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Session: 2022/23
Last modified: 14/12/2022 14:28:53
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Title of Module: Reflective Practice (Social Work) |
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Code: SWRK08005 |
SCQF Level: 8
(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: | P
Gow |
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| Summary of Module |
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This module introduces students to a range of approaches to both critical reflection on practice and self care in the context of professional Social Work practice. It engages students in exploration of the importance of anti-racist and anti-discriminatory approaches in the context of professional Social Work practice and develops students' ability to evaluate their interpersonal skills for professional practice in a variety of contexts through constructuve engagement with feedback.
- Introduces students to approaches to critical reflection on practice relevant to professional Social Work
- Introduces students to approaches to self care relevant to professional Social Work practice
- Engages students in exploration of the importance of anti-racist and anti-discriminatory practice
- Develops students' capacity for critical evaluation of their interpersonal skills
- Develops students' capacity to engage constructively with feedback
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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 knowledge and understanding of approaches to critical reflection on practice relevant to professional Social Work
L2.
Demonstrate ability to apply approaches to self care relevant to professional Social Work practice
L3.
Demonstrate a commitment to developing anti-racist and anti-oppressive practice
L4.
Demonstrate ability to evaluate own interpersonal skills |
| 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 8.
Students will develop knowledge and understanding of approaches to critical reflection on practice and self care relevant for professional social work practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Students will develop the ability to apply their knowledge to a range of professional practice contexts. |
| Generic Cognitive skills |
SCQF Level 8.
Students will develop a range of critical skills relevant to professional social work practice and to higher-level academic study. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Students will develop a range of ICT skills as a result of engagement in this module. These will include developing competence in the use of a variety of online platforms used in professional social work practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Students will take responsibility for significant elements of their own learning as well as working in groups and teams. In this module students will also demonstrate commitment to anti-racist and anti-discriminatory practice and the ability to respond constructively to feedback. |
| 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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| Significant elements of this module will be delivered online, with opportunities for meaningful campus-based engagement. Learners will be required to engage with resources on the university’s Learning Experience Platform (LEP)/Virtual Learning Environment (VLE). |
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) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Lecture/Core Content Delivery | 24 |
| Independent Study | 164 |
| 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:
Brown, A. (1995) The Social Work Supervisor, Open University Press
Grant, and G. Kinman (2014) Developing Resilience for Social Work Practice, London, Palgrave Macmillan
Kadushin, A. (2014) Supervision in Social Work, Columbia University Press (5th edition)
Knight, A. and McNaught, A. (2011) Understanding Wellbeing: An Introduction for Students and Practitioners of Health and Social Care, Lantern Publishing Ltd; Oxon
Thompson, N. (2015) People skills (4th Edition), Macmillan International Higher Education
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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:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with: timetabled sessions (whether online or in-person); course-related learning resources including those accessed via the LEP/VLE and if they complete assessments and submit these on time. |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Social Work & CDAS |
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| Moderator | S Gittins |
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| External Examiner | J Davey |
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| Accreditation Details | SCCC |
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| Version Number | 2.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written assessment worth 100% of the module mark |
(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, the module supports equality of opportunity for students from all backgrounds and with different learning needs. 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.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School.)
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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