麻豆传媒

| Catalogues for 2003/04 | for UGs | for PGs

Before taking this unit you must take SP10105

Aims: The aim of this unit is to provide students with a basic understanding of the theory and practice of working with groups and in teams within human service organisations.
Learning Outcomes:
By the end of this unit students will have learnt: to identify indications and counter-indications for using groupwork as a method of intervention; to plan and induct members into formed groups; to select appropriate leadership styles and the tasks associated with them, such as communication and making decisions; to understand the groupwork role in relation to self-led groups; to solve common groupwork problems, and evaluate the process and outcomes of groupwork. Students will also have learnt how group processes relate to working in groups. Students will have learnt how group processes can be utilised in working with service users in the assessment of needs and the evaluation of services.
Skills:
By the end of the unit students will have developed skills in communicating an argument; gathering information and data from a number of sources; synthesising information to gain a coherent understanding; exploring a variety of relationships and environments relevant to learning and practice; developing sensitivity to the values and interests of others; awareness of ethical issues in research; inter-personal and communication skills; presentation and verbal communication skills; team and groupworking skills; reflection upon their own performance and take responsibility for their own professional and personal learning; managing time and workload effectively.

Demonstrate evidence of competence at level 1 of National Occupational Standards Requirements. This involves the following 5 Units.

Key Role 1:
Prepare for and work with individuals, families, carers, groups and communities to assess their needs and circumstances.
Unit 1: Prepare for social work contact and involvement.

Key Role 2:
Plan, carry out, review and evaluate social work practice with individuals, families, carers, groups, communities and other professionals.
Unit 6: Prepare, produce, implement and evaluate plans with individuals, families, carers, groups, communities and professional colleagues.
Unit 8: Work with groups to promote individual growth, development and independence.

Key Role 5:
Manage and be accountable with supervision and support for your own social work practice within your organisation.
Unit 14: Manage and be accountable for your own work.

Key Role 6:
Demonstrate professional competence in social work practice.
Unit 19: Work within agreed standards of social work practice and ensure own professional development.

Demonstrate that the value requirements have been met. Students have to:
* Identify and question their own values and prejudices and the implications for practice;
* Respect and value uniqueness and diversity and recognise and build on strengths, promote people's rights to choice, privacy, confidentiality and protections, whilst recognising and addressing the complexities of competing rights and demands;
* assist people to increase control of and improve the quality of their lives, while recognising that control of behaviour will be required at times in order to protect children and adults from harm;
* identify, analyse and take action to counter discrimination, racism, disadvantage, inequality and injustice, using strategies appropriate to role and function;
* practice in a manner that does not stigmatise or disadvantage either individuals, groups or communities;
* assess potential risk to self and colleagues.
Content:
Purposes of groupwork; group typologies; models of group development; planning groups; leadership styles and tasks; working with user-led groups; problem-solving in groups; recording and evaluating groups; work-based teams as groups. Students will receive some teaching to cover this content but will also carry out projects in collaborative groups, for a local statutory or community organisation. These projects may be a continuation of a project started for the semester 1 course SP10105 - Community Profiling; assessing community needs. Close tutorial support will be available during the process of these projects in order to enhance learning. There will be a day set aside when all teams will present their final reports.

SP10019: Developing professional competence

Credits: 6

Level: Certificate

Semester: 2

Assessment: ES100

Requisites:

Aims: To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to: Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP10043: Sociology of modern industrial societies

Credits: 6

Level: Certificate

Semester: 1

Assessment: ES100

Requisites:

Aims: This unit introduces students to the key sociological issues posed by the rise of capitalist modern (industrial societies) and classical theory. The unit aims:
* To investigate the historical processes which led to the emergence of capitalist modern societies;
* To explore the constitution of political, economic and social spheres of social relations and their institutions;
* To provide an understanding of the fundamental concepts of classical sociology in relation to capitalism and industrialism;
* To help students to identify and critically assess the significance of key concepts, ideas and problems in the works of Karl Marx, Max Weber and Emile Durkheim to capitalist industrial societies.
Learning Outcomes:
By the end of the unit, you should be able to understand the historical processes which led to the emergence of capitalist industrial societies, identify the major sociological questions and answers to the fundamental issues brought about capitalist industrialism and, finally, to assess the theoretical ideas and problems posed by in the works of what is called classical theory, in their historical context.
Skills:
Intellectual skills:
* To think creatively and analytically;
* To evaluate others' arguments and research;
* To critically evaluate and assess research evidence as well as a variety of other information;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* To develop time-management and administrative skills. Knowledge outcomes: sociology:
* Knowledge of the theoretical basis of sociological perspectives;
* Knowledge of historical and contemporary perspective of sociology;
* Knowledge of the relationship between Sociology and other cognate disciplines.
Content:
The unit is divided into two sections. The first section will look at what makes capitalist modern societies distinctive. That is what are the social processes and new institutions leading to these differentiation? The second section will look at the work of three major thinkers who constitute what we call classical sociology (they were not, with the exception of one of them, really 'sociologists': Karl Marx (1818-1883), Max Weber (1864-1920), Emile Durkheim (1858-1917). The three thinkers were committed to their political convictions and ideas which are reflected in the theoretical frameworks and concepts that they developed. The main questions we will ask them are: what is the driving force in industrial societies? Are social relations driven by class conflict? Coercion? Rationalisation? Individualism? Solidarity?

SP10044: Sociology of inequalities

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX100

Requisites:

Before taking this unit you must take SP10043

Aims: The aims of the unit are to:
i Provide students with a basic understanding of the changing nature of modern society.
ii. Provide students with a basic understanding of the different ways that sociologists have sought to make sense of the changes evident in modern society.
iii. Provide evidence of and theories explaining the key aspects of 'difference' and 'inequalities' within modern British society.
iv. Encourage students to think critically about the key issues that arise from such evidence and theories.
v. Provide an introduction to understanding the main modes of social regulation and control within modern societies.
Learning Outcomes:
By the end of the unit the students will be better equipped to:
* Distinguish between the key ways in which sociologists characterise modern societies.
* Identify dominant forms of inequalities within modern British society.
* Reflect critically upon explanations for inequalities and difference.
* Recognise and critically reflect upon different forms of social regulation and control.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner. Knowledge of the theoretical basis of sociological perspectives. Knowledge of historical and contemporary perspective of sociology. Knowledge of the relationship between Sociology and other cognate disciplines. Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences. Knowledge of theories of welfare state development. Knowledge of the main sources of data about social welfare and a critical approach to their use. Knowledge of the fundamental concepts and theoretical basis of sociology Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences. Knowledge of social processes (e.g. poverty, unemployment, poor health) that impinge on service users, and which contribute to social differences and experience of exclusion.
Transferable/Key Skills:
to develop: To think creatively and analytically. To communicate an argument. To evaluate others' arguments and research. To critically evaluate and assess research and evidence as well as a variety of other information. To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.). To synthesise information from a number of sources in order to gain a coherent understanding. Revision and Examination skills. Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
Content:
The unit will address the following questions:
1. Do industrial societies display common trends, even superseding industrialism?
2. What are the main modes of social regulation and social control in changing societies? Theories and evidence of post-industrialism, convergence, managerialism, ethnic and gender forms of social stratification in relation to social control and citizenship.

SP10059: Core skills for social scientists

Credits: 6

Level: Certificate

Semester: 1

Assessment: EX100

Requisites:

Aims: The aims of this unit are to introduce students to:
1. The major methodological traditions in social research
2. The main principles of research design
3. Key study and learning skills
4. Key computing skills
Learning Outcomes:
By the end of the unit students should be able to:
* Design qualitative and quantitative research projects
* Critically evaluate published research studies
* Apply the principles of critical thinking to evaluate others' arguments
* Reflect on and develop their learning skills
* Use basic Information and Computing Technology (ICT) skills
Skills:
Intellectual skills
* To think creatively and analytically
* To evaluate others' arguments and research
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying).
* To critically evaluate and assess research and evidence as well as a variety of other information
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.).
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* To utilise problem solving skills. Professional Practical Skills:
* To develop sensitivity to the values and interests of others. Transferable/Key Skills
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing)
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information)
* Inter-personal and communication skills
* Essay research, preparation and writing skills
* To construct a bibliography of varying complexity
* Revision and Examination skills
* Time-management and administrative skills
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, Powerpoint, using IT to support presentations)
*Team and group working skills
*To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development.
* To solve problems in a variety of situations.
* To manage time effectively and respond to changing demands.
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
General learning and study skills such as time management, group working, plagiarism, essay writing, exam revision, reflective study. Critical thinking analysis, including formal and informal fallacies, necessary and sufficient conditions. 麻豆传媒 design and evaluation applied to both quantitative and qualitative research. Basic skills in word-processing, spreadsheets, email, using the web to search for information.

SP10060: Quantitative methods: Surveys & data analysis

Credits: 6

Level: Certificate

Semester: 2

Assessment: EX100

Requisites:

Aims: To introduce students to the main assumptions, concepts and methods of survey methods, sampling, descriptive and inferential statistics and to establish basic competence sufficient for investigative, exploratory data analysis using the Statistical Package for Social Sciences (SPSS).
Learning Outcomes:
By the end of the unit students are expected to be able to:
* formulate questionnaire questions and conduct small-scale surveys.
* recognise variables according to different levels of measurement.
* standardise scores.
* apply a chi square test in order to explore differences between categorical variables.
* to explore the strength of association between different types of variables.
* to use the Statistical Package for Social Sciences (SPSS) to apply simple statistical procedures for describing data.
* to use SPSS to perform simple statistical analysis, including procedures for the re-coding of variables, and calculating the chi square test, Pearsons' correlation coefficient and simple regression.
Skills:
Intellectual skills:
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To utilise problem solving skills;
Professional Practical Skills:
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments.
Transferable/Key Skills:
* Advanced information and computing technology skills (i.e. SPSS and other forms of computer based data analysis programmes, producing tables, spreadsheets, graphs and charts, statistical tests).
* Statistical analysis of bivariate and multivariate relationships between variables.
* Team and group working skills.
* To solve problems in a variety of situations. Knowledge outcomes: Sociology and Soc/HRM:
* Knowledge of the current developments in practice and research in a European and world context. Knowledge outcomes: SPA and Sociology and Social Policy:
* Knowledge of techniques for the evaluation of policy outcomes.
* Knowledge of the main sources of data about social welfare and a critical approach to the use of these. Knowledge outcomes: Social Sciences:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
* Knowledge of the main sources of data about social issues and a critical approach to their use. Knowledge outcomes: Social Work and Applied Social Studies:
* Understanding of how to apply knowledge and concepts from across various social sciences disciplines.
* Knowledge of the main sources of data about social issues and a critical approach to their use.
Content:
Basic principles of surveys, construction of questionnaires and sampling; Basic descriptive statistics and Graphical Representation of Quantitative Data; Measures of central tendency and variability; Introduction to the Statistical Package for Social Scientists (SPSS); The normal distribution and z-scores; Tests of associations: An overview of tests for Nominal, Ordinal and Interval/Ratio variables; Introduction to inferential statistics; Estimates, Hypothesis testing and Predictions; Tests of significance for Nominal variables (the chi-square test), Correlation and simple regression.

SP10105: Community profiling: assessing community needs

Credits: 6

Level: Certificate

Semester: 1

Assessment: ES80RT20

Requisites:

After taking this unit you must take SP10017

SP20016: Communication skills

Credits: 3

Level: Intermediate

Semester: 1

Assessment: ES100

Requisites:

This unit is for SWASS and ASS students only
Aims & Learning Objectives:
The course aims to extend and develop the communication skills of students for use in social work practice.
Content:
Various styles of communication are addressed with the main focus on interviewing, report writing and non verbal communication. Telephone skills, assertiveness, working with interpreters and use of Makaton signing are considered and students are provided with information about extra-curricular specialist training available locally. There is an introductory session on observation. Students are encouraged to apply their communication skills to future interactions with service users, colleagues and other professionals and to consider issues of power and status. The importance of developing anti-discriminatory practice is emphasised at all levels of communication but particularly in face to face interactions with service users. Effective non-oppressive ways of communicating with disadvantaged groups such as minority ethnic groups, older people, disabled people, people with mental health problems or learning difficulties and children are explored. The course asks students to think, to plan and to reflect before they take action. They are required to examine themselves closely to develop awareness of what they communicate about themselves and what they carry with them into interactions. They will consider their abilities to empathise, to respect and to understand the positions of others. Small groups, role plays and other exercises are used to practice listening and interviewing skills.

SP20019: Developing professional competence

Credits: 3

Level: Intermediate

Semester: 1

Assessment: ES100

Requisites:

This unit is for SWASS and ASS students only.
Aims: To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to:Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP20020: Discrimination & empowerment in social work

Credits: 6

Level: Intermediate

Semester: 1

Assessment: CW100

Requisites:

This unit is for SWASS and ASS students only.
Aims: The unit will build on prior understanding of how some individuals and groups in society are marginalised and discriminated against, so that students can understand the way in which social work practice and social work organisations impact on these groups.
Learning Outcomes:
By the end of this unit students will have learnt: heightened awareness of discrimination and the part their values play in this; how to develop strategies for practice individually and collectively, personally and professionally, which will reduce service users' experience of discrimination and which enable them to take greater control of their lives; about power and how to use it to enable rather than disable vulnerable service users; how to value, recognise and respect diversity, expertise and experience of individuals, families and communities; how to challenge discrimination where they find it within social work organisations and in their practice with service users and others; how to evaluate practice using skills learnt elsewhere, e.g. personal reflection, service user feedback, supervision, group discussion, use of theory and recorded experience.
Skills:
By the end of this unit students will have learnt: to build upon their skills of critical analysis; more about collaborative learning with others; in the context of this unit and their social work placement (SP20021), how to explore a variety of relationships and environments relevant to their learning; to apply sociological and social policy knowledge to the analysis of complex ethical and practical issues; how to develop sensitivity to the values and interests of others; how to act, with others, to increase social justice by challenging discrimination at individual, institutional and structural levels; the importance of working in partnership with service users and carers to ensure that their practice is effective in meeting their needs, and does not replicate experiences of marginalisation.
Content:
Group rules for discussing challenging issues in a group setting; reflections on childhood and the experience of marginalisation; developing personal action plans; raising personal awareness and developing strategies in relation to racism, sexism and discrimination against children, mental health service users, disabled people, older people, people with learning difficulties and people diagnosed as HIV positive; the importance of the service user's voice in understanding about and evaluating social work practice; the social model of disability and the way it informs social work practice; ageism and its implications for social work with older people; understanding the ways in which homophobia and heterosexism isolate and oppress gay men and lesbians; the part intolerance plays in isolating people because of their religious or spiritual beliefs.

SP20021: Social work placement 1

Credits: 18

Level: Intermediate

Semester: 1

Assessment: CW100

Requisites:

Pre-requisite: all Social Work & Appied Social Studies professional studies courses. This unit is for SWASS students only.
Aims: To introduce students to the different style of learning required for professional social work training, enabling them to develop and demonstrate their professional competence. To provide a basic knowledge of significant legislative and policy frameworks and of services (including the relationship between statutory, voluntary and private sectors). To develop a broad range of communication skills for application in social work practice: verbal, non-verbal and written, essential for effective social work and to explore the links between theory and practice. To learn about task centred work and its potential application when undertaking an assessment. To explore the value base of social work and its application in practice.
Learning Outcomes:
After completing the unit, students will have knowledge of:Social processes that impinge on service users; nature of social work services and practices that can respond to diversity and tackle discrimination; the significance of legislative and policy frameworks and the effects on social work practice; knowledge of organisational processes such as policy implementation and the pursuit of quality in service delivery. They will also have knowledge of the skills required for effective communication in a range of settings, how to plan and conduct an initial assessment using a task-centred approach, the meaning of partnership working with service users, how to use supervision to contribute to their own professional development and to promote best social work practice.
Skills:
After completing the Unit students should be able to:Learn independently and be able to assess their own learning style and learning needs; select and synthesis appropriate and relevant material from a wide range of sources; utilise problem-solving skills in a variety of situations; explore a variety of relationships (e.g. with service users, with other professionals) and environments (e.g. statutory, voluntary sector) relevant to social work practice; develop sensitivity to the values and interests of others; reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development. Students should also have developed appropriate study & learning skills; interpersonal and communication skills; essay research, preparation and writing skills; presentation skills and verbal communication; team and group working skills.
Content:
Models of adult learning and their implications. Social work today: its legislative and organisational contexts; the value base of social work. An introduction to social work theory and to practice methods (particularly task centred work) and developing skills as a reflective, anti-discriminatory practitioner. Communication skills for social work practice (focusing on face-to-face interviews with service users but including use of the telephone, report writing, communication with other professionals). Models of supervision on placement and in practice. Taking learning into practice.

SP20022: Organisation and management of social care services

Credits: 6

Level: Intermediate

Semester: 1

Assessment: EX100

Requisites:

Before taking this unit you must take SP10001 and take SP10002

The pre-requisites for this unit are for NON Social Work students.
Aims: Students will build upon direct or indirect knowledge of social care organisations to understand the connections between policy, organisation, learning, the role of consumers, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services.
Learning Outcomes:
Students will be able to demonstrate that they have learnt to:
* Think critically about the complex social, economic, political and cultural contexts in which social care practice is located;
* Understand social science theories explaining group and organisational behaviour, adaptation and change;
* Understand that practice requires balancing autonomy with complex, multiple and sometimes contradictory accountabilities;
* Understand authority within complex frameworks of accountability and ethical and legal boundaries;
* Integrate knowledge about the relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services provided in inter-disciplinary contexts and the issues associated with working across professional boundaries and within different disciplinary groups;
* Understand the significance of interrelationships with other social care services, especially education, housing, health, income maintenance and criminal justice;
* Knowledge of the factors and processes that facilitate effective inter-disciplinary, inter-professional and inter-agency collaboration and partnership;
* Understand the contribution of different approaches to management, leadership and quality in public and independent human services;
* Understand the conceptual links between codes defining ethical practice, the regulation of professional conduct and the management of potential conflicts generated by the codes held by different professional groups;
* Understand the power and function of recording.
Skills:
Students will develop the skills to:
* Develop critical and analytical powers in general (facilitated);
* Gather information from a range of different sources (facilitated);
* Revise and pass exams (facilitated);
* Develop a knowledge of the nature of social care services and practices that can respond to diversity (taught);
* Develop a knowledge of organisational processes (taught);
* Analyse and address in a creative manner human, organisational and structural impediments to change (facilitated);
* Write accurately and clearly in styles adapted to the audience, purpose and context of the communication (taught);
* Consult actively with others, including service users, who hold relevant information or expertise (taught);
* Act co-operatively with others, liaising and negotiating across differences such as organisational and professional boundaries and differences of identity or language (taught);
* Manage uncertainty, change and stress in work situations (taught);
* Understand and manage changing situations and respond in a flexible manner (facilitated).
Content:
Students will build upon direct and indirect knowledge to understand the connections between policy, organisation, practice and service delivery. They will learn what effect organisation has on the development of social work practice and service delivery and how different organisations inter-relate to provide the full range of social care services. Students will develop a critical knowledge about the role of management; the role of consumer involvement; the functions of supervision; the purpose and power of recording; issues concerning workload management; team working and inter-disciplinary practice and the newly developing organisational structures.

SP20022: Organisation and management of social care services

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX100

Requisites:

Before taking this unit you must take SP10001 and take SP10002

SP20023: Child care research, policy & practice

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX100

Requisites:

This unit is for SWASS & ASS students only.
Aims: To provide students with a broad understanding of major child care research and policy developments and their implications for practice. To equip them with knowledge of child development, child observation and child protection procedures.
Learning Outcomes:
After completing the unit, students will have a knowledge of: Recent child care research, policy and practice developments and the relationship between them. Theories of child development and how to apply this knowledge in the context of child observation, including using observation to inform assessment. Child protection procedures (including the role of different professionals) and the research and policy background to the development of such procedures. Some of the professional and ethical dilemmas that might arise in the application of these procedures in practice.
Skills:
Students should be able to: Critically evaluate and assess child care research and evidence as well as a variety of other information (e.g. policy and guidance). Synthesise information from a number of sources in order to gain a coherent understanding of child care research, policy and practice. Reflect upon their own academic and professional performance and take responsibility for personal and professional learning and development.
Content:
Historical overview of major child care legislation and policy developments. Key concepts of the 1989 Children Act, research findings since the Act and their implications for practice. An introduction to assessment in child care work. An introduction to human growth and development, focusing particularly on child development. The knowledge, skills and values for child observation and its role in social work practice. Child protection policy and practice; definitions of abuse, indicators, signs and symptoms; child protection procedures; inter-agency roles and responsibilities; partnership working in child protection.

SP20024: Legislation for social work practice 1

Credits: 6

Level: Intermediate

Semester: 2

Assessment: EX100

Requisites:

After taking this unit you must take SP30029

This unit is for SWASS and ASS students only.
Aims: To provide knowledge about the significance of legislative frameworks and the effects on social work practice and provision. To learn about the relationship between law, practice and people's lives. To develop the skills and knowledge to work effectively with the law to promote people's safety, well-being and rights.
Learning Outcomes:
The students should have an understanding and knowledge of:
* The legal framework and service delivery standards, including the nature of legal authority, the application of legislation in practice, statutory accountability and tensions between statute, policy and practice;
* The key areas of legislation for statutory social work in the childcare field;
* The legal framework and professional boundaries that regulates practice and provision in relation to children, families and young offenders;
* The complex relationship between justice, care and control in social welfare and the practical and ethical implications of these, including roles as statutory agents and in upholding the law in respect of discrimination;
* The roles and responsibilities of a social worker working with the law in relation to children and families and young people who offend;
* Students should be able to assess human situations, negotiate goals and plans taking legislative options and issues of safety into account.
Skills:
* To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment (facilitated and assessed);
* To gather information, data, research and literature from a number of different sources (taught, facilitated and assessed);
* To select appropriate and relevant information from a wide source and large body of knowledge (facilitated and assessed);
* To synthesise information from a number of sources in order to gain a coherent understanding (facilitated and assessed);
* To utilise problem solving skills (assessed);
* To explore a variety of relationships and environments relevant to learning and practising within the context of the social work degree (facilitated and taught);
* Study and learning skills (facilitated);
* Revision and examination skills (facilitated and taught);
* To develop a knowledge of legislative and policy frameworks and the effects on social care practice;
* To develop knowledge of the moral concepts of rights, responsibilities, freedom, authority and power and the influence on the relationship between justice, care and control in the delivery of social work services.
Content:
Each week focuses upon one area of legislation. Topics include: specific areas of the law relating to private law, social services support to families, child protection, Adoption, Care and Supervision Orders, family placements, residential placements and youth justice. In relation to each of these areas of the law the students will explore the role, responsibility and duties of a social worker.

Credits: 60

Level: Intermediate

Academic Year

Assessment: CW100

Requisites:

Aims:
1. To complete a work placement with an organisation, either in the UK or overseas, most typically in some sort of human resource management, policy, research or evaluation setting.
2.To provide a potential basis for the final year dissertation
3.To develop critical, analytical problem-based learning skills and the transferable skills to prepare the student for graduate employment or further study.
4.To enhance the development of the students' interpersonal skills.
5.To assist the student to develop the skills required for both autonomous and team work.
Learning Outcomes:
By the end of the unit the students should be able to:
*Apply their academic knowledge to a practical work setting
*Reflect on how their work experience relates to the knowledge gained at University.
Skills:
Intellectual Skills:
*To utilise problem solving skills.
*To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline.
Professional Practical Skills:
*To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments.
*To develop sensitivity to the values and interests of others
Transferable/Key Skills:
to develop:
*Inter-personal and communication skills
*Time-management and administrative skills
*Basic Information and Computing Technology skills (word processing, email, using the web to search for information)
*Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions)
*Team and group working skills
*To lead others confidently and competently
*To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development
*To solve problems in a variety of situations
*To manage time effectively and respond to changing demands
*To prioritise workloads, and utilise long- and short-term planning skills
*To understand career opportunities and challenges ahead and begin to plan a career path
Content:
The content of placements is very varied. Most students who do placements in this department are doing a degree in sociology with human resource management and these students typically find placements in HR departments of large organisations. Other students find research and/or policy placements with organisations such as the Metropolitan police, the Daycare Trust, the Audit Commission, social services departments and so on.

SP20069: Philosophy of the social sciences

Credits: 6

Level: Intermediate

Semester: 1

Assessment: EX100

Requisites:

Before taking this unit you must take SP10043 and take SP10044 and take SP10059

Aims: This course aims to demonstrate the significance of different theories of scientific methodology for the social sciences and the distinctive contribution of the interpretivist perspective to sociology and related social sciences. It does this by examining key issues in the philosophy of the social sciences, focusing particularly on the social processes by which knowledge is established and changed. It considers the work of theorists such as Popper, Kuhn, Durkheim, Weber and Winch.
Learning Outcomes:
By the end of the unit the students should be able to:
* Understand the problematic relevance of natural science models for the social sciences
* Critique the concepts of 'truth' and 'objectivity' in relation to scientific methods
* Be aware of the substantive and methodological claims of positivist, phenomenological and cultural relativist stances in social science
* Understand and critique the contributions of Popper, Kuhn, Durkheim, Weber and Winch to the debate on the nature of social science
Skills:
Intellectual Skills -
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills. Professional Practical Skills -
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments. Transferable/Key Skills -
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The course will examine positivist models of scientific method and the interpretivist tradition in sociology: Popper, Kuhn, Durkheim, Winch and Weber.

SP20085: Social 麻豆传媒: sources, presentation and communication

Credits: 3

Level: Intermediate

Semester: 1

Assessment: CW100

Requisites:

While taking this unit you must take SP20061

Aims: The aims of the unit are:
1. To introduce students to the range of official and other descriptive statistics produced in the UK (and EU), and the advantages and disadvantages of these as tools for social research.
2. To introduce students to skills in the analysis, interpretation and presentation of material from secondary sources.
3. To prepare students to make use of such material in other courses, placements and in the final year dissertation.
Objectives: By the end of the course students will have:
* critically assessed the main sources of official statistics;
* applied research skills to analyse secondary data relevant to a specific research problem;
* presented the research and its findings in the format of a group presentation;
* completed a report based on re-analysis of descriptive statistical data.
Learning Outcomes:
By the end of the unit the students should be able to:
* identify a research problem and question;
* identify and use existing data sources appropriately to the research question;
* make effective presentations of complex information using appropriate visual materials;
* work in a team write clear reports in an appropriate format.
Skills:
* To develop research skills with particular reference to those skills relating to investigation and analysis.
* To provide the student with opportunities for collaborative learning with others.
* To assist the student to develop the skills required for both autonomous and team work.
* To think creatively and analytically.
* To communicate an argument.
* To evaluate others' arguments and research.
* To learn independently and be able to assess own learning needs.
* To critically evaluate and assess research and evidence as well as a variety of other information.
* To gather information, data, research and literature from a number of different sources.
* To select appropriate and relevant information from a wide source and large body of knowledge.
* To synthesise information from a number of sources in order to gain a coherent understanding.
* To utilise problem solving skills.
* To develop time-management and administrative skills.
* To develop presentation skills and verbal communication.
* To develop advanced information and computing technology skills.
* To develop team and group working skills
Content:
Official statistics, production and use; main sources of UK data (the Census, the General Household Survey, the Family Expenditure Survey) analysing specific topics (e.g. unemployment, family trends, crime, gender, poverty), statistics on the Internet; the ESRC data archive. Report writing, literature reviews and bibliographic sources. Use of PowerPoint.

Credits: 6

Level: Intermediate

Semester: 2

Assessment: ES70RT30

Requisites:

Aims:
1. Provide students with a good grounding in the key current debates in social theory about structure and agency.
2. To draw out the distinguishing features of the role of structure and agency in contemporary society.
3. Encourage students to reflect critically on the key issues and the interrelationships within the two main approaches.
4. Give students an understanding of how these themes emerge from classical sociology.
Learning Outcomes:
As a result of this unit students will be better able to:
1. Distinguish the key approaches that inform the structure/agency debates in recent sociology.
2. Identify how structure and agency inform methodological debates in current sociology.
3. Recognise the pitfalls and possibilities of using either approach to situate their own analysis.
4. In the construction of their own research procedures, be aware of the possibilities that structure and agency approaches offer.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* To develop study & learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic information and computing technology skills (word processing, email, using the web to search for information);
* To develop inter-personal and communication skills;
* To develop essay research, preparation and writing skills;
* To be able to construct a bibliography of varying complexity;
* To develop time-management and administrative skills;
* To develop presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions);
* To develop team and group working skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The unit will consider:
* Structural functionalism;
* Symbolic interactionism;
* Structuration theory;
* Critical social theory;
* Work of Foucault and Bourdieu.

SP20128: The sociology of health & environmental risk

Credits: 6

Level: Intermediate

Semester: 1

Assessment: ES100

Requisites:

Aims:
1. To compare different responses to perceived health risks, especially in the UK, US and Europe;
2. To critically examine the assumptions and values that inform heightened sensitivity towards health risks.
Learning Outcomes:
By the end of the unit, students will have:
* Studied key texts relating to the emergence of a more risk-centred society and examined the principal experiences through which such a response evolved in Europe and the USA;
* Critically analyse the role of individual actors and political institutions in the consolidation of heightened risk awareness;
* Explore the different assessments of the scale of threat represented by particular risks and hazards;
* Examine the consequences of particular strategies for responding to heightened risk perception, both for 'stakeholders' and society more widely. By the end of the unit students should be able to:
* Identify and apply appropriate criteria for the analysis of the dynamics behind 'the risk society' and the consequences of different strategies employed to meet its challenge.
Skills:
By the end of the unit students should be able:
* To communicate an argument;
* To think creatively and analytically;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To analyse and evaluate innovative practices in students' relevant degree discipline;
* To explore a variety of relationships and environments relevant to learning and practising within the context of the students' degree discipline;
* To effectively and efficiently apply principles of sociological/social policy analysis within a variety of environments;
* Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Inter-personal and communication skills;
* Revision and Examination skills;
* Time-management and administrative skills;
* Presentation skills and verbal communication (i.e. seminar and tutorial contributions);
* To lead others confidently and competently;
* To solve problems in a variety of situations;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The contours of the 'risk society'; an historical contrast - the non-risk society; the emergence of risk and probability; Fluoride and the American anticipation of modern health risk; The American Risk Society and its critics; From AIDS to BSE - Risk moves across the Atlantic; Theorising Risk; The Risk Society thesis; Environmental reality or social construction?; Claims makers and 'risk entrepreneurs'; institutionalising risk aversion; policy responses and the precautionary principle; Risk assessment in an anxious age.

SP20129: Sexual violence: explanations, responses & debates

Credits: 6

Level: Intermediate

Semester: 1

Assessment: ES100

Requisites:

Before taking this unit you must take SP10043 or take SP10044

Aims:
* To analyse key theoretical explanations of rape and sexual assault;
* To examine competing definitions of what constitutes sexual violence;
* To outline debates around the extent of adult rape and sexual assault;
* To explore the experiences of survivors of these crimes;
* To understand the links between sexual violence and domestic violence;
* To critically assess voluntary sector responses to these crimes;
* To critically assess police responses to these crimes;
* To analyse contemporary debates about the effectiveness of perpetrator treatment programmes;
* Outline and discuss sexual violence as an international Human Rights concern.
Learning Outcomes:
By the end of the unit, students should be able to:
* Outline and analyse key historical and contemporary explanations for sexual violence;
* Critique official and non-official statistics on the extent of sexual violence;
* Access a range of sources of information about sexual violence and service provision in the UK;
* Critically assess key theoretical debates on the causes of and responses to sexual violence;
* Outline and evaluate changing statutory response to rape and sexual assault in the UK;
* Outline and evaluate changing voluntary sector responses to rape and sexual assault in the UK;
* Contextualise UK debates within a Human Rights / international framework.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To learn independently and be able to assess own learning needs (i.e. identify strengths and improve weaknesses in methods of learning and studying);
* To place local debates within an international and global context;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.);
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To utilise problem solving skills;
* Study and Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* Basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* Essay research, preparation and writing skills;
* To construct a bibliography;
* Time-management and administrative skills;
* Communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To solve problems in a variety of situations;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
Explanations of sexual violence; gender and crime; rape and sexual assault (including male rape); domestic violence; sexual violence as a Human Rights Concern (e.g. rape as a war crime); prostitution; police responses; voluntary sector responses; working with offenders (sex offender treatment programmes, domestic violence treatment programmes).

SP20130: Policy & practice in mental health

Credits: 6

Level: Intermediate

Semester: 2

Assessment: ES100

Requisites:

This unit is for SWASS students only.
Aims:
* To prepare students for mental health social work practice in a rapidly changing inter-professional and organisational context;
* To critically examine the role of mental health social work in specialist and non-specialist settings.
Learning Outcomes:
By the end of the unit students will be able to:
* Identify the main dimensions of the social model of mental disorder;
* Locate social work within the multidisciplinary organisational context of mental health services (statutory and voluntary);
* Consider the relevance to practice of alternative models of mental health social work assessment, including risk assessment;
* Incorporate service user perspectives in the development of practice;
* Understand the relevance of care management and the care planning approach to mental health social work;
* Draw on an evidence-base for intervention in relation to mental health problems for children and young people;
* Draw on an evidence-base for intervention in relation to mental health problems for adults and older people;
* Understand the social work role in relation to mental health legislation;
* Identify the implications of anti-discriminatory practice for mental health social work.
Skills:
Intellectual:
* To think creatively and analytically (f/t/a);
* To communicate an argument (f/a);
* To critically evaluate and assess research and evidence (f/t/a);
* To gather information from a variety of sources (f/a);
* To synthesize information from a number of sources. Professional:
* To develop sensitivity to the values and interests of others (f/t/a);
* To apply principles of sociological and social policy analysis (t/a). Transferable key skills:
* Essay research, preparation and writing skills (f/t/a);
* To reflect upon own academic and professional performance (t/a). Knowledge outcomes:
* Knowledge of social processes impinging on service users (t/a);
* Knowledge of the nature of social work processes (t/a);
* Knowledge of services (t/a);
* Significance of legislative and policy frameworks (t/a);
* Knowledge of organisational processes (t/a).
Content:
* the policy context of mental health;
* organisational service framework;
* evidence-based policy and practice;
* mental health and the life-cycle;
* inequality and discrimination in mental health services;
* user perspectives;
* statutory intervention;
* assessment, including risk assessment.

Credits: 3

Level: Honours

Semester: 1

Assessment: EX100

Requisites:

SP30027: Social work dissertation 1

Credits: 6

Level: Honours

Semester: 2

Assessment: CW100

Requisites:

This unit is for SWASS students only.
Aims: The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.The objectives of the unit are that students should be able to define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Learning Outcomes:
By the end of the unit the students should be able to:
* Define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Definition of a case study. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30028: Social work dissertation 2

Credits: 12

Level: Honours

Semester: 2

Assessment: DS100

Requisites:

This unit is for SWASS students only.
Aims: The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.
Learning Outcomes:
By the end of the unit the students should be able to:
* define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills; To construct a bibliography of varying complexity.
Content:
Definition of a case study. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30029: Legislation for social work practice 2

Credits: 6

Credits: 12

Level: Honours

Semester: 2

Assessment: DS100

Requisites:

Only available to students studying the BSc ASS programme.
Aims: The dissertation provides an opportunity for students to study and discuss one topic of relevance to the fields covered by applied social studies. The aim of the dissertation is to equip students to research, organise and produce an extended piece of work in a relevant area.
Learning Outcomes:
By the end of the unit the students should be able to:
* define a topic or research question, systematically search the literature, develop a project plan for completing the dissertation, and show that they organise the intellectual content of a longer study.
Skills:
Intellectual Skills:
Knowledge of the fundamental concepts of sociology relevant to the student becoming an effective practitioner; Knowledge of the theoretical basis of sociological perspectives; Knowledge of theories of welfare state development; Knowledge of the main sources of data about social welfare and a critical approach to their use; Knowledge of the fundamental concepts and theoretical basis of sociology; Understanding of how to apply knowledge and concepts from across various social sciences disciplines; Knowledge of the main sources of data about social issues and a critical approach to their use; Knowledge of issues of human needs and social welfare - poverty, inequality, exclusion, diversity and differences; Knowledge of the historical and contemporary perspective of sociology; Knowledge of key theories and developments in at least two of sociology, social policy, politics, economics, psychology.
Transferable/Key Skills:
To develop critical and analytical powers in general; To develop research skills with particular reference to those skills relating to investigation and analysis; To think creatively and analytically; To communicate an argument; To evaluate others' arguments and research; To critically evaluate and assess research and evidence as well as a variety of other information; To gather information, data, research and literature from a number of different sources (i.e. library, web-based, archives etc.); To select appropriate and relevant information from a wide source and large body of knowledge; To synthesise information from a number of sources in order to gain a coherent understanding; To utilise problem solving skills; To reflect upon new technology and innovation within social sciences and to make decisions regarding legitimacy, reliability and effectiveness. Study & Learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing): Basic Information and Computing Technology skills (word processing, email, using the web to search for information); Inter-personal and communication skills; Essay research, preparation and writing skills 1. To construct a bibliography of varying complexity.
Content:
Definition of a topic or research question. Systematic search and preliminary review of the literature. Development of a strategy or project plan for completing the dissertation. Production of a summary and chapter outline of the dissertation.

SP30117: Globalisation & labour: current perspectives

Credits: 6

Level: Honours

Semester: 1

Assessment: ES100

Requisites:

Before taking this unit you must take SP20047 or take SP20048 and while taking this unit you must take SP30055

Aims: The aims of the unit are to: i. provide students with a critical understanding of key contemporary research and debates about the changing character of work and employment in the global economy; ii. highlight the political and historical nature of the aforementioned changes and the theories to conceptualise them. Students are not only instructed in how changes have been conceptualised but also about the historical and political context within which these changes are contested; iii. encourage students to reflect critically on the theories and explanations as well as the debates addressed during the course, promote participation and the involvement of students in a deeper awareness of their own approaches to and feelings about the issues addressed during the course, in order to see themselves as a part of the intellectual and institutional developments they are studying and not simply observers of processes that do not directly affect them.
Learning Outcomes:
By the end of the unit the students should be able to: i. identify the major transformations in labour and employment relations in the context of major changes in the political economy of western capitalist societies with particular reference to the British case; ii. develop a comparative perspective; iii. critically assess the major approaches and debates which aimed to grasp the transformation of labour and labour relations in their historical context of production; iv. identify the political significance of theoretical ideas in shaping the comprehension of the transformation of labour and employment relations. Knowledge outcomes : Soc/HRM -
* Theoretical basis of sociological perspectives;
* Knowledge of the current developments in practice and research in a European and world context.
Skills:
Intellectual Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments and research;
* To critically evaluate and assess research and evidence as well as a variety of other information;
* To select appropriate and relevant information from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding.
Transferable/Key Skills:
to develop:
* Inter-personal and communication skills;
* Essay research, preparation and writing skills;
* To construct a bibliography of varying complexity;
* Presentation skills and verbal communication (i.e. oral presentations, seminar and tutorial contributions).
Content:
The course explores some of the key contemporary research and debates about the changing character of work & employment in the era of globalisation. The main topics to be addressed are: the decline of corporatism and the rise of neoliberalism; models of regulation of labour and society (Post-Fordism; the end of work; risk society and the crisis of the Law of Insurance; Empire); globalisation (from Government to Governance and the new forms of regulation of financial markets; the expansion of TNCs.) and the changes in work and employment (in Britain); the theory and reality of mass unemployment and social exclusion; different regimes of production and regulation of work (Human Resources Management techniques; the politics of flexibilisation of labour; insecurity and casualisation); the challenge for trade unions; the repoliticisation of society: new forms of protest (e.g. Euromarch; anti-capitalist struggles against WTO).

SP30118: Theoretical issues II: subjectivities & identities

Credits: 6

Level: Honours

Semester: 1

Assessment: EX100

Requisites:

Aims:
1. To outline and analyse key contemporary theoretical debates in sociology.
2. To critically assess the significance of these debates to 21st Century societies and sociology as a discipline.
3. In particular the unit will address the connections, tensions and contradictions between the following:
* the fragmentation of modernity;
* challenges to 'objective truth';
* the 'triumph' of postmodernism and postmodernity;
* globalisation and the shrinkage of space;
* (world) risk society;
* identity and subjectivity;
* gender, particularly theories of masculinities and feminities;
* sexuality and performativity;
* the body in identity formation and assertion;
* 'hate' crime and the suppression of the Other.
Learning Outcomes:
By the end of the unit, students should be able to: 1. Outline and analyse key contemporary theoretical debates. 2. Critically assess them in light of current research findings. 3. In particular review and assess the significance and implications of:
* theories concerned with the apparent fragmentation of modernity and the emergence of 'postmodernity', 'late modernity' or 'reflexive modernity';
* theoretical assertions made by 'postmodernists' and their critics;
* globalisation and the shrinkage of space;
* the notion of a (world) risk society;
* debates on identity and subjectivity, with particular reference to gender, sexuality, the body and hate crimes.
Skills:
* To think creatively and analytically;
* To communicate an argument;
* To evaluate others' arguments;
* To select appropriate and relevant theoretical material from a wide source and large body of knowledge;
* To synthesise information from a number of sources in order to gain a coherent understanding;
* To develop a theoretical framework to assist in their understanding and analysis of current debates in sociology;
* To develop study and learning skills (note taking, avoiding plagiarism, using the library, gathering and using information, constructing a bibliography, referencing);
* To develop basic Information and Computing Technology skills (word processing, email, using the web to search for information);
* To develop essay research, preparation and writing skills;
* To construct a bibliography;
* To develop time-management and administrative skills;
* To develop communication and debating skills;
* To reflect upon his/her own academic and professional performance and take responsibility for personal and professional learning and development;
* To manage time effectively and respond to changing demands;
* To prioritise workloads, and utilise long- and short-term planning skills.
Content:
The fragmentation of modernity; challenges to 'objective truth'; the alleged 'triumph' of postmodernism and postmodernity; globalisation and the shrinkage of space; (world) risk society; identity and subjectivity; gender; sexuality and performativity; the body and identity formation and assertion; 'hate' crime and the suppression of the Other.

SP30132: Principles of practice

Credits: 6

Level: Honours

Semester: 1

Assessment: ES100

Requisites:

This unit is for students on the BSc SWASS programmes only, and is available from the 2004/5 academic year onwards.
Aims: To address the place of ethics in social work theory and practice.
Learning Outcomes:
By the end of this unit students will have learnt: to respond to ethical issues in social work practice raised in their prior learning; to develop thinking in identifying and clarifying values and principles for social work generally and students individually; to explore some of the ethical dilemmas and confusions raised in everyday social work practice.
Skills:
By the end of this unit students will have: built upon their skills of critical analysis; had opportunities for more collaborative learning; learnt to apply sociological knowledge and understanding of ethics to the analysis of complex practice issues; learnt how to develop sensitivity to the values and interests of others; learnt how to act, with others, to increase social justice by understanding the ethical underpinning of anti-racism and anti-discrimination; learnt about the arguments that support working in partnership with service users and carers.
Content:
General consideration of ethics and their place in social work; identification of ethical issues and dilemmas from students' experience - e.g. values and conflicts of interest; authority and accountability in social work; cultural relativism and values; values and the maintenance of purpose and morale.

SP30133: Social work with adults

Credits: 6

Credits: 0

Level: Masters

Semester: 2

Assessment: RT100

Requisites:

While taking this unit you must take XX50140

Participant can not be an MRes 1+3 ESRC funded student.
Aims: Students will in an European context:
* Critically evaluate the role of research in the policy-making process.
* Obtain a comprehensive understanding of the political dimensions of social policy research.
Learning Outcomes: At the end of the internship students are expected to be able to:
* Review and evaluate the use of research to inform professional knowledge and practice in social policy.
* Reflect on the appropriateness, strengths and weaknesses of different theories, and perspectives that conceptualise the process of social policy making.
Skills: It is expected that the internship will facilitate students to develop and expand their skills in:
* Applying and using research to inform professional knowledge and practice in social policy.
* Informing policy debates and policy formation in social policy.
* Cross-cultural and interpersonal sensitivity.
* Concise, time-bound and effective written communication (e.g. briefings).
* Effective oral communication (e.g. seminar presentations).
* Ability to select, analyse and present numerical data.
* Ability to select, summarise and synthesis written information from multiple sources.
* Ability to develop rigorous arguments through precise use of concepts and models.
* Ability to synthesise multidisciplinary perspectives on the same problem.
* Ability to produce work to agreed specifications and deadlines.
* Ability to work independently, without close supervision of guidance.
* Ability to work effectively as part of a group or team.
Content: The student will undertake a series of tasks within the placement organisation.

Credits: 6

Level: Masters

Semester: 2

Assessment: ES100

Requisites:

Aims: To allow study fellows the opportunity to develop a more in depth understanding of a key development issue of their own choice.
Learning Outcomes: By the end of the unit students will have identified and examined in considerable depth a specialist development issue of their own choosing. They should have a deeper, more coherent, and more analytical of the selected topic.
Skills: Comprehensive and scholarly written communication (e.g. essays) (Taught/Facilitated). Ability to select, analyse and present numerical data (T/F/Assessed). Ability to select, summarise and synthesis written information from multiple sources (T/F/A). Ability to develop rigorous arguments through precise use of concepts and models (T/F/A). Ability to synthesise multidisciplinary perspectives on the same problem (T/F/A). Ability to formulate a research question, then develop and present an original & coherent answer (T/F/A). Ability to produce work to agreed specifications and deadlines (T/F/A). Ability to work independently, without close supervision of guidance (T/F/A).
Content: This unit is intended primarily for those with strong research career interests, or a clear vocational specialism who can thereby justify focusing on a particular issue, and who have demonstrated a capacity for self-guided work. The extended essay should be on a topic that is quite distinct from their intended dissertation topic or regional specialisation essay. This unit may be linked to a placement or internship within a particular development organisation.

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