Module Descriptors
INTEGRATED COLLABORATIVE PRACTICE IN COMPLEX SITUATIONS
SOWK70236
Key Facts
Faculty of Health Sciences
Level 7
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 120
Total Learning Hours: 150
Assessment
- CRITICAL ANALYSIS weighted at 100%
Module Details
Module Learning Strategies
Teacher/Student Contact Hours
Action Learning (60%) is the focal learning strategy. This is supported by a small number of interactive key lectures (30%) in order to provide students with an introduction to the theories and models of collaboration, drivers and policies influencing multi agency /interprofessional working. Group and individual tutorials (10%) will also be provided.
Independent Learning:
Students will be expected to keep a reflective diary as a key learning strategy within the module (20%). Preparation for and reflection from action learning sets (30%).Access to relevant materials and discussion forums on Blackboard (10%). Independent study in preparation for final assessment (40%)
Action Learning (60%) is the focal learning strategy. This is supported by a small number of interactive key lectures (30%) in order to provide students with an introduction to the theories and models of collaboration, drivers and policies influencing multi agency /interprofessional working. Group and individual tutorials (10%) will also be provided.
Independent Learning:
Students will be expected to keep a reflective diary as a key learning strategy within the module (20%). Preparation for and reflection from action learning sets (30%).Access to relevant materials and discussion forums on Blackboard (10%). Independent study in preparation for final assessment (40%)
Module Resources
Laptop PC with internet access and data projector
Flipchart,
Blackboard VLE
Module tutor.
Flipchart,
Blackboard VLE
Module tutor.
Module Texts
- Working Together to Safeguard Children (2006) DH
- Children Act 1989 and 2004, Children (Leaving Care) Act 2000 Children Act Reports 1999-2004, Children and Adoption Act 2002
- Laming H Victoria Climbie Enquiry London HMSO
- NSF Children and Young People, Maternity Services (2004)
- Murphy M (2004) Developing Collaborative Relationships in interagency Child Protection Work- Russell House
- Martin, V. and Henderson, E. (2001) Managing in Health and Social Care. London, Routledge/Open University Press
- Partnership Made Painless: A Joined-up Guide to Working Together (Paperback)
by Taylor A et al (Russell House 2003)
- Quinney, A. (2006) Collaborative Social Work Practice. Exeter. Learning Matters. ISBN 978 1844450145
- Children Act 1989 and 2004, Children (Leaving Care) Act 2000 Children Act Reports 1999-2004, Children and Adoption Act 2002
- Laming H Victoria Climbie Enquiry London HMSO
- NSF Children and Young People, Maternity Services (2004)
- Murphy M (2004) Developing Collaborative Relationships in interagency Child Protection Work- Russell House
- Martin, V. and Henderson, E. (2001) Managing in Health and Social Care. London, Routledge/Open University Press
- Partnership Made Painless: A Joined-up Guide to Working Together (Paperback)
by Taylor A et al (Russell House 2003)
- Quinney, A. (2006) Collaborative Social Work Practice. Exeter. Learning Matters. ISBN 978 1844450145
Module Special Admissions Requirements
Relevant professional qualification and a minimum of 1 years post qualification experience
Currently working in a role with children, young people, their families and carers.
Currently working in a role with children, young people, their families and carers.
Module Additional Assessment Details
Critical Incident Analysis 100% 3000 words Learning Outcomes: 1,2, 3, 4,
Additional Assessment Details:
An analysis of an incident drawn from a reflective journal in which multi agency working was central to achieving safeguarding and preventative outcomes for a child /children, young person/people together with their families and carers The analysis should include:
The context of the incident and agencies involved and the impact on the practitioner at the time of the event
An appraisal of the key factors influencing the effectiveness of multi agency working including those raised by lifespan development, personal , professional and organisational factors
The effectiveness of any multi agency care planning, providing potential recommendations for improvement at personal, professional or organisational level
A critical reflection on learning, which identifies any transformed perspectives that have occurred as a result from analysing the incident and how they have subsequently developed or plan to develop their interagency role, in relation to the lessons learnt. Students may draw on excerpts from their reflective diary or other feedback to illustrate the analysis where relevant.
Formative Assessment:
Verbal feedback and action planning within the action learning set.
Written feedback on essay plan or portion of essay text.
Additional Assessment Details:
An analysis of an incident drawn from a reflective journal in which multi agency working was central to achieving safeguarding and preventative outcomes for a child /children, young person/people together with their families and carers The analysis should include:
The context of the incident and agencies involved and the impact on the practitioner at the time of the event
An appraisal of the key factors influencing the effectiveness of multi agency working including those raised by lifespan development, personal , professional and organisational factors
The effectiveness of any multi agency care planning, providing potential recommendations for improvement at personal, professional or organisational level
A critical reflection on learning, which identifies any transformed perspectives that have occurred as a result from analysing the incident and how they have subsequently developed or plan to develop their interagency role, in relation to the lessons learnt. Students may draw on excerpts from their reflective diary or other feedback to illustrate the analysis where relevant.
Formative Assessment:
Verbal feedback and action planning within the action learning set.
Written feedback on essay plan or portion of essay text.
Module Indicative Content
This module aims to allow child care practitioners from different agencies, to critically reflect upon their experiences. Also to explore and critically analyse contemporary and emerging knowledge in developing partnership and multi-agency working with complex cases and situations.
Students will be expected to utilise the students model of critical reflection that enables integration of a variety of perspectives into the students self evaluation. Students will keep a reflective journal as part of the developmental learning on the module this ewill be used to draw out relevant cases and problems for set discussion as well as recording any learning that they have developed from individual exploration of relevant theories, approaches and policy guidance.
Problems for inter professional relationships between different bureaucratic and managerial structures and arrangements for joint planning of services will also be explored. The study of these changes will be viewed within the context of theories relating to the process of change management and the challenge of remaining person centred.
The module will also focus on the role of partnership working and effective communication with Children, Young People their families and carers. There will also be an exploration of the role of working with others such as Foster Carers, and volunteers.
The impact of theories of collaboration and interprofessional working will be addressed. Issues raised by the stage of lifespan development will also be discussed. Students will be encouraged to explore barriers to effective collaborative working and consider how these might be improved. The role and impact of multi agency care planning will be discussed. Promotion of the students understanding and critical awareness of the role of partnership working in a social care context will be addressed.
Local and national policy responses to multi-agency collaboration will be discussed.
The promotion of optional outcomes for children and young people, families and carers will be an underpinning element of this module.
Students will be expected to utilise the students model of critical reflection that enables integration of a variety of perspectives into the students self evaluation. Students will keep a reflective journal as part of the developmental learning on the module this ewill be used to draw out relevant cases and problems for set discussion as well as recording any learning that they have developed from individual exploration of relevant theories, approaches and policy guidance.
Problems for inter professional relationships between different bureaucratic and managerial structures and arrangements for joint planning of services will also be explored. The study of these changes will be viewed within the context of theories relating to the process of change management and the challenge of remaining person centred.
The module will also focus on the role of partnership working and effective communication with Children, Young People their families and carers. There will also be an exploration of the role of working with others such as Foster Carers, and volunteers.
The impact of theories of collaboration and interprofessional working will be addressed. Issues raised by the stage of lifespan development will also be discussed. Students will be encouraged to explore barriers to effective collaborative working and consider how these might be improved. The role and impact of multi agency care planning will be discussed. Promotion of the students understanding and critical awareness of the role of partnership working in a social care context will be addressed.
Local and national policy responses to multi-agency collaboration will be discussed.
The promotion of optional outcomes for children and young people, families and carers will be an underpinning element of this module.