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Session: 2022/23
Last modified: 30/03/2022 13:46:44
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Title of Module: Advanced Practice (CGD) |
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Code: CGAD11003 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | M
McCrory |
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| Summary of Module |
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This module introduces a range of contemporary approaches and techniques, based on broadly constructivist theoretical positions, which are relevant to career guidance and development practice in a wide range of contexts. Students will critically evaluate a range of approaches which seek to "activate" clients, including coaching, motivational and solution-focused approaches and will be introduced to theories of learning relevant to career practice . The module considers developments in modes of delivery such as telephone, online and e-guidance and the use of assessment tools in acreer guidance and development practice. In this module students will utilise, and critically reflect upon, a range of contemporary approaches and techniques as they engage in practice.
- Explores research on “effective” career guidance
- Engages students with contemporary approaches to working with individuals and groups
- Critically evaluates issues in telephone, online and e-guidance
- Critically evaluates a range of approaches to assessing client need
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate critical knowledge and understanding of the principal theories and concepts underpinning contemporary career guidance and development practice.
L2.
Apply contemporary approaches in practical career guidance and development settings.
L3.
Critically evaluate competing theories, approaches and techniques relating to career guidance and development practice.
L4.
Demonstrate capacity to work with, and facilitate engagement with, career-related information drawn from a range of media.
L5.
Practice in supervised and peer contexts in ways that recognise appropriately delineated professional boundaries. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Develop critical knowledge and understanding of a range of contemporary approaches to individual and group interventions in person-centred career-related practice.
Develop critical knowledge and understanding of a range of contemporary modes of service delivery.
Develop critical knowledge and understanding of strategies that encourage the development of career management skills in the context of individual and group career-related interventions.
Develop critical knowledge and understanding of tools for assessing client need (including psychometrics). |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Develop the capacity to engage in constructive professional dialogue to inform own practice and effect improvement and development in practice.
Develop the capacity to establish, develop and maintain effective communication with clients and colleagues.
Develop the capacity to establish purposeful and professional relationships with clients and colleagues.
Develop the capacity to support clients in making and implementing career plans in the context of individual and group career-related interventions.
Develop the capacity to collate and evaluate career-related information, to negotiate access to career-related information and to support clients to access and interpret career information.
Demonstrate the ability to evaluate own and others’ practice. |
| Generic Cognitive skills |
SCQF Level 11.
Develop the capacity to draw upon experience and feedback to facilitate reflective practice and continuous professional development.
Develop the capacity to generate new ideas and approaches to inform own practice and influence service delivery.
Develop the capacity to critically evaluate theory and to explore the contribution that theory can make to practice.
Develop the capacity to accurately assess the needs of clients. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Develop the capacity to make effective use of systems for supervision and support.
Develop the capacity to establish, develop and maintain effective communication with clients and colleagues in professional career-related contexts.
Develop the capacity to establish purposeful and professional relationships with clients and colleagues.
Develop the capacity to engage with clients using appropriate person-centred techniques in the context of individual and group career-related interventions.
Develop the capacity to access, collate and evaluate a wide range of career-related information and the capacity to support clients to access, interpret and use this information using a variety of media. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Develop the capacity to build and sustain constructive working relationships with clients and colleagues and to work collaboratively, recognising the boundaries of professional roles.
Develop the capacity to practice in ways that draw upon critical reflection on own and others’ roles and responsibilities. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is part of a programme delivered by blended (hybrid) learning and distance (online) learning.
Students undertaking the programme by blended (hybrid) learning, will be required to engage with resources on the VLE, to attend timetabled campus-based sessions and synchronous online sessions.
Distance (online) learners will be required to engage with resources on the VLE, which may include presentations, readings, audio and video recordings.
All students will contribute to discussion forums on the VLE.
Students undertaking this module will also be required to undertake practice learning. Blended (hybrid) learners will undertake practice learning on campus and/or online and distance (online) learners will undertake practice learning in their workplace.
Blended (hybrid) learners may be required to attend practice learning sessions at a location other than the UWS Paisley Campus.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 14 |
| Tutorial/Synchronous Support Activity | 6 |
| Laboratory/Practical Demonstration/Workshop | 10 |
| Practice Based Learning | 30 |
| Personal Development Plan | 5 |
| Independent Study | 135 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Amundson, N. (2003) Active engagement. Enhancing the career counselling process (2nd edition). Richmond: Ergon Communications.
Lovén, A. (2003) The Paradigm Shift – Rhetoric or Reality? International Journal for Educational and Vocational Guidance. Vol. 3, pp. 123-125.
Reid, H. and West, L. (2011) Telling tales: Using narrative in career guidance. Journal of Vocational Behaviour. Vol 78, pp.174-183.
Yates, J. (2018) The Career Coaching Toolkit. Hove: Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are required to attend all scheduled sessions and participate in all delivered elements of the module as part of their engagement with their programme of study. Distance learners should contact the programme leader if they require clarification regarding engagement. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | PG Social Sciences |
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| Moderator | E Bolger |
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| External Examiner | J Yates |
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| Accreditation Details | Career Development Institute (CDI) |
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| Version Number | 2.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Successful completion of this module requires students to pass the following summative assessment:
Assessment of practice (50% of final mark)
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Written assessment (50% of final mark)
Note that alternative assessment arrangements can be made for students with specific requirements in accordance with the university's regulations. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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