Social Work (Step Up to Social Work)

Students will be introduced to concepts of professionalism and relationships in social work and the role of self-monitoring, reflection, reflective practice and emotional resilience. They will learn about, critically discuss and practise a range of core communication and interpersonal skills. Indicative skills are: effective contact with service users and colleagues; active listening and attending skills; the role of non-verbal communication; empathy; effective use of questions; paraphrasing and summarising; challenging constructively and managing conflict; the use of electronic and telephone communication; constructive use of feedback; developing leadership skills; and working with people with special communication needs.

The module will begin with a general introduction to lifespan approaches. Students will study physical, cognitive and social development in early and later childhood; attachment theory and its relevance to social work practice; and the impact of life transitions, loss, trauma, disability, neglect and abuse, as well as issues around resilience. Broader social influences on individuals and families will also be examined, such as diversity and difference throughout the life span, acknowledging cross-cultural differences in attachment, development and separation. In relation to each topic multiple perspectives (biological/medical, cognitive, developmental, psychodynamic, humanistic, narrative, among others) will be critically examined. Theoretical learning about life-course development will be systematically linked to social work practice with children and families in relation to the assessment of need, risk and strengths, working in partnership, and ethical and value-based interventions.

Through this module students will develop a critical understanding of social work processes, including models and methods of assessment and intervention relevant to child and family social work. Students will explore and critically reflect on the role of theory in social work and its intersection with the development of interventions and social work skills. Specific approaches and perspectives in assessment and intervention with individuals, families, groups and communities will be explored and critically reviewed, including systemic and therapeutic approaches, motivational interviewing, and the Signs of Safety model. The module will incorporate use of simulations from the Centre for Child Protection to support students in relating their learning and practising their skills in a simulated practice situation.

The curriculum will address the need for social workers to have in depth knowledge and understanding of the law and its applications to social work practice. The history, context, and nature of English law and law making will be covered including natural law and positivist law and their intersection with ethics and philosophy. The 'legal framework' of English social work including legislation, quasi-legislation and social policy will be outlined, as will the process - and political context - of policy-making and implementation. Primary and secondary legislation, policy and guidance and the cases that together constitute 'the law & policy' relating to key service user groups will be outlined. Students will study the application of legislation and policy as it relates to social work with children and families, including its duties and discretionary powers. Judicial interpretation relevant to social work, the role and nature of Courts and the legal profession, legal procedure and the nature of evidence will also be covered. Human Rights and equality law with a particular focus on justice and the promotion of equality in the areas of 'race', gender and sexual orientation, disability and age will be addressed as will legal systems and frameworks relating to safeguarding and the management of confidential information.

Students will undertake a period of assessed practice learning, in accordance with the national requirements for Social Work education for the first year of a postgraduate Social Work course. They will develop skills, knowledge and values through experiential learning supervised by a qualified practice educator. Involvement in practice activities will enable students to demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will be expected to show capacity to work with people in situations where there may not be simple clear-cut solutions.

This module considers key issues for families in the contemporary context, from a social work perspective. The effects of interlinked processes such as poverty, domestic abuse, substance misuse, mental health needs, learning disability and physical ill health and disability will be explored, together with their impact on parenting, family functioning and the experience and needs of children.  The module examines the interaction of disadvantage in society, marginalisation, isolation and social exclusion with psychological and social factors that bring children and families to the attention of social workers. Sociological and critical perspectives will be considered, and the impact of demographic change, culture and ethnicity will be explored in relation to social work practice with children and families.

This module will enable students to consolidate their learning from earlier modules and practice placements and integrate this with more advanced learning about social work practice with children and families, including engaging and working in partnership with children, young people and parents, assessment of risk, safeguarding interventions, fostering and adoption issues, and working with children and young people in and leaving care. Effective models practice will be identified as will the relationships between child protection and family support, and outcomes, best practice and early intervention. The nature and role of research and theory in informing interventions, and key messages from research, inquiry reports, serious case reviews and government commissioned reports will be considered.  Students will be supported to develop their understanding and skills in relation to assessment, risk and risk management, professional judgement, decision making and working in complex, unpredictable and emotionally demanding situations, and in developing themselves as critical, reflective, ethical and effective practitioners.  

Simulations from the Centre for Child Protection will be used to support the students’ development of confident practice skills and integration of theory and practice. There will also be practical sessions to develop students’ skills in direct work activities with children and parents. This module links to all 10 statements of the Department for Education Knowledge and Skills Statement for Approved Child and Family Practitioners (2014).

Students will undertake a period of assessed practice learning, in accordance with the national requirements for Social Work education for the final placement of a postgraduate Social Work programme. They will develop skills, knowledge and values through experiential learning supervised by a qualified practice educator.  Involvement in practice activities will enable students by the end of the final placement to have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level; the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; and they will seek appropriate support and supervision. This module will also contribute to students’ development in relation to all statements of the Knowledge and Skills Statement for Approved Child and Family Practitioners (2014).

TBC.

On successful completion of the Diploma, students may opt to undertake the Dissertation module to achieve the MA Social Work (Step Up to Social Work).  Students are required to have passed the Diploma in full before being allowed to register for the dissertation module.