| Module Title: | Community-based Social Care Services |
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| Language of Instruction: | English |
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| Teaching & Learning Strategies: |
• Lectures - communicating knowledge and ideas from the lecturer to the student.
• Class Discussion/Debate - Students will be encouraged to actively participate in the class sessions which will develop their analytical and communication skills.
• Peer learning – moderated by the lecturer, students will work in small groups, as ‘teams’ to work interdependently to profile community-based projects and present to the class in a ‘world-café’ style teaching & learning exercise
• Guest lectures – the module will be complimented with selected guest lectures from industry to demonstrate how evidence informed practice operates.
• Self-Directed Independent Learning – the emphasis on independent learning will develop a strong and autonomous work and learning practices.
• E-Learning – It is envisaged that the module will be supported with on-line learning materials to assist independent learning.
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| Module Aim: |
The aim of this module is to support learners develop an awareness of social care work within community-based services contexts. Specifically, the module will consider social care work within the context of community-based projects including youth-work based and community development projects which are aimed at social participation and integration of citizens at risk of marginalized and isolation. |
| Learning Outcomes |
| On successful completion of this module the learner should be able to: |
| LO1 |
Distinguish community-orientated (macro-practice) from individual or family (micro-practice) focused social care services. (D1. p,1, 23; D2. p.3, 4, 9, 12, 14; D3. p. 1, 2, 4, 6, 8, 15, D4. p.4, 6; D.5 p.1, 4, 7, 14) |
| LO2 |
Consider how principles of community-orientated practice operates within emerging community-based social care fields of practice i.e. youth-service and community development-based settings i.e. juvenile justice, addiction, homelessness, victims of intimate partner violence early-school leavers, aging, traveller, migrant and LGBT+ populations (D1. p.1, 23; D2. p.2, 3, 4, 5, 9; D3. p.1, 2, 3, 4, 15 D 4. p.1, 6; D.5 p.1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 16, 17, 18, 19) |
| LO3 |
Critically reflect on the applicability of community orientated practice to placement-based practice learning or practice examples within contemporary debates relevant to service planning and delivery. (D1. p,1,6 8,15,17, 19; D2. p1,2 .3, 4,5, 6, 8, 10, 12, 13 ; D3. p. 1,9, D4. p.4; D.5 p.1, 2,3,6,11,13, 14, 15) |
| LO4 |
Demonstrate the ability to gather and use information to effectively plan and deliver community based social care services in line with relevant environmental and governance structures. (D1. p 8; D2. p1,2 .3, 4, 10, 12, ; D3. p. 1, 6, 8, 9, D4. p.4; D.5 p.1, 2,3,6,11,13, 15) |
| 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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| 10052 |
MODL C1701 |
Professional Social Care Practice: Contexts, Models and Legal System |
| 10054 |
PRAC C1701 |
Professional Social Care Theory and Practice |
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 |
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Community orientated practice
Defining 'community', community work and community development
Distinguishing features of macro/community orientated practice
Models of macro practice - community development, youth work, social pedagogy, social action theory.
Macro level relationships in service delivery (D1. p,1, 23; D2. p.3, 4, 9, 12, 14; D3. p. 1, 2, 4, 6, 8, 15, D4. p.4; D.5 p.1, 4, 7, 14)
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Community-orientated services
Creative community initiatives; Diversion projects, Local development companies, Family Resource Centres, addiction services, homeless services, school & youth work-based projects for ageing, traveller, migrant and LGBT+ populations (D1. p.1, 23; D2. p.3, 4, 5, 9; D3. p.1, 2, 3, 4, 15 D 4. p.1; D.5 p.1, 2, 3, 4, 6, 7, 8, 11, 12, 14, 16, 17, 18, 19)
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Community Work Values and Standards
Standards of community based work, human rights based approach, social justice, participation, empowerment, equality, anti-discrimination, Collectivity. Critical consideration of governance structures; (funding, resource allocation, neoliberalism, managerialism, marketisation) (D1. p. 1, 2, 3, 6, 8, 9, 19; D2. p.1, 10, 14, 15, 16; D3. p. 6, 9, 12; D5. p. 1. 2, 3. 5. 6, 14, 15)
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Practice reflection
Apply the concept of macro practice to placement-based learning acquired in the first semester. (D1. p. 1, 2, 3, 23; D2. p.3, 4; D3. p.15 D4. p. 1, 2, 3; 6; D.5 p.1, 4, 6, 7, 13, 14, 19)
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| Assessment Breakdown | % |
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| Project | 100.00% |
| Continuous Assessment |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Case Studies |
This in class test will demonstrate the student's ability to critically reflect on case studies provided/practice experienced during placement using concepts associated with community 'orientated' practice. (D1. p, 1,2,3,23; D2. p.3,4,9,12,14; D3. p.1,2,4,6,8,15, D4. p.1,2,4,6; D.5 p.1,4,6,7,13,14,19) |
1,3 |
40.00 |
n/a |
| Project |
This individual, paired or small group project will demonstrate the student’s understanding of the principles of community based practice and its application to community orientated social care service provision for a marginalized service user group.
Infomation will be shared with the rest of the class through 'world cafe' style session (D1. p,1, 23; D2. p.2, 3, 4, 5, 6, 7, 8, 9, 12, 14; D3. p. 1, 2, 3,4, 6, 8, 9, 15, D4. p.1, 4, 6; D.5 p. 1,2, 3, 4,5, 6, 7, 8, 11, 12, 14, 16, 17, 18, 19) |
1,2,4 |
60.00 |
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 |
15 Weeks per Stage |
2.00 |
| Tutorial |
15 Weeks per Stage |
1.00 |
| Independent Learning Time |
15 Weeks per Stage |
5.33 |
| Total Hours |
125.00 |
Module Delivered In
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