Module Title: | Alternative to Home Care |
Language of Instruction: | English |
Teaching & Learning Strategies: |
The learning outcomes 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/ Case Studies - 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: |
Provide learners with an appreciation of alternatives to family of origin care for children or adults who are in of need social care services and support students understand the role policy plays in the delivery of Irish alternative to home care. Presenting the principles of working in alternative to home care settings, the module provides the opportunity for students to research policy from a human rights and person-centred perspective and evaluate the quality of Irish alternative to home care using national and international research evidence. Students research and communication skills are enhanced through the teaching & learning strategies and assessment workload associated with the module.
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Learning Outcomes |
On successful completion of this module the learner should be able to: |
LO1 |
Critically review a national policy associated with varying forms of alternative to home care (foster care; adolescent residential and high support care; adolescent detention centres; adult residential care in elder, residential care in disability services, homeless services) for concepts of human rights, and person-centred care (D1, 1,3,4,5,6, 7) (D2; 3,4,9,12): (D3 -2,7,8,9,10,13,12), (D5-; 1,2,3,10,12,13, 14) |
LO2 |
Critically consider how the principles of social care practice apply to alternative to home care service provision D1, 1,3,5,6, 11,14,21,22,23 D2; 1,3,4,12: D3 1,2,8,9,11,13,15 D4; 3,4,5,6,D5; 1,2,3,14) |
LO3 |
Identify the needs of those requiring alternative to home care and evaluate the quality of alternative to home interventions available to children and adults in Ireland D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D5; 1,2,3,10,14) |
LO4 |
Demonstrate the ability to gather and disseminate information relevant to Irish alternative to home care D1- 3,5,6 D2; 1,3,4,8,9,12: D3 1,2,7,8,9,11,13,15 ,D5; 1,2,3,10,14) |
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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9308 |
PRTC C2402 |
Supervised Professional Practice 1 |
9387 |
SOCG C3402 |
Alternative to Home Care |
9389 |
SERV C2402 |
Community-based Social Care Services |
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 |
Theoretical context of alternative to home care
Purpose principles and delivery of residential and foster care (D1: P1,3,9; D3: P1,2,6,11,13; D5: P1,5,6).
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Policy Context for Alternative to Home Care services
National Standards for alternative to home care - Alternative Care Practice Handbook 2014,National Standards for Foster Care, After Care Policy, 2017; National Standards for Children’s Residential Services, adolescent residential and high support care; adolescent detention centres; National Quality Standards for Residential Care services. (D1, p.1, 9; D5, p.3)
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Principles for Working in Alternative Care Settings.
Human-rights based practice, person-centred care and needs based practice applied to children, young people and adults living in alternative care settings (D1, p.1, 3, 8, 23; D2, p.11; 12;14; 16; 17; D3; p.1; 2 D5, p.1; 2, 6)
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Social Care practice skills for working in alternative to home care
Assessment, therapeutic work, managing change and non-finite loss, working with group dynamics, managing challenging behaviour, work for preparing young people to return home or leave care, supporting people in alternative to home care working with difference and oppression,
Systematic approaches to assessment and planning e.g. TRANSACTS Model (O’Kane 1998, framework for the assessment of Children in need and their families (Milner and O Byrne 2002) Recording and Case management (D1, p.1, 3, 8, 23; D2, p.11; 12;14; 16; 17; D3; p.1; 2, 6, 8, 11, 13; D5, p.1, 5, 6, 17)
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Assessment Breakdown | % |
Project | 100.00% |
Project |
Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
Project |
The essay will demonstrate students ability to critically review a form of alternative to social care using principles of practice, National policy and nation & international research.
D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D4;1,2 3,4,5,6,D5; 1,2,3,10,14) |
1,2,3 |
80.00 |
n/a |
Project |
Using a case study, students will be asked to completed a needs assessment relating to Alternative to Homecare Services D1, 1,3,5,6 D2; 1,3,4,9,12: D3 1,2,7,8,9,11,13,15 D4; 3,4,5,6,D5; 1,2,3,10,14) |
3,4 |
20.00 |
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 |
12 Weeks per Stage |
2.00 |
Tutorial |
12 Weeks per Stage |
1.00 |
Independent Learning |
15 Weeks per Stage |
5.60 |
Assignment |
Twice per semester |
0.27 |
Assignment |
Every Month |
0.75 |
Total Hours |
125.00 |
Module Delivered In
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