Palgrave.
Parsons, W.
(1995)
Public policy: An introduction to the theory and practice of
policy analysis. London: Elgar.
Quin, S. et al
(2005)
Contemporary Irish social policy. Dublin: University College
Dublin Press.
Supplementary reading
Barzeley, M.
(2002)
The new public management: Improving research and policy
dialogue. Berkley: University of California Press.
Curry, J.
(2003)
Irish social services. Dublin: Institute of Public
Administration.
Fanning, B. (ed)
(2004)
Theorising Irish social policy. Dublin: University College
Dublin Press.
Healy, S. and Reynolds, B.
(eds)
(1999)
Social policy in Ireland: Principles, practice and problems.
Dublin. Oaktree.
Heywood, A.
(2004)
Political ideologies: An introduction. London: Macmillan.
John, S.
(2002)
The persuaders: When lobbyists matter. London: Palgrave
Macmillan.
Lane, P.R.
(2000)
‘What should we do with the surpluses?’ Administration 47(4)
pp. 3-43.
Lentin, R. (ed)
(2000)
Emerging Irish identities: Proceedings of a seminar. Trinity
College, Dublin.
Lentin, R. and R. McVeigh
(eds)
(2002)
Racism and anti-racism in Ireland. Belfast: Beyond the Pale.
Lund, B.
(2002)
Understanding state welfare: Social justice or social exclusion.
London: Sage.
Malcolm, T.
(2004)
Democracy and participation: Popular protest and new social
movements. London: Merlin.
McCashin, A and
O’Sullivan, E. (eds)
(1999)
Irish social policy review 1999. Dublin: Institute of Public
Administration
PROGRAMMATIC REVIEW 2005
Page 57
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
McLaughlin, E.
(1993)
‘Ireland: Catholic Corporatism’ in Cochrane, A and Clarke, J.
(eds) (1993) Comparing welfare states: Britain in international
context. London. Sage.
McVeigh, R.
(1992)
‘The Specificity of Irish racism’. Race and Class 33(4).
Nolan, B.
(2004)
Housing, poverty and wealth in Ireland. Dublin: Institute of
Public Administration.
O’ Gorman, P.
(1997)
Paddy’s people. Dublin: Poolbeg.
O’ Muircheartaigh, F. (ed)
(1997)
Ireland in the coming times: Essays to celebrate T. K.
Whitaker’s 80 years. Dublin. Institute of Public
Administration.
O’Toole, F.
(2003)
After the ball. Dublin: New Island.
Powell, F.
(1992)
Politics of Irish social policy, 1600 – 1990. London. Edwin
Mellen.
Rolston, B. and M. Shannon
(2002)
How racism came to Ireland. Belfast. Beyond the Pale.
Sailer Shaw, S.
(1997)
Representing Ireland: Gender, class, nationality. Florida:
University Press of Florida.
Sheehan, E. (ed)
(2000)
Travellers, citizens of Ireland: Our challenge to an
intercultural Irish Society in the 21st Century. Dublin. The
Parish of the Travelling People.
Tannam, M et al
(1998)
Anti-racism: An Irish perspective. Dublin. Harmony.
Taylor, G. (ed)
(2002)
Issues in Irish public policy. Dublin. Irish Academic Press.
Timonen, V.
(2003)
Irish social expenditure in a comparative context. Dublin.
Combat Poverty Agency. Institute of Public Administration.
PROGRAMMATIC REVIEW 2005
Page 58
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabi: Year 2
PROGRAMMATIC REVIEW 2005
Page 59
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Professional studies 3
Module code
SOCI201
Credit rating
5
Credit level
1
Prerequisite modules
SOCI107 Professional studies 2
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
PDP
17 hours
other
guest lectures, agency visits
Module aim
This subject will build on the students work in year 1 in the field of professional studies. In
doing so it will develop knowledge and skills in professional social care work and give
particular attention to an exploration of the family in care work
Learning outcomes
On successful completion of this module the student will:
1. demonstrate an ability to apply the professional values underpinning social care
practice in a variety of settings with young people, and with families under stress
2. apply anti-discrimination principles in social care practice
3. demonstrate the ability to the ethical dimensions of the work of the social care
professional
4. describe the role of the social care worker in the following settings: community based
family support programmes; youth projects and statutory child/family services
5. outline the function of multi-professional team work and associated roles: role of the
youth worker; role of the school team; role of the statutory authorities(social worker
and Gardaí)
6. apply core skills in one-to-one work and group work to settings with young people
7. undertake comprehensive preparation for practice placement in a social care setting
Syllabus content

professional social care roles: definition of a profession; definition of social care by
Health Professionals Review Group 2002; current issues for the profession; registration,
qualifications and training, professional Code of Practice for social care workers; role of
PROGRAMMATIC REVIEW 2005
Page 60
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
professional representative organisations(IASCW, RMA, IASCE); role of Social Services
Inspectorate in monitoring of professional standards

multi-disciplinary team work and associated roles: the role of the school, the youth
worker, the social worker, the family support worker, the residential care worker and the
community care worker

social care values: outline and critique of traditional values; role of user groups in
redefining professional power

anti-oppressive and anti-discriminatory practice principles

ethical considerations for social care professionals: code of ethics for social care
professionals; ethical dilemmas principles and practical applications

skills in social care: assessing need and professional response in social care practice with
young people in community based programmes; case studies and best practice models

skills in social care: facilitation of a group programme; discussion and activity based
approaches; planning, implementing and evaluation of a group programmes

Supervision in social care work; definition of supervision, types of supervision, process in
supervision

direct work with young people: principles of the social education model of youth work
and best practice models; models of provision for young people in community settings;
mainstream youth provision, specialist youth projects, youth information and therapeutic
models

addiction: dynamics of addiction and implications for social care work

placement preparation: learning outcomes for practice placement; guiding principles of
practice placement; supervision ; learning tasks; assessment of practice; three way visits,
portfolio.
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
10. demonstrate an ability to apply
the professional values
underpinning social care practice
in a variety of settings with
young people, and with families
under stress
lecture to detail
professional code of
practice of the social care
profession
workshop to discuss the
application in settings
with young people and
families
agency visits and group
report
11. apply anti-discrimination and
anti-oppressive principles in
social care practice
agency visits to critique
practice in light of
discussion of antidiscriminatory and antioppressive principles
agency visits and group
report
PROGRAMMATIC REVIEW 2005
Page 61
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
12. demonstrate the ability to
consider the ethical
considerations as a social care
professional
lecture and workshop
addressing typical
scenarios and the
elements of an ethical
response by the care
worker
reflective journal and
agency visit/group report
13. describe the role of the social
lecture and student
care worker in the following
research and presentation
settings: community based family for discussion in class
support programmes
agency visits and group
report
14. outline the function of multilecture and visiting
professional team work and
speakers
associated roles: role of the youth
worker; role of the school team;
role of the statutory
authorities(social worker and
Gardaí
reflective journal
15. apply core skills in one-to-one
work and group work to settings
with young people
discussion, reading and
demonstration; workshop
to practice specific skills
practical assessment
completed while on
placement and assessed
in portfolio
16. have undertaken comprehensive
preparation for practice
placement in a social care setting
workshop discussion and
readings
portfolio written as part
of practice placement
Allocation of marks
Continuous assessment [100%]
 professional practice [40%] students will be required to visit a minimum of two social
care agencies and compile a report detailing a critique of professional practice with a
focus on emancipatory practice in social care, professional roles in social care settings and
social care skills practice
 Journal [40%] students will keep a journal of their learning in professional studies with a
focus on their response to visiting professionals, their developing understanding of the
profession, and their research into social care roles and models of work with young people
 personal development profiling [20%]
Recommended reading
Banks, S. and K. Nohr (ed)
(2004)
Teaching practical ethics for the social care professions.
FESET
Braye, S. and M. PrestonShoot (1995)
Empowering practice in social care. Buckingham: Open
University Press.
PROGRAMMATIC REVIEW 2005
Page 62
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Northern Ireland Social
Care Council
(2001)
Code of Practice for Social Care Professionals. Northern
Ireland Department of Health.
O’Hagan, K.
(2001)
Cultural competence in the caring professions. London: Jessica
Kingsley.
Roche, J. and S. Tucker
(2003)
Youth in Society: Conemporary theory, policy and practice.
London: Sage.
Thompson, N.
(2001)
Anti-discriminatory practice. Basingstoke Macmillan
Supplementary reading
BAI [Behaviour and
Attitudes Ireland]
(2000)
Attitudes to Travellers and minority groups. (Survey prepared
for Citizen Traveller by Behaviour and Attitudes Ireland Ltd
Brown, A. and I. Bourne
(1996)
The social work supervisor. Milton Keynes: Open University
Press.
Burnard, P.
(1999)
Counselling skills for health professionals. Nelson Thornes.
Colton, M.
(2002)
‘Professionalization and institutional abuse in the United
Kingdom’. In E. Knorth et al (eds) Professionalization and
participation in child and youth care. Aldershot: Ashgate
Corcoran, M.
(1999)
‘Standards and criteria for the inspection of children’s
residential homes: the challenge of interdisciplinary coworking’. Irish Social Worker 17.
Cree, V.
(2001)
‘Men and masculinities in social work education’. In A.
Christie (ed) Men and social work. Basingstoke: Palgrave
Feder Kittay, E.
(1999)
Love’s labour. New York: Routledge.
Fewster, G.
(2001)
‘Turning my self inside out: my personal theory of me’.
Journal of Child and Youth Care. 15(4). pp. 89-108.
Freidson, E.
(2001)
Professionalism: The third logic. Cambridge: Polity.
Gallagher, C. and J. O’
Toole
(1999)
‘Towards a sociological understanding of care work in
Ireland’. Irish Journal of Social Work Research 2 (1). pp. 6086
Global Youth Network
(2002)
Good practices. Alcohol trends among youth in Europe.
[www.undcp.org/youthnet]
PROGRAMMATIC REVIEW 2005
Page 63
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Graham, G.
(2002)
‘A role matrix for the Irish social care worker’. Paper to
Annual Conference of the Irish Association of Social Care
Educators, Carlow.
Grupper, E
(2002)
‘Child and youth care work at the cross-roads of the century’.
In E. Knorth et al (eds) Professionalization and participation
in child and youth care. Aldershot: Ashgate.
Smith, M.
(1982)
Creators not consumers: Rediscovering social education.
Youth Clubs UK Publications.
Audio-visual materials
Pavee Point 2002
Young Pavee voices
RTE 1998
In from the margins Series 1-6
PROGRAMMATIC REVIEW 2005
Page 64
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Communication 3
Module code
SOC1202
Credit rating
5
Credit level
2
Prerequisite modules
SOCI102 Communicative behaviours
Corequisite modules
None
Total contact
hours
lecture
17 hours
seminars
34 hours
Module aim
This module aims to enable students to acquire a range of interpersonal skills, in group and
one-to-one oral communication in particular. Participants should develop an insight into the
ways communication works in practice, especially into the formative role of perception with
regard to the way representation of social care client groups in the media can influence public
perception and the policy forming process.
Learning outcomes
On completion of this module the student will be able to:
1. relate to the practice of interpersonal skill in terms of managing behaviour
2. explain the rationale behind particular group and one-to-one skills and specify their
functions, benefits and need for care in their employment
3. participate in group discussions and formal meetings using skills appropriate to achieving
tasks and working as a team
4. interact with others in different one-to-one situations using appropriate skills to help
achieve particular objectives
5. write care reports on clients, including care plans, using the skills of effective writing in
seeking to be objective and accountable
6. explain the formative influence of perception on communication, in particular in relation
to the role it plays in the care practitioner/client relationship and in public perception of
social care groups from media representations
Syllabus content
1. Role and importance of interpersonal skills
 relate to the field of interpersonal skill in terms of terms of observing other people’s and
our own behaviour accurately
PROGRAMMATIC REVIEW 2005
Page 65
BACHELOR OF ARTS IN APPLIED SOCIAL CARE



relate to interpersonal skills in terms of managing behaviour with a view to achieving
objectives in interactions with others
develop a range of behavioural skills from which to choose in deciding how best to
behave in different situations to achieve objectives
develop a client-centred approach to interaction
2. Group communication
 identify why groups are necessary and the ways in which group membership influences
behaviour
 relate to group dynamics in terms of managing individual and collective identity needs
and in terms of group roles and norms
 perform group task and maintenance skills to contribute to making good decisions and to
working well as a team
 manage the need to maintaining a viewpoint when necessary and the need to concede
 interact effectively with other members in handling disagreement, discontent and conflict
 perform leadership skills, in particular the skill of chairperson

3. One-to-one interpersonal skills
 Listening
 develop listening as an active skill performed in depth
 show in practice recognition of the different listening elements, especially skilled
reading of non-verbal clues, that make effective listening difficult
 connect listening as a pre-requisite skill for other skills, in particular for expressing
empathy

 Expressing empathy
 define empathy and distinguish it from sympathy
 practice expressing empathy in different ways
 demonstrate a recognition of genuineness as basic pre-requisite for interpersonal skill,
in particular for expressing empathy

 Self disclosure
 explain the features and functions of self-disclosure
 show awareness of factors that affect self-disclosure and of its role the social
care/client relationship
 show ability to assist a client in the process of self-disclosure
 recognise boundaries to self-disclosure.

Reflecting views and feelings
 practice different ways of reflecting
 recognise difficulty in accurately observing complex feelings
PROGRAMMATIC REVIEW 2005
Page 66
BACHELOR OF ARTS IN APPLIED SOCIAL CARE


avoid common pitfalls in reflecting
specify the benefits of reflecting.

Questioning
 distinguish between closed and open questions and their effects
 recognise different types of questions each likely to produce a particular effect such as
fact-finding, probe, process, problem, leading and loaded questions
 practice using different questions as appropriate to producing different effects.

Reinforcing and rewarding
 define positive reinforcement
 recognise the role of reinforcing and rewarding in encouraging behavioural change
 show expertise in using different examples of rewarding comments appropriate for
clients.

Influencing and persuading
 distinguish between influence and persuasion
 recognise the part relationship plays in conveying influence
 distinguish between legitimate influence in a client relationship an unacceptable
interference with client autonomy and self-determination
 practise conveying appropriate influence in client relationships

Responding to hostility and aggression



recognise the need clients may feel to express hostility and aggression
relate expressions of hostility and aggression to sources in client’s circumstances
respond to hostility and aggression showing restraint, focussing on issues and avoiding
interpersonal friction
4. Written skills
 develop skills of accuracy and clarity in
 writing client care reports
 writing persuasive reports
 setting down a client care plan
 recording progress and incidents
 filling in report forms
 writing minutes of meetings
5. Perception and media representations
 explain what is meant by perception as selective, unique, closed and open
 explain the perceptual role of the media from its power to select, organize, highlight, and
ignore news stories
PROGRAMMATIC REVIEW 2005
Page 67
BACHELOR OF ARTS IN APPLIED SOCIAL CARE


identify ways in which client groups have been represented in the media on the basis of
inaccurate perceptions and the effects of this on the public’s perception
show how ideological bias can influence perception both unintentionally and
intentionally, perpetuating inequality.
Achieving and assessing the attainment of learning outcomes
learning outcome
teaching methods
assessment method
1. relate to interpersonal
skill as managing
behaviour
lecture, reading, workshop
discussion and role play
role play, written exam
2. explain the rationale,
functions and benefits of
skills and need for care in
their practice
lectures, reading, workshop
discussion
written exam
3. participate in groups
lecture, reading, workshop
discussion and role play
role play, written exam
4. write effectively, aiming
to be objective and
accountable
lecture, writing guides,
exercises
written assignment
5. explain the formative
influence of perception
in the care worker client
relationship and in media
representation of client
groups
lecture, reading, tutorial
discussion
written exam

Allocation of marks
Continuous assessment [70%]
 role play of group skills (20%)
 role play of one-to-one skills (25%)
 simulated client report (25%)
Terminal examination [30%]
Recommended reading
Hargie, O. and D. Dickson
(2004)
Skilled interpersonal communication. London: Routledge.
PROGRAMMATIC REVIEW 2005
Page 68
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Briggs, A. and P. Cobley
(1998)
The media: An introduction Longman
Brown, R.
(1998)
Group processes: Dynamics within and between groups.
Oxford: Blackwell.
Cathcart, R. and L. Samovar
(1998)
Small group communication. Brown.
Devereux, E.
(1998)
Devils and angels: Television, ideology and the coverage of
poverty. Luton: University of Luton Press.
Lishman, J.
(1994)
Communication in social work. Basingstoke: Macmillan.
Philo, G.
(1995)
Seeing and believing: The influence of television. London:
Routledge.
PROGRAMMATIC REVIEW 2005
Page 69
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Abnormal psychology
Module code
SOCI204
Credit rating
5
Credit level
2
Prerequisite modules
SOCI105 Introduction to psychology
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module will cover the major area of Abnormal Psychology. The student will be
introduced to a body of knowledge which will inform and elucidate their understanding of
human behavior that is not considered normal. The aim of the module is to bring to the
student’s awareness both the theoretical and practical ways in which a variety of disorders can
be explained and to look at the psychological conditions that set in motion the development of
these disorders.
Learning outcomes
On successful completion of this module the student will:
1. understand how the modern perspective and paradigms on abnormal behaviour have
evolved.
2. clearly appreciate current definitions of abnormal behaviour
3. know what assessment and diagnosis of disorders involves
4. be able to classify and describe a variety of disorders and understand the basis of treatment
for each disorder
5. be able to translate this knowledge to a practical setting and recognise the beginnings of a
disorder in someone they may be familiar with and know how to respond
6. be familiar with current places and modes of treatment in Ireland
Syllabus content





models of psychopathology, psychodynamic, humanistic, behavior/cognitive
definition and explanation of various therapies
historical factors associated with abnormal behavior
anxiety disorders and their treatment
mood disorders with particular focus on the etiology of depression and the current
difficulties connected to suicide in young people
PROGRAMMATIC REVIEW 2005
Page 70
BACHELOR OF ARTS IN APPLIED SOCIAL CARE





substance abuse disorders, with particular focus on alcoholism; theoretical etiology and
treatment emphasised
eating disorders with emphasis on their development and how they are connected to
emotional family factors
personality disorders, description, classification and treatment
disorders of youth and adolescence
psychotic disorders
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
understand how the modern
perspective and paradigms on
abnormal behaviour have
evolved.
delivered through lecture and
tutorial; function of the
tutorial is important in that
not only is course material
explained but the applied
aspect of the course is
emphasised through project
work.
questions at tutorial and
keeping of detailed notebook
by student of key terms;
notebook will form the basis
of exam
clearly appreciate current
definitions of abnormal
behaviour
lecture plus tutorial
tutorial to explain detail
know what assessment and
diagnosis of disorders
involves.
lecture only
tutorial to explain detail
be able to classify and
describe a variety of
disorders and understand the
basis of treatment for each
disorder
detailed lecture and thorough
tutorial to grasp finer aspects
tutorial to explain detail
be able to translate this
knowledge to a practical
setting and recognise the
beginnings of a disorder in
someone they may be
familiar with and know how
to respond.
use of case studies in
particular in tutorial
use of structured interview
with “live” module and
submission of report to
lecturer
be familiar with current
places and modes of
treatment in Ireland
lecture only
tutorial to explain detail
PROGRAMMATIC REVIEW 2005
Page 71
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Allocation of marks
Continuous Assessment [40%]
 project interview and report.
Terminal exam [60%]
 Six questions. Student required to answer 4
Recommended reading
Carr, A.
(2001)
Abnormal psychology. London: Routledge.
Davidson,G.
(2003)
Abnormal psychology. Chichester: Wiley.
Supplementary reading
DiClemente,Carlo.
(2003)
Addiction and change. London: Guilford.
Flynn, D. et al
(2004)
Severe emotional disturbances in children and adolescents.
London: Routledge.
Gardner, F.
(2001)
Self harm: A psychotherapeutic approach. Routledge
Lask,R and R. Brynt-Waugh
(2004)
Eating disorders: A parent’s guide. London: BrunnerRoutledge
Livesley, W.
(2001)
Handbook of personality disorders. London: Guilford.
Rachman, S. et al
(2004)
Anxiety. Psychology Press
Swinson, R. et al
(2001)
Obsessive compulsive disorder: Theory, research and
treatment. London: Guilford.
PROGRAMMATIC REVIEW 2005
Page 72
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Family law
Module code
SOCI205
Credit rating
5
Credit level
2
Prerequisite modules
SOCI108 Legal studies
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module will provide the student with a basic knowledge of the important role of the
family as the fundamental unit group of society
Learning outcomes
On successful completion of this module the student will:
1. appreciate the nature and structure of the family in the social order
2. have a basic knowledge of how the law regulates and protects the family and the
individual members of the family
Syllabus content
Marriage and the family
 the family in the constitutional order
 the requirements of a valid marriage
The breakdown of marriage
 nullity, divorce and judicial separation
 property and financial provision for spouses and dependant children
 domestic violence
The status and welfare of children




the status of children
adoption
guardianship and custody
children in need of care and protection
PROGRAMMATIC REVIEW 2005
Page 73
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. appreciate the nature and
structure of the family in
the social order
lectures, case studies and
tutorials
final exam and continuous
assessment
2. have a basic knowledge
of how the law regulates
and protects the family
and the individual
members of the family
lectures, case studies and
tutorials
final exam and continuous
assessment
Allocation of marks
Continuous assessment [30%]
1. in class assessments
Final exam [70%]
Recommended reading
Nestor, J.
(2004)
An introduction to Irish family law Dublin: Gill and
Macmillan.
Supplementary reading
Nestor, J.
(2004)
Law of child care. Dublin: Blackhall.
Shannon, G.
(2001)
Family law practitioner: Children and the law. Dublin:
Thomson Roundhall.
Shatter, A.
(1997)
Family law. Dublin: Butterworth.
PROGRAMMATIC REVIEW 2005
Page 74
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Creative studies 3 (art)
Module code
SOCI206
Credit rating
5
Credit level
2
Prerequisite modules
SOCI103 Creative studies 1 (art)
Corequisite modules
None
Total contact hours
lecture /workshop
51 hours
Module aim
This module aims to support the student’s transition from group participant to group leader in
the application of theorised practice in the visual art disciplines.
Learning outcomes
On successful completion of this module the student will:
1. have further developed their confidence and understanding in the use of creative resources
in a diversity of social care settings
2. have carried out a range of structured art activities, individually and as part of the group
3. have explored a range of related social issues through research and visual art initiatives
4. be able to demonstrate the planning, implementation and evaluation of a creative project
with a defined group
5. have explored relevant supporting theoretical and philosophical models of visual art
practise and educational theory in relation to the work undertaken
Syllabus content
 further development of knowledge of materials and process
 introduction to facilitation techniques
 workshop structure and content
 implementation of learning strategies with a defined group
 models of pedagogy, androgogy and transformative learning and their relation to visual
art practice in the social care arena
PROGRAMMATIC REVIEW 2005
Page 75
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. further develop
confidence and
understanding in the use
of creative resources in a
diversity of social care
settings
lecture/ workshop
project/assignment
2. have carried out a range
of structured visual art
activities, individually
and as part of the group
lecture/ workshop
project/assignment/ongoing
assessment
3. have explored a range of
related social issues
through research and
visual art initiatives
lecture/ workshop
project/assignment
4. be able to demonstrate the lecture/ workshop
planning, implementation
and evaluation of a
creative project with a
defined group
project/assignment
5. have explored relevant
lecture/ workshop
supporting theoretical and
philosophical models of
visual art practise and
educational theory in
relation to the work
undertaken
project/assignment
Allocation of marks
project [50%]
assignment [50 %]
Recommended reading
Boal, A.
(1991)
Games for actors and non actors. London: Routledge
Mezirow, J.
(1990)
Fostering critical reflection in adulthood. Jossey- Bass
Silverstone, L.
(1997)
Art therapy: The person-centred way. London - Kingsley
PROGRAMMATIC REVIEW 2005
Page 76
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Waller, D & A. Gilroy (eds)
(1992)
Art therapy: A handbook. Buckingham: Open University Press.
PROGRAMMATIC REVIEW 2005
Page 77
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Creative studies 3 (drama)
Module code
SOCI207
Credit rating
5
Credit level
2
Prerequisite modules
SOCI109 Creative studies 1 (drama)
Corequisite modules
None
Total contact hours
lecture /workshop
51 hours
Module aim
This module aims to support the student’s transition from group participant to group leader in
the application of theorised practice in the discipline of drama.
Learning outcomes
On successful completion of this module the student will:





have further developed their confidence and understanding in the use of creative resources
in a diversity of social care settings
have carried out a range of structured drama activities, individually and as part of a group
have explored a range of related social issues through research and drama initiatives
be able to demonstrate the planning, implementation and evaluation of a creative project
with a defined group
have explored relevant supporting theoretical and philosophical models of drama practise
and educational theory in relation to the work undertaken
Syllabus content
 further development of knowledge of materials and process
 introduction to facilitation techniques
 workshop structure and content
 implementation of learning strategies with a defined group
 models of pedagogy, androgogy and transformative learning and their relation to drama
practice in the social care arena
Achieving and assessing learning outcomes
learning outcome
6. further develop
confidence and
learning methodology
lecture/ workshop
PROGRAMMATIC REVIEW 2005
assessment method
project/assignment
Page 78
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
understanding in the use
of creative resources in a
diversity of social care
settings
7. have carried out a range
of structured drama
activities, individually
and as part of the group
lecture/ workshop
project/assignment/ongoing
assessment
8. have explored a range of
related social issues
through research and
drama initiatives
lecture/ workshop
project/assignment
9. be able to demonstrate the lecture/ workshop
planning, implementation
and evaluation of a
creative project with a
defined group
project/assignment
10. have explored relevant
lecture/ workshop
supporting theoretical and
philosophical models of
drama practise and
educational theory in
relation to the work
undertaken
project/assignment
Allocation of marks
project [50%]
assignment [50 %]
Recommended reading
Boal, A.
(1991)
Games for actors and non actors. London: Routledge.
Mezirow, J.
(1990)
Fostering critical reflection in adulthood. Jossey- Bass
Silverstone, L.
(1997)
Art therapy: The person-centred way. London: Jessica
Kingsley.
Supplementary reading
Boal, A.
(1998)
Legislative theatre. London: Routledge.
PROGRAMMATIC REVIEW 2005
Page 79
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Hodgson, J.
(1972)
The uses of drama. Eyre Methuen.
Waller, D & A. Gilroy (eds)
(1992)
Art therapy: A handbook. Buckingham: Open University Press.
PROGRAMMATIC REVIEW 2005
Page 80
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Placement 1
Module code
SOCI208
Credit rating
30
Credit level
2
Prerequisite modules
SOCI201 Professional studies 3
Corequisite modules
None
Total contact hours
lecture
1 week intensive preparation + review
tutorial
1 week intensive preparation + review
placement
13 weeks at 30 hours per week
Module aim
This module will allow students to experience actual professional working situations, in a
supported learning environment, with supervision by an allocated, appropriately qualified
supervisor, which will support and enable them to understand and apply theory to practice. It
will test students’ aptitude for work in this field, while allowing knowledge and skills to
grow.
Students will be facilitated in so far as possible in their choice of work setting, from a range of
projects working with families, youth, people with disability, Travellers and older persons and
projects dealing with issues in the community such as substance abuse or community
development.
Learning outcomes
On successful completion of this module the student will be able to:
1. demonstrate knowledge based skills, by applying theory learned to class to practical
situations
2. continue to develop interpersonal skills, by reflective practice and application of
techniques
3. continue to develop self- awareness skills, by reflective practice and use of supervisory
support
4. started developing professional skills in interaction with service users, staff members,
supervisor, college personnel and management team
5. develop work-related skills in timekeeping, responsibility, accountability and
documentation
PROGRAMMATIC REVIEW 2005
Page 81
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabus content
1. Knowledge based skills




experience a professional working environment first hand
learn the importance of policies and procedures in attaining high standards
attend and participate in the full placement preparation programme
know how the work of the agency is governed by legislative, regulatory and professional
requirements at a number of levels
2. Interpersonal skills



manage the routine and challenges of interpersonal communication
use active listening skills in supportive conversations with service users
participate effectively in the three way meeting with tutor and supervisor
3. Self- Awareness skills





start the process of critical self-awareness and the practice of reflective practice skills
establish appropriate learning goals before placement, and worked consistently towards
them during placement
keep a log of learning during the placement, as an aid to reflective practice
be able to use supervision to question, discuss and develop awareness of strengths and
future training needs
understand the impact of difficult social circumstances on people’s lives
4. Professional skills






adhere to the IASCE principles
start to practice social care skills under supervision
be exposed to best practice in the field, and be encouraged to achieve highest standards of
practice
understand the importance of teamwork, and the skills required to foster it
experience professional supervision and understood its ongoing necessity in professional
life, and be able to participate appropriately in it
be professional in dealing with service users and staff, especially in keeping up standards
of confidentiality
5. Work-related skills



to be able to work under direction and on initiative when appropriate
to co-operate with ongoing routine and developing work within the agency
to understand the need to plan and evaluate all work
PROGRAMMATIC REVIEW 2005
Page 82
BACHELOR OF ARTS IN APPLIED SOCIAL CARE




to observe punctuality and other time and organisational norms
be able to undertake relevant tasks in a responsible and accountable way
be responsible in record keeping, time keeping, notification of essential absence with
medical certification and time worked in lieu
be able to draft relevant reports as required in the situation
Achieving and assessing learning outcomes
learning outcome
learning methodology
1. demonstrate knowledge
based skills, by applying
theory learned to class to
practical situations
lectures, tutorials, seminars,
role-plays etc. in professional
studies and placement
preparation
written assignments,
placement portfolio, roleplays and presentations
2. continue to develop
interpersonal skills, by
reflective practice and
application of techniques
tutorial work in small groups,
role-plays, practical work
while on placement
level and quality of
participation in these
activities
3. continue to develop selfawareness skills, by
reflective practice and use
of supervisory support
compilation of professional
portfolio, participation in
supervision, 3-way meeting
and debriefing in college
level and quality of
participation in these
activities
4. started developing
professional skills in
interaction with service
users, staff members,
supervisor, college
personnel and
management team
observation of staff as role
models, practicing skills as
appropriate on placement,
reflection in learning log on
interactions and skills
needing further work.
participation in supervision
sessions; end-of-placement
report form
5. develop work-related
skills in timekeeping,
responsibility,
accountability and
documentation
practice of work-related skills participation in supervision
in real environment
sessions; end-of-placement
report form
PROGRAMMATIC REVIEW 2005
assessment method
Page 83
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Allocation of marks
Written work [30%]
College assignments relating to placement, including pre-placement preparation written work,
portfolio and placement evaluation by student (marked by Professional Studies Lecturer)
Visiting tutor [20%]
Report by visiting tutor documenting student’s level of preparation for the visit (5%), level of
interaction (5%), general knowledge of the placement (5%) and application of theory (5%)
Report of placement supervisor [50%]
Written report by practice placement supervisor
Recommended reading
IT Sligo
Placement manual
PROGRAMMATIC REVIEW 2005
Page 84
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabi: Year 3
PROGRAMMATIC REVIEW 2005
Page 85
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Professional studies 4
Module code
SOCI301
Credit rating
5
Credit level
3
Prerequisite modules
SOCI201 Professional studies 3
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
17 hours
workshop
34 hours
personal development profiling
17 hours
Module aims
This module aims to provide students with the necessary knowledge and skills to engage and
carry out effective interventions with client groups.
Learning outcomes
1. understand more fully the nature of problems faced by client groups
2. show an ability to practice skills as a professional worker with selected client groups
3. appreciate the importance of personal process work for effective practice
4. integrate learning from other module areas in approaching practical work
5. appreciate the role of the care worker in empowerment and as a change agent
Syllabus content
1.






Partnership with parents
understand the concept of positive parenting
appreciate the importance of working with parents towards mutually agreed goals
show an ability to apply attachment theory
understand the approach of family group conferencing
develop practical skills in meeting/working with parents
understand and appreciate the role of parents and care workers where children are in care
PROGRAMMATIC REVIEW 2005
Page 86
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. Client assessment
 understand the nature of assessment work
 appreciate the importance of assessment for professional interventions/programmes of
care
 define different forms of assessment
 appreciate the interdisciplinary aspect of assessment
 review different assessment tools and strategies
 devise assessment frameworks appropriate for identified member of a client group
 implement an assessment appropriate for an identified member of a client group
3.






Programme design
design a programme of care addressing the needs of a particular client
produce a written statement of the programme of care
show awareness of the context of the overall care plan
identify short term/long term goals
appreciate the variety of approaches available to the care worker
explain the significance of review and evaluation
4. Disclosure work with the abused client
 understand and discuss the forms and effects of child abuse and appreciate the importance
of taking seriously the disclosure
 understand the potentially different responses from the abused child
 show an ability to facilitate disclosure by the child
 explain child protection procedures to the child
 know all the necessary responses and procedures to be followed by the care worker
5. Life process work
 understand the significance of life process work for the client in both residential and
community care
 show how to work with client undertaking a life story book/journal
 demonstrate skills in the implementation of life process work
 recognise limitations of care worker where more specialised skills are required
 show an awareness of the care worker as a facilitator
6.



Care work in the community setting
understand the role of the community care worker
appreciate the role of the care worker as part of a team
identify the possible tasks assigned to the care worker in addressing the various needs of
different forms of the family
PROGRAMMATIC REVIEW 2005
Page 87
BACHELOR OF ARTS IN APPLIED SOCIAL CARE





show an ability to work effectively with individuals and groups
illustrate creative approaches in supporting children and families
discuss various home-based family support programmes
understand the community development context for the care worker
show an awareness of how to work with children in foster families
7.














Care work in the residential setting
identify and discuss different forms of residential care
understand and discuss the standards and regulations for residential care
understand the role of the social services inspectorate
explain the procedures involved in admission to care
explain the responses of the child to admission to residential care
understand the role of the key worker
appreciate the importance of contact with family
discuss approaches to provision of after care
demonstrate skills in undertaking access visits
appreciate the role of the care worker in loco parentis
acquire practical/domestic skills required of the care worker
understand the day to day organisational issues arising in a residential centre
discuss the form and content of a typical procedures and policies manual
demonstrate competencies in recording information in relevant forms/reports
8.




Therapeutic interventions
be aware of the differences between therapeutic work and specialised therapies
identify and discuss the major specialised therapies available as a treatment resource
show how the care worker might utilise therapeutic techniques in the care setting
illustrate how individual talents/skills of the care worker might be applied therapeutically
9.




Management of challenging behaviour
understand the underlying causes in challenging behaviour
identify different types of challenging behaviour
discuss various approaches to the management of challenging behaviour
show the capacity to manage challenging behaviour at a practical level
Achieving and assessing learning outcomes
learning outcome
learning methodology
1. to understand more fully
the nature of problems
faced by client groups
lectures, tutorial discussions,
role plays, analysis of reports
and case studies
PROGRAMMATIC REVIEW 2005
assessment method
project
Page 88
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. to show an ability to
skills based workshops:-role
practice skills as a
plays / video feedback
professional worker with
selected client groups
project
3. to appreciate the
importance of personal
process work for
effective practice
tutorials and workshops:reflective discussion/
exercises in self awareness
project
4. to integrate learning
from other module areas
in approaching practical
work
tutorials and workshops:discussion of case studies
project
5. appreciate the role of the
care worker in
empowerment and as a
change agent
tutorials and workshop:-role
plays and discussion
practical
Allocation of marks
Continuous assessment (100%)
 group project as preparation for placement, includes oral element
Recommended reading
Buckley, H.
(2002)
Child protection and welfare. Dublin: Institute of Public
Administration.
Share, P. & N. Mc Elwee
(2005)
Applied social studies: A text for Irish students. Dublin: Gill &
Macmillan.
Fahlberg, V.
(1994)
A child’s journey through placement. BAFFA
Department of Health and
Children
(1999)
Children first. Dublin: Stationery Office.
Taylor,B. & T. Devine
(1993)
Assessing need and planning care in social work. Arena
Miller, J.
(2005)
Social care practice. London: Hodder and Stoughton.
PROGRAMMATIC REVIEW 2005
Page 89
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Bannister, A. (ed)
(1998)
From hearing to healing. Chichester:Wiley
Barton, J.
(1993)
The handbook of residential care. London: Routledge.
Blanche, E. et al
Therapy skills builders.
Craig, S. et al
(1998)
‘Learn to listen’: The Irish report of a European study on
residential child care. Dublin: Centre for Social and Economic
Research, Dublin Institute of Technology.
Gibson, J.& J. Turtle
(2000)
Competence in residential care. Focus Ireland
Gilligan,R.
(2001)
Promoting resilience: A resource guide on working with
children in the care system. London: B.A.F.F.A
Houghton, D. & M.
MacColgan
(1995)
Working with children. London: Harper Collins.
Howe, D.
(1995)
Attachment theory for social work practice. Basingstoke:
Macmillan.
Iwaniec, D.
(1995)
The emotional abuse and neglect of children. Chichester:
Wiley.
Lawrence, A.
(2004)
Principles of child protection. Buckingham: Open University
Press.
McNeish, D. et al
(2002)
What works for children. Buckingham: Open University Press.
Short, M.
Empowering practice in social care.
Taylor, C. and S. White
(2000)
Practicing reflexivity in health and welfare. Buckingham:
Open University Press
Trevithick, ?
(2005)
Social work skills: A practice handbook. Buckingham: Open
University Press
Ward, A. & C. Mc Mahon
Intuition is not enough.
Ward, A. et al
Therapeutic communities for children and young people.
PROGRAMMATIC REVIEW 2005
Page 90
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Social research practice 1
Module code
SOCI302
Credit rating
5
Credit level
3
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
26 hours
tutorial
17 hours
computer lab
8 hours
Module aims
This module introduces students to the fascinating area of research methodology and its use
within the caring professions. A key question to be addressed is ‘how do we know what we
know?’ In our everyday lives we constantly question, assess, select and make judgements
about the social world and our location within it. This module provides students with some of
the skills that researchers use to engage in similar tasks as they investigate social phenomena.
It will also focus on one topical issue to examine how research contributes to an
understanding of the topic.
Learning outcomes
On completion of this module the student will be able to:
1. describe the different philosophies underpinning research methodologies
2. outline the historical and sociological context of social research
3. appraise and justify the use of particular methodologies
4. explain the techniques of data collection and analysis associated with qualitative and
quantitative methodologies
5. evaluate research based journal and internet articles
6. evaluate a selected research topic
Syllabus content
1.



What is social research?
outline history of social research
detail philosophies of social research
investigate the aims of research in social care
2. Ethics and equality in social research
 explore discourses of ethics and equality in research practice
 examine codes of ethics of SAI, BSA and other relevant bodies
PROGRAMMATIC REVIEW 2005
Page 91
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

explore anti-oppressive practice within research
3.









The research journey: an introduction
defining the topic
designing a research project
developing research questions
writing a proposal
conducting a literature review
collecting data: qualitative and quantitative approaches
analysing qualitative and quantitative data
assess the work of researchers
describe different and competing research on similar topics
4.





The politics of research
ideology of research
hegomonic practice within research
myth making and the generation of sterotypes through resarch
explore value of research in the construction of evidence
assess ‘evidence’ from a variety of sources
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. describe the different
philosophies underpinning
research methodologies
class discussion, reading,
group activity
presentations, problem based
learning activities assignment 1
2. outline the historical and
sociological context of
social research
class discussion, reading,
group activity
presentations, problem based
learning activities assignment 1
3. appraise and justify the use class discussion, reading,
of particular methodologies group activity
presentations, problem based
learning activities –
assignment 1
4. explain techniques of data
collection and analysis
associated with qualitative
and quantitative
methodologies
class discussion, reading,
group activity
presentations, problem based
learning activities assignment 1
5. evaluate research based
journal and internet articles
class discussion, reading,
group activity
presentations, problem based
learning activities –
assignment 1
PROGRAMMATIC REVIEW 2005
Page 92
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
6. evaluate a selected research class discussion group
topic
activity, self assessment
presentations, problem based
learning activities,
assignment; exam
Allocation of marks
Assessment 1 [30%]
 tutorial presentation on a self selected topic; present both as an oral presentation and as a
piece of written work.
Terminal examination [70%]
 supervised examination held over a period of 3 hours; the exam will comprise of 6
questions of which 4 are to be answered
Recommended reading
Edwards, A. & R.
Talbot
(1999)
The hard-pressed researcher: A research handbook for the caring
professions. New York: Longman
Humphries, B. (ed)
(2000)
Research in social care and social welfare. London: Jessica
Kingsley.
May, T.
(2001)
Social research. New York: McGraw-Hill
Sarantakos, S.
(2004)
Social research. London: Palgrave Macmillan
Supplementary reading
Baker, T
(1994)
Doing social research. New York: McGraw Hill.
Ballinger, B.
(2001)
The curious researcher: A guide to writing research papers. USA:
Pearson: MA
Bulmer, M.
(1984)
Sociological research methods. London: Macmillan.
Hughes, J.
(1997)
The philosophy of social research. London: Longman
Kane, E. & M. O’
Reilly de Brun
(2001)
Doing your own research. London: Boyars.
PROGRAMMATIC REVIEW 2005
Page 93
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Ethics
Module code
SOCI303
Credit rating
5
Credit level
3
Prerequisite modules
none
Corequisite Modules
none
Total contact hours
lecture
34 hours
seminars
17 hours
Module aims
This module aims to enable the student to apply ethical frameworks in evaluating moral issues
that arise in the provision of care to clients by both the care provider and by the state, and to
assess the part played by ethics in determining the moral climate of society in general and
social problems in particular.
Learning Outcomes:
On completion of the module the student will be able to:
1. explain the importance of ethics in the social care context
2. draw on the meaning of care as a basic concept in social contract, human rights and
religious traditions
3. explain the requirement of a duty to care arising from Kant’s duty theory of ethics
4. explain the part played by virtue in bringing about individual and social well-being in
Aristotle’s virtue theory
5. show how MacIntyre’s interpretation of Aristotle’s virtue theory relates to ethical
standards in contemporary society
6. assess the value of utilitarianism as one of the main current views of ethics
7. explain the key role that human rights have in understanding ethics
8. explain the meaning of moral relativism and the problem of moral authority
9. demonstrate an openness to the ethical views of people from other traditions in
multicultural society
10. reflect on and analyse complex moral issues that arise in particular care cases
Syllabus content

1. Ethics in the social care context

define ethics in terms of the study of a range of human relations issues involving
questions of right and wrong on the basis of an understanding of good and bad
explain the distinction and overlap between ethics and legal and procedural requirements

PROGRAMMATIC REVIEW 2005
Page 94
BACHELOR OF ARTS IN APPLIED SOCIAL CARE






distinguish between ethical issues, problems and dilemmas in social care practice
define ethical reasoning as the elucidation of rules, principles and values that underlie
judgements about right and wrong in specific cases
make the connection between ethical theories and the sources of rules, principles and
values
relate to care work ethics in terms of issues, problems and dilemmas around individual
rights to self-determination/individual protection and welfare; the rights and interests of
clients/the rights and interests of client groups and the public; moral
requirements/inequality and structural oppression
identify and assess the importance of the key features in a professional code of ethics for
care workers such as acceptance, respect, and facilitation of self-determination
assess the connection between unethical behaviour in society and the occurrence of social
problems that have implications for the care services.
2. Sources of care as an ethical concept



compare and contrast the requirement to care that arises from Hobbes’ and Rousseau’s
understanding society as a social contract
explain the development of the human rights tradition of care with reference to the UN
Declaration, the EU Charter, and proposed EU Constitution
describe the central role of care in religious traditions
3. Kant’s duty theory




explain the categorical imperative as the basis of a duty to care
distinguish between perfect and imperfect duties
assess the extent to which there is a duty to care
apply and evaluate Kant’s theory for ethical decision-making in examples of social care
issues
4. Aristotle’s virtue theory





explain the meaning and significance of the idea that people have a function arising from
their human nature
give an account of the doctrine of the mean to bring out virtue as the rational management
of feelings and desire in fulfilment of human function
explain the intrinsic connection between care of oneself and care of others
explain the special significance of the virtue of justice in providing for the wellbeing of all
in society
apply and evaluate Aristotle’s virtue theory for ethical decision-making in examples of
social care issues
PROGRAMMATIC REVIEW 2005
Page 95
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
5. MacIntyre’s theory of virtue as social necessity





outline Macintyre’s account of the crisis in ethics in contemporary society arising from the
growth of individualism
define and explain virtue as the means of obtaining the goods internal to social practices
give an account of the central role of virtue in maintaining successful societies
explain why the virtues are a social necessity
apply and evaluate MacIntyre’s theory for ethical decision-making in examples of social
care issues
6. Utilitarianism




Explain what is meant by the principle of ‘providing for the greatest happiness of the
greatest number’
Distinguish between the utilitarian act and rule approaches in estimating the amount of
satisfaction/dissatisfaction produced by consequences
Explain what is involved in practice in taking a utilitarian approach to evaluating the
morality of actions
Assess the merits and weaknesses of a utilitarian approach in examples of social care
issues.
7. Human rights theory




identify the main human rights along with their significance in practice
explain the basis of human rights in natural law theory
make the connection between human rights and forces for political and social change for
the betterment of the disadvantaged within Ireland, the EU and globally.
assess the merit of human rights as a basis for providing better care
8. Relativism
 explain the meaning and implications of moral relativism
 give an account of three main arguments supporting a relativist view: psychological
egoism, cultural difference, and subjectivism
 make the connection between cultural relativism and different ethical beliefs and practices
in multicultural society
 apply and evaluate relativist arguments as a way of understanding ethics in the care
context
PROGRAMMATIC REVIEW 2005
Page 96
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing the attainment of learning outcomes
learning outcome
teaching methods
assessment method
1. explain importance of
ethics in social care
lecture, reading, tutorial
discussion, social care
examples/case studies
exam/written assignment
2. draw on the meaning of
care as a basic concept
in social contract,
human rights and
religious traditions
lecture, reading, tutorial
discussion, social care
examples/ case studies
exam/written assignment
3. explain the requirement
of a duty to care arising
from Kant’s duty theory
lecture, reading, tutorial
discussion, social care
examples/ case studies
exam/written assignment
4. explain the part played
by virtue in bringing
about individual and
social well-being in
Aristotle’s virtue theory
lecture, reading, tutorial
discussion, social care
examples/case studies
exam/written assignment
5. show how MacIntyre’s
interpretation of
Aristotle’s virtue theory
has particular relevance
for contemporary
society
lecture, reading, tutorial
discussion, social care
examples/case studies
exam/written assignment
6. assess the relevance of
utilitarianism as one of
the main current views
of ethics
lecture, reading, tutorial
discussion, social care
examples/case studies
exam/written assignment
7. explain key role of
human rights
lecture, reading, social care
examples/case studies
exam/written assignment
8. explain the meaning of
moral relativism
lecture, reading, tutorial
discussion, social care
examples/case studies
exam/written assignment
9. demonstrate an
openness to the ethical
views from different
traditions
tutorial discussion of social
care issues about ethical
beliefs of other cultures
written assignment
10. reflect on and analyse
complex issues in
particular cases
tutorial discussion
written assignment
PROGRAMMATIC REVIEW 2005
Page 97
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Allocation of marks
Continuous assessment [40%]
 written assignment
Terminal examination [60%]
Recommended reading
Banks, S.
(2001)
Ethics and values in social work. Basingstoke: Macmillan
Supplementary reading
Benn, P.
(1998)
Ethics. London: UCL Press.
Bond, E.
(1996)
Ethics and human well-being. Oxford: Blackwell.
Compte-Sponville, A.
(2002)
A short treatise on the great virtues. London: Heinmann.
Scally, J. (ed)
(2003)
A just society? Ethics and values in contemporary Ireland.
Dublin: Liffey.
Singer, P. (ed)
(2004)
A companion to ethics. Oxford: Blackwell.
Thompson, M.
(2003)
Ethics, teach yourself. London: Hodder.
Vardy, P. and P. Grosch
(1999)
The puzzle of ethics. Fount
PROGRAMMATIC REVIEW 2005
Page 98
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Sociology of childhood and family
Module code
SOCI304
Credit rating
5
Credit level
3
Prerequisite modules
SOCI203 Contemporary society and social care policy
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
Module aim
To provide learners with a thorough knowledge of the changing social worlds of children,
families and communities, in order to work effectively in early childhood education and care
environments.
Learning outcomes
On successful completion of this module the student will:
1.
2.
3.
4.
5.
understand the historical, social and cultural construction of childhood and the family
be familiar with sociological theories of childhood and the family
be able to compare childhood and family experiences in different cultural milieus
know about diverse family configurations in society
be able to show an understanding of the process of socialization throughout the life cycle
of families
6. appreciate the differences in children’s experiences in education
7. have an insight into human rights and welfare of children and family members and will be
able to evaluate the implications for the policy dimension in society
Syllabus content
1





Historical, social and cultural construction of childhood and the family
provide a historical account of experiences of children and families in Ireland
identify the challenges for children and families and how they are being addressed in the
policy domain
describe human rights issues in context of children and families
examine the UN Convention on the Rights of the Child in the context of the child in
Ireland and worldwide
illustrate an understanding of the legal and constitutional rights of children in Ireland by
being able to assess key legislation
PROGRAMMATIC REVIEW 2005
Page 99
BACHELOR OF ARTS IN APPLIED SOCIAL CARE


interpret the content, key principles, direction and progress of the National Children's
Strategy, 2000-2010
explain the main sociological theories of childhood and the family.
2





The process of socialization throughout the life cycle of families
examine the dynamics between children, media and consumption
identify differences in children’s experiences in education
discuss children in early childhood education and after-school care
review the level of participation by children and parents in education
explain the emergence of identity and describe the gendering of identity
3

Diverse family configurations in society
describe new family forms, the nature of parenthood and children’s experiences in care
settings
discuss patterns of social organisation, parent-child relationships, and childhood
socialisation in the context of diverse cultural belief systems
identify and review children’s experiences in different family contexts
give a description of the implications for work, childcare, leisure, of new family
configurations in society



4






Childhood and family experiences in different cultural milieux
review the experiences of families and children from different cultural background in
Ireland
describe the impact of Irish immigration policy on families and children
identify and discuss the challenges for Irish Traveller families and children in Irish society
review the linkages between family life, migration and poverty
explain the impact of globalisation on children and families
report on childhood and family studies in a European and international context
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. understand the historical,
social and cultural
construction of childhood
and the family.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
2. assess sociological
theories on childhood and
the family.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
PROGRAMMATIC REVIEW 2005
Page 100
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
3. compare childhood and
family experiences in
different cultural milieus
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
4. know about diverse
family configurations in
society.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
5. describe and appraise the
process of socialization
throughout the life cycle
of families.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
6. examine children’s
experiences in education.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
7. have an insight into the
human rights and welfare
of children and family
members and the
development of policy.
lectures, tutorials, workshops, problem-based assignments,
guest speakers, problem
written and oral
based learning.
presentations, written
examinations
Allocation of marks
Written project work [30%]
 group based project using problem-based methodology
Presentation of project work [30%]
 oral presentation of project
Terminal examination [40%]
 written 2 hour examination
Recommended reading
Roopnarine J & U. Gielen
(2005)
Families in global perspective. Pearson and AB.
Woodhead M & H.
Montgomery
(2003)
Understanding childhood: An interdisciplinary approach.
Chichester: Wiley/Open University.
PROGRAMMATIC REVIEW 2005
Page 101
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Black R, S. Morris & J.
Bryce
(2003)
‘Where and why are 10 million children dying every year?’
The Lancet 361
Constitution Review Group
(1996)
Report of the Constitution Review Group. Dublin: Stationery
Office.
Cook D.
(2000)
‘The other “child study”: Figuring children as consumers in
market research, 1910s-1990s’. Sociological Quarterly 4.
Eyre, D.
(1997)
Able children in ordinary schools. London: Fulton.
Cleary A et al (eds).
(2001)
Understanding children, Vol 1: State, education and economy.
Dublin: Oak Tree.
Understanding Children, Vol 2: Changing experiences and
family forms. Dublin: Oak Tree
Holloway, S. & G. Valentine ‘Spatiality and the new social studies of childhood’. Sociology
(2000)
34.
Hutchinson, E. & W.
Charlesworth
(2000)
‘Families in society: securing the welfare of children - policies,
past, present and future’. Journal of Contemporary Human
Services 81.
Jones, R. & A. Brayfield
(1997)
“Life’s greatest joy”? European attitudes towards the centrality
of children’. Social Forces. June.
Kehily M. & J. Swann (eds)
(2003)
Children’s cultural worlds. Chichester: Wiley.
Lynch, K. & A. Lodge
(2002)
Equality and power in schools: Redistribution, recognition and
representation. London: Routledge.
Macionis, J. & K. Plummer
(2002)
Sociology: A global introduction. Prentice Hall.
Martin, F.
(2000)
The politics of children’s rights. Cork: Cork University Press.
Maybin J. & M. Woodhead
(eds)
(2003)
Childhoods in context. Chichester: Wiley.
McMichael, P.
(2004)
Development and social change: A global perspective.
Thousand Oaks: Pine Forge.
Milner, P. & B. Carolin
(2000)
Time to listen to children: Personal and professional
communication. London: Routledge.
PROGRAMMATIC REVIEW 2005
Page 102
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Mishna, F.
(2003)
‘Learning disability and bullying: double jeopardy’. Journal of
Learning Disabilities 36.
Nestor J
(2003)
‘The status of children’. In An introduction to Irish family law.
Dublin: Gill & Macmillan.
OECD
(2004)
Education at a glance: OECD indicators. Paris: OECD.
Punch, S.
(2003)
‘Childhoods in the “majority world”: miniature adults and
tribal children’. Sociology 37.
Richardson, V.
(1999)
‘Children and social policy’. In G. Kiely et al (eds) Irish social
policy in context. Dublin: UCD Press.
Russell R. & M. Taylor
(2002)
‘Thank heaven for little girls: “Girl Heaven” and the
commercial context of feminine childhood’. Sociology 36.
Tovey, H. & P. Share
(2003)
‘Gender, sexuality and the family’. In A sociology of Ireland.
Dublin: Gill and Macmillan.
UNICEF
(2004)
The state of the world’s children. Oxford University Press.
Government and UN reports
Various relating to children and families
Audio-visual materials
Materials from the media
TV documentaries, film, print media, radio, magazines, music,
etc.
PROGRAMMATIC REVIEW 2005
Page 103
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Media studies
Module code
SOCI305
Credit rating
5
Credit level
3
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
30
tutorial
15
Module aims
This module aims to introduce and familiarise students with some of the key theoretical
debates concerning the roles, meanings, processes and structures of the media in
contemporary society. Learners will also be introduced to the study of media representations,
audiences and identities. The concept of ‘discourse’ will be applied to media representations
to consider how representations promote, circulate and generate understandings of identities
and media audiences.
Examining a variety of media formats including television, popular music, newspapers and
the internet, this notion of representation will be critically assessed. Media coverage of
specific groups in society will be analysed. Production, content and consumption of media
will be investigated. The module will assess the debates on information inequality. Learners
will be expected to be reflexive about their own media usage, to explore critical questions
concerning the media and culture, the production of meaning, the creation of ‘reality’, the
generation of identities and the development of world-views. The material in this module will
be presented through the lens of various media formats and genres including television and
soaps, radio and talk shows, newspapers and news stories, popular music and songs.
Learning outcomes:
On completion of the module, the student will be able to:
1. explain the theoretical perspectives about the roles, meanings, processes and structures of
the media in contemporary society
2. evaluate the current debates on representation, hegemony, ideology and discourse
3. critically analyse media coverage of specific groups in Irish society and the generation of
identities
4. assess the impact of information inequality
5. design a media studies project assessing the production, content and consumption of a
particular medium
PROGRAMMATIC REVIEW 2005
Page 104
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabus content
3.





An introduction to media studies
what do we mean by the media?
how to analyse the media
development and role of the media in contemporary society
the production of meaning
media format/genre: television and soap operas: Coronation Street
4.




Representation
discourse and representation
generation of ideologies and stereotypes
techniques of representation
media format/genre: advertising and the human body
5.















Production, content and consumption
ownership and control
role of editor
agenda setting
media messages and multiple meanings
semiotics and content analysis
audience studies
marketing and targeting groups
passive/active audience
censorship
media format/genre: newspapers and the ‘scoop’
Representations violence
sex and gender
social care
Travellers and other ethnic groups
young people
Achieving and assessing learning outcomes
learning outcome
learning methodology
1. explain the theoretical
class discussion, reading,
perspectives about the
group activity
roles, meanings,
processes and structures
of the media in
contemporary society
assessment method
presentations, problem
based learning activities,
written assignment –
assignment 1
PROGRAMMATIC REVIEW 2005
Page 105
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. evaluate the current
debates on
representation,
hegemony, ideology
and discourse
class discussion, reading,
group activity
presentations, problem
based learning activities,
written assignment –
assignment 1
3. critically analyse media
coverage of specific
groups in Irish society
and the generation of
identities
class discussion, reading,
group activity
presentations, problem
based learning activities,
written assignment –
assignment 1
4. assess the impact of
information inequality
class discussion, reading,
group activity
presentations, problem
based learning activities,
written assignment –
assignment 1
5. design a media studies
project assessing the
production, content and
consumption of a
particular medium
class discussion, reading,
group activity
presentations, problem
based learning activities,
written assignment –
assignment 2
Allocation of marks
Continuous assessment [100%]
Assignment 1 (40%)
 2000 word essay on an aspect of the media in Irish society. Present as a written
project.
Assignment 2 (60%)
 Group project examining the representations and generation of media identities of a
selected group/idea/ideology/political issue/campaign/identity. Present as tutorial
presentation and written report
Recommended reading
Briggs, A. & P. Cobley
(2003)
The media: An introduction. Harlow: Longman
Hall, S.
(1997)
Representation. London: Sage.
Kelly, M. and B. O’Connor
(1997)
Media audiences in Ireland. Dublin: UCD Press
McQuail, D.
(2000)
Mass communication theory. London: Sage.
PROGRAMMATIC REVIEW 2005
Page 106
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Supplementary reading
Burston, P. and C.
Richardson
(1995)
A queer romance: Lesbians, gay men and popular culture.
London: Routledge.
Curran, J. and M.
Gurevitch
(2000)
Mass media and society. London: Routledge.
Gans, H.
(1980)
Deciding what’s news. London: Constable.
Hall, S.
(1978)
Policing the crisis. London: Macmillan.
van Zoonen, L.
(1994)
Feminist media studies. London: Sage.
PROGRAMMATIC REVIEW 2005
Page 107
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Social theory and the modern world
Module code
SOCI306
Credit rating
5
Credit level
3
Prerequisite modules
SOCI203 Contemporary society and social care policy
Corequisite modules
None
Total contact hours
lecture
17 hours
tutorial
34 hours
Module aims
1. familiarise students with core issues involved in current sociological understanding
2. equip students with the analytic methods necessary for the advanced study of the society in
which they live and in which they will work
3. develop students’ critical faculties in the direction of cognitive and ethical evaluation
4. facilitate students learning appropriate modes of action in diverse (group and individual)
learning environments
Learning outcomes
On successful completion of this module students will be able to:
1. provide coherent outlines of core thematic issues addressed in recent and current social
theory
2. present and critically engage with the work of at least two major social theorists of recent
times
3. employ relevant concepts and concept formation in analysis and explanation
4. recognise and distinguish between the major theoretical perspectives and heuristic
paradigms employed in the study of society
5. employ and rationally criticise the employment of those perspectives and paradigms
Syllabus content
This course has a thematic introduction that establishes the conceptual ground for four
thematic explorations of key areas of debate in modern social theory.
Introduction: Uncertainty and modernity
 uncertainty of knowledge: students are introduced to issues of how knowledge is gained,
the relativity, verisimilitude and falsifiablity of knowledge; the capacity for modifying
knowledge. Discussion and study centres on the function of science in producing
PROGRAMMATIC REVIEW 2005
Page 108
BACHELOR OF ARTS IN APPLIED SOCIAL CARE

knowledge and is arranged around core elements of the Popper and Kuhn debate
uncertainty of being: students are introduced to modern theories of the complex self.
Discussions and study centres on Freud’s socio-psychology of the complex module and
their problematic relationship to their society; Marxian theories of self-alienation, and
Durkheim’s concept of anomic dysfunction.
Theme 1 culture and identity
 The civilizing process: uses Norbert Elias’s thesis on the historicity of manners to explore
the contingency and function of custom and etiquette in producing civil society. Students
will be encouraged to critically examine the relativity of western cultures
 Place, space and location in identity: looks at how place, space and location are theorised
as central to identity formation. This helps us to formulate useful ways to explain current
and past conflicts over identity that appear to revolve around patches of earth
 Global dislocation and the rebirth of cultural identity: explores the intensified roles that
‘culture’ and claims for cultural difference play in attempts to establish certain identities
in an uncertain world; the increasing use of ‘culture’ to exclude individuals and social
groups from territories and political citizenship and social services
Theme 2 Theories of power/governance & resistance
 Understanding Power: explores and explains the key features of the most influential
conceptions of power in modern social theory: those of Weber, Gramsci, Arendt,
Habermas, De Beauvoir and Foucault
 The structuration of social orders of power: introduces students to Anthony Giddens’s
theory of structuration as a means to explore complex interaction of elements in the
formation of particular social orders of power in particular locations
 Historicity and the formation of social orders of power: introduces students to the difficult
task of understanding how the complex relationship of the elemental features of social
structuration dynamises and directs the development of particular social formations of
power over time.
Theme 3 Social construction and governance of the person
 Social construction of gender: uses feminist social theory to explore the contingencies of
gender, the social modes producing validating and reinforcing gender types and the
flexibility of gender
 The social construction of race: uses post colonial social theory (Fanon/Kabani/ Said) to
explore the artificiality of race identity, focusing on the impact to this construction on the
personal lives of members of ‘racial minorities’; the post-colonial structuration of lifechances
 Panoptic Society: introduces students to Foucauldian theory and through it facilitates
their engagement with governmentality. Foucauldian theory will be used to explore the
management of disordered bodies and deviant behaviours by social welfare and policing
agencies
PROGRAMMATIC REVIEW 2005
Page 109
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Theme 4 Risk society
 Theorising risk society: examines the theories Ulrich Beck and Giddens to examine the
hyper-sensitivity to risk that permeates current western society. It will use elements of the
Beck /Giddens analysis to explore risks involved in social modes of production and
consumption, in sexual activity and dangerous leisure pursuits
 The crises of modern society: brings together the threads of the previous discussions to
explore social manifestations of uncertainty. Key elements of the preceding theories are
integrated into an exploration of the acute uncertainty of our times. The phenomenon of
mass outbreaks of anxiety, the relationship of anxiety and risk to political uncertainty will
be examined
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. provide coherent outlines
of core thematic issues
addressed in recent and
current social theory
engage with all aspect of
these themes through the
process of listening to
lecturer’s dissemination of
thematic issues, participate in
critical assessment in class
discussions, explorations of
themes in core texts
discrete individual
performance as an element of
participation in group
presentation of a theoretical
engagement with a core
theme
(b) presentation of at least
one further thematic issue in
a 1500 word essay
2. present and critically
engage with the work of
at least two major social
theorists of recent times
listen to lecturers
dissemination of major
theories, participate in
classroom debate and in
presentation group’s
preparatory discussions,
researching for assessed
essay
presentation of the ideas and
arguments of at least two
social theorists in a 1500
word essay
3. employ relevant concepts
and conceptual
formulations in analysis
and explanation.
listen to presentations of
concepts in lectures; engage
in discursive development of
concepts in Q & A and
general discussion in class
and in group discussions
preparing for assessed
presentations
performance of presenting
core concepts and
conceptualising key themes
and issues in group
presentation and in
answering conceptual
questions through completing
1500 word essay and viva
4. recognise and distinguish
between the major
theoretical perspectives
and heuristic paradigms
employed in the study of
society.
observe lecturers application
of theoretical perspectives to
every day situations;
participate in classroom
activity where students apply
theories to an understanding
of everyday life
performance in comparing
and contrasting major
perspectives and their
relative effectiveness as
modes of explanation
PROGRAMMATIC REVIEW 2005
Page 110
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
5. employ and rationally
criticise the employment of
those perspectives and
paradigms
participation in classroom
activity of applying theories
to situations of everyday life
performance in critically
assessing and deploying
theoretical perspectives in
addressing issues as par of
the group presentation
Allocation of marks



participation in group presentation [30%]
essay designed to ensure that students can coherently articulate, critically and
comparatively assess the explanatory value of a range of social theories [60%]
short viva in which students will be tested on their understanding of key concepts and core
issues in modern social theory [10%]
Recommended reading
Cheal, D.
(2005)
Dimensions of sociological thought. London: Palgrave Macmillan.
Swingwood, A.
(2000)
A short history of sociological thought.
Supplementary reading
Beck.U.
(1992)
Ris k society. London: Sage.
Craib, I.
(1997)
Classical social theory: An introduction to the thought of
Marx, Weber, Durkheim and Simmel. Oxford: Oxford
University Press.
De Bouviour, S.
(1997)
The second sex. Vintage.
Foucault, M.
(1986)
Discipline and punish : The birth of the prison.
Harmondsworth: Penguin
Freud, S.
(2000)
Civilisation and its discontents. Harmondsworth: Penguin
Hall, S., D. Held, D. Hubert
and K. Thompson (eds)
(1996)
Modernity: An introduction to modern societies. Oxford:
Blackwell.
Massey, D. and P. Jess (eds)
(1995)
A place in the world: Places cultures and globalization.
Buckingham/Oxford: Open University Press /Oxford
University Press.
PROGRAMMATIC REVIEW 2005
Page 111
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
O’Brien, M., S. Penna & C.
Hay
(1999)
Theorizing modernity. London: Longman
PROGRAMMATIC REVIEW 2005
Page 112
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Europe, exclusion and ethnicity
Module code
SOCI307
Credit rating
5
Credit level
1
Prerequisite modules
SOC203 Contemporary society and social care policy
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
to be inserted
Learning outcomes
On successful completion of this module the student will be able to:
1. demonstrate knowledge of the historical and ideological construction of ‘Europe’ with
particular reference to Ireland’s absorption of Eurocentric ideals and identity
constructedness
2. comprehend the contemporary significance of European colonial expansion in the context
of mass migration to Europe since the aftermath of the Second World War, with specific
respect to people movement to Ireland since the mid 1990s
3. critically review and analyse immigration policy of selected countries focusing particular
attention on Ireland
4. theorise related and interdependent variables contributing to accelerated human movement
during the early 21st Century
5. compare and contrast the social, cultural, economic and political experiences of selected
minority ethnic groups across Europe by juxtaposing these experiences with those of
similar groups in Ireland
6. identify and assess intervention strategies by statutory, voluntary and campaigning
agencies
Syllabus content
 history of wider European and Irish ideals and civilization (including, among other things,
the roles played by Christianity, capitalism, slavery, nationalism, imperialism, racism and
orientalism); 16th, 17th, 18th and 19th Century European colonial conquest, economic
exploitation and expansionism
 origins of racism, Eurocentrism, and the roots of European xenophobia, Islamaphobia,
construction of the notions of ethnicity; anti-Semitism, Nazism and Zionism
 the roots of Irish racism
PROGRAMMATIC REVIEW 2005
Page 113
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
 nationalist and independence movements, post-colonialism, decline of European powers
and the reconstruction of Western Europe in the 1950s
 micro-economic explanations of immigration, push – pull factors, globalisation, the
emergence of the ‘Celtic Tiger’, social network theory, settlement and spatial patterns
(urbanisation, ghettoisation, enclaves etc.); human trafficking; asylum
 nation state policies and immigration strategies (integration, assimilation, exclusion,
encapsulation)
 Irish interculturalist and pan-European multiculturalist strategies
 economic decline and recession of the 1970s; European xenophobia, repatriation,
immigration and legislative controls and migrant exclusion; disenfranchisement and
determinants of citizenship (jus soli versus jus sanguine)
 comparison of policies within and between Germany, France, Britain and Ireland;
reemergence of extreme right groups, incorporation of racist and repatriation discourses
into mainstream politics
 the role of the media in projecting negative accounts and depictions of minority ethnic
experiences Political mobilization and the response of minority ethnic groups
 The politics of identity; supranationalism and the EU response: Schengen I and II, towards
European immigration control, Article 13 of the Treaty of Amsterdam, RAXEN
 Specific client case studies of (eg): the Irish in Britain, Turks in Germany, North Africans
in France, Ingrian Finns in Finland, Roma in the Czech Republic, the Sami Peoples of
Scandinavia, Travellers, asylum seekers and refugees in Ireland
Achieving and assessing learning outcomes
Learning outcome
learning methodology
1. demonstrate knowledge
of the historical and
ideological construction
of ‘Europe’ with
particular reference to
Ireland’s absorption of
Eurocentric ideals and
identity constructedness
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
lectures, field trip visits
discussions, presentations,
seminar paper write-ups, end
of semester written
assignment
2. comprehend the
contemporary
significance of European
colonial expansion in the
context of mass migration
to Europe since the
aftermath of WW2 with
specific respect to people
movement to Ireland
since the mid-1990s.
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
speakers, field trip visits
discussions, presentations,
seminar paper write-ups, end
of semester written
assignment
PROGRAMMATIC REVIEW 2005
assessment method
Page 114
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
3. critically review and
analyse immigration
policy of selected
countries focusing
particular attention on
Ireland
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
speakers, field trip visits
discussions, presentations and
seminar paper write-ups, end
of semester written
assignment
4. theorise related and
interdependent variables
contributing to
accelerated human
movement during the
early 21st Century
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
speakers, field trip visits
discussions, presentations,
seminar paper write-ups, end
of semester written
assignment
5. compare and contrast the
social, cultural, economic
and political experiences
of selected minority
ethnic groups across
Europe by juxtaposing
these experiences with
those of similar groups in
Ireland
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
speakers, field trip visits
discussions, presentations,
seminar paper write-ups, end
of semester written
assignment
6. identify and assess
intervention strategies by
statutory, voluntary and
campaigning agencies
lectures, seminars, group
formative and summative
discussion, case studies, guest student led seminar
speakers, field trip visits
discussions, presentations,
seminar paper write-ups, end
of semester written
assignment
Allocation of marks
Continuous assessment [100%]
 seminar presentation [30%]
 end of semester written assignment [70%] (2,000 word essay)
Recommended reading
Alcof, L. (ed)
(2003):
Identities: Race, class, gender and nationality. London:
Blackwell.
Bonnett, A.
(2000):
Anti-racism. London: Routledge.
Cashmore, E. (ed)
(2001):
Racism: Essential readings. London. Sage.
Fanning, B. (2002):
Racism and social change in the Republic of Ireland.
Manchester: Manchester University Press.
PROGRAMMATIC REVIEW 2005
Page 115
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Heilleiner, J.
(2001):
Irish Travellers: Racism and the popular culture. Toronto:
University of Toronto Press.
Kosstankopoulou, T.
(2001):
Citizenship, Identity, and immigration in the European Union:
between past and present. Manchester. Manchester University
Press.
Lentin, R. & R. McVeigh
(eds)
(2002):
Racism and anti-racism in Ireland. Belfast. Beyond the Pale.
Longley, E.. & D. Kiberd
(2001)
Multi-culturalism: The views from the two Irelands. Cork:
University Press.
Rolston, B. & M. Shannon
(2002):
How racism came to Ireland. Belfast. Beyond the Pale.
Sailer Shaw, S.
(1997)
Representing Ireland: Gender, class, nationality. University
Press of Florida.
Sheehan, E. (ed)
(2000)
Travellers: citizens of Ireland: Our challenge to an
intercultural Irish Society in the 21st Century. Dublin. The
Parish of the Travelling People.
Solomos, J.
(2001)
Theories of race and racism: A reader. London. Routledge.
Supplementary reading
Alessandrini, A. (ed)
(1999):
Frantz Fanon: Critical perspectives. London. Routledge.
Anthias, F.
(2002):
Rethinking anti-racism: From theory to practice. London.
Routledge.
Appleyard, R.
(2001)
‘International migration policies 1950-2000’. International
Migration, Vol. 39.
Bhattacharyya, G.
(2002)
Race and power: Global racism in the twenty first century.
London. Routledge.
Boucher, G.
(1998)
The Irish are friendly but…A report on racism and
international students in Ireland. Dublin: Irish Council for
International Students (ICOS).
Delgado-Moreira, J.
(2000)
Multi-cultural citizenship of the European Union. London:
Ashgate.
Dower, N. (ed)
(2002)
Global citizenship: A critical reader. Edinburgh: Edinburgh
University Press.
Farrell, F.(2001)
Responding to racism in Ireland. Dublin: Veritas.
PROGRAMMATIC REVIEW 2005
Page 116
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Garner, S.
(2003)
Racism in the Irish experience. London: Pluto.
Grove, A.
(2001)
‘Immigration and refugee policy as a debate over identity: a
choice between the inclusivist normative order and the
exclusivist knee-jerk reaction?’ International Politics, Vol. 38.
Hagendoorn, L.
(2000)
European nations and nationalism: Theoretical and historical
perspectives. London. Ashgate.
Heater, D.
(2004)
A brief history of citizenship. Edinburgh. Edinburgh University
Press.
Hickman, M. & S. Morgan
(2001)
Second-generation Irish people in Britain: A demographic,
socio-economic and health profile. London: University of North
London.
Discrimination and the Irish community in Britain: A report of
research undertaken for the Commission for Racial Equality.
London. Commission for Racial Equality.
Hickman, M. & B. Walter
(1997)
Ignatiev, N.
(1995)
How the Irish became white. New York. Routledge.
Karlsson, I.
(1999)
‘How to define the European identity today and in the future?’
In T. Jansen (ed) Reflections on European identity. Brussels:
Forward Studies Unit, European Commission.
Keogh, D.
(1998)
Jews in twentieth-century Ireland. Cork. Cork University
Press.
Khakee, A.
(1999)
Urban renewal, ethnicity and social exclusion in Europe.
London. Ashgate.
Lentin, R. (ed)
(2000):
Emerging Irish identities. Proceedings of a Seminar. Trinity
College Dublin, 27th November 1999.
McLaren, L.
(2001)
‘Immigration and the new politics of inclusion and exclusion in
the European Union: The effect of elites and the EU on
individual-level opinions regarding European and nonEuropean immigrants’. European Journal of Political
Research, No. 39, pp. 81-108.
McVeigh, R.(1992)
‘The specificity of Irish racism’. Race and Class, 33/4.
Muus, P.(2001)
‘International migration and the European Union: trends and
consequences’. European Journal of Criminal Policy and
Research, No. 9, pp. 31-49.
O’ Kelly, C.(2004)
‘Being Irish’. Government and Opposition, Vol. 39, pp. 504520.
O’Regan, C.(1998)
Report of a survey of the Vietnamese and Bosnian communities
in Ireland Dublin. Refugee Resettlement Research Project.
Dublin. Refugee Agency.
PROGRAMMATIC REVIEW 2005
Page 117
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Salt, J.
(2000)
‘Trafficking and human smuggling: a European perspective’.
International Migration (Special Issue).
Schloenhardt, A.
(2000)
‘Organized crime and the business of migrant trafficking: an
economic analysis’. Crime, Law and Social Change, Vol. 32.
Sollors, W.
(1989)
The invention of ethnicity. Oxford. Oxford University Press.
Solomos, J.
(2001)
Theories of race and racism: A reader. London. Routledge.
Tannam, M et al.
(1998)
Anti-racism: An Irish perspective. Dublin. Harmony.
Toggenburg, G.
(2000)
A rough orientation through a delicate relationship: The
European Union’s endeavours for (its) minorities
http://eiop.or.at/eiop/texte/2000-016a.htm
Walter, B.
(2001)
Outsiders inside: Whiteness, place and Irish women. London.
Routledge.
Wilson, K and J. van der
Dussen (eds)
(1995)
The history of the idea of Europe. London: Routledge.
PROGRAMMATIC REVIEW 2005
Page 118
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Global Perspectives on Social Care
Module code
SOC30?
Subject status
Elective
Credit rating
10
Credit level
5
Pre-requisite subjects
POL1 SOC1, COE2,
Co-requisite subjects
None
Total contact hours
lecture
hours per week
tutorial
hour per week
computer lab
-
other
-
Subject aim
This subject will develop an insight into social care issues around the world with emphasis on
social policy developments and the challenges facing delivery of social care services in
selected regions in the 21st century.
Learning outcomes
On successful completion of this subject the student will:
1. Locate the concept of globalisation within a social policy context and how it applies to
social care
2. Explain the development of Irish social care policy in a comparative context
3. Identify and appraise the categories of welfare state in Europe
4. Demonstrate an understanding of differences and similarities in the delivery of service
to elderly, children, youth, ethnic groups and the disabled in different geographical
regions, with emphasis on the regions where students do placement
5. Compare and contrast aspects of social care delivery in a number of regions around the
globe
6. Evaluate challenges facing social care practitioners in the global arena.
PROGRAMMATIC REVIEW 2005
Page 119
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabus Content
1. Globalisation and Social Care
10%
 Explain concept of globalization and its relevance in the social context

Investigate the nexus of interconnections between health/social care
commercialization and social and economic inequality in a number of country
contexts, and its connections to "globalization"

Explores the challenge posed by globalization for inequality and programmes of social
protection and social care worldwide.

Analyse the
2. Social Care in Ireland in a Comparative Context
10%
Locate the Irish welfare state in a European context
Explain the development of social care policy in relation to children, youth, people with
disability, and older people in Ireland
3. Social Care in Europe
20%

Describe the origins and development of the welfare state

Recognize the sophistication of social policy development in Europe and the
challenges facing European welfare states

Analyse a number of welfare state regions in Europe: Scandinavia, Latin Rim,
Northern Europe
4. Social Care in other regions around the world

20%
Describe the development of ‘social welfare’ in selected regions: USA, Canada,
Australia and Asia
5. Delivery of social care to selected groups
30%

Identify the differences and similarities of approaches to looking after selected groups
( elderly, youth, ethnic groups and the disabled) in different geographical regions

Explain convergence or divergence in arrangements for the organization and finance
of health and social care in different regions

Analyse issues surrounding the care of older people in Europe and in other selected
regions

Locate formal and informal health and social welfare systems from a multidisciplinary
perspective.
PROGRAMMATIC REVIEW 2005
Page 120
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing learning outcomes
learning outcome
Locate the concept of
globalisation within a
social policy context and
how it applies to social
care
learning methodology
Lectures, tutorials
assessment method
class discussion,
presentations, project work
Explain social care issues
in an Irish and
comparative context
Lectures, tutorials, case-study class discussion,
presentations, project work
Identify and appraise the
main types of welfare
state in Europe
Lectures, tutorials,
class discussion,
presentations, project work
Compare aspects of social Lectures, tutorials, casecare delivery in a number study
of regions around the
globe
class discussion,
presentations, project work
Demonstrate an
Lectures, tutorials, caseunderstanding of
study
differences and
similarities in the delivery
of service in a social care
context to elderly,
children, youth, ethnic
groups and the disabled
class discussion,
presentations, project work
Allocation of marks
Social Care from a global
perspective ( 60%)
student completes a project on a specific aspect of social care
in a comparative context, focusing on two countries
Terminal Exam (40%)
PROGRAMMATIC REVIEW 2005
Page 121
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Recommended reading
Alcock and Craig
International Social Policy New York: Palgrave 2001
Fanning, Kennedy et al
Theorising Irish Social Policy UCD Press 2004
Esping-Anderson Gosta
Welfare States in Transition London: Sage Pubs 1998 2nd ed
Kiely G., et. al.
Irish social policy in context, UCD Press 1999
Craig, G.,
‘Citizenship, Exclusion and Older People’ in Journal of Social
Policy, Vol 33, 1 Jan 2004
Supplementary reading
Deacon, B.,
Breathnach, P.,
Global Social Policy, London: Sage, 1997.
‘Social polarization in the post-fordist inormational economy;
Ireland in international context’, Irish Journal of Sociology 11:
pp 3-22
Gordon, G., Townsend,P.,
Breadline Europe Bristol Press 2000
Yeates, N.,
Wilson, G.,
Globalization and Social Policy, London : Sage, 2001
Kirby,P., Gibbons, L., et al
Reinventing Ireland: Culture, Society and the Global Economy
Pluto 2002
Kautto, M., Fritzell, J., et.al.
Nordic Welfare States in the European Context, Routledge
2001
Ehrenreich,B., Hochschild
A.R., eds
Global Women, Nannies, Maids and Sex Workers in the New
Economy Granta 2003
Lewis, J.,
Gender, Social Care and Welfare State Restructuring in
Europe, Ashgate,1998.
Understanding old age. Critical and global perspectives.
London: Sage 2002
PROGRAMMATIC REVIEW 2005
Page 122
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Basic principles of economics
Module code
SOCI309
Credit rating
5
Credit level
3
Prerequisite modules
None
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module will introduce students to the basic principles of economics to enable them to
critically evaluate economic policy measures and outcomes.
Learning outcomes
On successful completion of this module the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
recognise the place of economics within social science
identify the subject matter of economics
describe the possible forms of economic organisation
explain how a free market operates using demand and supply analysis
identify the rationale for government intervention in the free market
explain how national economic activity is measured
distinguish between classical and Keynesian schools of economic thought
describe the operation of the financial sector of an economy
identify the context in which the three major institutions of the post-war era were
established
10. discuss the advantages and disadvantages of free trade
Syllabus content
1. General introduction to economics



recognise the place of economics within social science
identify the subject matter of economics
describe the possible forms of economic organisation
PROGRAMMATIC REVIEW 2005
Page 123
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. Microeconomics



define the market system
explain market demand and supply as a tool of economic analysis
identify market failure and recognize the role of government intervention in a free market
3. Macroeconomics



explain how national economic activity is measured
outline the classical and Keynesian approaches to macroeconomic policy
distinguish between the policy outcomes predicted by the classical and Keynesian
approaches
4. The financial sector



identify the role of money in an economy
explain the role of the commercial banks
describe monetary policy and the role of the Central Bank
5. The international economy



summarise post world war 2 economic history
outline the Bretton Woods institutions: the IMF, IBRD and World Bank
the World Trade Organisation (WTO) and the liberalisation of trade
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. recognise the place of
economics within social
science
lecture and tutorial discussion written examination and
project
2. identify the module
matter of economics
lecture and tutorial discussion written examination and
project
3. describe the possible
forms of economic
organization
lecture and tutorial discussion written examination and
project
4. explain how a free market lecture and tutorial discussion written examination and
operates using demand
project
and supply analysis
5. identify the rationale for
government intervention
in the free market
lecture and tutorial discussion written examination and
project
PROGRAMMATIC REVIEW 2005
Page 124
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
6. explain how national
economic activity is
measured
lecture and tutorial discussion written examination and
project
7. distinguish between
classical and Keynesian
schools of economic
thought
lecture and tutorial discussion written examination and
project
8. describe the operation of
the financial sector of an
economy
lecture and tutorial discussion written examination and
project
9. identify the context in
which the three major
institutions of the postwar era were established
lecture and tutorial discussion written examination and
project
10. discuss the advantages
and disadvantages of free
trade
lecture and tutorial discussion written examination and
project
Allocation of marks
Continuous assessment [40%]
 written mid-term assessment
Terminal examination [60%]
 end of term written examination
Recommended reading
Turley, G. & M. Maloney
(2001)
Principles of economics: An Irish textbook. Dublin: Gill &
Macmillan.
Supplementary reading
Blanchard, O.
(2000)
Macroeconomics. Prentice Hall.
Leddin, A. and B. Walsh
(2003)
The macroeconomy of the Eurozone. Dublin: Gill &
Macmillan.
O’Hagan, J. (ed)(2000)
The economy of Ireland. Dublin: Gill & Macmillan.
O’Leary, J.
(1999)
Make that grade: Economics revision. Dublin: Gill &
Macmillan.
The Irish Times
Recommended articles from various newsprint media
PROGRAMMATIC REVIEW 2005
Page 125
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Community and social capital
Module code
SOCI 30?
Subject status
Elective
Credit rating
5
Credit level
3
Pre-requisite subjects
SOCI ?? Contemporary social issues
Co-requisite subjects
None
Total contact hours
lecture
2 hours per week
tutorial
1 hour per week
Subject aim
This subject explores the linked concepts of social capital and community. Social capital is an
important contemporary concept that draws our attention to the importance of social
connectedness. Community is a long-standing concept that has both sociological and social
policy dimensions. It has been used as a key way to interpret Irish society. The subject
explores the links between social capital and wellbeing. It examines the concept of
community, of different types of communities, and the future of community. In particular the
subject addresses the connections between social capital and community, with a focus on
community care as a means of service delivery and community economic development as a
means of creating and sustaining livelihoods.
Learning outcomes
On successful completion of this subject the student will be able to:
1. define and explain the concepts of social capital and community
2. identify the role of social capital in relation to health and wellbeing
3. analyse social capital and community from the perspective of power
4. analyse examples of rural and (sub)urban communities in Ireland
5. relate the concepts of social capital and community to issues of service delivery and
economic development
6. identify key trends in relation to the future development of social capital and
community
PROGRAMMATIC REVIEW 2005
Page 126
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Syllabus content

what is social capital?

networks and society

social capital, health and wellbeing

social capital and power

the concept of community

communities and power

rural communities

(sub)urban communities

communities and social exclusion

connecting community and social capital: community care

connecting community and social capital: community economic development

the future of social capital
Achieving and assessing learning outcomes
learning outcome
define and explain the concepts
of social capital and community
learning methodology
assessment method
Lectures, tutorials, case
studies
class discussion,
presentations, project work
identify the role of social capital
in relation to health and
wellbeing
Lectures, tutorials, case
studies
class discussion,
presentations, project work
analyse social capital and
community from the perspective
of power
Lectures, tutorials, case
studies
class discussion,
presentations, project work
analyse examples of rural and
(sub)urban communities in
Ireland
Lectures, tutorials, case
studies
class discussion,
presentations, project work
relate the concepts of social
capital and community to issues
of service delivery and economic
development
Lectures, tutorials, case
studies
class discussion,
presentations, project work
identify key trends in relation to
the future development of social
capital and community
Lectures, tutorials, case
studies
class discussion,
presentations, project work
PROGRAMMATIC REVIEW 2005
Page 127
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Allocation of marks
Annotated bibliography
(40%)
student completes a 10-item annotated bibliography on a topic
related to social capital
Project
(60%)
student completes a project on a specific aspect of social
capital and/or community
Recommended reading
Field, J.
(2003)
Social capital. London: Routledge. [Key ideas series]
National Economic and
Social Forum
(2003)
The policy implications of social capital. Dublin: National
Economic and Social Forum. [Forum Report no. 28]
[http://www.nesf.ie/documents/No28SocialCapital.pdf]
Supplementary reading
Arensberg, C. & S. Kimball
(2001)
Family and community in Ireland. Ennis: CLASP.
Bourdieu, P.
(1986)
‘Forms of capital’. In J. Richardson (ed) Handbook of theory of
research for the sociology of education. Westport CT:
Greenwood.
Community work in Ireland. Dublin : Combat Poverty Agency.
Combat Poverty
Agency/Community
Workers’ Cooperative
(1990)
Curtin, C. et al (eds)
(1993)
Irish urban cultures. Belfast: Institute of Irish Studies, Queen's
University of Belfast.
De Sena, J.
(1994)
‘Local gatekeeping practices and residential segregation’.
Sociological Inquiry 64 (3) pp 307-321.
Delanty, G.
(2003)
Community. London: Routledge. [Key ideas series]
Dyson, E.
(1998)
‘Communities’. In Release 2.1: A design for living in the Digital
Age. Harmondsworth: Penguin.
Edmondson, R.
(2001)
‘Community care and the debate on residualism’. In G. Taylor
(ed) Issues in Irish public policy Dublin : Irish Academic Press,
pp 117-124.
The ruling trinity: A community study of church, state, and
business in Ireland. Aldershot: Gower.
Eipper, C.
(1986)
Geddes, M.
(1998)
Local partnership: A successful strategy for social cohesion?
Dublin : European Foundation for the Improvement of Living
and Working Conditions.
PROGRAMMATIC REVIEW 2005
Page 128
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Hoggett, P. (ed)
(1997)
Contested communities: Experiences, struggles, policies.
Bristol: Policy.
Hornsby, A.
(1998)
‘Surfing the net for community’. In P. Kivisto (ed) Illuminating
social life. Thousand Oaks [CA]: Pine Forge. pp 63-106.
Hughes, G. (ed)
(1998)
Imagining welfare futures. London: Routledge/Open
University. [ch. 2 ‘Community’].
M. Searle-Chatterjee et al
(eds)
(2000)
Community: Description, debate and dilemma. Birmingham:
Venture.
Marmot, M. & R. Wilkinson
(eds)
(1999)
Social determinants of health. Oxford: Oxford University
Press.
National Committee of
Volunteering
(2002)
Tipping the balance: Report and recommendations to
government on supporting and developing volunteering in
Ireland. Dublin: National Committee of Volunteering.
Newman, J. (ed)
(1964)
The Limerick Rural Survey, 1958-1964. Tipperary : Muintir na
Tire Rural Publications.
OECD
(2001)
The well-being of nations: The role of human and social
capital. Paris: OECD.
[http://www.oecd.org/dataoecd/36/40/33703702.pdf]
A world of fine difference. Dublin: UCD Press. [Ch 6 ‘The
politics of powerlessness’]
Peace, A.
(2001)
Peillon, M.
(2002)
‘Exclusionary protests in urban Ireland’. City 6(2). pp. 193-204.
Putnam, R.
(2000)
Bowling alone: The collapse and revival of American
community. New York: Simon & Schuster.
Rheingold, H.
(1998)
‘Virtual community’. In Hesselbein et al (eds) The community
of the future. San Francisco: Jossey-Bass.
Slater, E.
(2000)
‘When the local goes global’. In E. Slater & M. Peillon (eds)
Memories of the present. Dublin: Institute of Public
Administration. pp 247-256.
Tovey, H. & P. Share
(2003)
A sociology of Ireland. Dublin: Gill & Macmillan [ch. 5 ‘Civil
society: community and citizenship’]
Wilkinson, R.
(1996)
Unhealthy societies: The afflictions of inequality. London:
Routledge.
PROGRAMMATIC REVIEW 2005
Page 129
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Counselling psychology
Module code
SOCI311
Credit rating
5
Credit level
3
Prerequisite modules
SOCI204 Counselling psychology
Corequisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aims
This module aims to introduce the students to the major theories of counselling practised
today. It aims to increase the student’s confidence by building on their theoretical knowledge,
and expanding their skills of analysis and application of concepts. Through interactive workshops students explore case-studies, engage in behaviour analysis and formulate interventions.
Students develop a greater understanding of people and the knowledge to critically evaluate
their own working practices. They will come to understand the nuances of working in a
therapeutic environment and will have the skills and knowledge to adjust and critically
evaluate their input accordingly.
Learning outcomes
On completion of the module the student will:
1. have an understanding of the major theories of personality and how these relate to
counselling
2. have a thorough understanding of the concepts that underpin these theories and how to use
these concepts to assist them in being skilled listeners
3. be able to understand mental health issues and problems by applying these theories to
specific conditions
4. be able to understand how theories guide treatment and management in the care field.
5. have an understanding of the issues that arise in the caring profession, such as, stress,
burnout, over-involvement, supervision and confidentiality
Syllabus content
1. The counsellor as a person and a professional
 personal characteristics of an effective counsellor
 values and philosophy
 issues faced by beginning care workers.
 healthy coping strategies
PROGRAMMATIC REVIEW 2005
Page 130
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. Psychoanalytic therapy
 view of human nature
 structure of personality
 consciousness and the unconscious
 anxiety
 ego-defence mechanisms
 development of personality
 contemporary trends
3. Existential therapy
 historical background in philosophy
 view of human nature
 the capacity for self-awareness
 freedom and responsibility
 striving for identity and relationships with others
 the search for meaning
 anxiety as a condition of living
 awareness of death and non-being
 the therapeutic goals, client’s experience, therapist’s function
 techniques and procedures
 contributions of this approach, limitations and criticisms
4. Person centred therapy
 historical background, existentialism and humanism
 view of human nature
 the therapeutic process – the therapist’s function, the client’s experience
 the relationship between the therapist and the client
 understanding the three core attributes
 areas of application
 contributions, criticisms and limitation
5. Gestalt therapy
 key concepts: view of human nature, the now, unfinished business, avoidance, layers
of neurosis, contact and resistance to contact, energy and blocks to energy
 therapeutic goals, therapist’s function and role, client’s experience in therapy,
relationship between therapist and client
 application: preparing for Gestalt experiments, role of confrontation, techniques,
contributions of the therapy, limitations and criticisms
PROGRAMMATIC REVIEW 2005
Page 131
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
6. Transactional analysis
 key concepts: view of human nature, ego states, integrated theory
 therapeutic goals, therapist’s function and role, client’s experience, relationship
between therapist and client
 therapeutic procedures, application to groups
 contributions of TA, limitations and criticisms
7. Behaviour therapy
 historical background, key concepts, view of human nature, the scientific method,
basic characteristics and assumptions
 therapeutic goals, therapist’s function and role, client’s experience, relationship
 techniques: relaxation training and related methods, systematic desensitisation,
modelling methods, assertion training, self-management programmes and self-directed
behaviour, multimodal therapy
 contributions, limitations and criticisms
8. Rational-emotive therapy and other cognitive methods:
 development of RET, relationship between RET and other cognitive behavioural
therapies
 key concepts: view of human nature, view of emotional disturbance, A-B-C theory of
personality
 therapeutic goals, therapist’s function and role, client’s experience, relationship
 application: the practice of RET, application of RET to client populations, Beck’s
cognitive therapy, Meichenbaum's cognitive behaviour modification
 contribution, limitations and criticisms
9. Reality therapy: view of human nature.
 a control theory of behaviour, characteristics of reality therapy
 therapeutic goals, therapist’s function and role, client’s experience, relationship
 application: the practice of reality therapy, the counselling environment, procedures
that lead to change
 contributions, criticisms and limitations
10. Feminist therapy
 history and development
 key concepts: view of human nature; feminist perspective on personality development;
challenging traditional roles of women; principles of feminist psychology; therapeutic
goals, therapist function and role, client’s experience, relationship
 application: the role of assessment and diagnosis, techniques and strategies: gender
role analysis, gender role intervention, power analysis and power intervention, self-
PROGRAMMATIC REVIEW 2005
Page 132
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
disclosure, assertiveness training, reframing and relabeling, group work, social action;
the role of men in feminist therapy; contributions, criticisms and limitations.
Case studies will be used as appropriate: the theories will be applied to the following areas to
help the students understand how theory fuels treatment: depression, sexual abuse, phobias,
and eating disorders.
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment methods
1. have an understanding of
the major theories of
personality and how these
relate to counselling
lecture, tutorial, video, case
study
examination and presentation
2. have a thorough
understanding of the
concepts of these theories
and be able to use these
concepts to help them
become skilled listeners
lecture, tutorial, class
discussion, reading, role-play
examination and presentation
3. be able to understand
mental health issues and
problems by applying
these theories to specific
conditions
lecture, tutorial, case study,
class discussion
examination and presentation
4. be able to understand how
theories guide treatment
and management in the
care field
lecture, tutorial, case studies,
reading, role play
examination and presentation
5. have an understanding of
the issues that arise in the
caring profession, such as,
stress, burn out, over
involvement, supervision,
confidentiality
lecture, tutorial, case studies,
role-play video
examination and presentation
Allocation of marks
Continuous assessment [30%]
 tutorial presentation of a self-selected topic. students are encouraged to direct their own
learning.
Terminal exam [70%]
 3 hours. 3 of 5 questions.
PROGRAMMATIC REVIEW 2005
Page 133
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Recommended Text:
Essential Psychotherapies by Gurman and Messer, 2003 Guilford Press.
Recommended Reading
Title
The Yalom Reader
Handbook of Counselling
Major theories of
Personality disorders
Gestalt therapy Verbatim
Cognitive Therapy of
Personality Disorders
Integrative Assessment of
Adult Personality
Doing Better Improving
Clinical Skills and
Professional Competence
Psychological
Investigations
Counselling Techniques
Authors
Yalom.
Palmer
Clarkin & Leenzenweger
Publisher
Perseus Books
Routledge
Guilford Press
Year
1998
2000
2001
Perls
Beck, Freeman & Davis
Real People Press
Guilford Press
1969
2003
Beutler & Groth-Marnat
Guilford Press
2003
Kottler & Jones
Brunner-Routledge
2003
Holtzman & Mendez
Brunner-Routledge
2003
Thompson
Brunner-Routledge
2003
Brunner-Routledge
2004
The Resilient Therapist
Weiss
Self-Care Tips and
Strategies for Mental Health
Professionals
PROGRAMMATIC REVIEW 2005
Page 134
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Social psychology
Module code
SOCI312
Credit rating
5
Credit level
3
Pre-requisite modules
SOCI105 Introduction to psychology
Co-requisite modules
None
Total contact hours
lecture
34 hours
tutorial
17 hours
Module aim
This module explores social psychological theories and approaches to address complex issues
about the individual and the social world. It deals with how we act and interact in a social
world. It is a study in human thoughts, feelings and behaviours, how we influence other
people and how they in turn influence us. An understanding of social psychology can help us
become more aware of ourselves, others and our relationships.
Learning outcomes
On successful completion of this module the student should be able to:
1. display an understanding of core concepts and key issues in social psychology
2. demonstrate an awareness of social perception, the ways that other people interpret and
understand other people, themselves and social groups
3. demonstrate knowledge of social influence, the ways that people and groups affect each
other as they interact and communicate
4. gain an appreciation of the social relations that lead people to form relationships, work
together in groups and help and hurt each other
5. develop further critical thinking skills
Syllabus content
Introduction to social psychology
 what is social psychology?
The self and others
 self-concept
 self- esteem
 attribution
 perception of others
PROGRAMMATIC REVIEW 2005
Page 135
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Attitudes and attitude change
 attitude formation
 measurement of attitudes
 attitude change
 relationship between attitudes and behaviour
Social influence and groups
 conformity
 obedience
 compliance
 group decision making
 leadership
Attraction and relationships
 formation of interpersonal relationships
 relationship development
Aggression
 what is aggression?
 origins of aggression
 interpersonal aggression
Achieving and assessing learning outcomes
learning outcome
learning methodology
1. display an understanding
of core concepts and key
issues in social
psychology.
assessment method
lectures, tutorials, group
activities, class discussion
self assessment tests.
short answer questions and
essay examinations
2. demonstrate an awareness lectures, tutorials, group
of social perception, the
activities, class discussion
ways that other people
self assessment tests.
interpret and understand
other people, themselves
and social groups
short answer questions and
essay examinations
3. demonstrate knowledge
of social influence, the
ways that people and
groups affect each other
as they interact and
communicate
short answer questions and
essay examinations
lectures, tutorials, group
activities, class discussion
self assessment tests.
PROGRAMMATIC REVIEW 2005
Page 136
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
4. gain an appreciation of
the social relations that
lead people to form
relationships, work
together in groups and
help and hurt each other
lectures, tutorials, group
activities, class discussion
self assessment tests.
short answer questions and
essay examinations
5. develop further critical
thinking skills.
lectures, tutorials, group
activities, class discussion
self assessment tests.
short answer questions and
essay examinations
Allocation of marks
Continuous assessment [30%]
 short answer questions covering core concepts and key issues
Terminal examination [70%]
 two essay questions to be answered- indicating knowledge of theory and research; time
allowed 2 hrs
Recommended reading
To be decided
Supplementary reading
Brehm,S., S. Kassin and S.
Fein
(2005)
Social psychology. Houghton Mifflin
Hogg, M. & G. Vaughan
(1998)
Social psychology. London: Prentice Hall.
Schultz, P. & S. Oscamp
(2000)
Social psychology: An applied perspective. New Jersey:
Prentice Hall.
Smith, E. & D. Mackie
(2000)
Social psychology. East Sussex: Psychology Press.
Taylor, S.E., Peplau, L.A. &
Sears, D. O.
(2000)
Social psychology. New Jersey: Prentice Hall
PROGRAMMATIC REVIEW 2005
Page 137
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Industrial organisational psychology
Module code
SOCI313
Credit rating
5
Credit level
3
Prerequisite modules
SOCI105 Introduction to psychology
Corequisite modules
None
Total contact hours
lecture
34 hours
seminar
17 hour
Module aims
This module aims to provide the student with a firm grounding into the perspectives and
applications of psychological theory in organisational settings.
Learning outcomes
On completion of the module the student will be able to:
1. critically evaluate the scientific methods used to study human behaviour and experience in
work settings
2. apply psychological theory and methods to the practice of job analysis, employee
selection, performance appraisal and employee training
3. demonstrate a thorough understanding of the issues that influence human behaviour
in organisational settings
4. critically assess how organisations operate to affect individual behaviour
and organisational performance
Syllabus content
1. Introduction and basic concepts
 describe the historical development of industrial psychology
 analyse the methodologies in industrial psychology research
 review ethical issues in industrial psychology
2.




Assessment of jobs, people and performance
identify and describe approaches to job analysis
critically analyse psychological assessments used for selection and placement
evaluate methods of assessing employee job performance
identify ways to assess organisational training needs and evaluate training
methods to meet these needs
PROGRAMMATIC REVIEW 2005
Page 138
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
3. The individual and the organisation
 critically analyse ways in which motivation theories can be used to design work-based
practices aimed at improving work performance
 analyse the impact of productive and counterproductive employee behaviour on
organisational effectiveness
 assess the effects of employee satisfaction and organisational commitment on
organisational effectiveness
 critically assess the extent that organisational psychology can benefit individuals at work in
terms of their welfare and health
4.




The social context of work
critically analyse the dynamics of groups and teams in an organisational setting
critically analyse the various theories of leadership
appraise different techniques for managing change in the workplace
assess the importance of organisational culture to organisational life
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
1. critically evaluate the
reading, lecture, class
scientific methods used to discussion, case studies
study human behaviour
and experience in work
settings
written exam, individual
written assignment
2. apply psychological
theory and methods to the
practice of job analysis,
employee selection,
performance appraisal
and employee training
reading, lecture, class
discussions, guest speaker
written exam, individual
written assignment
3. demonstrate a thorough
understanding of the
issues that influence
human behaviour in
organisational settings.
reading, lecture, class
discussion, case studies,
guest speaker
written exam, group project
and presentation
4. critically assess how
organisations operate to
affect individual
behaviour and
organisational
performance.
reading, lecture, class
discussion, case studies
written exam
PROGRAMMATIC REVIEW 2005
Page 139
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Allocation of marks
Continuous assessment [30%]
 individual essay (15%)
 group project and presentation (15%)
Final examination [70%]
Supervised written assessment over a period of two hours. The assessment will comprise of
five essay style questions on the examination paper. Students will be required to answer three
questions. There will be no compulsory questions.
Recommended reading
Muchinsky, P.
(2003)
Psychology applied to work: An introduction to industrial and
organisational psychology. Wadsworth
Supplementary reading
Cooper, C. & E. Locke
(2000)
Industrial and organizational psychology: Linking theory with
practice. Oxford: Blackwell.
Levy, P.
(2003)
Industrial/organizational psychology understanding the
workplace. Houghton Mifflin.
Riggio, R.
(2003)
Introduction to industrial/organizational psychology. Prentice
Hall.
Spector, P.
(2002)
Industrial and organisational psychology: Research and practice.
Chichester: Wiley.
PROGRAMMATIC REVIEW 2005
Page 140
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Creative activities 4 (combined art and drama practice)
Module code
SOCI314
Credit rating
5
Credit level
3
Prerequisite modules
SOCI206 or SOCI207 Creative activities 3
Corequisite modules
None
Total contact hours
lecture /workshop
51 hours
Module aim
This module will support the student’s development as they move into the final phase of
facilitation training, integrating core art and drama practices; designing and implementing a
supervised program for a specific client group.
Learning outcomes
On successful completion of this module the student will be able to:
1. conceptualise, design and implement a combined art/drama learning experience for a
designated group
2. identify the support and resource needs for the chosen course of action
3. evaluate the outcomes of this process in the light of identified best practise
4. demonstrate the application of education and learning theory in the project
conceptualisation and implementation
Syllabus content
 advanced groupwork/facilitation practice in the non-formal education/training sector
 integrated artform project design and implementation
 contemporary evaluation procedures in artform practice
 case studies in contemporary arts and health practise, nationally and internationally
Achieving and assessing learning outcomes
learning outcome
learning methodology
1. be able to conceptualise,
design and implement a
combined art/drama
learning experience for a
designated group
lectures, tutorials , workshop
PROGRAMMATIC REVIEW 2005
assessment method
project
Page 141
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
2. identify the support and
resource needs for the
chosen course of action
lecture, tutorial, workshop
project
3. evaluate the outcomes of
this process in the light of
identified best practise
lecture, tutorial, workshop
project
4. demonstrate the
application of education
and learning theory in the
project conceptualisation
and implementation
lecture, tutorial, workshop
project
Allocation of marks
Continuous assessment
 project proposal and evaluation [50%]
 project delivery/facilitation [50%]
Recommended reading
Brook, P.
(1990 )
The empty space. Harmondsworth: Penguin.
Knill, ?. and ?. Levine
(2004)
Principles and practice of expressive arts therapy. London: Jesssica
Kingsley.
Oddey, A.
(1994)
Devising theatre. London: Routledge.
Supplementary reading
Benson, J.
(1991)
Working more creatively with groups. London: Routledge
Boal, A
(1994)
Rainbow of desire. London: Routledge
Bowles, J.
(1992 )
Developing community arts. Dublin: CAFÉ/CREATE
Various
(1997)
Community arts case studies. Dublin: CAFÉ/CREATE
PROGRAMMATIC REVIEW 2005
Page 142
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Module title
Placement 2
Module code
SOCI315
Credit rating
30
Credit level
3
Prerequisite modules
SOCI301 Professional studies 4
Corequisite modules
None
Total contact hours
lecture
1 week intensive preparation + review
tutorial
1 week intensive preparation + review
placement
13 weeks at 30 hours per week
Module aim
This module allows students to gain further experience in a professional working situation, in
a supported learning environment, with supervision by an allocated, appropriately qualified
supervisor, in order to support and enable them to understand and apply theory to practice. It
tests students’ aptitude for work in this field, while allowing knowledge and skills to grow.
Students will be facilitated in so far as possible in their choice of work setting, from a range of
projects working with families, youth, people with disability, Travellers and older persons and
projects dealing with issues in the community such as substance abuse or community
development.
Learning outcomes
On successful completion of this module the student will be able to:
6. demonstrate knowledge based skills, by applying theory learned to class to practical
situations
7. continue to develop interpersonal skills, by reflective practice and application of
techniques
8. continue to develop self- awareness skills, by reflective practice and use of supervisory
support
9. started developing professional skills in interaction with service users, staff members,
supervisor, college personnel and management team
10. develop work-related skills in timekeeping, responsibility, accountability and
documentation
Syllabus content
1. Knowledge based skills

experience a professional working environment first hand
PROGRAMMATIC REVIEW 2005
Page 143
BACHELOR OF ARTS IN APPLIED SOCIAL CARE



learn the importance of policies and procedures in attaining high standards
attend and participate in the full placement preparation programme
know how the work of the agency is governed by legislative, regulatory and professional
requirements at a number of levels
2. Interpersonal skills



manage the routine and challenges of interpersonal communication
use active listening skills in supportive conversations with service users
participate effectively in the three way meeting with tutor and supervisor
3. Self-awareness skills





start the process of critical self-awareness and the practice of reflective practice skills
establish appropriate learning goals before placement, and worked consistently towards
them during placement
keep a log of learning during the placement, as an aid to reflective practice
be able to use supervision to question, discuss and develop awareness of strengths and
future training needs
understand the impact of difficult social circumstances on people’s lives
4. Professional skills






adhere to the IASCE principles
start to practice social care skills under supervision
be exposed to best practice in the field, and be encouraged to achieve highest standards of
practice
understand the importance of teamwork, and the skills required to foster it
experience professional supervision and understood its ongoing necessity in professional
life, and be able to participate appropriately in it
be professional in dealing with service users and staff, especially in keeping up standards
of confidentiality
5. Work-related skills







to be able to work under direction and on initiative when appropriate
to co-operate with ongoing routine and developing work within the agency
to understand the need to plan and evaluate all work
to observe punctuality and other time and organisational norms
be able to undertake relevant tasks in a responsible and accountable way
be responsible in record keeping, time keeping, notification of essential absence with
medical certification and time worked in lieu
be able to draft relevant reports as required in the situation
PROGRAMMATIC REVIEW 2005
Page 144
BACHELOR OF ARTS IN APPLIED SOCIAL CARE
Achieving and assessing learning outcomes
learning outcome
learning methodology
assessment method
6. demonstrate knowledge
based skills, by applying
theory learned to class to
practical situations
lectures, tutorials, seminars,
role-plays etc. in professional
studies and placement
preparation
written assignments,
placement portfolio, roleplays and presentations
7. continue to develop
interpersonal skills, by
reflective practice and
application of techniques
tutorial work in small groups,
role-plays, practical work
while on placement
level and quality of
participation in these
activities
8. continue to develop selfawareness skills, by
reflective practice and use
of supervisory support
compilation of professional
portfolio, participation in
supervision, 3-way meeting
and debriefing in college
level and quality of
participation in these
activities
9. started developing
professional skills in
interaction with service
users, staff members,
supervisor, college
personnel and
management team
observation of staff as role
models, practicing skills as
appropriate on placement,
reflection in learning log on
interactions and skills
needing further work.
participation in supervision
sessions; end-of-placement
report form
10. develop work-related
skills in timekeeping,
responsibility,
accountability and
documentation
practice of work-related skills participation in supervision
in real environment
sessions; end-of-placement
report form
Allocation of marks
Written work [30%]
College assignments relating to placement, including pre-placement preparation written work,
portfolio and placement evaluation by student (marked by Professional Studies Lecturer)
Visiting tutor [20%]
Report by visiting tutor documenting student’s level of preparation for the visit (5%), level of
interaction (5%), general knowledge of the placement (5%) and application of theory (5%)
Report of placement supervisor [50%]
Written report by practice placement supervisor
Recommended reading
IT Sligo
Placement manual
PROGRAMMATIC REVIEW 2005
Page 145