Professional Practice is an integral component of all full-time programmes in social care. The objective of this module is to enable the student to begin the process of integrating theory and conceptual frameworks in Applied Social Care to actual social care practice.

There are three principal elements to this module.

Firstly, and in advance of commencing the experiential element of professional practice, the pre-placement training programme will equip students with a knowledge and understanding of safety and safeguarding issues in social care and enable students to demonstrate a set of practical skills relevant to the social care professional. Full attendance and achievement of the required standard of this programme is mandatory before the students can commence placement.

Secondly, the module will expose the student in a graduated and appropriate manner to practical social care settings, over a 12-week placement period totalling 370 hours, in order to facilitate the learning and application of the relevant standards of proficiency. As part of their placement, students will engage in ongoing reflection at an individual and group level through organised reflection and support sessions during and after the placement, which are a mandatory part of placement.

Thirdly, students will document their experiences in a portfolio that will require students to reflect on specific standards of proficiency and apply these to their practice on a weekly basis. They will also be required to plan, apply and reflect on an intervention that they have delivered utilising the skills they have gained in the Professional Practice Skills module in Year 1.

The allocation of placement takes account of a student's interests and the achievements of the standards of proficiency and learning outcomes for the module.

This module maps to the CORU Standards of Proficiency below:

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.14, 1.15, 1.16, 1.18, 1.20, 1.21, 1.22, 1.23, 2.2, 2.3, 2.4, 2.5, 2.11, 2.13, 2.14, 2.15, 2.17, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.10, 3.12, 3.13, 3.14, 3.15, 4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 5.8, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19

1. Demonstrate a basic knowledge and understanding of safety issues in the workplace including the concept and regulation of safety and good safety practice. (Proficiencies 1.1, 1.9, 1.20, 2.11, 2.17, 3.7, 3.10, 3.12, 3.13, 3.14, 5.12)

2. Demonstrate professional autonomy and development (Proficiencies 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9, 1.10, 1.11, 1.12, 1.14, 1.15, 1.16, 1.18, 1.20, 1.21, 1.22, 1.23)

3. Demonstrate effective empowering communication with individuals and groups using a number of communication formats. (Proficiencies 2.2, 2.3, 2.4, 2.5, 2.11, 2.13, 2.14, 2.15 )

4. Conduct an intervention taking into account the needs and wishes of service users an/or needs of the placement provider within the context of providing quality health and social care services. (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.15, 5.11)

5. Demonstrate evidence of responsibility for professional development 4.1, 4.2, 4.3, 4.4

6. Demonstrate knowledge and understanding of social care concepts and theories and be able to apply these utilising the process of reflective practice (5.1, 5.3, 5.8, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)

This module will build on and develop the themes introduced in the Introduction to Social Care module. It seeks to further introduce the student to the theory and practice of social care in Ireland. CORU's Standards of Proficiency will form the framework of understanding of professional social care skills. The module will introduce students to specific areas of social care and will seek to develop particular social care skills and issues. The primary concern will be to provide students with an understanding of, and the ethos and skills for, authentic and therapeutic relationships. Key issues addressed will be inequality as a cause of social care issues, and the impact of adverse childhood experiences on human well-being.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. demonstrate knowledge of the domains within which social care is practised informed by the CORU Standards of Proficiency.(Proficiency: 1.1; 1.6; 2.13; 5.1; 5.5; 5.14).

2. articulate awareness of the key issues and challenges within a number of social care fields of practice.(Proficiency: 1.1;1.2; 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.12; 1.20; 1.21; 2.3; 2.4; 3.7; 5.3; 5.5; 5.7; 5.9).

3. demonstrate introductory knowledge of theconcept of marginalization and social inequality and how this relates to the social care field in Ireland.(Proficiency: 1.8; 1.9; 5.2; 5.3; 5.14).

4. demonstrate knowledge ofthe centrality of relationships in a person-centered care philosophy.(Proficiency: 1.2; 1.3; 1.5; 1.20; 1.21; 1.22; 2.13; 4.4; 5.7; 5.8; 5.9; 5.19).

5. express how political systems and values underline particular social care models and practices.(Proficiency: 1.1; 1.8; 1.9; 4.4; 5.14).

This module seeks to introduce the learner to the concepts and application of advocacy with particular reference to the CORU Standards of Proficiency for Social Care. Advocacy is the active promotion of a cause or principle, which involve actions that lead to a selected goal. It seeks to work on behalf of, or in conjunction with, individuals and/or groups who are affected by specific causes. Social care relationships may involve both caring and campaigning dimensions. This module seeks to introduce the learner to concepts of advocacy. Self-advocacy will be particularly emphasised as a critical tool of empowerment and humanisation.

1. Illustrate an understanding of the concept of advocacy (Proficiency 5.1)

2. Identify how advocacy fits into an authentic and therapeutic caring relationship with particular reference to the CORU Standards of Proficiency (Proficiencies 1.3, 1.5, 1.15, 1.21, 5.3, 5.9)

3. Express an understanding of how advocacy assists in empowerment and humanisation (Proficiencies 1.3, 2.3, 2.4)

4. Summarise the skills and tools required that can be deployed for advocacy purposes and work in accordance to the CORU Standards of Proficiency (Proficiencies 1.6, 1.15, 5.2, 5.15)

Health promotion is an integral part of the role of social care workers. This module aims to develop a basic understanding of health and wellbeing, determinants of health and principles and methods of health promotion in social care work, along with the development of initial health promoting skills. This aims to improve health and quality of life and quality of care outcomes for service users.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8, 1.18, 2.4, 2.13, 5.1, 5.2, 5.4.

1. Discuss definitions of and perspectives on health and well-being as applied to self and others, including service users. (Proficiencies 5.1, 5.4)

2. Identify the key determinants of health and the relationship between them, relevant to social care workers, including physical, social and psychological determinants. (Proficiencies 5.1, 5.4)

3. Discuss the meaning of health promotion in the context of social care. (Proficiencies 5.1)

4. Outline the national and international health promotion policy context.

5. Outline the knowledge, values and different philosophies underpinning approaches to health promotion and the conflicts that might occur between social care workers and service users. (Proficiency 5.1)

6. Outline ways of promoting health within social careand community settings, focusing on empowerment,self-management and social inclusion. (Proficiencies 2.4, 5.2)

7. Discuss health promotion issues within specific population groups in social care in a non-discriminatory and culturally sensitive way, respecting different cultural beliefs and practices. (Proficiencies1.8, 5.2)

8. Develop skills in planning and delivering health promotion as a team member, including the range of interpersonal and workload managementskills required. (Proficiencies: 1.18, 2.13)

This modules provides students with an introduction to contemporary social theory in order to develop their understanding of inequality, deviance, sustainability and social change and their relevance to Social Care.

This module maps to the following CORU Standards of Proficiency:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 5: Professional Knowledge and Skills

1. Demonstrate abroad introductory knowledge of contemporary social theory regarding inequality, deviance, globalisation and sustainabilitythrough a social care lens (Domain 1.8; 1.9; 1.23; 2.17; 5.2; 5.4; 5.15).

2. Describe introductory concepts underlying contemporary social theory with regard toinequality, deviance, globalisation and sustainability considering the role of policies and systems ((Domain 1.8; 1.9; 1.23; 2.17; 5.2; 5.4; 5.14; 5.15).

3. Apply their developing knowledge of social theory tocontemporary social care issues in Ireland. (Domain1.1; 1.8; 1.9; 1.23; 2.12; 2.17; 5.2; 5.4; 5.14; 5.15)

4. Illustrate an ability to relate basic concepts of contemporary social theory to their understanding of social care such as ethical practice and social inclusion (Domain 1.1; 1.8; 1.9; 1.23; 2.12; 2.17; 5.2; 5.4; 5.14; 5.15).

Philosophy of the self aims to provide social care students with the knowledge and ability to interact and engage with some of the most fundamental philosophies in the history of western thought. These philosophies have shaped, and continue to shape, today's world. Students will be introduced to the various branches of philosophy including metaphysics, epistemology, ethics, existentialism and contemporary philosophical theories as they relate to social care.

1. differentiate the main schools of philosophical thought regarding human progression and development through the lens of social care (Proficiencies 5.3)

2. examine western philosophy from early Greek philosophy to contemporary philosophy (Profiencies 5.4)

3. identify the need for philosophical thought, self-reflection, and autonomous learning with respect to Social Care work. (Proficiencies 1.22, 5.19)

4. appraise philosophical literature regarding human development and how it helps shapes the way we interpret the world. (Proficiency 5.2)

This module will build on and develop the themes introduced in the Introduction to Social Care and Social Care – Theory and Practice modules. It seeks to further introduce the student to the theory and practice of professional social care work, informed by, and through the lens of, CORU's Standards of Proficiency. The module will introduce students to a practical and applicable practice methodology described as 'dialogic practice'. The principles and method of dialogue will be comprehensively introduced. The module will serve as an introduction to contemporary social care work in Ireland while alerting students to significant aspects of social care practice in a number of European States. This module will also serve as an introduction to the more specialist treatment of these issues offered to students in Year Four.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Demonstrate acompetent knowledge of social care practice in a number of European states.(Proficiency: 1.1; 1.2; 1.3; 1.5; 2.8; 5.1; 5.2; 5.14).

2. Demonstrate acomprehensive familiarity with contemporary social care practices in a number of social care practice fields (Proficiency: 1.1; 1.2; 1.3; 1.21; 2.8; 2.13; 2.14; 5.1; 5.2; 5.5; 5.6; 5.8; 5.9; 5.13; 5.14).

3. Demonstrate a capacity to articulate and assessrelevant issues and concerns in social care work with particular emphasis on the elderly, childcare, youth work, mental health work, people with disabilities, refugees and asylum seekers, ex-prisoners and on the area of addiction in an interprofessional context (Proficiency: 1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.21; 2.8; 2.13; 2.14; 5.1; 5.2; 5.5; 5.6; 5.8; 5.10; 5.13; 5.14).

4. Demonstrate a practical and applicable understanding of dialogue as a set of values and a practice for doing professional social care work, informed by CORU’s Standards of Proficiency (Proficiency 1.1; 1.2; 1.3; 1.5; 1.6; 1.8; 1.11; 1.12; 1.17; 1.21; 1.22; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.9; 2.15; 2.17; 3.5; 3.6; 4.4; 5.1; 5.2; 5.3; 5.8; 5.9; 5.10; 5.13; 5.16).

5. Demonstrate an awareness and proficiency in working within cultural diversity in social care practice including recognising the need for aprofessional translator (Proficiency1.8; 2.2; 2.5;5.7; 5.14)

The module will introduce some core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care. It will develop the students' professional autonomy and accountability by gaining an understanding of communication, collaborative practice and teamwork. The module will address the need to gain knowledge, skills and competencies to empower students to act as social care workers in the empowerment of service users. It explores how learning occurs in informal social care settings and the role of the social care worker as social pedagogue involved in an active developmental role including devising pedagogical goals with reference to a service users' resources and potential, needs to be studied and critically analysed.

1. Understand the premise, theoretical foundation, lineage and value of experiential learning with particular reference to application in a social care context and with specific reference to the CORU Standards of Proficiency (Proficiencies 2.3, 5.12)

2. Devise and evaluate learning experiences and interventions to recognise service users as active participants in their health and/or social care needs, choices and concerns.(Proficiencies2.3, 5.18)

3. Understand the principles and dynamics of group work in a range of settings and be aware of the role of different facilitation techniques to improve outcomes and enhance the participation of service userswith an understanding as an experiential educator within a broad range of social care contexts. (Proficiencies1.11, 1.12, 2.2, 2.11, 5.12, 5.13)

4. Know, apply and demonstrate an introductory knowledge and understanding of group work methodologies. (Proficiencies 1.11, 2.6, 4.4)

5. Comprehend, acquireand demonstrate facilitation skills with sensitivity to confidentiality and the ethical implication of their practice, and with anability to make sound personal judgements. (Proficiencies 1.12, 1.11, 2.2, 2.11, 5.12, 5.13)

This module introduces students to the regulatory environment which governs their professional role in social care and addresses some of the core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care. It sensitises learners to the regulatory issues which arise in the delivery of social care and the regulatory implications of decision-making within their profession. This module also considers various reports into catastrophic failures within health and social care and evaluate the learning which can be derived from same for social care practitioners. The module will also familiarise learners with The Assisted Decision Making (Capacity) Act, 2015 and the associated regulations.

The module maps to the following CORU Standards of Proficiency:

1.1, 1.2, 1.3, 1.4,1.6, 1.7, 1.10, 1.14, 1.16, 1.19.

2.10, 3.7, 4.1, 4.2

1. demonstrate a comprehensive awareness of the legislation governing social care practice, in particular but not limited to, The Health and Social Care Professionals Acts and The Assisted Decision Making (Capacity) Act, 2015 (Proficiencies1.1, 1.2, 1.3, 1.10,1.16);

2. articulate a thorough familiarity with the role of The Health and Social Care Professionals Councilin relation to Fitness to Practice to enablesafeand effective practisewithin the legal, ethical and practice boundaries of the profession (Proficiencies 1.1, 1.7, 3.7, 4.1, 4.2);

3. have a full awareness of the concepts and application of the principles of natural justice and fair procedures as they apply to social care (Proficiency1.1);

4. have an appreciation of the aims, limitations and reforms of tortlaw as it applies as it applies to social care and thecurrent guidelines and legislation relating to candour and disclosure . (Proficiencies1.1, 1.2, 1.4, 1.6);

5. an ability to extrapolate the learning from reports into thefailures in health and social care in order to identify the limits of their practice and know when to seek advice and beable to recognise and manage the potential conflict that can arise between confidentiality and whistle-blowing (Proficiencies1.2, 1.9, 1.14. 1.19, 2.10).

This is a Level 7 Module taught over a single semester. It is designed to develop the Social care students' understanding of the psychological principles involved in human development. This module will incorporate CORU's standards of proficiency.

1. Demonstrate a knowledge of the theories and conceptsof human development from birth to adulthood (Proficiency 5.1)

2. Understand the issues and factors that influence development, motivation, learning andthe dynamics of relationships.(Proficiency 5.4, 5.7, 5.9, 5.14)

3. Understand the factors involved in psychological assessment, to uphold the rights, dignity and autonomy of service users, including their role in the diagnostic, therapeutic and social care process.(Proficiencies 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.17, 1.19, 1.22, 1.23, 2.1, 2.2, 2.9, 2.12, 2.14, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.10)

This module will guide the learner to develop a broad knowledge of research families, research design and methods in social research. The significance of ethics in research and additional ethical measures when researching with children and vulnerable groups will be explored to ensure to exercise a professional duty of care. The module proceeds by considering the importance of evaluation in professional practice and enables the learner to differentiate between research and evaluation. The learner will be equipped with the necessary knowledge to make informed choices regarding the selection of appropriate research and evaluation methods for different social care contexts. Learners will be supported to practise safely and effectively within the legal, ethical and practice boundaries of the profession.

This module maps to the CORU Standards of Proficiency below:

Domain 1; Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety and Quality

Domain 5: Professional Knowledge and skills

1. Develop a literature review and research outlineby producing clear, concise, accurate and objective documentation (Proficiencies: 2.6, 2.13,3.5, 3.6, 3.13, 5.5, 5.17)

2. Describe a broad range ofresearch families,their associated researchtypes, methodsand techniques and their potential practical applicationin diverse social caresettingsmindful of ethical decision-making and confidentiality (Proficiencies:1.10, 1.12, 1.19, 1.23, 5.1, 5.2, 5.17)

3. Recognise the required elements of a social research proposal, the purpose of a proposal and the ethical approval processs to prioritise and maintain the safety of research participants (Proficiencies: 1.1,1.3, 1.5, 1.6, 1.12, 1.15, 1.17, 1.19, 1.21, 1.22, 2.2,2.9, 2.13, 3.5, 3.7, 3.13, 5.2, 5.17)

4. Differentiate between research and evaluationto support and develop quality in practice in social care (Proficiencies: 2.9, 2.13, 3.8. 3.9, 5.5)

5. Recognise the principles and applications of scientific enquiry, including the evaluation of intervention efficacy, the research process and evidence-informed practice (Proficiencies: 1.19, 1. 22, 2.9, 2.13, 3.6, 3.8, 5.5, 5.6, 5.17)

This module builds on the Professional Practice Skills module 1 and the first Professional Practice module. Students will further develop their understanding as a professional social care practitioner operating in a regulated environment. The module is informed and guided by the CORU standards of proficiency. The student will further develop skills in the domains of communications, collaborative practice and teamwork, as well as in the quality and safety domains.

The following proficiencies are taught and assessed in this module;

1.3, 1.5, 1.7, 1.8, 1.15, 2.3, 2.6, 2.8, 2.9, 2.14, 2.15, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 5.3, 5.12

1. Utilise a human rights-based approach (HRBA) in their professional social care practice (Proficiencies 1.3, 1.5, 1.7, 1.8, 2.3, 5.3)

2. Construct an evidence-based care intervention plan including informed consent and in-depth assessment underpinned by interprofessional teamwork drawing on the expertise and the profession-specific skills of each relevant professional group (Proficiencies 1.15, 2.9, 2.14, 2.15, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.11, 3.15, 5.12).

3. Apply the principles of quality assurance and quality improvement in practice using various appropriate audit tools and assessment methods , including a comprehensive risk management framework informed by person-centredrisk assessment methods underpinned bythe legislative and regulatory criteria (Proficiencies 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15,5.12).

4. Produce clear, concise, accurate and objective documentation, and comply with relevant sector standards with regards to report writing (Proficiencies 2.6, 2.8)

5. Assume the role of a social care worker in supporting and empowering the service user to lead social care planning and interprofessional processes in line with their will and preference (1.3, 1.5, 1.6, 1.10, 1.23, 5.1, 5.2, 5.3, 5.9, 5.11, 5.13, 5.15, 5.16).

Placements are an integral component of all full-time programmes in social care. The objective of this 14 week placement is to enable the student to integrate theory and conceptual frameworks in Applied Social Care to social care practice. The purpose is to expose the student to practical social care settings in order to facilitate the development of practical and reflective skills. These particularly involve reflection on issues regarding relationships that are authentic and therapeutic. It is expected that the student's placement learning will be integrated with learning from all the modules undertaken during the academic programme. The site selections for professional practice will be allocated with regard to the student's interests, experience and capabilities.

The module consists of 430 hours minimum of practice over 14 weeks allocated to an approved placement provider.

This module maps to the CORU Standards of Proficiency under the five Domains:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

(Proficiencies assessed in this module are; 1.9, 1.13, 1.14, 1.15, 1.16 1.18, 1.20, 1.21, 1.22, 1.23, 2.1, 2.4, 2.6, 2.8, 2.9, 2.10, 2.12, 2.17, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.2, 5.3, 5.6, 5.7,5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)

1. Demonstrate autonomy and accountability incorporating ethical and legal frameworks in to practice and the decision-making processes. (Proficiency 1.9, 1.13, 1.14, 1.15, 1.16 1.18, 1.20, 1.21, 1.22, 1.23)

2. Communicate effectively, upholding high ethical standards in an objective and sensitive manner using technology and creative methods as appropriate ( Proficiency2.1, 2.4, 2.6, 2.8, 2.9, 2.10, 2.12, 2.17)

3. Demonstrate an evidence-informed approach to tailoring care planning and interventions for service users incorporating risk analysis and management to this practise (Proficiency 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15)

4. Reflect on and evaluate the progression in their personal and professional development including skills and competencies that they have developed and utilized over the course of this and the previous placement. (Proficiency 4.1, 4.2, 4.3, 4.4, 4.5 4.6)

5. Apply theoretical learning to practice and when and how to use this in practice (Proficiency 5.1, 5.2, 5.3, 5.6, 5.7)

6. Demonstrate a critical understanding of the personal and interpersonal dynamics and skills required in the multi-faceted role as social care worker (5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.16, 5.18, 5.19)

This module seeks to introduce the students to the theory and role of ethics in social care and the necessity of practitioners to understand key social care values set out in the Code of Professional Conduct and Ethics. The module will attempt to provide the student with an initial understanding of ethics as a discipline and as it is applied in line with CORU Standards of Proficiencies. This sees the service user as an active participant. The student through the analysis of practical ethical dilemmas from a variety of social care settings will examine key professional practice issues such as the boundaries of confidentiality.

1. An introductory understanding of ethics as a systematic discipline and of the main ethical frameworks used to guide decision making in practice setting (Domain 1)

2. To understand and be able to apply principles of social justice in one’s work including being able to challenge negative discrimination and unjust policies and practices (Domain 1).

3. A critical understanding of the necessity of a human rights based approach where service user participation is paramount (Domain 1).

4. Have a comprehensive awareness of core recognised professional standards in social care such as professional autonomy and accountability (Domain 1).

5. To understand the practice of professional decision making and be able to make informed decisions including those relating to ethical conflicts and available resources (Domain 1).

6. A capacity to reflect on one’s own practice and have the ability to evaluate the effect of their own characteristics, values and practice on interactions with service users (Domain 1).

7. An ability to explore some key ethical issues arising in practice such as confidentiality and vulnerable groups (Domain 1)

8. An active interest in and a critical awareness of current issues, practices and directions in ethics for social care

Promoting health should be an integral part of the role of the social care worker. An understanding of the underpinning theories and principles will facilitate students in the promotion of health at all levels and in any setting. The aim of this module is to provide the student with a critical understanding of the principles and practice of health promotion. Throughout the module, students will be encouraged to apply the principles within his or her area of work in the social care setting.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8, 2.4, 5.1

1. Analyse concepts and definitions of health promotion recognising the different values that social care workers and social care service users might have (Proficiency 5.1)

2. Appraise the history and development of health promotion at international and national levels
3. Appraise inequalities in health, with specific application to marginalised and different social and cultural groups. (Proficiency 1.8)

4. Evaluate models of health promotion and their application to social care (Proficiency 5.1)

5. Explore different ways of working to promote health in social care: partnership and collaboration, empowerment, community development, using media (Proficiencies 1.8, 2.4)

6. Critically analyse the settings approach to promoting health with particular reference to the social care setting.

7. Appraise planning and evaluation models in health promotion and their use in social care.

8. Explore ethical issues in relation to health promotion in social care (Proficiency 5.1)

9. Evaluate the use of evidence in health promotion

This module seeks to familiarise the student with the relevant human rights instruments, and how these should be applied to social care practice. The module will enable students to conceptualise care in terms of the 'rights' as opposed to the 'needs' of those they care for and support. This module aims to critically examine the intersections between social care provision and human rights. Students will develop a knowledge of how human rights considerations can produce positive outcomes in social care settings.

The module maps to the following Coru Standards of Proficiency:

1.1, 1.3, 1.5, 1.8, 1.16, 2.3 & 5.3

1. articulate a comprehensive knowledge and appreciation of relevant national and international human rights instruments and legislation with particular reference to social care in order to apply a human rights based approach (HRBA) to their practise (Proficiencies 1.1, 5.3);

2. illustrate the extent to which human rights principles have informed, and should inform, the development of health and social care policy and practice (Proficiency5.3)

3. recognise what it means to take responsibility for the human rights dimension of social care work and give effect to will and preference (Proficiencies1.3; 1.5, 1.16, 2.3);

4. critically evaluate the current debates regarding human rights, non-discriminationand social care (Proficiencies1.8,5.3).

The aim of this module is to facilitate a critical exploration of contemporary mental health issues with specific emphasis on recovery. This will incorporate policy and legislation studies, service user involvement, family participation and an examination of modern multi-professional collaborative mental health services. The module is designed to provide the student with a comprehensive understanding of multi-disciplinary working and the specific role of the professional social care worker in mental health service provision. This understanding will be informed by CORU's Standards of Proficiency.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 5: Professional Knowledge and Skills

1. Articulate and critically engage with a comprehensive conceptual and historical overview of ‘mental illness’, drawing primarily on sociological and psychological perspectives (Proficiencies: 1.1; 1.2; 1.6; 1.9; 1.11).

2. Analyse and assess the policy and legal frameworks that shape contemporary mental health service provision in Ireland (Proficiencies: 1.1; 1.2; 1.6; 1.9; 5.4)..

3. Evaluate key ideas, trends and theories that inform a recovery discourse in mental health services with particular reference to the role of social care(Proficiencies: 1.1; 1.2; 1.3; 1.6).

4. Critically review key recovery concepts such as hope, control and opportunity and the role of self-efficacy in recovery (Proficiencies: 1.1; 1.2; 1.6; 1.11; 1.17; 2.9; 2.13; 2.14; 2.15; 5.9).

5. Articulate and critically engage with current cultural changes in ‘mental health’ discourses arising from survivor movements, peer movements and wider community development frameworks (Proficiencies: 1.1; 1.2; 1.5; 1.6; 2.3; 2.4; 2.12).

The module aims to address fundamental questions about cultural democracy and human rights, with a particular focus on strategies to develop cultural literacy and cultural capital. It aims to develop a practical exploration and examination of aesthetic and ethical issues as expressed in the tensions between product and process in community-based cultural activity.

It aims to encourage and enable an exploration of these issues by providing an experiential context, conceptual frameworks and a forum for examining and exploring the role of the arts in community development.

It should provide students with a context for subsequent learning, enhance their power of independent judgement, enrich their perspectives on human society and encourage reflection on the interface of culture, human rights and community development.

This module maps to the CORU Standards of Proficiency below:

Proficiencies: 1.8,1.23, 5.2, 5.16

1. Show a deeper and broader knowledge and understanding of culture, cultural literacy, cultural capital, cultural rights and cultural democracy

(Proficiency5.2)

2. Express a deeper and broader knowledge and understanding of the arts and their role in community development and social care, and the role of the artist and volunteer in this work

(Proficiencies:1.23,5.16)

3. Construct a framework for conceptualising differing views on community, and an ability to contest conventional wisdom and develop alternative perspectives;

4. Determine an enriched perspective on social solidarity, a willingness to challenge preconceptions and prejudice, and an enthusiasm towards further enquiry

(Proficiency 1.8)

5. Develop an enhanced capacity for thought, self-reflection and expression through the arts and for autonomous learning;

6. Value the ability and confidence to articulate an internalised personal world view, manifesting solidarity with others and the ability to engage creatively with them.

The aim of this module is to introduce social care work students to practices and issues relevant to contemporary youth work in Ireland. As a sector youth work engages with young people from diverse social, cultural and economic backgrounds. Youth work requires team work, self-awareness, reflective practice, the ability to identify needs, plan, evaluate and implement participatory interventions and be able to practice safely and effectively within the legal, ethical and practice boundaries of the profession.

This module maps to the CORU Standards of Proficiency below:

1.1, 1.2, 1.3, 1.6, 1.8, 1.9, 1.17, 1.18, 1.21, 1.22, 2.2, 2.3, 2.6, 2.12, 2.13, 2.14, 2.15, 2.16, 3.6, 3.7, 3.11, 3.14, 3.15, 4.3, 4.4, 5.1, 5.2, 5.3, 5.12, 5.13, 5.14, and 5.16.

1. Describe contemporary youth work theory, policy, practices and issues to evidence an understanding of how to practise safely and effectively within the legal, ethical and practice boundaries of the profession(1.1, 1.6, 1.8, 1.22, 3.7,4.4, 5.1, 5.2, 5.13, 5.14.)

2. Critically evaluatethe relationship between youth work and other professions within wider society to be able to maintain professional boundaries with service users and to evaluate their own characteristics, values and practice with service users and others. (1.22,5.2, 5.14)

3. Apply the acquired knowledge of professional youth work concepts to various youth work contexts recognising the importance of working in a non-discriminatory, culturally sensitive way which is respectfully of beliefs and cultural practices.(1.8, 1.21, 2.3, 2.15, 2.16, 3.6, 3.7, 5.13, 5.14)

4. Identify a range of youth work agencies and complementary services understanding the role of policy and systems in place to protect the health, safety, welfare, equality and dignity of service users, staff and volunteers(1.9, 2.6, 2.13, 2.14, 3.11, 3.15, 5.13)

5. Preparea youth needs analysis and design, implement and evaluate an intervention to respond to the identified need. (1.3, 1.9, 1.18, 2.2, 2.6,2.12. 2.13, 3.11, 3.14, 3.15, 4.3, 5.2, 5.3, 5.12, 5.16)

6. Critically appraise the role of the individual working in youth work asa social change agent applying principle of social justice, equality and inclusion and challenging unjust policies and practices (1.2, 1.17, 5.2)

7. Describe the relationship between theory, policy and practice as a basis for continuing professional development (1.9, 1.17, 5.2)

Integrating some of CORU's Standards of Proficiency, this module will relate to professional autonomy and accountability, communication and professional development, knowledge and skills. It will aim to develop the students' ability to critically analyse professional service user / social care worker relationships and build skills to develop and maintain relationships within the social care context. It will present an introduction to the theory and practice of interpersonal interactions within the professional relationship, and will focus on self-awareness, personal and interpersonal power, attitudes, values and perceptions in communication, verbal and non-verbal strategies, teamwork and dealing with difference as a means of being able to act in the best interest of service users at all times. This module will provide a solid foundation for establishing, maintaining and terminating relationships within the professional arena, together with skills for dynamic interpersonal relationships.

It builds on the communication and interpersonal management modules offered at Level 6 and on the Pedagogical Practice and Social Care module at Level 7.

1. Understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team by critically analysingthe nature of relationships and relationship boundaries and their application in social care. (Proficiencies 1.3, 1.21, 2.13)

2. Demonstrate mastery of establishing and maintaining professional social care relationships by exercising appropriate analysis, application and judgement in respect of appropriate interpersonal skills including an ability to modify and adapt communication methods and styles to suit individual service users issues andneeds. (Proficiencies 1.8, 1.10, 1.11, 2.2, 2.3, 2.11, 2.12, 2.13, 2.14, 2.15)

3. Critically evaluate their own interpersonal style and its manifestation incommunication and behaviour. (Proficiencies 1.11, 1.12, 2.2)

4. Appraise the value and relevance of self-awareness to engage in and take responsibility forpersonal and professional development. (Proficiencies 4.1, 4.4, 4.5, 5.13, 5.19)

5. Recognise the importance of practising in a non-discriminatory, culturally sensitive way and evaluate how personal and societal values, attitudes and perceptions influence the establishment and maintenance of professional relationships in social care. (Proficiencies 1.8, 1.11, 1.12)

6. Determine and respond to factors which contribute towards or affectadversely, the relationship within the social care context. (Proficiencies 2.2, 5.8, 5.9, 5.11)

This module is aimed at enabling the social care student to understand the concepts and the theoretical bases of addictions and addictive behaviour. It further aims to examine the complex relationship between specific groups and addiction in the social environment, including, for example, people experiencing homelessness, women, offenders, children, and to critically review contemporary policy in relation to addiction and substance misuse. This module is rooted in addiction as it relates to social care and as such aims to provide the social care student with a broad understanding of addiction as it relates to social care settings and the broader community and introducing some of the core proficiencies of social care as set out in the CORU Standards of Proficiency for Social Care.

1. Critically discuss theories and concepts of addictions and addictive behaviour; Proficiencies 1.1, 1.2, 5.4 and 5.1

2. Explore and critically analyse the impact of addictive behaviour on individuals and societywith particular reference to disclosures and the limits of practice for the social care worker. Proficiency 1.2, 1.4 and 5.1.

3. Critically discuss addiction care service systems in a national and international context with an emphasis on scientific enquiry; Proficiencies 5.5

4. Critically discuss substance misuse and specific populations within an Irish context, and define complex needs; Proficiencies 5.7

5. Critically discuss drug and alcohol policy development in Ireland and the importance of prevention initiatives. Proficiencies 5.7

This module aims to develop the student’s understanding of how to apply key concepts to care of the child as they develop working in partnership with their families. The student will develop a social care toolkit of approaches and models to work with service users as active participants in their own care, taking into consideration cultural contexts, vulnerability and family situations. Students through case studies will evaluate models of practice which apply principles of person-centred and family-centred care to recognise the significance of the social care worker's role when working with families and within interdisciplinary teams. This exploration will examine self-awareness, communication, working in partnership, effective decision-making and advocacy when working with children and families. As a social care worker they will recognise the significance of respectful professional boundaries, roles and relationships with colleagues in interdisciplinary team work when meeting service use needs.

This module maps to the CORU Standards of Proficiency below:
1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.9, 1.17, 1.19, 1.21, 2.2, 2.3, 2.4, 2.9, 2.12, 2.13, 2.14, 2.15, 3.11, 4.4, 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.11, 5.13, 5.14, 5.16.

1. Outline the main theoretical understandings ofchildhood developmentrecognising the uniqueness of the child(Proficiencies: 5.1, 5.3, 5.11,5.14)

2. Critiquea range of delivery approaches of child care within historical and contemporary social care contexts (Proficiencies: 1.5,1.19, 1.21, 2.3, 2.9, 3.11, 5.1, 5.3, 5.6, 5.7,5.11, 5.14, 5.16)

3. Critically discussa range of contemporary models applied in social care contexts to work with children and families(Proficiencies: 1.21, 2.12, 2.13, 2.14, 2.15, 4.4, 5.1,5.3, 5.11)

4. Outline any relevant legislative requirements including adhering to human rights obligations when working with children and their families(Proficiencies: 1.2, 1.3, 5.1, 5.3.)

5. Describe the type ofcare and support services available to children with special needs.(Proficiencies: 1.1, 1.3, 1.6, 1.8 , 1.9, 1.17, 2.2, 2.4, 5.1, 5.2, 5.3, 5.13)

The purpose of this module is to provide the learner with a detailed and comprehensive introduction to contemporary social theory in order to enhance their understanding of the social world and the ideas that influence its construction. The objective is to enhance their capacity to apply this conceptual and theoretical knowledge to the practice of social care. In particular, it is important that the professional social care worker understands the theoretical underpinnings of any professional practice. The module's focus is informed by the CORU Standards of Proficiency.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. possess acomprehensive understanding of the nature of social theory (Proficiency: 1.23; 5.1; 5.2; 5.4; 5.14).

2. demonstrate acomprehensive understanding of the role that theory plays in informing social practice(Proficiency: 1.22; 1.23; 2.9; 3.6; 4.1; 4.3; 4.4; 5.1; 5.2; 5.4; 5.6; 5.14).

3. demonstrate acomprehensive knowledge of major theoretical frameworks (Proficiency: 5.1; 5.2; 5.4).

4. demonstrate acomprehensive knowledge of major social theories (Proficiency: 5.1; 5.2; 5.4).

5. demonstrate an ability to critically examine whether or how social theory informs social care practice with particular reference to the CORU Standards of Proficiency (Proficiency: 1.8; 1.22; 1.23; 2.9; 3.6; 4.1; 4.3; 4.4; 5.1; 5.2; 5.4; 5.6; 5.14).

This module introduces current issues and thinking regarding social care approaches to people with disabilities. A key emphasis will be to investigate issues of inclusion, relationships and autonomy rather than a focus on service and resource coverage. The module will particularly draw on current research being conducted in ATU, Mayo Campus on disability issues in Mayo. The module will be informed by CORU's Standards of Proficiency.

1. Demonstrate acomprehensive understanding of the meanings attached to the label ‘disabled’ (Proficiencies 1.1, 1.2, 5.6)

2. Demonstrate a comprehensive awareness of the historical development of disability services in Ireland (Proficiencies 1.1, 1.2, 1.9, 3.13, 5.6, 5.14)

3. Demonstrate a comprehensive understanding of the traditional medical model of service provision (1.1, 1.2, 5.6)

4. Demonstrate a comprehensive understanding of the social model of service provision with particular reference to CORU’s Standards of Proficiency (1.1, 1.2, 1.3, 1.6, 1.11, 1.12, 1.15, 1.16, 1.17, 2.9, 2.10, 2.12, 2.14, 2.15, 2.17, 3.1, 3.6, 3.7, 3.8, 3.9, 3.13, 5.2, 5.3, 5.6, 5.11, 5.15)

5. Demonstrate an appreciation and sensitivity to disabled people, their experiences and needs (Proficiencies 1.1, 1.2, 1.3, 1.5, 1.6, 1.9, 1.10, 1.11, 1.12, 1.15, 1.16, 2.1, 2.2, 2.3, 2.4, 2.9, 2.12, 2.17, 3.8, 5.2, 5.3)

The aim of the module is to enable the student to develop an insight into the issues and challenges for social care workers of working with offenders, ex-prisoners and their families in the community. The module is intended to enable students gain an understanding of the need for adequate services, policy and advocacy for offenders, ex-prisoners, their families and those working with these groups. The module also aims to enable the student gain an understanding of the link between poverty, mental illness, social disadvantage and crime, and to identify the role for early intervention and rehabilitation strategies.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice, and Team working

Domain 3: Safety and Quality

Domain 5: Professional Knowledge and Skills

1. Develop knowledge, skills and attitudes for social care workers in relation to working with offenders and ex-prisoners, their families and communities. (Domain 1.3, 1.6, 2.2, 2.12, 3.6, 5.2, 5.11)

2. Critically discuss the relationships between poverty and crime, mental health and crime, social disadvantage and crime. (Domain 1.6, 3.6, 5.2)

3. Critically evaluate policy development initiatives in this area. (Domain 1.6, 1.9, 3.6)

4. Critically challenge cultural and societal attitudes to offenders and ex-prisoners. (Domain 1.6, 3.6, 5.2)

5. Critically discuss the role of inter-agency and interdisciplinary services working with offenders and ex-prisoners and the role of advocacy for this client group. (Domain 1.3, 1.6, 2.12, 3.6, 5.15)

In this international Joint E-Project students of two or more countries work together in mixed working groups, carrying out a joint assignment in each of their countries, resulting in a written project. The work of the module is done in English using various communication technologies.

The core focus of the International Joint E-Project is the confrontation with, and study of, comparable social subjects and problems in different (national) contexts. This confrontation helps to put into perspective what can appear to be obvious and taken for granted in the local environment. This helps to develop contextual consciousness and it stimulates international awareness. All these are important abilities for social care work which is an international profession. For the Irish participants, the module is informed by CORU's Standards of Proficiency with a particular emphasis on groupwork collaboration, cross-disciplinary work, and inter-cultural practice.

This module maps to the CORU Standards of Proficiency below:

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety and Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. describe, analyze and interpret situations and backgrounds of various clients (individuals, groups and communities) on micro, mesa and macro level as a social care professional (Proficiency: 2.6; 2.7; 3.5; 4.1; 5.6; 5.14; 5.17).

2. put into perspective their own national and cultural environment, resulting in contextual consciousness and international awareness (Proficiency: 2.6; 2.7; 3.5; 4.1; 5.6; 5.14).

3. cooperate with students and other citizens in an other country with a different social cultural background (Proficiency: 2.6; 2.7; 2.13; 2.15; 3.5; 4.1; 5.6).

4. demonstrate how to contribute to the development, adjustment and implementation of institutionand government policy (Proficiency: 2.6; 2.7; 3.5; 4.1; 5.6).

This module concerns the use of adventure experiences and nature as part of a therapeutic intervention to work with diverse groups of people and communities. The module is designed to enable the student to examine and develop an understanding of the diverse range of potential applications of adventure and nature experiences for therapeutic benefits.

This module maps to the CORU Standards of Proficiency below:

1.2, 1.3, 1.5, 1.17, 1.18, 1.19, 2.14, 2.15, 3.2, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.12, 3.14, 4.1, 5.5

1. Describe and critically appraise the emerging use of adventure and nature experiencesfor therapeutic benefit when working with individuals and groups(Proficiencies: 2.14, 2.15,)

2. Articulate a broad understanding of the premise, process and theoretical foundation of the therapeutic uses of adventure, group, and nature for therapeutic benefit within limits of professional practice and multi-disciplinary teams(Proficiencies: 1.2, 2.14, 2.15,)

3. Articulate a broad understanding of effective decision-making with participants and colleagues throughout the process oftherapeutic programmes from diagnosis to evaluation(Proficiency: 2.14,)

4. Devise, facilitate and evaluate developmental experiences and interventions in a safe and encouraging forum while learning to enhance these skills through discussion, tutor and peer feedback and reflective writing (Proficiencies:1.2, 1.3, 1.5, 1.17, 1.18, 1.19, 3.2, 3.5,3.6,3.7,3.8, 3.9,3.10, 3.12, 3.14, 4.1, 5.5)

5. Explore and make judgements when exercising a professional duty of care, including ethical issues,critical awareness of personal skill and competence involved when working therapeutically with service users and colleagues(Proficiencies: 1.5,1.17, 4.1,)

The aim of the module is to enable learners to develop an in depth working knowledge of the principles and practice of recovery for the mental health service user and to critically evaluate the range of skills necessary to work innovatively and collaboratively with service users, carers and their families, and appropriate agencies.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 5: Professional Knowledge and Skills

1. Understand recovery principles and experiences in the national and international context. (Domain 1.4, 2.4, 5.4, 5.11)

2. Effectively engage and work in partnership with service users, carers and their families in assessment, delivery and evaluation of care within a recovery model. (Domain 2.3)

3. Recognise and support personal resourcefulness and empowerment of service users. (Domain 2.3)

4. Critically evaluate and reflect on the extent to which the learner’s own practice is underpinned by knowledge of theory and relevant recovery research in delivering effective care within the context of a recovery approach. (Domain 1.22)

5. Contribute to effective change and the development of effective local policy in mental health care delivery. (Domain 5.15)

6. Contribute to the promotion of the recovery model in mental health practice (Domain 1.22)

7. Understand the importance of promoting social inclusion and reducing stigma in recovery work. (Domain 5.11, 5.15)

8. Understand the need for user and self advocacy in implementing the recovery approach and understand the importance of actively protecting service user rights. (Domain 2.3, 5.15)

9. Have a comprehensive knowledge of community services and resources and actively support service users in using them (Domain 1.4, 2.4)

10. Have a comprehensive knowledge and understanding of the range of mental health problems experienced by service users, carers and their families with regard to recovery (Domain 1.4, 2.4, 5.4)

This module provides an opportunity for the learner to conduct an independent piece of research where powers of evaluation and critical enquiry will be developed. Well-designed research is of considerable importance in developing a body of knowledge to inform and underpin contemporary professional social care practice. In addition, a rigorous approach to research is an important component in the development of a professional approach to social care in Ireland and it is vital that graduates have a thorough understanding of the techniques, approaches and processes involved.

Learners are expected to demonstrate where their work fits in the emerging field of social care and to appreciate through practice that knowledge is not fixed but evolving and contestable. The research topic will be approved by the supervisor in advance. The supervisor may give guidance and suggestions on proposed topics.

The topics chosen for research must be related to professional social care and be informed in their application by CORU's Standards of Proficiency.

This module maps to the CORU Standards of Proficiency below:

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 5: Professional Knowledge and Skills

1. demonstrate an ability to undertake independent research (Proficiency: 2.6; 5.4; 5.5; 5.17).

2. locate and evaluate critically relevant literature (Proficiency: 2.6; 5.4; 5.5; 5.17).

3. demonstrate an ability to identify appropriateresearch questions with a specific application to professional social care (Proficiency: 2.6; 5.4; 5.5; 5.17).

4. evaluate a range of data collection instruments with reference to issues such as the reliability and validity of the data and the feasibility of use (Proficiency: 2.6; 5.4; 5.5; 5.17).

5. interpret data and comment on the conclusion supported (Proficiency: 2.6; 5.4; 5.5; 5.17).

6. present and disseminate findings (Proficiency: 2.6; 5.4; 5.5; 5.17).

7. developan awareness of the many practical and organisational challenges associated with independent research work (Proficiency: 2.6; 5.4; 5.5; 5.17).