SW7052 - Assessment Planning and Professional Ethics (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module status||DELETED (This module is no longer running)|
|Module title||Assessment Planning and Professional Ethics|
|Module level||Masters (07)|
|Credit rating for module||10|
|School||School of Social Sciences and Professions|
|Total study hours||100|
|Running in 2022/23(Please note that module timeslots are subject to change)||No instances running in the year|
This module provides opportunities for students to prepare for effective social work practice through:
• The introduction of key concepts and foundation knowledge of need, risk, support and care for children and adults, and the role of the social worker.
• Promoting an understanding of legislation, policy and practice guidance related to assessment and support/care planning and learning from inquiries and serious case reviews.
• Providing an opportunity to comprehend and reflect on models and theories of assessment and support/care planning for children and adults and to develop practitioner skills in a context of social work ethics and values.
• Promoting the involvement of children and adults in social work processes and the development of skills in the empowerment of service users.
• The social context and development of social care provision for adults and children. LO 3,1
• National and local policies, legislation and procedures on assessment relating to both children and adults in a context of anti-oppressive practice and service user involvement and empowerment. LO 2,4
• Exploring concepts and models of need and risk for children and adults in a context of the principles of human rights and social justice. LO 2,4
• Analysis and evidence based practice in the assessment of need and risk. LO 1,3
• Key ethical perspectives with a focus on professional accountability and compliance with professional standards and ethical frameworks. LO 1,3,4
• Principles of self-directed support, needs led and person centred interventions, methods and models.
• Person centred planning and self-directed support for people with learning disabilities. LO 3,4
• Care planning for people with mental health problems, strengths perspective and focus on the central importance of aims and objectives.
• A network of care – options available including befriending and supported housing and implications and issues for informal carers, debate roles, rights and responsibilities of carers. LO 1,2,3
• Costing, charging and managing an individual budget.
• Risk and safety, the key role of monitoring and review. Focus on risk assessment, and the Care Programme Approach for people with mental health problems LO 1,2
• Risk and safety, recognition of opportunities for and patterns of abuse. The focus will be on older people and people with learning or physical disabilities living both in residential care and home support settings. LO 2,3, 4
• The assessment of children in need and their families in a context of multi-professional working. LO 1,2,3,4
• Risk and safety, risk awareness in working with children and families.
Balance of independent study and scheduled teaching activity
A combination of lectures, seminars and small group working, often drawing from case studies and serious case reviews.
Students will be guided to identify relevant reading to support independent study. Personal and Professional Development Plan (PPDP) is an opportunity for the student to identify their overall professional goals related to the PCF and the HCPC’s Standard of Conduct and Ethics and students will be encouraged to develop individual (PPDP). Resources for example, reflective log will be made available to students on Weblearn to ensure ongoing reflection.
On successful completion of the module students will:
1. Critically examine key concepts of need and risk, including constructing hypotheses, and apply these to the models, legislation, policy and practice guidance that underpin assessment, and support planning for both children and adults.
2. Analyse key theories, research and learning from inquiries and serious case reviews to recognise risk and identify when protective action is required, and have knowledge about how to implement that action for both children and adults.
3. Critically reflect on approaches, such as the personalisation agenda and independent advocacy that enable practitioners to engage with service users to support them participating in their own assessments and support plans.
4. Analyse key ethical perspectives, including professional accountability and the requirement for compliance with the social work role, professional standards and ethical frameworks.
The assessment strategy is designed to provide a rich mix of formative assessment opportunities to prepare students for the summative assignments. The assessment strategy is based throughout upon learning from serious case reviews which highlights the importance of assessment and planning for need and risk for both adults and children. The students will be required to complete an assessment using the case study provided.
Students will complete a summative written assignment based on a case study of both adult and children. The assignment will require students to draw on reading and learning from the module. This assignment will assess all Learning Outcomes
Parker, J. (2017) Social Work Practice, Assessment, Planning, Intervention and Review, Sage Publications
Walker, S. and Beckett, C (2011). Social Work Assessment and Intervention (2nd Ed) Russell House Publishing.
Holt, K. (2014) Child Protection. Palgrave
Kemshall, H et al (2013) Working with Risk. London: Polity.
British Journal of Social Work
Child and Family Social Work
Journal of Adult Protection