| CODE | SWP1003 | ||||||||||||
| TITLE | Safeguarding and Self-Care | ||||||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Social Policy and Social Work | ||||||||||||
| DESCRIPTION | This study-unit will focus on the self-care, support and supervision which are key to ensuring good practice for all those involved in the safe-guarding of children and young people. The notion of self-care will be presented in the context of ensuring quality service to children and young people. Aspects of self-care such as dealing with emotions, stress, developing time-management, a healthy work-life balance, self-compassion and exploring ways of finding support will be considered. The purpose, functions, structure, relationships and styles adopted in supervision will be presented. These will be considered primarily from a supervisee perspective with an emphasis on the key part which supervisees play in the supervisory process. Continuing professional development will be introduced as an aspect of self-care and also in relation to supervision. The notion of boundaries in professional relationships will be presented with particular reference to contexts such as those pertaining to helping relationships including pastoral care and confession. Study-unit Aims: The aims of this study-unit are: • to introduce participants to the notions of self-care, support and supervision; • to place these in the context of ensuring quality service to children and young people; • to explore aspects of self-care such as dealing with emotions, stress, developing time-management, a healthy work-life balance, self-compassion and how best to find support; • to explain the purpose, functions, structure, relationships and styles of supervision from a supervisee perspective; • to emphasise the importance of continuing professional development as part of self-care; and • to introduce the concept of boundaries in professional relationships with particular reference to helping relationships. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: • define self-care, support and supervision; • explain the importance of self-care, support and supervision for ensuring quality services to children and young people; • describe the various aspects of self-care introduced during the study-unit; • identify how best to find support; • explain the purpose, functions, structure, relationships and styles of supervision form a supervisee perspective; • show the part played by continuing professional development in self-care; and • define professional boundaries and describe the various aspects of such boundaries in helping relationships. 2. Skills By the end of the study-unit the student will be able to: • demonstrate that he/she understands and knows how to use self-care and support; • make good use of supervision having understood its purpose, structure, relationships and styles; • identify and participate in programmes of continuing professional development for self-care; • recognise the importance of and make good use of professional boundaries in their helping relationships; and • show that he/she understands and values self-care, support, supervision, continuing professional development and good use of professional boundaries in ensuring best practices for safeguarding of children and young people. Main Text/s and any supplementary readings: Main Texts - Bondi, L., Carr, D., Clark, C.,& Clegg, C. (eds.). (2011). Towards professional wisdom: practical deliberation in the people professions. Farnham, England: Ashgate. - Carroll, M., & Gilbert, M. (2005-2011). On being a supervisee: Creating learning partnerships. (2nd ed.). London: Vulkani Publishing. - Belton, B. Hill, J. Salter, T. & Peaper, J. (2011). Supervision: praxis and purpose. Developing a critical model of practice for those working with children and young people post Munro. Lyme Regis, England: Russell House Publishing. Supplementary Readings - Donnellan, H. & Jack, G. (2010). The survival guide for newly qualified child and family social workers: hitting the ground running. London and Philadelphia: Jessica Kingsley Publishers. - Hughes, L. & Owen, H. (eds.). (2009). Good practice in safeguarding children: working effectively in child protection. London and Philadelphia: Jessica Kingsley Publishers. - Hart, P. (2017). The reality of relationships with young people in caring professions: A qualitative approach to professional boundaries rooted in virtue ethics. Children and Youth Services Review, 83, 248-254. doi:10.1016/j.childyouth.2017.11.006 |
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| STUDY-UNIT TYPE | Lecture, Ind Study, Group Learning and Tutorials | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Damian Spiteri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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