Reassessment Brief SW110 2007-08
Please see the following module guide. The
resubmissions for this module are the same as the
original task.
Submission deadline: 7 July 2008
Jayne Lewis
SW110 Preparation for Practice
Code and Title
SW110 Preparation for Practice
Tutor(s)
Brief
Description
This module offers beginning social workers
opportunities to discuss explore and practice the core
skills of social work; to develop an understanding of
the social work process and to try out their developing
knowledge and skills in sheltered practice settings.
Level and
Credit Value
Level I, 12 CATS
Status
Compulsory for BSc Social Work
Type
Placement Module includes 20 days work practice
Prerequisites
Criminal Records Bureau Enhanced Disclosure
Recommended
Prior Study
None
Restrictions
Restricted to students on BSc (Hons) Social Work
Availability
Restricted to students on BSc (Hons) Social Work
Context
N/A
Content
Summary
Students will explore and practice core skills in
communication, interviewing, assessment, planning,
working individually and develop a robust
understanding of the social work process. They will
work together in groups to undertake a detailed
community profile of a designated area and spend 10
days shadowing/observing an experienced social work
practitioner. This module includes a ‘fitness for
practice’ assessment panel.
Learning
Outcomes
i Knowledge and Understanding
By the end of the module students should be able to:
a) Demonstrate their readiness for formal practical
training in social work
b) Demonstrate an understanding of the social work
process, and the core social work skills
c) Demonstrate an understanding of the nature of
effective interpersonal communication skills
d) Discuss the broad theoretical framework of social
work practice
e) Demonstrate an understanding of the skills required
to conduct an effective community profile.
ii Skills
There will be an emphasis on the development of skills
in:
a) Interpersonal Communication
b) Group and Team Work
c) Reflection
Teaching and
Learning
Staff/student contact : circa 40% (to include
experiential learning, lectures, video, group work)
Student independent study : circa 60% (to include
reading and assignment preparation, personal
research and visits)
Assessment
Individual Community Profile 50%
Self-Assessment Portfolio, with tutor and mentor
report 50%
Indicative
Resources
Books
Adams, Robert, Lena Dominelli, and Malcolm Payne
(2nd. ed. 2002) Social Work: Themes, Issues and
Critical Debates (Basingstoke, Palgrave Macmillan)
Hawtin, Murray, Janie Percy-Smith, Geraint Hughes
and Anne Forman (1994) Community Profiling:
Auditing Social Needs (Buckingham, Open University
Press) New 2nd edn due April 2007
Hutchings, Sue, Judy Hall and Barbara Loveday (2003)
Teamwork: A Guide to Successful Collaboration in
Health and Social Care (Bicester, Speechmark)
Koprowska, Juliet (2006) Communication and
Interpersonal Skills in Social Work (Exeter, Learning
Matters)
Parker, Jonathan and Greta Bradley (2002) Social
Work Practice: Assessment, Planning, Intervention and
Review (Exeter, Learning Matters)
Parker, Jonathan (2004) Effective Practice Learning in
Social Work (Exeter, Learning Matters)
Trevithick, Pamela (2nd ed. 2004) Social Work Skills:
A Practice Handbook (Buckingham, Open University
Press)
Journals
Journal of Social Work Practice
Practice: a Journal of the British Association of Social
Workers
>
2. LECTURE SCHEDULE
Insert required information in table, generally limiting indicative content to no more
than two lines.
Week
Title
Indicative content
1 Tues
13th Feb
Introduction to module
Introduction to Web CT
Jayne Lewis
Nathan Jones
Sam Hoad and the Gloucestershire
Service User Forum
Identifying good
communication skills,
Assertiveness skills
Disability Awareness
2 Tues
20th Feb
Service User Interviews
Sam Hoad and the Gloucestershire
Service User Forum
Practising interviewing and
communication skills
3 Tues
27th Feb
Service User Interviews
Sam Hoad and the Gloucestershire
Service User Forum
Practising interviewing and
communication skills
4 Tues
6th
March
The Reflective Practitioner
Jayne Lewis
Risk and Resilience: Preparation For The
Workplace
Pat Rhodes
·
·
The Community Profile
Jayne Lewis
The Placement Perspective
Nicky Wadley Gloucestershire Lifestyles
Introduction to Mind Maps, the
work of Schon, learning styles
6
Tuesda
y 20th
March
The Placement Handbook
Making the best from the learning
opportunities presented
Supervision models, theories and
practice
Jayne Lewis
A guided walk through the
handbook
7
Tues
28th
March
Before the Placement Begins
Recap
Module Evaluation
Jayne Lewis
Assessment
Suitability
Dealing with Conflict
Communicating effectively our
learning needs
8
Placement Begins for 10 whole days,
on Mondays and Tuesdays, across
the two Bank Holidays in May
5
Tuesda
y13th
March
Introduction to the
assignment, theory and
history of community profiling,
small group activity to plan a
community profile
Video examples of
supervision in practice
3. INDEPENDENT STUDY TASKS
Information should be provided in the table below which makes explicit how the
independent study time will be used. Resources mentioned in the table should
appear in the indicative resource section of the module descriptor.
Week
Independent study
1
Visit the Web CT site and post a message to confirm your visit
Read material on Web CT
Reading on Difference
Visit www.bild.org.uk
2
Read material on Web CT
Visit www.bild.org.uk
3
Read material on Web CT
4
www.plainenglish.co.uk
Read material on Web CT on plain English
Post plain English message on Web CT
www.communityprofile.com
Practice your own Mind Map, what do you already know before you go on
placement?
5
··
Read material on Web CT
www.communityprofile.com
In preparation for your visit to placement, practice meeting someone for the
first time, ‘borrow’ friends and family. Consider your appearance, eye contact,
proximity, body language. How will these be different if the other person is a
different gender, age, race, faith to yourself?
6
Read material on Web CT
7
Read material on Web CT
8
Keep in touch by Web CT
9
Keep in touch by Web CT
10
Keep in touch by Web CT
11
Keep in touch by Web CT
12
Keep in touch by Web CT
13
Keep in touch by Web CT
4.
ADDITIONAL INFORMATION
Personal Development Planning (PDP)
If possible, insert a statement on how this module contributes to students’ PDP. This
could include opportunities to reflect on their own learning, and to plan for their
personal, educational and career development. E.g. the development of specific
study or work-related skills, the opportunity to observe and reflect on practice, or to
interact with guest speakers from industry, undertake field visits, etc.
Tutorial Arrangements
Students can arrange to see the module tutor by booking an appointment. Members
of staff in the Faculty of Sport, Health and Social Care publish weekly appointment
times in the Faculty Office at Oxstalls. Students should book appointments at least
24 hours in advance, and to ensure that the time is put to the best possible use they
should come fully prepared with focused questions.
Communication with students
Information relating to the organisation of the module will be disseminated in the
lectures or displayed on the appropriate notice-board. Information for individual
students will be disseminated via e-mail. It is your responsibility to ensure that you
check the notice-board, and your (University) e-mail frequently. In addition
information will be posted on Web CT
Specialist Facilities
Required procedures for practice in such facilities, e.g., appropriate clothing for
laboratory and practical work, health screening prior to physical activity.
Booking arrangements for such facilities, particularly if working independently.
A handbook will be provided for this module for the placement. Please read this
carefully as it draw attention to essential health and safety matters such as the lone
working policy .and other professional guidance
Special needs
Students are strongly recommended to register special needs such as dyslexia with
the Disability Adviser, who will then be able to offer advice and support. It is also
helpful for students with special needs to alert the Module Tutor as early as possible,
in case the information from the Disability Adviser is delayed, so that appropriate
arrangements can be made from the start of the module.
Additional Costs/Requirements
Details relating to costs are contained in the Placement Handbook
Field Work
This module requires minimum attendance for 10 days on placement, this is usually
during full time working hours.
5.
ASSESSMENT BRIEF
Module code
SW110
Module title
Preparation for Practice
Module tutor
Jayne Lewis
Tutor with responsibility for this assessment (this is your first point of contact)
Jayne Lewis
Brief Description
Community Profile.
This is a written task and will include appendices of materials such as leaflets
collected during the community profile task.
Portfolio.
This is a portfolio of work arising from a social work practice placement. Full details of
the expectations for this assessment task are contained within the Handbook which
is issued shortly before the in electronic format.
Weighting
Community Profile: 50% of module assessment
Portfolio: 50% of module assessment.
Size and/or time limits for assessment
Community Profile 2,500 words +/- 10%
Portfolio containing required forms as detailed in the handbook.
And
Reflective Assignment 2,000 word +/- 10%
Deadline for submission
(Your attention is drawn to the penalties for late submission; see UMS/PMS
Handbook)
Community Profile Monday 7th July 2008
Portfolio containing reflective assignment Monday 7th July 2008
Arrangements for submission
Your work must be submitted with a completed module assignment form to the Main
Faculty Office at Oxstalls Campus
Students with Disabilities
Alternative assessment arrangements may be made, where appropriate, for students
with disabilities. However, these will only be implemented upon the advice of the
Disability Advisor. Students with disabilities wishing to be considered for alternative
assessment arrangements must give notification of the disability (with evidence) to
the Disability Advisor by week 8 of the semester at the latest.
Assessment Regulations
All assessments are subject to the University Regulations for Assessment, and to
the regulations of the UMS/PMS. These include regulations relating to Errors of
Attribution, Poor Academic Practice, and Breach of the University Regulations for
Assessment. In exercising their judgment, Examiners may penalise any work where
the standard of English, numeracy or presentation adversely affects the quality of the
work, or where the work exceeds the published size or time limits. Further details on
Research Ethics and Dishonest Means in Assessment is provided below.
Research ethics
Students should ensure that their work is undertaken in accordance with the
University’s stated policy on research ethics. You will be required to confirm that this
is the case when work is submitted for assessment. Copies of the University’s
Research Ethics Handbook can be found on the University Internet at:
http://www.glos.ac.uk/currentstudents/research/ethics/index.cfm
Any research involving NHS healthcare / social care / social work staff or clients /
patients will also need COREC permission.
http://www.corec.org.uk/
Dishonest means in assessment
Students are reminded to familiarise themselves with the University Regulations
for Assessment, Part 1, Section7, to ensure that there is no uncertainty about the
nature of Dishonest Means in Assessment, or of the penalties for failure to comply.
The regulations may be found at: http://www.glos.ac.uk/assessment/regulations.cfm
Errors of attribution and assessment offences include plagiarism, syndication,
collusion, re-presentation, fabrication, impersonation, procedural dishonesty, and
cheating in closed assessment. Penalties are severe.
Careful referencing of sources is vital when making use of the work of others. You
are expected to follow the referencing guidelines outlined in the Field Guide
appropriate for your level and on the internet at
http://www.glos.ac.uk/departments/lis/oxstalls/sportex/index.cfm
These guidelines apply to information taken from internet sources, as well as books,
journals and lectures. These are some of the points you should check before
submitting your work:
 Are all direct quotations, from both primary and secondary sources, suitably
acknowledged (placed in quotation marks or indented)?
 Have you provided full details of the source of the quotation, according to the
referencing guidelines mentioned above?



Have you acknowledged the source of ideas not your own, even if you are not
quoting directly from the source?
Have you avoided close paraphrase from sources? (Check that you are not
presenting other people’s words or phrasing as if they are your own.)
If you have worked closely with others in preparing for this assessment, is the
material you are presenting sufficiently your own?
If you are unsure of how to reference properly, seek advice from a member of staff
before you submit the assessment. In submitting your work for assessment you are
making a statement that it is your own work and has not been submitted for any other
assessment, and it does not infringe the ethical principles set out in the University’s
Handbook for Research Ethics.
Requirements for the assessment
Community Profile
You have now been introduced to the concept of the Community Profile. The
Community Profile helps to set the work of the social worker in its wider context. If
you consider the induction of staff to a new place of work, much of this induction
process reflects the services, professionals, and institutions in the community. The
Community Profile provides a broader induction of the social worker into the social
and political context of the individuals, communities and groups with whom the social
work is likely to have close contact.
If we remember the learning that we have taken from Systems Theory, the social
worker can choose to stand with the service user and intervene to make a difference
at many places, in the systems that touch their lives. This means that the social
worker may for example, and this is not all the possibilities, work with the individual, a
pair of individuals, a family group, or a group of people sharing a common need.
It is ideal for you to complete a Community Profile for your placement setting. The
task that you are to complete involves many different processes. You will find it very
helpful to visit the web world of community development. The concept of Community
Profiling is key to the work of community development. I have given references in the
lecture, but these are repeated for you at the end of this guidance. There will be
opportunities for you to transfer knowledge from a range of different course subjects
when making academic references in your work.
You should define a geographical area upon which to undertake the Community
Profile. Many agencies will serve an area such as the whole of a city for example,
‘Social Services Departments’ as they were known. I would expect you to consider all
the agencies that might be involved with a particular area. Some communities upon
which you choose to carry out a Community Profile, will be very small in geographical
size, perhaps a village or housing estate.
For some of you, it may be necessary to think more broadly about the concept of
‘community’, this may instead be a group sharing a common interest. To give an
example, you might look at how an area serves the needs of a particular group of
people such as those with learning disabilities. You would then be gathering statistics
about the needs of this group of people. You would then analyse the ‘fit’ between the
needs of the ‘community’ of people with learning disabilities and how the agencies in
the area meet these needs.
Community Profile Structure
The total word length is 2,500 (+ / - 10 %) for the profile. Work to be double-spaced
please.
1.Introduction
Please indicate the geographical area or ‘community’ selected for the profile.
2.Community Profile
In the group we discussed the many elements that help to shape the lives of people
and their communities. You will not be able to cover everything that we identified.
The community that you study will be unique and will determine the headings for this
section. For example a community profile for Longbridge, South Birmingham will give
importance to the car industry, the union movement and Government policy to secure
employment.
3.Conclusions/ Reflections upon your learning
I would suggest that you consider how this Community Profile might help the social
worker in their task. You might perhaps stand in the shoes of a service user with
particular needs and consider for example, what it means for a person with learning
disabilities to live in Longbridge. You can choose to use several examples, but you
have limited words. I do not want you to make it too complicated: I want to see your
thinking, and how you make links between the task and your practice as a social
worker.
Please write about your reflections about your learning from this task.
All tables must be correctly referenced.
You can use appendices to show the leaflets etc that you have gathered during your
research. These will help you to build your own directory of resources, which will be
invaluable to you in your future career.
Additional References
I expect references to be made to academic texts as well as teaching materials, in
the Community Profile .
Burton.P., (1993) ‘Community Profiling: A Guide To Identifying Local Needs’ Bristol
School of Advanced Urban Studies, University of Bristol
Hawtin, M., Hughes, G., & Percy Smith, J., (1994) ‘Community Profiling: Auditing
Social Needs’ Buckingham Open University Press
New 2nd ed due April 2007
Henderson, P., & Thomas, D.N., (2001) ‘Skills in Neighbourhood Work, 3rd ed,
London: Routledge.
www.cdf.org.uk
www.cdx.org.uk
www.iacdglobal.org
www.maiden.gov.uk/
www.partnerships.org.uk/guide/AZpartic.html#profiling
Journal of Community Work and Development
Submission Dates
The deadline for re-submission of the Community Profile
Monday 7th July 2008
The turnaround time for the marking of this piece of work is very tight to ensure that
everything is completed in time for the Exam Board. But it is important for you to
have this time as you have also to undertake the placement and your SelfAssessment Portfolio for this module.
Portfolio
Guidance for this Self Assessment Report will be contained in the Handbook for
Placement One. This will be sent to you, before you begin the placement. This will
also be available to you on Web CT.
Special instructions
The placement portfolio includes an assessed piece of written piece of
work. The Placement Portfolio is also considered by Practice Assessment Panel
whose roles and responsibilities are detailed in the Placement Handbook
Return of work
The Student Charter specifies an entitlement of written feedback on coursework,
including the return of assignments, no longer than four weeks from the date of
submission.
Assessment criteria
The assessment grid for level one as published in The Field Guide is reproduced
below:
Social Work Field Grade Descriptor for Level 1
Criteria for ‘A’ Grade
1. Knowledge & Concepts
Addresses or poses the
question or issue in a way that
demonstrates that knowledge
has been acquired and used in
a rigorous manner.
2. Structure
Produces a coherent argument
that makes logical and
occasionally creative use of
established models.
3. Application to Practice
Reflects on practice using
theory to inform issues and
planning.
4. Use of Evidence
Makes decisions in the context
of practice or an argument that
are based on some evidence
and/or selection from a range
of specified alternatives.
5. Values
Demonstrates some
awareness and some
application of professionally
and ethically sound practice
that is anti-oppressive and/or
enabling and/or promotes
health and/or sustainability.
6. Use of Literature
Evaluates a range of
information in an informed
manner.
7. Language and References
Maintains a competent level of
language usage that is
correctly referenced and
edited, and is of the specified
length.
8. Skills
Demonstrates a competent
level of skill in the use of ICT,
presentation, observation or
other skill as defined in the
learning outcomes.
Jayne Lewis
Senior Lecturer Social Work
01242 71 5226
email: jlewis@glos.ac.uk
A
B
C
D
R
F
Criteria for ‘R’ Grade
Does not really answer the question
or address the issue, and shows
limited evidence of knowledge and
understanding.
Some good points made within the
context of a muddled or rambling
assignment.
Describes practice in a way that
evidences lay understanding of
theory.
Makes assertions or decisions that
do not appear to be based on any
evidence or reasoning or there is
not selection of a course of action.
Demonstrates no awareness of
ethical, professional, antioppressive, enabling or health
promoting or sustainable practice.
Reproduces information from odd
sources demonstrating considerable
misunderstanding.
Some significant errors of syntax,
editing or referencing such that
meaning is frequently impaired.
Word count deviates significantly
from that specified.
Demonstrates minimal skill or a
significant number of errors.