Courses
Social Work
Master of Arts
Course Details
| Course Code | SG_WSOWO_M09 |
|---|---|
| Level | 9 |
| Duration | 2 years |
| Credits | 120 |
| Method of Delivery | On-campus |
| Campus Locations | Sligo |
| Mode of Delivery | Full Time |
Course Overview
The aim of this programme is to allow individuals to become professional and competent social workers who are knowledgeable, reflective, research-focused practitioners able to work critically and ethically in various sectors.
Objectives:
To provide students with the knowledge, skills and competencies to become professional social workers in various settings within the statutory, voluntary and independent sectors.
To support students in developing a critical awareness of current issues facing society and generate innovative ideas to support the resolution of such issues.
To facilitate students to develop an understanding of professional accountability and the legal and regulatory framework within which social work operates.
To equip students to reflect and practise ethical, innovative and effective social work practice that actively promotes social justice in a diverse society.
To develop learners who recognise and understand the importance of evidence and research in and to practice and who can contribute to this debate and apply it to social work practice.
To develop civic and social responsibility as an informed learner.
To ensure the required competency of ATU graduates, this programme does not accept a request for advanced entry,
Course Details
Year 1
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Social Policy for Social WorkThis module provides students of social work with a thorough exploration and detailed interrogation of the emergence and evolution of the Welfare State and attendant social policies, social policy-making and social policy analysis in Ireland. The impact of political and economic preferences, ideology, values and principles underpinning the foundations of Irish social policy are reviewed and critiqued. It undertakes these objectives by re-acquainting participants with concepts such as Welfare State, social justice, rights and capabilities approaches, social citizenship and new social risks. These concepts are unpacked and critically reviewed by way of customized case studies that address topical social policy issues and concerns such as poverty, homelessness, disability, ageing, ethnicity, health and wellbeing, children's rights, youth policy, social protection policies, the wider social benefits system and relevant agencies of welfare delivering these. Participants are encouraged and equipped to utilise problem-based learning tools and critical policy analysis instruments throughout their engagement with the module. Possible lesson learning, best international practices and evidence-based approaches around the identification of need and delivery of target services and policies is undertaken by way of comparator reviews of approaches to social policy development among EU member states and further afield. This module supports the achievement of CORU Standards of Proficiency as follows: Domain 1 Automony and Accoutability Domain 2 Communication, Collaborative Practice and Teamworking Domain 3 Safety and Quality Domain 4 Professional Development Domain 5 Professional Knowledge and Skills Learning Outcomes 1. Account for, interpret, challenge and anticipate the dominant social, economic, political and cultural moulding forces shaping social policy formulation and welfare and wellbeing enhancing policies.(Domain: 1.10, 2.8, 5.2) 2. Evidence an advanced understanding of social justice perspectives including rights-based and capabilities approaches to social policy needs identification and service delivery. (Domain: 3.6, 5.2, 5.5, 5.6, 5.7, 5.20). 3. Determine and implement the most appropriate, cost-effective and wellbeing maximising social policy instruments and interventionist policies addressing the myriad needs of at risk and vulnerable groups in Ireland.(Domain: 1.6, 1.10, 3.12, 5.15, 5.24). 4. Systematically survey and critically appraise agencies of welfare administering, managing and delivering social goods and services.(Domain: 3.11, 5.15, 5.16, 5.24). 5. Critically distinguish between and appropriately identify and apply different models and approaches to social policy-making and policy analysis.(Domain: 1.10, 5.5, 5.9, 5.16). 6. Situate, contextualise and critically evaluate Irish social policy comparatively.(Domain: 5.1, 5.2, 5.3). |
05 | Mandatory |
| 1 |
Social Work Theory to PracticeThis module is designed to introduce students to key social work theories, methods and ethical concepts that inform social work practice including Crisis Intervention , W orking with Involuntary Clients and a Systemic Approach to social work practice. In addition, students will also work towards achieving the standards of proficiency required for professional social work practice. The module will focus on the importance of developing a critical understanding of social work processes, including models and methods of assessment, the application of theory in complex social work cases and recognition of social work intervention as a theoretically informed activity. Students will be expected to critically analyse these theories and methods and apply this knowledge to practice contexts. The module will also address community engagement and social work as an anti-oppressive practice. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Critically analyse the role of the social worker in contemporary practice and articulate key ethical concepts that inform practice. (Domain (Domains 1.1; 1.3; 1.5; 1.6; 1.8; 1.9; 1;10; Domain 2.1; 2.3; 2.4; 2.12; Domain 3.1; 3.2; 3.4; 3.5; 3.6; 3.8; Domain 4.1; 4.3; Domain 5.1; 5.2; 5.3; 5.4; 5.5; 5.6; 5.7; 5.10; 5.12; 5.13; 5.15; 5.16; 5.17; 5.21; 5.22; 5.24; 5.25; 5.26) |
05 | Mandatory |
| 1 |
Social Work Skills and CompetenciesThis module is designed to enable students to examine and develop their knowledge and understanding of the core skills and competencies pertinent to social work practice. Students will explore case formulation across a range of themes, settings and contexts in practice, with particular emphasis on the social work process of assessment, planning and the decision-making process, intervention and evaluation, drawing on empirical research to support knowledge, critical understanding and skills. Participants will examine and critically appraise the application of theory to practice in the context of relationship‑based practice, the social work process, collaborative practice, advocacy, empowerment and participation, managing conflict, and the use of counselling skills in social work practice. Students will be required to undertake case analysis, evaluate service user testimonials, engage in reflective practice and participate in role‑play to evidence a competent knowledge and critical understanding of core social work skills and competencies, and demonstrate a competent ability to apply this learning to practice. This module follows an incremental approach to building knowledge and understanding providing a tool-kit of skills for proficient practice. It is envisaged that this learning will be further developed throughout the students practice placement. Students must pass all assessment components of this module in order to progress to practice placement in semester 2. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Critically appraise the importance of establishing, developing and maintaining quality relationships with service users, carers and other professionals applying the principles of empowerment, partnership and participation in professional social work practice (Domain 1.1, 1.3, 1.5, 1.6, 1.9, 1.10, 1.11, 1.13, 1.16, 1.17. Domain 2.1, 2.3, 2.9, 2.13, 2.14, 2.15. Domain 4.4. Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.17) 3. Critically evaluateand recognise the role of advocacy in social work practice, in promoting the rights, needs and interestsof service users(Domain1.2, 1.3, 1.5, 1.6, 1.8, 1.10, 1.18, Domain 2.3, 2.4, 2.10, 2.12, 2.14 ,2.15, Domain 3.7, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 5.11, 5.13, 5.15, 5.17, 5.24) 4. Critically examine the process of assessmentin social work practice, evidencing competencyin critical analysis and evaluationof information gathered, and understand the process in the context of a collaborative approach to practice (Domain 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.13, 1.14, 1.16, 1.17, Domain 2.1, 2.3, 2.4, 2.5, 2.6, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, Domain 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.10, 3.11, 3.12, 3.13, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12, 5.13, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27) 5. Critically analyse the principlesof an evidenceinformedapproach to professional judgement and decision making in social work practice, understanding the role and impact of collaborative practice in context(Domain1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.12, 1.13, 1.16, 1.17, 1.18, 1.20, Domain 2.1, 2.3, 2.4, 2.6, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15 Domain 3.1, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.13, 3.14 Domain 4.3, 4.4, Domain 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12, 5.13, 5.16, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27) 6. Critically analyse best practice in the management of conflict in practice, demonstrating an awareness of their own approaches to conflict as evidenced by self-reflection (Domain1.1, 1.3, 1.6, 1.15, 1.18, 1.21, Domain 2.2, 2.9, 2.11, 2.15, Domain 3.7, 3.10, 3.12,3.14, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.7, 5.11, 5.12, 5.13, 5.17, 5.18, 5.24, ) 7. Articulate a theoretical knowledge and critical understanding of the use of counselling skills in social work practice with individuals, children, young people, families and communities. (Domain 1.1, 1.2, 1.3, 1.4, 1.6, 1.11, 1.12, 1.13, 1.14, 1.18, Domain 2.2, 2.4, 2.9, 2.12, 2.13, Domain 3.6, 3.10, 3.13, 3.14, Domain 4.3, 4.4, Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.17, 5.22, |
10 | Mandatory |
| 1 |
Preparation for PlacementThis module facilitates the student in planning for and undertaking the practice‑based learning components of the Master of Arts in Social Work programme. It places emphasis on the student's development of key social work skills to ensure they are professional in their practice and prepares them to engage with and understand the social work environment and their role and responsibilities as practitioners. This module facilitates a collaborative partnership between service user and carer educators, practitioners and academics to further enhance learning acquired across the programme. Key concepts and processes of 'Reflective Learning and Practice' are examined as an approach to achieve optimal learning from the social work practice placement. In preparation for the fieldwork placement, a range of learning tools will be introduced including Tunning in Models, Process Recording, Learning Logs, Critical Incident Recording, Reflective Journals, Role-play and Direct Observation which will support the student in a successful transition to the work environment. This module supports the achievement of CORU Standards of Proficiency as follows: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Team working 3 Safety and Quality 4. Professional Development 5. Professional Knowledge and Skills Learning Outcomes 1. Illustrate an understanding of the use of reflective teaching and learning tools, supports and processes to optimize learning from and in their social work practice. (Domain 2.2, 2.4, 2.7, 2.8, 2.9,2.11, 2.12, Domain 4.3, 4.4, Domain 5.1,5.2,5.13) |
05 | Mandatory |
| 1 |
Lifespan Developmental Psychology for Social WorkersIn this module, the Psychological changes that take place throughout the lifespan will be explored. Emphasis will be placed on the significant physical, social, emotional, linguistic and cognitive development of childhood, adolescence and adulthood. Theoretical perspectives in Psychology and current key ideas in relation to development will be discussed and the contribution of significant theorists to our understanding of development investigated. This module supports the achievement of the following CORU Standards of Proficiency: Domain 3 Safety and Quality Domain 5 Professional Knowledge and Skills Learning Outcomes 1. Investigatethe major theoretical perspectives in Psychology. (Domain 5.3, 5.14) 2. Explore the contribution of significant developmental theorists to our understanding of development. (Domain: 5.3, 5.14, 5.22). 3. Examine the structure and development of the brain across the lifespan. (Domain 5.3, 5.14, 5.22). 4. Critically analyse the influences of biological, social, emotional, linguistic and cognitive processes on development. (Domain: 5.1, 5.3, 5.14) 5. Apply knowledge of lifespan development in a Social Work context. (Domain: 3.6, 5.1, 5.3, 5.22). |
05 | Mandatory |
| 2 |
Fieldwork Placement 1The fieldwork placement module is a vital component of professional social work training. The placement offers the opportunity to put the many concepts from their programme into practice, while under the supervision of an appropriately qualified practice teacher. The student will get the opportunity to exhibit the theories and skills cultured in the academic setting and demonstrate how these are applied to individuals, families and in interprofessional and interagency settings. Students will review the core values of social work and develop an awareness of their implications in practice. Upon completion of this module, students should have demonstrated their professional competence relative to their stage of training which is assessed by the practice teacher based on evidence from the student's practice. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Evidence a varied repertoire of practice skills fundamental to social work and relevant to a wide range of clients, modalities, and types of settings.. (Domain 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.16, 1.18, 1.20, 1.21; 2.1, 2.2, 2.3, 2.4, 2.6, 2.9, 2.12, 2.16; 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.8, 3.10, 3.12, 3.14; 4.1, 4.3, 4.4, 4.5; 5.1, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.14, 5.15, 5.17, 5.18, 5.20, 5.22, 5.23, 5.25, 5.26, 5.27). 2. Undertake assessments of service users and systems using appropriate and relevant assessment tools.(Domain 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.16, 1.17, 1.18, 1.20; 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9; 3.1, 3.2, 3.3, 3.10; 4.1, 4.3, 4.4; 5.1, 5.13, 5.17, 5.18, 5.21, 5.23). 4. Display a competent knowledge of methods of social work and purposefully select appropriate methods of intervention evidencing an ability to integrate theory to practice.(Domain 1.3, 1.4, 1.6, 1.7, 1.8, 1.9, 1.10, 1.15, 1.16, 1.18, 1.20; 2.3, 2.12; 3.1, 3.2, 3.3, 3.5, 3.6, 3.10; 4.1, 4.2, 4.3, 4.4; 5.1, 5.2, 5.3, 5.5, 5.6, 5.10, 5.12, 5.14, 5.20, 5.23). 5. Develop appropriate evaluation skills to ensure that the planned intervention has produced the intended outcomes.(Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9,1.10, 1.11, 1.12, 1.13, 1.18; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.11, 2.12, 2.14; 3.4, 3.5, 3.8, 3.9, 3.11, 3.12; 4.1, 4.2, 4.4; 5.7, 5.10, 5.20, 5.21, 5.23, 5.24). 6. Represent an ability to review the management of workload.(Domain 1.1,1.2, 1.6, 1.7, 1.8, 1.18, 1.19, 1.21; 2.6, 2.7, 2.8, 2.10, 2.11; 3.9; 4.1, 4.2, 4.3, 4.4, 4.6; 5.11, 5.14, 5.23, 5.26). 7. Demonstrate the ability to engage in interpersonal and professional relationships and to work collaboratively with other professionals within the community.(Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.11, 1.12, 1.13, 1.15, 1.16, 1.18, 1.19, 1.20, 1.21; 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15; 3.1, 3.3, 3.7, 3.8; 4.1, 4.4; 5.1, 5.3, 5.4, 5.6, 5.7, 5.10, 5.11, 5.12, 5.13, 5.19, 5.26). |
20 | Mandatory |
| 2 |
Sociological Perspectives for Social WorkThis module explores the sociological basis of childhood, family and the life course. Within this module, students are encouraged to think critically, and understand the influences on people in society, whilst also exploring agency. Core to this module is an exploration of; the plurality of childhood experiences across time and space; change in families in terms of structure and behaviour; the life course approach; and power and oppression in society. This module provides the context for social work practice and supports students to identify the driving and restraining forces for change in people's lives. It links with modules on social work theory such as systems theory and social work skills such as anti-oppressive and anti-discriminatory practice. This module supports the achievement of the following CORU Standards of Proficiency: 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 Learning Outcomes 1. Assess childhood from a sociological perspective and explain the impact of this on social work practices. (Domains 1.9; 1.10; Domain 2.2; 2.9; 2.12; Domain 3.1; 3.4; 3.6; Domain 4.4; Domain 5.1; 5.3; 5.5; 5.7; 5.15; 5.16; 5.24) |
05 | Mandatory |
| 2 |
Research Methods and EvaluationThis module is designed to enable students to develop an understanding of the research process and the nature and variety of research methods, together with the need for an evidence base to inform the decision-making process in Social Work (SW) practice. Throughout the module, the importance of research mindedness within the context of SW will be highlighted to enable students to develop critical understanding and skills as both consumers and producers of research. The module will provide an overview of both qualitative and quantitative approaches and outline the different epistemological and ideological foundations which underpin these paradigms. It will include exposure to the techniques involved in analysing and evaluating research data, as well as a consideration of ethical, political and social justice issues relating to SW research. During the module students will be enabled to develop the skills and knowledge to critically examine methodological issues and findings in the published SW literature. On completion of the module, students will have the capacity to apply and evaluate research evidence to inform evidence-based practice, develop their own research projects and undertake and evaluate research in a variety of SW practice settings. This module supports the achievement of CORU Standards of Proficiency as follows: Domain 1: Professional Autonomy and Accountability Domain 3: Safety and Quality Domain 4: Professional development Domain 5: Professional knowledge and skills Learning Outcomes 1. Explain the meaning of research mindedness and its relevance for social work practice. (Domains: 3.1, 3.2, 3.6. 3.9; Domain 5.2, 5.5, 5.9, 5.15, 5.21, 5.25) 3. Display an understanding of a variety of ontological and epistemological frameworks in social research. (Domains: 3.6; Domain 5.2, 5.21, 5.22, 5.25) 6. Identify ethical, political and value issues arising in Social Work Research (Domains: 1.1, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.16; Domain 3.6; Domain 4.3; Domain 5.2, 5.3, 5.5, 5.6, 5.7, 5.9, 5.13, 5.16, 5.21, 5.22, 5.24, 5.25) |
05 | Mandatory |
Year 2
| Semester | Module Details | Credits | Mandatory / Elective |
|---|---|---|---|
| 1 |
Professional Ethics in Social Work PracticeContemporary social work has recognised social justice and professional ethics as core contributions to professional competency that have roots in the early history of the profession. Many international and national codes of ethics for social workers, including the Irish Association of Social Workers, contain social justice principles in their ethical statements. Social justice theory is also judged as a strong feature that influences good practice in the Social Work profession. Social work values and ethics have informed practice in the areas of professional decision making, ethical dilemmas and ethical risk management. Consequently, this module aims to provide a general overview of approaches to social justice sources, which include normative ethical theories and moral reasoning (libertarian, utilitarian, contractual, egalitarian, and communitarian). Emphasis is given to the contemporary capabilities approach to articulate a framework for social justice practice, and to examine societal access to resources and inclusion in opportunities. Similarly, an ethic of care in contemporary society is articulated to evaluate and existing anti‑oppressive practices in social work, and appraise core ethical principles and standards. Lastly, International standards drawn from human rights law are examined to evaluate how law can further social work practice as an anti‑oppressive practice and for the promotion of societal equality. Interdisciplinary readings and personal stories from social work cases are accessed to translate social justice, and core ethical concepts into tangible social work practice. This module supports the achievement of CORU Standards of Proficiency as follows: Domain 1 Automony and Accountability Domain 2 Communication, Collaborative Practice and Teamworking Domain 3 Safety and Quality Domain 4 Professional Development Domain 5 Professional Knowledge and Skills Learning Outcomes 1. Demonstrate an advanced knowledge of the profession’s commitment to social justice, ethical standards, and human rights through completion of a detailed group presentation for workshop evaluation. (Domain, 1.1,1.3,1.4,1.5,1.8,1.16,1.17, 1.20, Domain 2.2.,2.3,2.4, Domain 3.6,Domain 4.1,4.2,4.4,Domain 5.1,5.2,5.3,5.4,5.6,5.7, 5.8,5.9,5.15,5.19). |
05 | Mandatory |
| 1 |
Interprofessional and Interagency Collaboration (IPIAC) in Social WorkEffective inter-professional and interagency collaboration (IPIAC) is an essential component of professional social work practice. The overarching aim of this module is to enable students to critically analyse and understand the relationship and importance of IPIAC across and between social work and other professions and agencies, for example, hospitals, community care settings, mental health services, child and adolescent services, child protection and welfare settings. The module involves an evaluation of policy and inter-organisational influences on the micro level of collaboration and stresses a critical awareness of different professional and occupational histories, identities and perspectives and interprofessional stereotypes. The emphasis is on developing knowledge and skills around integrated and seamless provision of person-centred care in social work practice, the team(s) around the service user/family and the potential to improve outcomes through effective IPIAC. The overall objective is to begin to develop IPIAC practitioners who understand the necessity and value of collaboration in improving outcomes for service users and to seek to incorporate this in their future professional development and practice. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Consider current policy drivers to understand barriers and opportunities for effective IPIAC in a variety of contexts of relevance to social work practice.(Domain 1.1, 1.2, 1.4, 1.6, 1.10, 1.12; Domain 2.1, 2.2, 2.5, 2.8, 2.9, 2.11, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.10, 3.14; Domain 5.1, 5.2, 5.5, 5.9, 5.12, 5.14, 5.24) 2. Understand, evaluate and critique the ethical and professional issues of IPIAC in social work practice.(Domain 1.1, 1.2, 1.5, 1.8, 1.9, 1.10, 1.12; Domain 2.5, 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.4; Domain 4.6; Domain 5.1, 5.2, 5.9, 5.10, 5.12, 5.14, 5.15) 3. Sytematically retrieve, synthesise and evaluate current research and other evidence that has informed the development of IPIAC theory and practice.(Domain 1.10; Domain 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.4, 3.6; Domain 5.1, 5.2, 5.9, 5.12, 5.16, 5.22, 5.25) 4. Examine and critically evaluate ‘uni’, ‘inter’ and ‘trans’ -professional working practices and protocols with an informed consideration of professional parameters and codes of professional practice, using safe, effective and evidence-based methods of practice. (Domain 1.1, 1.2, 1.6, 1.8, 1.10; Domain 2.9, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.6; Domain 4.2; Domain 5.1, 5.2, 5.9, 5.11, 5.12, 5.14, 5.16) |
05 | Mandatory |
| 1 |
Group Work -Theory and PracticeA key requirement, both as a student of social work and a social work professional, is one's ability to work effectively with and within groups. The overarching aim of this module is to develop this ability. This will begin by providing students with an understanding of the development of group work as a method of working with vulnerable and oppressed populations including, for example, children, adolescents, those impacted by mental health issues, addiction, trauma and foster care, etc. Throughout the module student practitioners will develop an understanding of the different types of groups in social work practice and group dynamics. Particular emphasis will be placed on the development of the necessary skills for facilitating groups and analysing group process. On completion of this module, students will be equipped with the necessary skills and competencies to help them plan, deliver, facilitate and evaluate effective group work interventions that are useful in addressing the group members' needs. This module supports the achievement of CORU Standards of Proficiency as follows: 1. Professional Autonomy and Accountability 2. Communication, Collaborative Practice and Teamworking 3. Safety and Quality 4. Professional Development 5. Professional Knowledge and Skills Learning Outcomes 1. Analyse the background and current context of groupwork in social work, with a particular emphasis on groupwork with vulnerable or oppressed populations.(Domains 1.1, 1.5, 1.9; Domain 3.14; Domain 5.1, 5.11, 5.12, 5.14, 5.22) |
05 | Mandatory |
| 1 |
Professional DevelopmentThis module builds on learning from Professional Practice Preparation 1 and facilitates the student in continuing professional development in preparation for the second fieldwork placement and their professional career. There is a strong focus on continuing towards achieving proficiency in practice and students are encouraged to utilise learning from Social Work Skills and Competencies in doing so. Key concepts and processes of reflective learning and practice are reviewed in the context of the student's experiences on their first fieldwork placement. Students will further explore the use of self in social work, revisit and examine personal ethics and values in the context of social work practice and evaluate the impact of this upon their practice. Participants will be encouraged to appraise knowledge acquired across the course and demonstrate an ability to adopt a holistic approach to service provision in practice. Participants will examine social work practice in Ireland in a global context, considering similarities and differences in practice and identify learning for Ireland in this respect. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Illustrate capacity to engage in reflective practice and demonstrate a critical awareness of professional development needs and objectives in the context of achieving the standards of proficiency for professional practice(Domain1.2, 1.3, 1.5, 1.6, 1.8, 1.10, 1.18, Domain 2.3, 2.4, 2.10, 2.12, 2.14 ,2.15, Domain 3.7, Domain 4.1, 4.2, 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.5, 5.6, 5.7, 5.8, 5.9, 5.11, 5.13, 5.15, 5.17, 5.24) 3. Demonstrate a criticalunderstanding of and recognise the importance of leadership skills in practice in the context of the provision of safe and quality services, improving outcomesand influencing system level change/development(Domain 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11, 1.13, 1.14, 1.16, 1.17, Domain 2.1, 2.3, 2.4, 2.5, 2.6, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, Domain 3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.10, 3.11, 3.12, 3.13, Domain 4.3, 4.4, 4.5, Domain 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.9, 5.11, 5.12, 5.13, 5.17, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.27) 4. Demonstrate a competent knowledge/understanding of, and ability to select and apply appropriate therapeutic intervention in social work practice including the challenges, boundaries,and limitations in context. (Domain 1.1, 1.2, 1.3, 1.4, 1.6, 1.11, 1.12, 1.13, 1.14, 1.18, Domain 2.2, 2.4, 2.9, 2.12, 2.13, Domain 3.6, 3.8, 3.9, 3.10, 3.13, 3.14, Domain 4.3, 4.4, Domain 5.1, 5.2, 5.7, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.17, 5.22) |
05 | Mandatory |
| 1 |
Social Work Research ProjectThe research dissertation is an extended piece of written work carried out by individual students which allows students to focus on a specialist area of interest associated with the field of social work. Building on previous learning students get the opportunity to consolidate knowledge and demonstrate their skills, knowledge and expertise gathered throughout their programme of study, the objective of which is to provide an independent and critical appraisal of an issue. This work can be presented in a number of different formats. Empirical Data. The theoretical framework of a subject area is developed by a review of the literature, the empirical evidence is collected to answer a specific question or develop a specific point within the chosen subject area. Case study: A single in-depth case study is undertaken using innovative methodologies and methods to examine the single case in sufficient detail. Practice-Based Research Study. The research field is in practice and therefore the study will be conducted by the practitioner in practice, with the investigation of a problem, development of an action (eg. project) to address the problem and dissemination of findings to fellow practitioners being of importance. The dissertation (in whichever format) is intended to support the student in making connections between research, policy, theory and practice. This module supports the achievement of CORU Standards of Proficiency as follows: Domain 1 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 Learning Outcomes 1. Demonstrate skills to assess the effectiveness of any research approach identified (Domain 1:1,1.4, 1.9, 1.10, 1.14; Domain 3.3, 3.9, 3.12, 3.13; Domain 4.5; Domain 5.1, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 5.13, 5.14, 5.16, 5.21, 5.22, 5.24, 5.25) |
10 | Mandatory |
| 2 |
Fieldwork Placement 2The fieldwork placement module is a vital component of the professional social work training. The placement offers the opportunity to put the many concepts from the course into practice. The student should exhibit the theories and skills cultured in the academic setting and demonstrate how these are applied to individuals, families and in interprofessional and interagency settings. The final fieldwork placement will provide students with an opportunity to strengthen their practice skills, develop in relation to identified areas for learning and expand experience specifically to the placement division to which they are allocated.As the student progresses into their final placement, they will consolidate their academic and practice experiences. On successful completion of this module, the student will have a had the opportunity to develop into the role of professional social worker. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Demonstrate accomplished communication skills. (Domain 1.2, 1.3, 1.4, 1.5, 1.7, 1.8, 1.9, 1.16, 1.18; Domain 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15; Domain 3.1, 3.12; Domain 4.1, 4.2, 4.5; Domain 5.2, 5.4, 5.5, 5.11, 5.12, 5.15, 5.18, 5.19, 5.20, 5.22, 5.23, 5.27) |
20 | Mandatory |
| 2 |
Law and Social WorkOn successful completion of this module, participants will have an advanced knowledge of Irish law as it applies to the social work profession. This programme will address areas of relevant law where social work clients are involved with the law, including child welfare, access, guardianship, custody, adoption, domestic violence, maintenance, and in cases of divorce and separation, also disability, and mental health are addressed during the module. Participants will become adept in the rights, duties and responsibilities of a social worker working in a professional role of assisting clients to navigate their way through the Irish legal system, and acting as an advocate on their behalf. Participants will learn to practice in a professional, non-discriminatory way, and exercise a professional duty of care while discharging their legal and statutory duties. Social workers also encounter organisation-specific laws which determine the services available to clients and regulate standards of confidentiality, obtaining consent, data protection, freedom of information, record keeping, and providing professional evidence in various forums. Therefore, participants will also demonstrate competency in report-writing and delivering oral evidence, and in critically evaluating ethical and legal dilemmas encountered in their caseload. This module supports the achievement of CORU Standards of Proficiency as follows: 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 Learning Outcomes 1. Demonstrate an advanced knowledge of the profession’s legal and statutory responsibilities across a range of relevant areas (Domain .1.1, 1.2, 1.3, 1.5,1.7,1.10,1.14,1.15,1.16,1.17,1.18,Domain 2.3,2.8,2.12,Domain 3.5,3.9,Domain 4.1,4.3,Domain 5.1,5.3,5.7,5.8,5.9,5.20) |
05 | Mandatory |
| 2 |
Traumatic Experiences: Psychological Impact across the LifespanPositive attachment experiences underpin healthy psychological development throughout the lifespan. This module will start with a review of attachment theories and the conditions underpinning the development of mature and adaptive attachment relationships. The course will help the learner formulate how traumatic experiences in early childhood disrupt the development of healthy attachment behaviours and how such disruption is linked to the development of psychological difficulties throughout life. Learners will be helped to apply the above knowledge to their work as social workers. For example, they will learn about the importance of and the conditions that promote well-adjusted attachment behaviours. They will learn to analyse the dynamics underpinning transgenerational abuse, how to understand difficult to manage behaviour in residential settings, how to recognise challenges to foster carers in relation to attachment issues with foster children. They will learn how to conceptualise presenting difficulties in client groups from a trauma perspective. They will also obtain skills in relation to interventions required to help people deal with trauma-related problems. For example, they will learn how difficulties in self-regulation as a result of traumatic experiences (in particular in relation to attachment) create huge challenges to children and adults and how self-regulation deficits often present as aggression etc. The learners will be helped to look beyond such labels as "challenging behaviour" and instead frame challenges and difficulties in a more informed and constructive manner. This module supports the achievement of CORU Standards of Proficiency as follows: Domain 1: Professional Autonomy and Accountability Domain 2: Communication, Collaborative Practice and Teamworking Domain 3: Provision of Quality service Domain 4: Personal and Professional Development Domain 5: Knowledge Understanding and Skills Learning Outcomes 1. To be able to critically analyse variables linked to both positive and negative attachment behaviours. Domain 1.2, Domain 3.4, Domain 5.1, 5.3. 2. Debate how our understanding of the impact of traumatic experiences has evolved and how this understanding guides interventions. Domain 1.2, 1.5, 1.6, Domain 2.1, 2.4, Domain 3.1, 3.2, 3.4, 3.6, 3.7, 3.10, Domain 5.1, 5.3, 5.11, 5.14, 5.22 5. Analyse how the knowledge (1-4 above) informs social work practice, in particular in relation to assessment and recommendations for interventions working within a multi-disciplinary context. Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.11, 1.18, Domain 2.1, 2.9, 2.2, Domain 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.10, 3.14 Domain 4.2, Domain 5.1, 5.2, 5.3,5.14, 5.22. |
05 | Mandatory |
On-Campus Attendance Requirement
Full-time on campus attendance.
Progression
Graduates of the MA will be able to continue to further study at postgraduate level (NFQ levels 10) at ATU Sligo and other institutions.
Download a prospectus
Entry Requirements
Admissions and Selection Criteria
Once applicants register their application on the system using the ‘Apply Now’ link on the programme web page, they will receive guidance to submit the following:
A copy of their third-level transcripts (it must be a relevant qualification within the discipline of social sciences)
CV
Three templates that applicants are required to complete (a) an Academic Reference Template, (b) an Employer Reference Template, and (c) a Work/Practice Experience form Template
Applicants must ensure that the academic reference, employer reference, and evidence of relevant practice experience are provided only in the templates provided.
Applicants should not provide any other documentation other than what is listed above. Applicants will be given a deadline for the provision of all relevant documentation, after which time shortlisting will occur. If an applicant is shortlisted, they will be invited to interview. Interviews have two components: (1) written assessment and (2) individual interview.
To be considered for an interview and selection for this programme, you require a:
2.1 or above in a Social Science honours degree programme, i.e. B.Soc.Sc, Community Development, Early Childhood Care and Education, Psychology, Social Policy, Social Science, Social Care Practice, Sociology, Social Policy, Youth and Family Studies. If an applicant has a level 8 award in a discipline that is not social sciences, they must hold a postgraduate award in social sciences (minimum 2.1 grade). If an applicant has a level 8 award in a discipline that is not social sciences, they must hold a postgraduate award in social sciences (minimum 2.1 grade). Students with a grade of 2.2 and greater than five years of relevant experience may be considered suitable applicants to the programme.
English Proficiency: As all lectures, tutorials, and practical work are delivered in English, it is vitally important that all students (who are not native English speakers) have the required standard on entry to ensure they gain maximum value from their time at ATU Sligo. The minimum English proficiency score required for entry to an MA Programme is IELTS 6.0 or equivalent. Further information on English proficiency requirements can be found here. Where this is relevant to an applicant’s submissions, Certified Evidence must be submitted during the application process.
Before starting the programme, students must have completed 420 hours (a minimum of 200 at interview) of non-study-related practice experience.
Process
Stage One:
Students will apply for the programme online. All applicants will be reviewed, and those who demonstrate that they meet the application criteria will be shortlisted for the next stage of the selection process. If a large number meets the criteria, exceeding the places available, shortlisting for the next stage based on the highest overall GPA will occur. It is the student’s responsibility to ensure all documents, including references, are received before the application deadline. Incomplete applications will not be processed, and no late applications will be considered.
Stage Two:
Shortlisted applicants will attend a full day of interview and selection.
There are two components: (1) Written Assessment and (2) Individual Interview, all of which will be graded.
Written Assessment. Candidates will be given a topic to respond to within a specific time frame.
Individual Interview
The highest-scoring applicants will be awarded places.
Garda Vetting
Garda Vetting is a requirement of this programme and will comply with ATU’s Student Vetting Policy. During the Garda Vetting Process, issues that may emerge which were not declared by the student on the initial Vetting form may result in immediate termination of participation in the Programme. Offences disclosed through the process are considered a serious risk to children and vulnerable persons and may result in a student’s discontinuation from the programme.
Fitness to Practice
A student to the Master’s in Social Work must be Fit to Practice. ATU’s policy provides guidance on Fitness to Practice. Students must read this policy and acknowledge that they have read and understood this requirement.
Immunisations & Vaccinations
Placement agencies may require students to be immunised against specific infectious diseases .The Department recommends that Social Work students are protected against Hepatitis B, Tuberculosis (TB), Mumps, Measles Rubella (MMR) and Varicella (Chicken Pox).
Careers
Upon qualification, graduates are eligible to register with CORU (regulator) to practice in the social work profession. It is anticipated that the majority of graduates of this programme will enter the many vacancies in the social work field. Consequently, the programme has been developed to provide academic knowledge and skills to work in various social work environments.This programme is approved by CORU.
Further Information
Application Closing Date
30th April 2025
Start Date
September 2025
Contact Information
Admissions Office
T:353 (0) 71 931 8510
E: admissions.sligo@atu.ie
Department
Social Sciences
