Module Title: | Contemporary Issues in Social Care |
Language of Instruction: | English |
Module Delivered In |
No Programmes
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Teaching & Learning Strategies: |
The learning outcomes detailed above will be achieved through the following teaching methodologies:
• Lectures - communication of knowledge and ideas from the lecturer to the student.
• Problem Solving Exercises – students will work as part of a team and will work together to resolve various social care scenarios.
• Class Discussion/Debate - Students will be encouraged to actively participate in the class sessions which will develop their analytical and communication skills.
• E-Learning – It is envisaged that the module will be supported with on-line learning materials.
• Self-Directed Independent Learning – the emphasis on independent learning will develop a strong and autonomous work and learning practices. |
Module Aim: |
The Aim of this subject is to assist students’ appraisal of key issues in contemporary practice and to help the devise an equity based response to these issues |
Learning Outcomes |
On successful completion of this module the learner should be able to: |
LO1 |
Construct loss as a non-infinite process |
LO2 |
Create a practice understanding of the issues related to the treatment of sexual offenders |
LO3 |
Critically analyse the cultural and social influences that form and perpetuate identity. |
LO4 |
Evaluate issues surrounding working with addiction and interventions used in addiction services |
Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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No recommendations listed |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. |
No incompatible modules listed |
Co-requisite Modules
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No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. |
No requirements listed |
Module Content & Assessment
Indicative Content |
Bereavement
• Theories of Loss & Bereavement – Kubler Ross, Sliverman, Wilson, Walter, Freud, Bowlby, Parks, Psychoanalytic Theory
• Breadth of loss beyond death - Same sex couples, Grief in the workplace, Hidden relationships, Suicide, HIV and Aids, Moves & Life Changes
• Tasks of Mourning - Grief counselling – Worden, Dual process model – Stroebe and Schut
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Sexual offending treatment issues
• Models of sexual offending
• Cycle of sexual offending - Finkelhor
• Sexual Offenders treatment needs - Briggs
• Cognitive, social, developmental, relationship, education intervention
• Assessment of re-offending risk, assessing responsiveness to treatment 4
involvement in treatment & harm reduction
• Irish / International Programmes
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Addiction
Models of addiction, the Disease concept, Public health model, Self Medication, Redefining Addiction to include, sex, internet, gambling, alcohol and self harm,
The Recovery Process: Browns Model, Alcoholic Typology - Jellinek
Treating Addiction: Relapse prevention, 12 step programme, Self help and support groups
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Diversity & Identity Development
Defining Identity and elements of adversity
Stigma, Spoiled Identity
Personal Value system & Connection with professional Practice
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Assessment Breakdown | % |
Continuous Assessment | 100.00% |
Continuous Assessment |
Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
Project |
n/a |
1,2,3,4 |
100.00 |
n/a |
No End of Module Formal Examination |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Frequency |
Average Weekly Learner Workload |
Lecture |
30 Weeks per Stage |
2.00 |
Estimated Learner Hours |
30 Weeks per Stage |
3.67 |
Total Hours |
170.00 |
Workload: Part Time |
Workload Type |
Frequency |
Average Weekly Learner Workload |
Lecture |
Every Week |
1.00 |
Total Hours |
1.00 |
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