module specification

SC4051 - Introduction to professional practice (2020/21)

Module specification Module approved to run in 2020/21
Module title Introduction to professional practice
Module level Certificate (04)
Credit rating for module 15
School School of Social Sciences
Total study hours 150
 
80 hours Assessment Preparation / Delivery
40 hours Guided independent study
30 hours Scheduled learning & teaching activities
0 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   Group work assignment based on a given case study, including a 1000 word report on their analysis of the case study
Coursework 50%   1500 word reflective log allowing students to demonstrate their ability to reflect on their understanding of the issues
Running in 2020/21

(Please note that module timeslots are subject to change)
Period Campus Day Time Module Leader
Spring semester North Thursday Afternoon

Module summary

This module provides opportunities for students to Develop practice skills in an environment that is risk-free for service users and students. Develop abilities, skills and understanding of the role of a YOT worker to achieve readiness for practice across a range of different service user groups.

Syllabus

Communication skills and application to practice in relation to range of service user groups.   YJSAKM – I2 LO 1-3

Understanding of reflection, reflective practice and anti-oppressive practice  LO 1-3

Practice knowledge and skills including engagement, information gathering, investigation, authenticity, active listening, self-awareness, use of self, interviewing & questioning skills, managing conflict & confrontation, the use of assertiveness, report writing, presentation and recording skills
YJSAKM – I2 LO 1-3

Legal frameworks  YJSAKM – I1/F1 LO 3

caseload Management Guidance LO 4

Standards for Children in the Justice LO 5

Balance of independent study and scheduled teaching activity

The learning and teaching methods on this module will include the following approaches:
• Interactive skills-based workshops: collaborative experiential learning
• Small group and peer learning and reflection on feedback
• Experiential role plays
• Case-study analysis and problem-based learning
• Personal reflection and reflective writing
• Preparation for supervision and direct practice
The module will include service user, carer and practitioner contributions
The use of these approaches will be complemented by students’ active engagement with the  learning process as they identify their own learning needs. Students will be encouraged to engage meaningfully with these strategies through personal reflection and reflective writing, use of Weblearn, visual materials and other online educational content.
These methods will be underpinned by an understanding of, anti-discriminatory and anti-oppressive practice, which will be integrated throughout the module.

Learning outcomes

By the end of the module, students will be able to:

1. Demonstrate an awareness of how to relate to children and professionals
2. Understand their own preconceived ideas as show the ability to move beyond these when supporting young people
3. Understand the legal frameworks relating to youth justice
4. Know how to utilise the caseload management guidance to support professional practice
5. Show competence in regards to the Standards for children in the justice system and relevant areas of the Youth Justice Skills and Knowledge Matrix at Induction and Foundation level (YJSAKM)

Assessment strategy

The module will have two assessments, one will be a group work assignment based on a given case study, including a 1000 word report on their analysis of the case study

The second assignment will be a reflective log, where the student will be asked to critically reflect on how their beliefs and competencies have impacted on their practice, when asked to operate within particular frameworks and with vulnerable children

Bibliography

Core Texts

Burke, R.H., 2016. Young people, crime and justice, 2nd edition. ed. Routledge, Taylor &  Francis Group, Abingdon.


Arthur, R., 2010. Young offenders and the law: how the law responds to youth offending. Routledge, London.

Arthur, R., 2007. Family life and youth offending: home is where the hurt is. Routledge, London.


Additional Texts

Crawford, A., Newburn, T., 2003. Youth offending and restorative justice: implementing reform in youth justice. Willan, Cullompton.

Davies, K. and Jones, R. (eds.) (2015) Skills for social work practice. Basingstoke: Palgrave Macmillan.
Moss, B. (2015) Communication skills in health and social care. London: SAGE Publications

Watkins, M., Johnson, D., Gibson, B., Stanley, C., 2010. Youth justice and the Youth Court: an introduction. Waterside Press, Hook

Journals:
Journal of Youth Studies
Young
Youth Justice
Youth Policy
British Journal of Criminology
Journal of Law and Society
International Journal of Adolescence and Youth
Youth Violence and Juvenile Justice

Websites:
https://www.gov.uk/government/organisations/youth-justice-board-for-england-and-wales
HMIP - https://www.justiceinspectorates.gov.uk