This module is intended to further familiarise students with key aspects of law relating to social care practice. In particular, it attempts to disentangle the law pertaining to disparate functions performed by social care practitioners in the context of accountability to the service user. Since accountability to the service user is a core component of the module, learners will gain knowledge in how to exercise a professional duty of care when discharging their legal duties in the workplace. Health and safety law is also a key aspect of the module. Principles and concepts of privacy, data protection and freedom of information are also explored.

There has been an increase in the body of disability-specific international conventions and domestic measures enacted in recent years, therefore, the participation of disabled people in society will be given consideration as awareness of these measures by the social care practitioner is imperative to enable the service-user become empowered and socially included through, for example, independence, right to autonomy and participation in public life. The nature of equality and legal efforts to combat discrimination in the provision of social services and the workplace will also be evaluated.

An awareness of the significance of human rights as set out in international and domestic laws including the fundamental rights set out in the Constitution will constitute a thread running throughout the module.

The module maps to the CORU Standards of Proficiency as follows: 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. Apply the key principles of the tort of negligence to hypothetical situations as a means of preventing injury or damage to the service use (Domain: 1.1, 1.5, 1.6, 1.9, 1.17,3.7, 3.12, 3.13, 3.14, 5.2, 5.3)

2. Become familiar with arisk assessment and safety statement as required under health and safety law. (Domain: 1.1,1.5,1.6,1.9,1.17,1.20,3.7,3.12,3.13,3.14)

3. Applyinternational and domestic human rights of persons with disabilities, notablyin the areas of accessibility, autonomy and social inclusion.(Domain 1.1, 1.3, 1.5, 1.8,1.9, 1.16, 2.9, 5.1, 5.2, 5.3, 5.14, 5.15)

4. Examine how rights relating to privacy, data protection and freedom of information impact the social care landscape (Domain 1.1,1.5, 1.6, 1.9, 1.10, 1.13, 1.17, 5.3)

5. Assess the role of international and constitutional law in the identification, articulation and protection of fundamental/human rights. (Domain 1.1, 1.5, 1.13, 5.2, 5.3)

The aim of this module is to build on 'Introduction to Sociology' to enable students reflect on and appreciate the complexities of social life to provide an understanding of the social context within which social care practice operates. The module expands students' knowledge of contemporary social theory and research by examining race and ethnicity, crime and deviance, migration and religion and the life-course. Students are encouraged to think critically about the role of social theory and the interrelationship between social structures and care workers/service users.

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Outline the development of contemporary theories in sociology (Domain: 3.5)

2. Outline keytheoretical approaches in the exploration of social issues and their relevance to social care practice(Domain: 1.8; 5.2)

3. Identify the key features of a range of social areas including; the criminal justice system, religion, race and ethnicity, migration and the life courseand apply these to the context of social care. (Domains: 4.1)

4. Identify and select one of the specific areas to present as a research project (Domain: 1.8; 1.16; 1.18; 2.6; 2.7; 2.16; 3.5; 4.1; 4.4; 4.5; 5.2; 5.5; 5.7; 5.17)

This module aims to build on learners' knowledge from year one within the field of social care practice. Students will explore the professional role of the social care practitioner across the sectors, including the guiding principles of appropriate professional practice and professional practice regulations. Students will examine concepts of inclusive practice and recognize the importance of practicing in a non-discriminatory, culturally sensitive way, underpinning core and ethical values in social care practice. Students will be introduced to the safeguarding of children and vulnerable adults policy, procedure, and best practices. Students will know and understand the key concepts of the domains of knowledge that are relevant to their first professional practice placement. Attendance of this module is mandatory and adheres to the guidance contained in the Attendance Procedure. Attendance and successful completion of this module is a pre-requisite for students to proceed to practice placement in semester four. 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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyze and demonstrate an understanding of professional practice policy requirements reflecting key principles of best practice (Domain 1.1, 1.2, 1.6, 1.7, 1.9, 1.10,1.11, 3.11, 3.13, 4.2, 5.14, 5.19)
2. Identify and apply social care practice core values, ethical and inclusive practice and the impact within the social care sector (Domain 1.3, 1.5,1.7, 1.8,1.19, 1.23, 2.3, 2.12, 4.4, 5.2, 5.3, 5.6, 5.7, 5.15)
3. Demonstrate an understanding of child and vulnerable adult safeguarding, policy, procedures and best practice (Domain 1.9, 1.10, 1.11, 1.12, 1.17, 2.9, 3.1, 3.7, 4.4, 5.6, 5.10)
4. Understand they key concepts of social care practice and tasks of the social care practitioner using real world examples (Domain 2.3, 2.13, 2.14, 2.17, 3.25.1, 5.7, 5.10)
5. Explore professional boundaries and challenges within social care practice (Domain 1.5, 1.14, 1.17, 1.21, 2.13, 4.3, 4.4,5.8, 5.14, 5.15, 5.19)
6. Demonstrate an understanding of the importance of effective communication through open disclosure within social care. (Domain 1.3, 1.4, 1.6, 1.7, 1.9, 1.11, 1.14, 1.15, 1.16, 2.1, 2.4)

Students will explore theories, methods, and practice of creative facilitation and be provided with a full practical understanding of the requirements that must be satisfied before running a creative workshop or activity.

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Demonstrate understanding of facilitation techniques and group processes (Domain 1.3, 1.8, 1.17, 1.18, 1.19, 1.21, 1.23, 2.2, 2.11, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).

2. Demonstrate a knowledge of supporting theoretical models relating to creative practice (Domain 1.3, 1.8, 1.17, 1.18, 2.4, 2.6, 2.12, 2.13, 2.16, 3.6, 3.8, 3.10, 3.14, 4.3, 4.4, 5.8, 5.9, 5.11, 5.13, 5.16).

3. Plan a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18, 1.21, 1.23, 2.2, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).

4. Implement a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18, 1.19, 1.21, 1.23, 2.2, 2.11, 2.13, 2.16, 3.6, 3.7, 3.8, 3.10, 3.14, 4.3, 4.4, 5.11, 5.12, 5.13, 5.16).

5. Evaluate a range of structured creative activities for a defined group in a setting (Domain 1.3, 1.8, 1.17, 1.18 2.4, 2.6, 2.12, 2.13, 2.16, 3.6, 3.7, 3.8, 3.9, 3.10, 3.14, 4.3, 4.4, 5.11, 5.13, 5.16).

In this module, students are introduced to the area of adult psychopathology. The course explores the conceptualizaton and treatment of mental health throughout history. The module examines current paradigms, assessment methods, treatment. Psychological research methods will also be examined.

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 5: Professional Knowledge and Skills

1. Critically discuss the evolution of understanding of mental illness and the the impact of this knowleddge and understanding on the treatment and services provided(Domain 1.6, 1.23, 2.3, 2.9, 5.1, 5.4, 5.7, 5.9).

2. Classify and describe the main psychological disorders of adult functioning, aetiology of these disorders and current treatment protocols (Domain 1.2, 1.5, 1.23, 2.9, 2.17, 5.1, 5.4, 5.5, 5.7, 5.9).

3. Explain the psychological research methods used when studying mental health(Domain 3.1, 5.1).

4. Critically examine diagnostic and assessment methods used and the challenges posed (e.g. cultural sensitivity)( Domain 3.6, 5.5).

T his practice placement will take place in a professional setting suitable for students of social care practice, providing an opportunity for the student to apply theoretical concepts, knowledge, and skills to practice situations. The placement experience affords insight into the diverse aspects of working in a professional setting. Students will, under supervision, explore the practice of working within a variety of settings and areas and continue the development of their professional identities.

This placement must consist of a minimum of 400-hour block placement which will take place over a 5-day week and be completed over 13 continuous weeks. The work pattern will reflect the realistic working week and shift pattern of Social Care Workers.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Demonstrate professional autonomy and accountability in practical ways and take responsibility for their own personal and professional development. (Domain 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23)
2. Develop and nurture interpersonal and professional relationships in the context of a personalised professional identity. (Domain 1.2, 1.7, 1.8, 1.10, 1.12, 1,13, 1,14, 1.15; Domain 3.7; Domain 4.4, 4.5,; Domain 5.13)
3. Indicate the skills (for example creative, interpersonal, reflective, professional), qualities (for example inclusive, ethical practices), competencies and an understanding of social care concepts which they have used and developed over the course of this placement and how these suggest suitability for this career path.(Domain 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.15, 1.17, 1.18; Domain 2.2, 2.3, 2.6, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, 2.17; Domain 3.5, 3.6, 3.7, 3.8, 3.9, 3.11, 3.13; Domain 3.5, 3.6, 3.7, 3.8, 3.9, 3.11, 3.13; Domain 4.1, 4.3, 4.4, 4.5; Domain 5.3, 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13)
4. Demonstrate effective communication with individuals and groups in both spoken and written formats using appropriate technology and /or creative methods as required. (Domain 1.15; Domain 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.13, 2.15, 2.16, 2.17)
5. Demonstrate knowledge and understanding of social care concepts and theories from all programme modules completed to date and how they were integrated with and have impacted on their practices on placement. (Domain 1.1, 1.3, 1.4, 1.5, 1.6, 1.8, 1.10, 1.11, 1.12, 1.19, 1,21, 1.23; Domain 2.3, 2.4, 2.12, 2.13, 2.14, 2.16, 2.17; Domain 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10, 3.11, 3.12, 3.15; Domain 5.1, 5.3, 5.4, 5.6, 5.7, 5.8, 5.10, 5.12, 5.13, 5.18, 5,19)
6. Identify, plan, deliver and evaluate an Action Project taking into account the needs and wishes of service users and/or needs of the agency within the context of providing quality health and social care services. (Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.15, 1.16, 1.19, 1.23; Domain 2.2, 2.3, 2.6, 2.7, 2.9, 2.12, 2.17; Domain 3.1, 3.5, 3.6, 3.7, 3.8, 3.10, 3.14; Domain 5.5, 5.11, 5.12)
7. Demonstrate professionalism throughout the duration of the placement process. (Domain 1.2, 1.3, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.17, 1.18, 1.19, 1.20; Domain 2.6, 2.7, 2.8, 2.13, 2.15,; Domain 3.5; Domain 4.1, 4.2, 4.5)
8. Demonstrate professionalism throughout the duration of the placement experience. (Domain 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23; Domain 2.2, 2.3, 2.4, 2.6, 2.7, 2.8, 2.9, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17; Domain 3.5, 3.6, 3.7, 3.8, 3.14; Domain 4.1, 4.2, 4.3, 4.4, 4.5, 4.6; Domain 5.1, 5.3, 5.4, 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13, 5.15, 5.18, 5.19)

The aim of this module is to introduce students to key themes in sociology through an intersectional approach. Intersectionality explores intersections between identities and examines the power structures in which they are embedded. This approach therefore offers a useful lens for the study of overlapping forms of exclusion or disadvantage (such as gender, class, race, ethnicity, sexuality, age, disability/ability, migration status, etc.). The module provides students with both analytical and practical applications for identifying and addressing social exclusion and marginalisation in social care practice.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyse intersectionality as a lens for understanding multidimensional influences of social locations in peoples experiences of privilege and oppression. (Domain 1.8, 1.23,5.2, 5.7, 5.14)

2. Examine the significance of social location in professional identity across a range of care and community contexts.(Domain1.5,1.8, 1.23, 4.4,5.2)

3. Demonstrate the relevance of identity categories (such as gender, class, race, ethnicity, sexual orientation, age, disability/ability, migration status, etc.) in social care contexts. (Domain1.5,1.8,1.22,1.23,5.2,5.7,5.14)

4. Applyintersectional principles to social care practice.(Domain1.5, 1.8, 1.23, 4.4, 5.2, 5.7, 5.14)

5. Discuss implications of this approach for policy at local, national, and international levels.(Domain 1.8, 5.2, 5.14)

On successful completion of this module, learners will have a good knowledge of law as it applies to social care practice. International and domestic legal measures play a significant role in shaping the life circumstances and experiences of families and individuals. Accordingly, there is a formidable body of relevant legal concepts, principles and rules that the social care practitioner must be familiar with when working with service users in this context.

Fundamental /human rights as they relate to both the traditional and non-traditional family unit will be examined as a foundation for the module with progression towards a study of legal relationships between adults and those between adults and children.

The module engages with the child protection regulatory framework covering the wide ambit of duties imposed on the state to safeguard the child's welfare whilst in the home or if removed from the home. Both the civil and criminal code is explored relating to domestic violence thus facilitating critical analysis of the dual safeguards operating within the judicial system. Relevant provisions in international human rights conventions relating to autonomy and legal capacity will be analysed leading to an examination of these rights, structures, supports and safeguards in place under domestic law. The law relating to disclosure will also be examined in the module.

The module continues to create an awareness of the significance of fundamental/human rights as set out in international law and the reflection of these norms within the domestic legal framework.

This module maps to the CORU Standards of Proficiency below:

Domain1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Team working

Domain 3: Safety & Quality

Domain 5: Professional Knowledge and Skills

1. Critically analyse the special position and authority afforded to the marital family in the Constitutionin the context of the myriad of family units prevalent in Irish society. (Domain 1.8, 1.23)

2. Examine relationship contracts between adults andsalient legal conceptsthat operate in relationshipsbetween adults and children (guardianship, custody and access) (Domain 1.1, 1.3, 1.5, 1.8)

3. Examine the constitutional rights of the child and the key legal principlesunderlying child protection with particular emphasis onthe legal relationship between the State and parents. (Domain 1.1, 1.3, 1.4, 1.5, 1.6, 1.9, 1.12, 1.13, 5.2, 5.3)

4. Ascertain how the international and domestic legal framework aims to ensure the safety of persons living and interacting in domestic relationships. (Domain 1.1, 1.9, 4.2, 4.3)

5. Extract and evaluate core principles, values and principles pursuant to both international human rights and domestic lawto enhance and prolong the right to autonomy of service users withreduced capacity. (Domain 1.1, 1.3, 1.5, 1.9, 1.13, 1.15, 1.16, 5.2, 5.3)

6. Applyregulatory provisions relating to disclosure. (Domain 1.4, 1.5, 1.9, 1.12, 1.14, 5.3)

Policy decisions at various levels impact on the services available to individuals and as such, the life chances, experiences and abilities of individuals, families, groups, and whole communities. As a social care worker, your practice will be contextualised within a social policy framework. Social policy shapes the nature of services (community or institutional), how or if it is regulated, how it is funded, how extensive the services are, who is provided with services and on what basis.

In this module, students will be introduced to some key concepts in social policy- the study of the social relations necessary for human wellbeing and the systems by which wellbeing may be promoted in our society. Wellbeing is about what we need to make life worth living: essential services, such as healthcare and education; jobs and money and vital things such as love and security. Provision of these things is undertaken by a host of different agencies: by government and official bodies; through businesses, social groups, charities, local associations, and churches; through neighbours, families and loved ones. This module aims to introduce social care students to the centrality of the social policy process, i.e the principles, and actions which shape how the state defines wellbeing, who should be responsible for the wellbeing and how should it be delivered. Students will develop key skills and insight in the areas of problem definition, ideology and welfare organisations which will enable them to critically interrogate social policy documents, debates and legislation of direct relevance to the field of social care.

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. Critically examinethe subject matter of social policyand its relevance to social care practice(Domain 1.9, 2.6, 5.2, 5.15).

2. Assess the historical development of social policy in Ireland in terms of its impact on the Irish Welfare state(Domain 1. 9, 2.6, 5.2, 5.14, 5.15).

3. Assess the impact ofeconomic development, the Catholic church, and other political interests on social policy development in Ireland(Domain 1.9, 2.6, 5.2, 5.15).

4. Critically discusskey concepts in social policy, including individualism, social risk,universalism, collectivism, citizenship, welfare state, privatisation, new public management as central to understanding social policy(Domain 1.9, 2.6, 5.2, 5.14, 5.15).

5. Be familiar with the contemporary context of ideological debate with particular reference to the issues concerningthe individuals and communities with whom social care professionals work (Domain 1.9, 2.6, 5.2, 5.14, 5.15).

Social research, policy and practice is continually evolving to meet the changing needs of society, individuals, and communities. In this module we will examine the complex inter-dependence between, policy, practice, advocacy and research evidence. Examining this relationship across a range of different case studies, we will explore the economic, sociological, cultural and political landscape both nationally and internationally, to situate current challenges faced by individuals and communities which are of direct relevance to the health and social care and community and voluntary sector.

This module will enable students to evaluate and critique strengths and limitations of research evidence, its role in supporting advocacy campaigns, policy development and implementation, and its potential to influence improvement, or deterioration, in public policy to the population of persons which advocacy organisations and health and social care providers seek to support. In so doing, it seeks to critically explore how research evidence is produced, disseminated and used or misused in policy development, advocacy and health and social care practice.

This is an interdisciplinary module which builds upon learning acquired across the BA programmes in the areas of research, sociology, psychology, social policy and professional practice. The interdisciplinary nature of the module will enable interesting debates and perspectives on how our society is evolving and influenced at both a practice and policy level. It will provide students with the opportunity to examine the current policy frameworks in Ireland and how these can be changed and influenced by research evidence, advocacy campaigns or professionals working in the social care sector. Students will have an opportunity to pick their own topics of interest, examine the policy, advocacy and research landscape which has informed this area and justify its importance for practice and service users.

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 & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Review and evaluate the place of research and policy-making within the role of social professional(Domain 1.9, 1.17, 1.19, 2.8, 3.1, 3.3, 3.4, 3.6, 3.8,3.9, 3.10, 3.11, 4.1,5.2, 5.4, 5.5, 5.6, 5.14, 5.17)

2. Demonstrate a capacity to strategically identify, source, evaluate, interpret and deploy quantitative andqualitative research data.(Domain 1.17,1.19, 2.6, 3.1, 3.3,3.6, 3.8, 3.9, 3.10, 5.4, 5.5, 5.6,5.17

3. Develop skills to repurpose research and other data for specific audiences and situations.(Domain 1.17,1.19, 2.2, 2.4, 2.6, 2.7, 2.9, 3.1, 3.3, 3.6, 3.8, 3.9, 3.10, 4.1,4.3, 5.2, 5.4, 5.5, 5.6)

4. Examine the relationship between professionalisation, regulation and service users experience. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.11, 4.1, 5.1, 5.6, 5.7, 5.15)

5. Demonstrate a critical understanding of societal structures, systems and cultures and the role of advocacy in promoting the needs and interests of individuals and communities. (Domain 1.19, 2.3, 2.8, 3.4, 3.6, 3.9 3.11, 4.1, 5.1, 5.6)

This module aims to build on learning provided in the professional practice 2 module, and facilitates the student in continuing professional development towards their career in social care practice. There is a strong focus on continuing towards achieving proficiency in practice, with the knowledge and skills to work both independently and collectively as a team member in social care practice.

Students will explore the relationship based approach to the purposeful planning and provision of care with vulnerable individuals and groups through frameworks underpinning social care practice and response through a range of therapeutic interventions. Additional focus will be drawn upon the importance of appropriate record keeping; the integral component of self care in social care practice; and the social care practitioner role in responding to behaviours that challenge.

Attendance of this module is set to 100%, and monitored throughout the semester for quality assurance. Attendance and successful completion of this module is a pre-requisite pre-requisite for students to proceed to practice placement in semester six.

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 & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Demonstrate an ability to apply of the importance of developing personal skills in self-care in order to engage in effective professional practice (Domain 1.18, 1.20, 1.21; Domain 4.1, 4.4; Domain 5.19)
2. Using evidence informed practice demonstrate understanding of frameworks underpinning social care practice in response to service user need (Domain 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 1.23; Domain 2.2, 2.4; Domain 3.4, 3.6, 3.8; Domain 5.1, 5.3, 5.9)
3. Demonstrate knowledge of record keeping and report writing (Domain 1.9, 1.10, 1.12, 1.13, 1.15, 1.17; Domain 2.6, 2.8; Domain 3.10)
4. Demonstrate an understanding of social care practitioner role in responding to behaviours that challenge (Domain 1.1, 1.23; Domain 2.13, 2.17; Domain 3.6, 3.7; Domain 5.10, 5.11, 5.12)
5. Describe therapeutic interventions from relevant theoretical perspectives and apply therapeutic solutions that are appropriate to social care settings (Domain 1.1, 1.5, 1.6, 1.9, 1.17, 1.21, 1.23; Domain 2.2, 2.3, 2.4, 2.12, 2.13; Domain 3.3, 3.4, 3.5, 3.6, 3.7, 3.8; Domain 5.3, 5.6, 5.9, 5.12, 5.13)

This course introduces students to mental health difficulties associated with children and adolescents. It explores factors that contribute to these difficulties (Genetic, developmental, family, social, educational, personality, environmental, etc). Assessment, classification, and treatment are critically examined.

The module is assessed by a 40% presentation (done either individually or in groups at the student's discretion) and an end of semester examination worth 60%

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 & Quality

Domain 5: Professional Knowledge and Skills

1. Describe a range of models that help in the understanding of childhood mental health difficulties(Domain 5.1, 5.4, 5.7, 5.10).

2. Discuss the various factors that contribute to the development of childhood mental health difficulties(Domain 5.1, 5.4, 5.7, 5.10).

3. Critically discuss classification, treatment/interventions and trajectory of childhood mental health difficulties(Domain 2.1, 2.9, 2.17, 3.1, 3.3, 3.6, 5.1, 5.4, 5.7, 5.10).

4. Demonstrate a thorough understanding of childhood mental issues in the context of normal or expected development through class discussion and examination(Domain 2.17, 3.1, 3.6, 5.1, 5.4, 5.7, 5.10)

5. To critically examine the services available for the treatment of childhood mental health difficulties, access to these services, treatments/interventions available and efficacy of same(Domain 1.5, 3.1,3.3, 3.6, 5.1)

This professional practice placement offers students the opportunity to gain further experience in a variety of social care practice settings and agencies within which the knowledge and skills developed over their study to date are relevant. It will provide an opportunity for the student to apply theoretical concepts, knowledge, and skills to practice situations. The placement experience affords insight into the diverse aspects of working in the social care practice field. Students will continue the development of their professional identities.

This placement must consist of a minimum of 400-hour block placement which will take place over a 5 day week and be completed over a minimum of 13 continuous weeks. The work pattern will reflect the realistic working week and shift pattern of Social Care Workers.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyse how policies, legislation etc. underpin the provision of quality health and social care services as required in the agency.(Domain 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.12, 3.14)

2. Continue to build on the knowledge and understanding of social care issues and best practice through identifying, planning, delivering and evaluating an Action Project under supervision which meets the needs of the agency and its service users. (Domain 3.2, 3.15, 5.1, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10,5.11 5.12, 5.13, 5.18, 5.19)

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

4. Demonstrate autonomy and accountability for professional qualification taking responsibility for personal and professional learning and development.(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, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.23)

5. Demonstrate further development of their interpersonal and professional relationships in working with service users, staff and management expressing a personalised professional identity manifesting solidarity with others.(Domain 1.2, 1.3, 1.6, 1.8, 1.9, 1.10, 1.11, 1.15, 2.2, 2.3, 2.6, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, 2.17, 3.5, 3.6, 3.7, 3.8, 3.11, 3.13, 4.3, 4.4, 4.5, 5.3, 5.6, 5.8, 5.10, 5.11, 5.12, 5.13)

6. Communicate effectively, upholding high ethical standards in an objective and sensitive manner using technology and creative methods as appropriate.

(Domain 2.2, 2.3, 2.4, 2.6, 2.7,2.8, 2.9, 2.12, 2.13, 2.15, 2.16, 2.17)

7. Demonstrate professionalism throughout the duration of the placement process.(Domain 1.2, 1.3, 1.6, 1.8, 1.9, 1.10, 1.11, 1.15, 2.2, 2.3, 2.6, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, 2.17, 3.5, 3.6, 3.7, 3.8, 3.11, 3.13, 4.3, 4.4, 4.5, 5.3, 5.6, 5.8, 5.10, 5.11, 5.12, 5.13)

8. Demonstrate professionalism throughout the duration of the placement experience.(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, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, 2.2, 2.3, 2.4, 2.6, 2.7, 2.13, 2.15, 2.16, 2.17, 3.5, 3.6, 3.7, 3.8, 3.14, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.1, 5.4, 5.6, 5.7, 5.8, 5.10, 5.12, 5.13, 5.18, 5.19)

This module will introduce Practice Placement supervisors to theory and practice of supervision, reflective practice and record keeping which are central to the supervision process.

It will provide supervisors with a framework to analyse, explore , exchange and develop best practice through an evidence and peer learning pedagogy.

1. Identify the key theories of coaching, mentoring and supervision appropriate to students on a Practice Placement in an Early Years or Social Care or Social Work setting

2. Apply, in role play situations and a work environment, the core competencies required to provide effective supervision to students on practice placement.

3. Discuss models of reflection and reflective writing which provide practitioners with insight into their interactions with students on Practice Placement.

4. Outline a personal critical philosophy of Practice Placement Supervision.
5. Demonstrate the record keeping, documentation and governance required for effective supervision of Practice Placement students.

This module considers the journey which students undertake to become professional social care practitioners working in a range of diverse and complex settings that call for culturally competent practitioners. However, professionalism is not an end in itself, but supports the ultimate goals of the service users and family-centred care, quality and safety (Cuff, 2014).

Drawing on research into threshold concepts, students will be presented with the idea that the process of establishing a professional identity is likely to be a transformative experience. Students will understand the importance of multi-agency collaboration across institutions, evidence-based practice, teamwork and staff well being (Working Better Together 2015). Emphasis will be placed on interprofessional professionalism as 'a consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles of altruism, excellence, caring, ethics, respect, communication and accountability to achieve optimal health and wellness in individuals and communities' (Stern, 2006). An additional focus will highlight the concept of transdisciplinary professionalism whereby multiple professionals work together under a shared model with a common language (Slomka, 2014).

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. Explain threshold concepts from the perspective of an emerging professional identity within a social care context (Domain 1.7; 1.11; 1.21; 1.23; 4.3; 4.4; 4.5; 5.19)
2. Show evidence of continuing professional identity formation in relation to social care (Domain 1.19; 1.20; 1.21; 1.22; 4.1; 4.3; 4.4; 4.5; 5.8; 5.19)

3. Demonstrate the significance of interprofessional practice for social care professionals (Domain 1.20; 2.13; 2.15; 3.4; 4.1; 5.1; 5.2; 5.8; 5.13)
4. Critically assess the concept of transdisciplinary professionalism for social care practitioners (Domain 2.13; 2.15; 3.4; 5.1; 5.2; 5.8; 5.13)

5. Define evidence-based practice and discuss its significance within the field of social care (Domain 1.21; 5.1; 5.2; 5.5; 5.8; 5.13)

This module introduces the concept of management for the Social Care sector and provides learners with information on the role of the manager, active leadership, the functions of management, quality systems, occupational health and safety and human resource management, corporate social responsibility and governance. The module will equip learners with the opportunity to explore the impact of ethical, effective and efficient management systems and practices have on the Social Care sector. In addition, the module will provide an opportunity for learners to analyse the importance of social entrepreneurship, governance, accountability and corporate social responsibility and apply this understanding to management practices they have experienced while on professional practice placement. As potential managers, this module provides insight for students on the challenging yet rewarding careers available in the Social Care Sector.

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Discuss paradigms of Leadership in the Social Care sector and development practice in the context of professionalization (Domain 1.13, 1.16, 1.17, 1.19, 1.20).
2. Demonstrate an understanding and apply enhanced practice-oriented contemporary management skills to a range of Social Care organisations (Domain 1.1, 1.8, 1.9, 2.6, 2.7, 2.10, 2.11, 2.13, 2.14, 2.15, 2.16).
3. Synthesise the regulatory framework and formulate a range of quality systems appropriate for the Social Care sector (Domain 3.9, 3.11, 3.12, 3.13, 3.14).
4. Analyse appropriate Human Resource Management and Change Management strategies, in the context of contemporary social care work environments (Domain 4.2, 4.4, 4.5, 4.6).
5. Critically analysethe keycomponents of governance and funding for the social care sector (Domain 5.8, 5.14, 5.18).

This module introduces students to research methods in a systematic fashion. It builds on basic ideas of research discussed in the previous two years of the programme. It explores the nature of the social scientific method and research skills as applied to the design, collection, analysis, management, and interpretation of data. This module will also provide students with an overview of epistemological and ontological issues in relation to the social research process.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Have an advanced understanding of social research strategies(Domain: 1.1, 5.1, 5.2, 5.5, 5.6, 5.15)

2. Identify and evaluate ethics in social research(Domain: 1.10, 1.11, 1.12, 1.13, 1.15, 1.16, 1.18, 3.6, 4.4, 5.5, 5.6, 5.15, 5.17)

3. Explain and apply the techniques of research practice(Domain: 1.15, 1.16, 1.18, 2.6, 3.6, 4.5, 5.2, 5.5, 5.6, 5.17)

4. Critically read, summarise and synthesise relevant literature(Domain: 1.1, 5.1, 5.2, 5.5, 5.6, 5.15)

This module examines child protection and adult safeguarding policy and practices to ensure the safety and welfare of services users is paramount in practice. Working with case studies that reflects a range of potentially vulnerable groups for example children and young people, adults with an intellectual disability, older adults, mental health, refugees, and people with addictions issues. The importance of multi- agency and interdisciplinary communication and collaboration is emphasised for safeguarding.

A range of perspectives regrading safeguarding will be explored both from national, international, historical, psycho-social, political, and legislative frameworks. The importance of advocacy and empowerment for those experiencing abuse and the need for self- determination and rights, consent and capacity will be explored. Addresses the need for practitioners, working with children, young people and service users considered vulnerable, to provide an environment where the welfare of the service user is paramount.

This module maps to the CORU Standards of Proficiency below:

• Domain1: Professional Autonomy and Accountability

• Domain 2: Communication, Collaborative Practice and Teamworking

• Domain 3: Safety & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Recognise, evaluate and reportabuse concerns as laid out in Children First, National Guidance for the Protection and Welfare of Children 2017 and Safeguarding Vulnerable Persons at Risk of Abuse. 2014(Domain 1.1;1.2; 1.3; 1.4; 1.5; 1.6; 1.8; 1.9; 1.10; 1.12; 1.13; 1.15; 1.17;1.19; 1.21; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6; 2.9; 2.12; 3.1; 3.2; 3.3; 3.4; 3.5; 3.6; 3.7; 3.10; 3.15; 5.3; 5. 8; 5.9)

2. Assess the contribution ofhistorical abuse enquiries to current welfare and protection polices and practice (Domain, 1.9; 1.14; 5.14)

3. Outline the roles and procedures associated with multi-agency conferences called to facilitate sharing of information where there are concerns relating to the welfare of children and vulnerable people(Domain 1.1; 1.5; 1.6; 1.10; 1.12; 1.17; 1.19; 1.21; 2.1; 2.2; 2.6; 2.9; 2.13; 2.14; 2.15; 3.15, 5.15)

4. Identify the legislationand policy frameworks that apply to the care and protection of children, young people and those categorised as vulnerable (Domain, 1.3; 1.4; 1.6; 1.8; 1.12; 1.13; 1.16; 1.23; 2.1; 2.2; 2.3; 2.4; 2.5; 2.11; 2.12; 3.1; 3.3; 3.4; 3.5; 3.6; 3.7; 3;10; 3.15; 5.3; 5.8; 5.9; 5.13)

5. Reflectively evaluate their own learning and skills acquisition, identifying strategies for future developments(Domain: 1.7; 1.22; 1.23; 2.11; 4.1; 4.4; 5.9; 5.19)

The value of the arts in social care and community contexts, and in the field of early years care and education, is increasingly recognised. Inclusive arts has been defined as '….supporting creative opportunities between marginalised and non-marginalised people through artistic facilitation and collaboration as a means of challenging existing barriers and promoting social change' (Fox, 2015). This module equips students with theoretically-informed and experiential learning in the field of inclusive arts. Firstly, it explores issues such as power, racism, inclusion and exclusion using art, discussion and case studies. Secondly, class groups will undertake a six-week collaborative project with a marginalised community group (such as people who have intellectual disabilities), culminating in an event or exhibition. Through active participation and reflection, students will be introduced to artistic techniques and group processes that may be adapted to work with a diverse range of individuals and groups, including children, young people, older people and asylum-seekers.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Engage reflectively in an inclusive arts process involving participants who use Social Care services, for example adults with Intellectual Disabilities.(Domain 1.3, 1.5, 1.22, 1.23, 2.2, 2.16, 5.8, 5.13, 5.16)

2. Critically analyse the experience of participating in an inclusive arts project.(Domain 2.16, 3.9, 4.4, 5.16)

3. Identify the key processes involved in constructing difference and perpetuating social exclusion.(Domain 4.4, 5.2,5.14)

4. Evaluate the value of inclusive arts in addressing marginalisation, including the perspectives of co-participants.(Domain 2.16, 3.9, 5.2, 5.13, 5.16)

5. Interrogate and apply strategies for initiating and managing collaborative arts projects with a range of community groups.(Domain 2.16, 5.8, 5.11,5.16)

This elective module builds on students learning to date to incorporate an in-depth understanding of equality and diversity into their professional identity as social care workers. The contested meanings of equality will be examined as will the links between diversity and equality, both in theory, in empirical studies and in practice settings. We will examine a range of frameworks for thinking about the complexity of equality, and the situation and experience of groups experiencing inequality and discrimination, to explore their value in identifying inequalities and promoting a more equal society. The module is taught form the perspective that equality and diversity need to be more centrally located within social care theory and practice.

The 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 & Quality

Domain 5: Professional Knowledge and Skills

1. Analyse the intersectional nature of inequality acrosseconomic, cultural, political and affective spheresand its capacity to explain the situation and experience of marginalisedsocial groups(Domains 1.23, 2.12, 5.1)

2. Assess the contribution to understanding equality in social care by examining arange of equalityframeworks including Irish equality legislation (Domains 1.1, 1.8, 2.4, 4.1, 4.3, 5.2, 5.6)

3. Critically reflect on the challenges that diversity and equality presents to oneself personally and professionally(Domains 1.3, 1.5, 1.8, 1.22, 1.23, 3.6, 4.1, 5.1)

4. Demonstrate a criticalunderstanding of recent theoretical and empirical research on racism and on economic inequalityin Irish society and the implications for contemporary social care practice (Domains 3.6, 4.3, 4.4, 5.14)

5. Think critically about a range of contemporary initiatives to promote a more equalityin the Irish context (Domains 4.1, 4.3, 5.2, 5.15)

The module introduces students to Positive Psychology and the science of wellbeing and resilience. It explores emotional expression, the negative impact of toxic stress and adverse experiences and provides a Psychological theoretical basis for care with specific emphasis on resilience. The module focuses on both developing students understanding of theoretical principles and application. In addition, students will explore the importance of self – care and examine strategies to support students/professionals when working and/or caring.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyse the contribution of Positive Psychology to enhance health & wellbeing. (Domain 1.23 2.17; 3.6;4.1; 4.5; 5.7)

2. Examine the Physiology & Psychology of the human stress response system. (Domain 1.23; 2.17; 5.7)

3. Explore strategies & develop skills to support service users develop positive relationships, and nurture resilience.

(Domain 1.23;2.9; 3.6; 5.4; 5.7;5.10)

4. Investigate the importance of being well to care well as a SCP Professional, nurturing ones own resilience & wellbeing.

(Domain: 4.1; 4.3; 4.5)

The aim of this module is to enable students to think critically about current constructions of gender and sexuality both in a national and international context. The module will also provide students with an opportunity to examine gender and sexuality in the context of professional social care practice.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analysevarious discourses of gender and sexuality(Domain 1.8, 1.22, 1.23, 2.15, 4.4, 5.7, 5.13)

2. Examinegendered identities as social constructions(Domain 1.8, 1.22, 1.23, 4.4, 5.7, 5.13, 5.19)

3. Explore gendered norms and gendered practices(Domain 1.8, 1.22, 1.23, 4.4, 5.11, 5.13, 5.19)

4. Investigategender and sexuality issues in professional social care practice(Domain 1.8, 1.22, 2.15, 3.6, 4.4, 5.2, 5.11, 5.13, 5.15)

This module is about the many theories of counselling and psychotherapy. It examines ways in which the care professional can apply psychological theories of personality and mental health to understanding and helping people. The material covered will include an overview of the main theories of counselling psychology and an introduction to emerging trends in the field. The major schools of therapy; Psychodynamic, Cognitive-Behavioural, and Humanistic-Existentialist, will be addressed. Students will have the opportunity to integrate this learning through exploration of case material and through personal reflection activities.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Analyse the core assumptions of some of the key theorists from the three major schools of therapy used in counselling psychology, and examine some of the therapeutic applications. (Domain 1.5; 2.17: 5.1, 5.8, 5.9).

2. Discriminate critically between these approaches on the basis of their premises, goals, therapeutic interventions, and levels of effectiveness (Domain 5.1).

3. Applycounselling psychology theory and practice to mental health issues and social care work (Domain 4.4: 5.1, 5.8, 5.9).

4. Critically evaluate the ethical aspects of applyingcounselling psychology theory and practice to mental health issues and social care work (Domain 1.1, 1.5, 1.19: 4.4, 4.5: 5.19).

Following on from Social Care and Social Policy 1 and 2, Social Policy and Social Justice will take an in-depth look at how social polices are constructed in Ireland and the role theories of social justice play in this process.

Students will assess a number of policy areas including: poverty, homelessness, healthcare, education, disability, race, social exclusion, unemployment and mental health. This will enable the student to understand better social policy formulation, political participation and how to advocate for social justice.

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 4: Professional Development Domain 5: Professional Knowledge and Skills

1. Map Irish prosperity and austerity economic cycles in the 21st century (Domain 5.3)

2. Critique social policy development (Domain 5.14)

3. Trace the influence of social, political and economic ideology on social service provision (Domain 5.15)

4. Examine Irish social policy from a social justice perspective(Domain 5.2)

This module will examine theoretical and applied debates in the areas of health and illness. It is concerned with all those aspects of contemporary social life which impinge upon well‑being throughout the life‑course demonstrating that from the moment we are conceived to the time that we die, social processes impact on our health and well‑being. Most of us will carry out health work at some stage in our lives which may take the form of caring for relatives, children, partners, and parents and of course ourselves. It is the sociological analysis of topics such as these which form the core of this module. The sociology of health and illness must also be understood in terms of its relation to the dominant paradigm of Western medicine: biomedicine. This module explains how many of the central concerns of the sociology of health and illness have emerged as reactions to and critiques of this paradigm.

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 & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Critique the main features of biomedicine

2. Explain the main theoretical underpinnings of the sociology of health and illness (Domains 1.18, 4.1)

3. Understandlay health beliefs, lifestyles and risk (Domains 1.15, 2.6, 4.1, 4.3, 4.4, 5.5, 5.7, 5.15, 5.17).

4. Conceptualiseexperiences of chronic illness and disability (Domains 1.8, 2.6, 2.16, 3.6, 4.1, 4.3, 4.4, 5.5, 5.7, 5.15, 5.17).

5. Delineate key debates in sociology of the body (Domains 2.6, 4.1, 4.3).

The aim of this module is to support each student to enable students to develop advanced research knowledge and skills. The module consists of ongoing individual support provided by the lecturer. Students will have the option of completing a Dissertation OR a Research Portfolio involving the application of skills and knowledge over the whole programme. Students are expected to show critical thinking, understanding of how knowledge is generated and used, follow ethical guidelines and be able to work independently .

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Design and develop an appropriateresearch strategy that is capable of operationalisation and successfully completed to the deadline (Domains: 1.41.8,1.12,1.13,2.6,3.6,5.1,5.2,5.5,5.6,5.15)

2. Independently, systematically and competently manage diverse evidence sources (Domains: 2.9)

3. Critically identify, evaluate and synthesise research related theoretical frameworks and existent literatures

4. Critically select and demonstrate the appropriate identification and utilisation of study specific relevant research methodologies (Domains: 1.15,2.9)

5. Demonstrate understanding of Research Ethics(Domains: 1.4,1.15,1.16,4.4)

6. Critically review evidence and demonstrate the ability to collate, interrogate, position and evaluate research findings (Domains: 3.4,5.5,5.6)

7. Produce and present a a Research Project adhering to best practice social scientific conventions and scholarly expectations (Domains:1.17, 1.18, 1.19, 1.23, 2.6, 2.9, 3.6, 4.2, 4.4, 4.5,5.1,5.2,5.5,5.6,5.15,5.17)

This module is aimed at the development of a research-based product/prototype. Students work in groups to research and develop responses to contemporary issues in care settings by identifying a need and formulating a product response.. Examples of products may include: toy, game, resource pack, short film, workshop, event etc. The group will engage in activities, with the support of a mentor, to clearly identify the relevant stake-holders, engage in user-centred design, conduct relevant research and produce a product/ prototype.Students will produce an independent piece of research involving the application of skills and knowledge acquired from cumulative academic study and professional practice placement.

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 & Quality

Domain 5: Professional Knowledge and Skills

1. Design and develop a research strategy (Domain 1.4., 1.8, 1.12, 1.13, 2.6, 3.5, 3.6, 5.1, 5.5, 5.6, 5.11, 5.16).

2. Identify and develop a relevant product/prototype or outcome (Domain 2.3, 2.6,2.12, 5.3, 5.10, 5.16, 5.17).

3. Reflect on the process involved in the development of a research -based product or outcome (Domain 3.4, 4.3 5.19).

4. Present, promote and defend product or outcome (Domain 2.6, 2.7, 2.9, 3.4, 5.12, 5.17, ).

5. Initiate, identify and apply relevant user-centredresearch methodologies to inform creative decision making processes and problem-solving activities (Domains 1.8, 2.6, 5.2 , 5.17).

Students will explore the diverse ethics perspectives likely to inform, guide and justify best practice in relation to Social Care Work and ancillary practices. They will develop a theoretical and practical understanding of the diverse ethics perspectives underpinning Social Care Work, including the Social Care Workers Registration Board Code of Professional Conduct and Ethics. Through applying different ethical perspectives, values and principles to a range of case studies, students will develop their critical capacity to morally evaluate and deliberate in identifying the best outcome for service users in a range of Social Care circumstances of varying complexity. Drawing on their understanding of different ethics perspectives and practices, they will also critically evaluate policies and services in relation to the needs and capacities of service users and advocate for improvements. Overall, students will develop their capacity to critically deliberate in relation to difficult ethical decisions in a way that is morally defensible and responsible, and in the best interests of the Service User, while also recognising how their own values and experiences may be informing these decisions and deliberations.

This module maps to the CORU Standards of Proficiency below:

Domain 1 Professional Autonomy and Accountability

Domain 3 Safety & Quality

Domain 4 Professional Development

Domain 5 Professional Knowledge and skills

1. Analyse and evaluate the circumstances of service usersto enablethem experience wellbeing, in particular through their self-empowerment, by understanding the relation between wellbeing and the practice of virtues, such as determination, courage, honesty, and consideration for others, drawing from Aristotle’s virtue theory (Domain 1.3, 1.5, 1.19, 1.22, 3.5, 4.4, 5.13)

2. Evaluate the argumentsforpluralism andrelativism in moralityas a basis for acceptance of difference and diversity in society and manage appropriately the relation between professional care valuesand principles and differing value practices and behaviours of service users.(Domain 1.22, 3.5, 4.4)

3. Apply principles of respect and care, based on Kant’s understanding ofeach as arationallyjustifiable duty, in particular in cases where a Service User’svoluntary decision and his/her protection from a risk of harm are an issue(Domain 1.3, 1.5, 1.17, 3.5, 4.4)

4. Analyse examples ofhuman rightsissues, such as income inequality, child poverty and service provision for those within social care settings, drawing from human rights theories such as natural law and showing the relation between theories and specific human rights provisions in international agreements and domestic laws.(Domain 1.3, 1.5, 1.19, 3.5, 4.4, 5.3)

5. Apply ‘the greatest happiness principle’ to supporta viewpointin casework andpolicy improvement and evaluate its merits as an adequateprinciple in light of the basisfor it and its implications in practice( Domain 1.3, 1.5, 3.5, 4.4, 5.13)

6. Appraise the relevance of social justice to social care provision and advocacy throughcomparingand contrasting theories of social justice such as Rawls, Sen and Nozick(Domain 1.3, 1.5, 3.5, 4.4, 5.2)

7. Appraise the value of relational and context-bound approaches within Feminist Care Ethics exploring how these apply to obligation and decision making, particularly with regard toperson-centred care and self-care withinSocial Care Work(Domain 1.3, 1.5, 1.22, 3.5, 4.4, 5.19)

The Building Relationships and Resolving Conflict module provide students with the opportunity to examine the theory and practice of conflict resolution, dialogue, and mediation in repairing social bonds and reducing harm for all parties involved in a conflict. Skill development in mediation, mentoring, coaching, victim-offender mediation, restorative justice, and restorative practices will form the basis of role-playing and experiential education. This will equip students to nurture change in interpersonal relationships and resolve conflict in a variety of social care settings. Students participating in this course will get an opportunity to plan, and role-play some conflict resolution scenarios. Students will be involved in the evaluation of conflict resolution outcomes. Irish legislation, standards, and protocols for service delivery in relation to conflict resolution in some of the different settings will be reviewed. Students will look at theories and processes of international conflict resolution and skills for moving beyond conflict.

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Critique the dynamics of interpersonal conflict resolution in the restoration of personal and community change, health and wellbeing. (Domain 1.8 1.21, 2.11)
2. Appraise the principles, the practice of conflict resolution, and ethical considerations in the management of conflict in a variety of social care sectors. (Domain 1.3, 1.10, 1.11, 1.12, 2.1, 2.4, 2.5, 2.17)
3. Analyze conflict scenarios within social care practice and recommend models of alternative dispute resolution approaches. (1.22, 1.23, 2.11, 2.15, 2.16, 3.1, 3.10& 5.8)
4. Critically reflect on conflict resolution processes, including victim-offender mediation, restorative circles, peer mediation, restorative justice, and family group conferencing. (Domain 11.1, 1.2, 1.14, 1.22, 1.23, 2.12, 2.16, 4.4, 5.11)
5. Investigate the research literature addressing new directions on conflict management including organizational culture, theories, and developmentsof International Conflict Resolution.(Domain 1.11, 5.8)

Following on from the previous three mandatory law modules, this elective will deal with more advanced specialist law issues, including regional human rights law relevant to social care. The module aims to familiarise students with the manner, principles, structure and extent to which the law operates to regulate children in conflict with the law. Students will also discuss and debate the development of human rights based approaches for those using mental health services and those seeking asylum. Criminal offences, including sexual offences against children and vulnerable people will be studied. Legal concepts pursuant to the European Convention on Human Rights, including those pertaining to the older person will also be examined.

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. Analyse the core human rights values and legal principles underlying youth justice focusing on diversion, court processand sentencing.(Domain 1.5, 1.9, 5.2, 5.3, 5.14)

2. Appraise howthe human rightsof those affected by negative mental health are protected under the Mental Health Act, 2001 (Domain 1.1, 1.3, 1.5, 1.9, 5.1, 5.2, 5.3, 5.14)

3. Discussthe human rights and legal framework, both international and domestic, regulating the international protection (asylum) process (Domain 1.1, 1.5, 1.9,5.2, 5.3)

4. Demonstrate knowledge from a social care perspective of the legal concepts and processes that underpin criminal offences. (Domain 1.1, 1.9)

5. Evaluate the core principles and values ofthe European Convention on Human Rightsto establish how they can be appliedto enhance the life of vulnerable service users including the older person.(Domain 1.1, 1.9,5.2, 5.3)

This module addresses the substantial body of child law, including perspectives and sources of children's rights before progressing into more substantive aspects of child law such as child protection, standards in alternative care settings for children, mental health and offences against children. The course also engages with court-craft in the context of the child. The influence of the constitution and international conventions in shaping child law is a central theme running through the module.

This module maps to the CORU Standards of Proficiency below:

Domain 1: Professional Autonomy and Accountability

Domain 3: Safety and Quality

Domain 5: Professional Knowledge and Skills

1. Critically appraise the nature of the legal framework pertaining to alternative care for children (Domain 1.1, 1.5, 1.9, 1.13, 3.13, 5.1, 5.14)

2. Assess the significent role played by international conventions in influencing and shaping the rights of children at national level and furthermore how children can participlate in realising rights denied due to maladministration. (Domain 3.13, 5.1)

3. Trace the development and critically analyse the law relating to offences against childrenwith particular focus on the committal of sexual offences and legislative efforts made to combat them. (Domain 1.1; 1.3; 1.4;1.5; 1.9; 1.10; 1.13)

4. Engage with court practice and procedure including preparing reports and the giving of evidence including that by children(Domain 5.1)

5. Analyse regulatory provisions relating to the vulnerable child, including those suffering from mental health and those seeking asylum(Domain 1.1, 1.5, 5.1)

6. Explore issues concerning best interests of child and wishes of child in the context of judicial and administrative decisions (Domain 1.1, 5.1)

Introduction to social robotics addresses the emerging field of social/personal care robots by purposefully targeting the learning needs of non-STEM learners who are new to the field. This module focuses on the actual and potential use of social robots in the social professions, such as (but not limited to) social care practice. The module explores the concept of social robotics within an historical and contemporary contexts; introduces examples of real and hypothetical social robots, points to issues of usage and design and wider likely impacts on human social carers professional identities. Through a number of topical case studies involving a number of situated social/personal care robots, this module introduces some of the social, political, and ethical issues involved in the deployment and usage of social robots.

1. Define a social robot from a number of competingperspectives

2. Critically account forthe historical and social processes that have contributed to the emergence of social robots

3. Demonstrate a knowledge of a number of types of social robot

4. Describe and critically assess some of the design challenges in the development of social robots

5. Identify and discuss key social, political, and ethical issues involved in the deployment and usage of social robots, within the context of the social professions

This elective module introduces key concepts of Childhood Studies, applying them to children's roles in society, children's practices, and children's creation and consumption of culture. There are no pre-requisite modules, but if you have already studied Sociology of Childhood, this module will utilize and extend your understanding in this area. Children, Culture and Society offers a critical sociological overview of perspectives on childhood, and the implications of these perspectives for children's everyday lives, cultural activities and participation, both in western countries and in the majority world. Through reading, reflection and discussion, students will be encouraged to consider children's lives in context, and the importance of interactions between children and adults. A particular focus will be contemporary debates around children's material and media cultures, including relevant case studies.

This module maps to the CORU Standards of Proficiency below:

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Discuss key debates in Childhood Studies with regard to the conceptualization and positioning of children in western and majority world contexts(Domain 4.4, 5.1,5.2,5.4, 5.6,5.7, 5.14)

2. Describe historical and contemporary perspectives on children’s participation in society (Domain 5.1,5.2,5.4, 5.6, 5.7, 5.14)

3. Evaluate the significance of work, play, material and media cultures in children’s social worlds, with particular reference to ‘new’ media(Domain 5.1,5.4, 5.7)

4. Assess the role of key adult contributors to children’s culture and of children’s role in creating culture

5. Critically analyse children’s material/ media culture with reference to concepts addressed in the module (Domain 5.7)

This module will revisit traditional modes of engaging with the natural world through an exploration of the folk traditions with an emphasis on the seasons and what they offer by way of materials or ingredients. The aim of this module is to provide students with an appreciation and understanding of how engagement with the natural environment and its associated traditions gives the participant a greater sense of belonging and connectedness. Furthermore, by experiencing the natural world students will come to understand the importance of place and space in the formation of identity. This module will be underpinned by social pedagogic theory and will focus on the acquisition of practical skills for the social care professional that integrates the head, the heart and the hands.

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 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Examinethe importance of engaging with nature in relation to health and well-being.(Domains 5.1, 5.4, 5.7).

2. Use natural materials to create a variety of crafts, foods, herbal preparations and folk objects.(Domain 5.12, 5.16).

3. Use nature based activities to promote belonging and connectedness.(5.1, 5.11, 5.12, 5.16)

4. Explore the relationship between environment and identity.(Domain 5.1, 5.4, 5.12)

5. Identify how engagement with nature is integral to social pedagogic praxis and can be applied tosocial care professional practice.(Domain 1.8, 1.22, 1.23, 2.2, 2.13, 4.1, 5.4, 5.6, 5.7, 5.11, 5.19)

This module explores the concept of intellectual disability as it is understood in attitudes and values, together with the consideration of the equal status and right of people with disabilities. A strong emphasis is placed on the role of advocacy, and promoting and supporting independence. Current debates in the disability sector along with New Directions, positive risk taking, person-centred planning, service user input and ethical and professional practice, are integral to this module.

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 & Quality

• Domain 4: Professional Development

• Domain 5: Professional Knowledge and Skills

1. Design and implement a creative disabilityworkshop that would be suitable foradults with intellectual disabilities(Domain 1.23; 2.1; 3.12; 5.1; 5.16).

2. Demonstrate the understanding and ability to communicate a complex topic toadults with intellectual disabilities in an accessible and inclusive manner. Domain 1.5, 1.6, 1.23, 2.1, 2.2.

3. Demonstrate an understanding on the disability studies knowledge that has been learnt on the module and can apply this practically.(Domain 1.9, 1.19; 3.6; 5.1, 5.4, 5.5, 5.6).

4. Reflect on key learning experiences and self-assess their work. (Domain:4.4, 5.19)

One of the most striking reconfigurations of Irish social care has been the entry of private for-profit companies into the social care sector, previously regarded as outside the market. The second major change in Irish social care is the development of the audit culture wherein care is measured, audited and regulated. This module examines the policy context that has given rise to these developments and the impact of marketisation and audits on the moral and ethical task of caring for another and the supports required for affective relations undertaken in the social care field. Whether for-profit provision and the auditing of affective relations is a positive development is the subject of intense debate, and the arguments for and against are examined in this module alongside a range of empirical evidence a range of social care contexts. Finally, the ethical and moral considerations for the affective sphere, arising from these developments are considered.

1. Analyse and think critically about core concepts in the study of both marketisation and audit cultures in social care (SP 5.14, 5.15)

2. Demonstrate knowledge of and ability to assess political and policy developmentsinauditing and marketisationacross the social care sector in Ireland and abroad (SP 5.1, 5.2)

3. Outline the theoretical arguments in relation tofor-profit provision of care andaudit/regulation in social care andassociatedempiricalevidence from a variety of jurisdiction (SP 5.5, 5.6)

4. Identify and discuss the ethical and moral implications of marketisationandaudit cultures on affective relations in social care (SP 4.1, 5.2)

Addiction Studies addresses both substance and behavioural addictions. This module gives students access to a wide range of theoretical frameworks and the examination of the development of Irish social policy and legislation that underpin the study of addiction. The student will engage in practice based learning that will introduce them to an understanding of addictive behaviour and basic intervention skills that a practitioner could use to support this client group. Prevention, treatment and rehabilitation is examined throughout this module. The effects, basic intervention and awareness skills and supports for the family and community effected by addiction is also be explored.

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 & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Design and implement an addictionawareness campaign or workshop that creatively engages a specific target audience(Domain 1.23; 2.1; 3.12; 5.1; 5.16).

2. Demonstrate an understanding of basic intervention skills, and prevention, treatmentand rehabilitation services for those with addictive behaviours or their families(Domain 1.23; 2.1; 4.4; 5.1; 5.16).

3. Demonstrate an understanding on the addiction studies knowledge that has been learnt on the module and can apply this practically.(Domain 1.9, 1.19; 3.6; 5.1, 5.4, 5.5, 5.6).

4. Reflect on key learning experiences and self-assess their work.

All relationships in the social professions constitute sites of cross-cultural exchanges. Based on social justice and anti-oppressive principles, this module will assist students in the development of awareness, values, knowledge and skills essential for working effectively across diverse social locations and intersectional identities. It will further support the integration of global perspectives in their practice and the development of cross-cultural sensitivity and responsivity. Accordingly, module will apply the anthropological gaze to the field of Social Care. Margaret Mead already discussed the cultural influence on the psychoanalytic nature of human beings, as well as such influences on political conflicts. Consequently, she called for the study of the inventories and patterns of different cultures. M.I Teicher refers to Mead and the collaboration between Social Care Work and Social Anthropology when he writes: 'It is on the level of theory, on the level of methodology, on the level of understanding ourselves and our cultural assumptions , on the level of seeing our class-structured nature of our own profession…'

Students will encounter case studies such as working with street children in Addis Ababa, shaping alternative economies with Sinti/Roma in Italy, working with members of the Traveller Community in Ireland, supporting unaccompanied minors seeking asylum, diversity in Eastern Europe, the concept of culture in the Social Professions, interdisciplinary approaches in Spain, working in Cities and more.

This module will explore topics such as documenting the background of migrants, and its contribution to the understanding and the success of social care work in the European recipient countries interdisciplinary work in practice, i.e. working with other disciplines and public servants to facilitate alternative economic activities of members of nomadic minority groups urban research, i.e. social inequality and democratic participation working with traumatised asylum seekers, in particular unaccompanied minors, working with other disciplines and using anthropological/ethnological approaches to understand backgrounds and to avoid reduced concepts of culture Training and institutionalising of students, i.e.reflecting on and critiquing the culturally determined content of theories Working in the social professions in a globalised world Action research and critical work in the social professions, ethics and practice Perspectives of others, reflections on the relationship between the professional and participant, continuous critical development and the role of Social Anthropology/ethnology.

1. Reflect on and critique the culturally determined content of acquired theories.

2. Integrate global perspectives in their practice and further develop cross-cultural sensitivity and responsitivity.

3. Critically applyanthropological/ethnological approaches to understand backgrounds and to avoid reduced concepts of culture.

4. Increase awareness of how ones cultural orientation affects understanding of people’s concerns

5. Explore and critique relevant theories and contemporary issues pertaining to culture, context and comparison

Cyberpsychology examines the impact of new technology on the developing minds of young people. Smartphones, computers, social networking sites, digital TV and the internet have significantly changed the way we communicate and learn. The module content will focus on the exciting new work in Psychology addressing the positive and negative ways that these technological advances impact on the cognitive, social, emotional, linguistic and physical development of young people. For example, it has long been understood that our personalities are greatly shaped by our social interactions. Today, many such interactions occur online. Are there implications therefore for developing personalities? The module explores questions such as these.

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 5: Professional Knowledge and Skills

1. Explain the process of development in young people and describe factors that influence it.(Domain: 1.23, 5.4)

2. Identify the ways in which digital media impacts on development.(Domain: 1.23, 5.4)

3. Identify the ways in which ‘passive’ digital media impacts on development.(Domain: 1.23, 2.17, 5.4)

4. Compare development in pre and post digital realms.

Youth Work and Community Work, while distinct areas of practice, share similar approaches to social inequality and marginalization, in terms of their emphasis on participation, capacity-building and promoting inclusion. This module provides a critical introduction to work in these contexts in Ireland, examining theoretical frameworks, historical developments and contemporary issues in both. The module refers to work across a wide range of community groupings (eg families, older people), but focuses particularly on policy and practice in Youth Work.

This module maps to the CORU Standards of Proficiency below:

Domain1: Professional Autonomy and Accountability

Domain 2: Communication, Collaborative Practice and Teamworking

Domain 3: Safety & Quality

Domain 4: Professional Development

Domain 5: Professional Knowledge and Skills

1. Discuss key theoretical perspectives and principles of practice in (a) Youth Work and (b) Community Work (Domain: 1.5, 1.8, 1.10, 2.3, 2.4, 2.12, 5.1, 5.2, 5.3, 5.4, 5.6, 5.7, 5.14, 5.15)

2. Describe historical and contemporary developments in (a) Youth Work and (b) Community Work in relation to the Irish State (Domain: 1.9, 2.3, 2.4, 2.12, 3.6, 5.1, 5.6, 5.14, 5.15)

3. Evaluate significant issues in young people’s lives with reference to research, services and policy responses (Domain: 1.21, 2.3, 2.4, 2.12, 2.14, 3.6, 3.7, 3.8, 3.9, 3.15, 5.1, 5.2, 5.3, 5.5, 5.15)

4. Critically analyse the ethos and practice of voluntary organizations concerned withYouth Work and Community Work (Domain: 1.21, 2.3, 2.4, 2.12, 2.14, 3.6, 3.7, 3.8, 3.9, 3.15, 5.1, 5.2, 5.3, 5.5, 5.16)

5. Demonstrate understanding of practice-based issues including relationships, group dynamics and promoting participation(Domain: 1.1, 1.3, 1.4, 1.5, 1.6, 1.10, 1.11, 1.12, 1.13, 1.16, 1.22, 2.3, 2.4, 2.11, 2.12, 2.14, 2.16, 2.17, 3.6, 3.7, 3.8, 3.9, 3.13, 3.15, 4.4, 5.2, 5.3, 5.5, 5.9, 5.11, 5.16)