This module develops the social care students understanding of research methodology, research methods, and the strategies of critical analysis and research skills that will enable them to compare and contrast a range of literature relevant to their professional practice.

1. Explain and dissect the different philosophical and theoretical assumptions underpinning research methodologies, and the rationale for different approaches to research
2. Weigh up and make appropriate decisions based on appreciating the key features, strengths, and limitations of a range of research methods including the appropriateness of populations, samples and sampling frames for different methodologies, and research methods.
3. Compare the rationale and strategies for reviewing literature and writing research proposals.
4. Examine the legal and ethical issues associated with undertaking research in general, and with vulnerable groups ; and demonstrate ability to apply this knowledge to appraising criteria for ethical approval

This module focuses on concepts of family studies, family support and family policy, exploring different family structures, the changing family, and the developing relationship. The work of the Child & Family Agency and multi-agency working in the wider social care sector are explored. Relevant psychosocial theories underpinning children and family support are explained, and students will develop a strong sense of relevant knowledge, skills and competencies needed for working in this sector.

1. Identify important aspects of the history and background, and current thinking, underpinning the approach to family support that is emerging with and through TUSLA and Irelands wider political and economic policy developments.
2. Be aware of and identify relevant knowledge and competencies for direct service professionals working with children and families in social care.
3. Summarise and explain the different models and assessment frameworks that have guided the overall strategic vision of the Child & Family Agency (CFA) and evaluate the wider policy and practice implications of this as family support evolves.
4. Critically describe and discuss multi-disciplinary insights from the field of children and family studies into the psychological and behavioural issues related to parenting and raising children, with various complexities of needs, and the challenges society faces in trying to support the development of all children and young people equally (e.g. MACES, attachment, temperament, Trauma, Early Intervention and Prevention)

This module will provide the students with a detailed understanding of various methodologies, practices, approaches applied in Health and Social Care settings including in the home and community.

1. Explain the major contemporary professional approaches, including health promotion and recreational activities utilised in Health & Social Care.
2. Distinguish between effective use and ineffective use of Health and Social Care methodologies
3. Analyse the impact, utility and usefulness of current Health and Social Care methodologies
4. Contrast a number of social care approaches and methodologies and critical evaluate their value in a variety of circumstances
5. Analyse the nature and assessment of risk and approaches to its management in various Health and Social Care settings and circumstances.
6. Consider the professional values, ethics, and governance necessary to function as a Health & Social Care Practitioner

This module will help the learner to develop an appreciation of the nature of youth and community work at international, national, and local levels. The module will develop student's knowledge and understanding of the skills for working in a Health & Social Care capacity by focussing upon the different types of communities (past, present, and future). Climate change will be the key lens through which the key concepts of youthwork and community development, and the skills sets required in these sectors will be explored. Learners will be encouraged to examine the cultural influences that permeate their own communities and globalising communities; and to reflect on how these inform their skills in working with young people, and the wider community as a profession.

1. Describe and evaluate past, present, and future ideas about youthwork and community development in the context of a changing world, likely to face more poverty, economic and political instability, environmental crises, and climate change.
2. Appraise the different dimensions of climate change, and of climate solutions that have been developed to date through a social harm lens.
3. Integrate information and insights about the proficiencies for Social Care Workers, and how these relate to those of Youthwork, and those of Community Development (values, principles, ethics), and in terms of the UN Sustainability Goals.
4. Appreciate the professional standards guiding both youthwork and community development, and demonstrate an understanding of some of the methods used to guide practice (needs assessments, data gathering, risk assessments, conflict resolution, ethics and practicing in a digital world)
5. Demonstrate decision making skills in judging how to respond to a variety of issues that may arise in youth & community work
6. Evaluate key concepts and principles, including ethical considerations, underpinning youthwork and community development.

This module relates to the students' practice of professional Health and Social Care whilst on professional practice placement in a voluntary, statutory, or private sector Health and Social Care setting. The placement learning opportunity will take place at one or more locations under the auspices of one or more health and /or social care providers. The placement will be a minimum of 25 hours per week, or 30hrs per week total including the additional 5 hours per week for professional practice reflection time, normally over a semester. Whilst on supervised placement the student will be expected to link theory to practice, and where feasible implement learning experienced to date on the course, under supervision if required. In addition, the student will be expected to achieve professional standards in relation to their stage of training as defined by statutory oversight agencies and as detailed in the relevant assessment schedule. Students must also complete mandatory People Moving and Handling training that is delivered by an approved external training agency.

1. Demonstrate knowledge relevant to the placement context, organisational structure and function and the role of health and social care practitioner within this context.
2. Link theory to practice, by identifying and where feasible applying knowledge and skills in dealing with service users.
3. Interpret and recognise the role and importance of anti-discriminatory practice, and other policies and practices designed to create a safe environment for staff and services users alike.
4. Demonstrate a range of proficiencies in communication skills, and individual and team working relevant to the setting and the nature and scope of the work
5. Collaborate with other professionals to gain insights and understanding into the kinds of assessments, plans, implementation strategies, reviews, and evaluation pertinent to person centered care as relevant to the particular placement setting
6. Demonstrate an emerging capacity for critical reflective practice, professional autonomy, and continuous professional development.