Articulating an emerging professional philosophy

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Articulating an emerging professional philosophy

Social work as a discipline focuses on theoretical and philosophical positions such as social justice, equality, and empowerment. While these can be described as ‘philosophies of social work’ we should ask ourselves, ‘What is our philosophy of social work?’
Write an essay on your emerging professional philosophy of social work, with a clear focus on understanding the link between philosophy, theory and practice. Also include a brief statement on your learning from this topic in no more than 500 words
Length: 3500words

School of Social and Policy Studies TOPIC GUIDE Integrity in social work practice SOAD 9207 Topic Coordinator: Louise Townend Semester 1, 2016 Faculty of Social and Behavioural Sciences http://www.flinders.edu.au/sabs/ssps/ 2 | P a g e Table of Contents Contents ………………………………………………………………………………………………………………. 2 Introduction ……………………………………………………………………………………………3 Topic coordinator details …………………………………………………………………………………………. 3 Details regarding contact time………………………………………………………………………4 Expectations of students …………………………………………………………………………………………. 5 Participation policy…………………………………………………………………………………………5 Student consultations…………………………………………………………………………………5 Topic / Educational Aims…………………………………………………………………………….6 Expected Learning Outcomes………………………………………………………………………6 Graduate Qualities……………………………………………………………………………………7 Timetable………………………………………………………………………………………………8 The Conversations Program…………………………………………………………………………9 Requirements to complete topic……………………………………………………………………10 Assessment guidelines/details/expectations……………………………………………………..11 Academic Integrity…………………………………………………………………………………..12 Marking Rubric………………………………………………………………………………………13 Grading Criteria……………………………………………………………………………………..14 Topic readings and resources……………………………………………………………………..15 FLO…………………………………………………………………………………………………..16 SAMs…………………………………………………………………………………………………17 3 | P a g e Introduction Welcome to Integrity in social work practice! I look forward to working with you this semester. As you know, SOAD9207 is linked with SOAD9208. I hope that this will enrich your placement experience and deepen your university based (internal or external) learning. Social work is at heart a values based profession that requires we must always respect and honour those with whom we work – this topic looks at theory, evidence, skills and practices that will bring us closer to that goal. In particular, you are encouraged to think carefully about who you are as you take on the professional identity of social worker. You are challenged to face up to the possibility (and sadly the historical evidence) that social work and reliance on human services is not always beneficial for those we call clients. You are asked to consider the possibility that things might go badly for those people who are not our voluntarily clients. We deal with power, with possibility, with the development of character and the ways that we can make difficult decisions. SOAD9207 Integrity in social work practice aims to analyse the links between moral philosophy and social work practice, focusing particularly on descriptive ethics (which investigates the moral context of human services) and normative ethics (which examines and applies the Australian Association of Social Workers Code of Ethics (2010a)). The topic is designed to satisfy expectations of the Australian Social Work Education and Accreditation Standards (ASWEAS 2012 V1.4) which you will find under the general topic materials on the FLO site. It is also suggested that you peruse the seven Graduate Qualities (p.7) expected of our Flinders University graduates. Many students find they enjoy this topic as it is both provocative and encouraging. It consolidates your learning and enables you to deliberate and approach the transition from student to professional social worker particularly as you engage and identify your philosophy of social work. We hope that you enjoy what is on offer and the opportunities to explore many important issues with each other pertaining to integral social work. Topic coordinator details Name: Louise Townend Room no.: During consultation times only, Information Science & Technology, Room 207 Telephone number: 430 050 485 Email: louise.townend@flinders.edu.au 4 | P a g e If you have any questions please post them on FLO so that everyone can benefit from the answers, unless they are of a personal nature, in which case please do not hesitate to contact me. Details of other relevant staff Role: Liaison Librarians Name: Naomi Billinghurst and Joy Sims Room number: Central Library Telephone number: 820112197 (for both) Email: naomi.billinghurst@flinders.edu.au (Naomi and Joy share the same email address) Role: Social Work administration assistance and support Telephone number: 82013437 Email: ssps.admin@flinders.edu.au Details regarding contact time Expectations of students Lectures: Room number: Social Sciences South, 112 Lecture Room Commencement Date: Friday 4th March 2016 Day: Friday every week Time: 3 – 5 pm Tutorials: Tutorial (1) Fridays, 1 – 2 pm, Law/Commerce, 1.06 Tutorial Room Tutorial (2) Fridays, 2 – 3 pm, Education Building, 3.26 Teaching Space Tutorial (3) Thursdays, 12 – 1 pm, Law/Commerce, 2.43 Lecture Room The teaching sessions have been divided into lectures and tutorials. However, all sessions are designed to be interactive and to promote dialogue and discussions. Lectures will provide some formal guidance for your learning throughout the topic, but will also afford an opportunity to work through concepts and issues which arise in an interactive forum. These sessions will be recorded. The recordings plus the Power Point presentations will be posted on FLO the next day to minimise delay for the external students. Interspersed 5 | P a g e throughout the lecture program – and replacing a traditional lecture for that week – are ‘conversations’. More information is provided at page 9, ‘Conversations Program’ and will become available on FLO. Tutorials will pick up on issues from the lecture program. Refer to Timetable on page 8. External students will able to participate in Conversations and tutorials. I will consult with external students via FLO about suitable times and formats. Expectations of students Preamble: the Master of Social Work Degree at Flinders University is an AASW accredited course that meets the Australian Social Work Education and Accreditation Standards (ASWEAS) 2012 V1.4. Further information may be obtained on FLO, and/or the AASW website, regarding your commitment to adhering to the AASW requirements to be eligible for membership. http://www.aasw.asn.au/careers-study/studying-social-work. This does include face-to-face and online attendance, and formal Assessment. Please refer to the SAMs document (p.17), and the Assessments (p.11) you will be required to submit this semester, for successful completion of this topic. Participation policy Consistent with the policy of the Discipline of Social Work and Social Planning, there is an expectation that students fully participate in the topic requirements so that goals are achieved. See FLO topic site for details. Student Consultations Please make initial contact with me via email. Face-to-face, or telephone, consultations can be arranged as negotiated via email. Please note: make any enquiries about assessment via the FLO site; this enables the dissemination of information to be shared among all. See info
rmation on assessments, page 11. 6 | P a g e Topic / Educational Aims This topic offers learning opportunities that:  explore integrity in social work practice both in the sense of acting in a principled, ethical and defensible manner, and in the sense of integrating (or making whole) the links between values, goals and action along with social work theories of change and the professional knowledge base;  explore the extent to which personal beliefs and values influence or constrain practice decisions;  explore ethical thinking and deliberation underpinning practice decisions; and  investigate relevant resources to probe ethical dilemmas. This topic will assist you to:  build links between the various fields of studies in moral philosophy and social work practice, including social policy;  experiment with some applications of your learnings;  develop perspectives and skills that will advance an ethical approach to social work practice;  build a philosophical and conceptual framework about ethical practice as part of your journey towards integrity; and  Reflect on and generalise from your own life and learning experiences. Expected Learning Outcomes Upon completion of this topic you can expect to be able to:  obtain and evaluate a wide range of materials about social work philosophy and ethics;  demonstrate a capacity to conceptualise dilemmas in a range of social work practice and settings;  assess the values, principles, and competing influences in practice problems;  propose and justify solutions to practice problems;  make explicit and assess your core assumptions and values;  anticipate and defend objections to proposed solutions; and  articulate your understanding of social work as a moral and ethical pursuit. 7 | P a g e Graduate Qualities The topic supports the development of the following qualities in students: (taken from Flinders University Graduate Qualities):  who are knowledgeable  who can apply their knowledge  who communicate effectively  who can work independently  who are collaborative  who value ethical behaviour  who connect across boundaries. 8 | P a g e Timetable Details of each week will be posted on FLO DATE LECTURE TOPIC TUTORIALS Week 1 4 March Welcome and introductions Exploring professional integrity, AASW Code of Ethics, and ethical practice Ethical practice Getting started Week 2 11 March Moral status Conducting a critique Week 3 18 March Ethical decision making and deliberations Introduction to Conversations program Ethical decision making Week 4 25 March Good Friday Public Holiday Week 5 1 April Conversation and deliberations in earnest http://www.theguardian.com/commentisfree/2014/ma y/26/why-i-chose-to-quit-my-job-in-aboriginal-childprotection Aboriginal child protection or ‘ongoing Stolen Generations?’ Week 6 8 April Conversation and deliberations – child protection https://theconversation.com/abuse-and-neglectaustralias-child-protection-crisis-32664 Discussion: first assignment: DUE 22nd APRIL ASSESSMENT 1 DUE 22 APRIL ‘Australia’s child protection crisis’ MID-SEMESTER BREAK Week 7 29 April Conversation and deliberations – asylum seekers http://theconversation.com/why-care-about-the-healthand-well-being-of-asylum-seekers-27382 Asylum seekers Week 8 6 May Deliberating about difficult matters Deliberating about difficult matters: what we’ve learned Week 9 13 May Social Justice and Human Rights as ethical pursuits Discussion about final assignment 13th May: Last day to withdraw (without failure) Social Justice and Human Rights as ethical pursuits Week 10 20 May Valuing and navigating complexity Valuing and navigating complexity Week 11 27 May Navigating complexity: Case study Conversation Navigating complexity Week 12 3 June Hopeful social work & the heroic imagination Final assignment DUE 6th JUNE The spotlight on self-care Week 13 10 June Bringing it all together – topic review 17th June: Last day to withdraw (with failure) Farewells – networking for future practice 9 | P a g e The Conversations Program You are invited to participate in 4 conversations. Each discussion will focus on a social policy debate that relates to social work. You are required to undertake prior reading via the links provided in the lecture program (also accessible on FLO and Conversations Program outline). It is essential that you use the conversations program booklet (available on FLO) as it contains links to the reading and explicit instructions for participating, deliberating, and contributing to the conversations as a professional. You are encouraged to take part in all the conversations as it is an opportunity where you come together and deliberate on challenging issues and apply ethical decision making principles in a supported setting. Moderation not directive facilitation The conversations do not take place under formal rules of chairing a meeting: they are not ‘traditional’ university tutorials with a strong reliance on an informed tutor to make sure everyone gets it right; they are also not tightly facilitated – but they are moderated. They require your commitment to participate, even when it’s frustrating and difficult. Conversations for students studying externally can be challenging as you deliberate in a virtual setting. Nevertheless is an important opportunity to engage in discussions on confronting issues and apply a framework that assist the ethical decision making process. Participating in the discussion It goes without saying that the conversations must deal with confronting issues – that’s why we are having them. Attacking anyone personally, making crass or bigoted statements about various religious faiths, sexual preferences or lifestyle issues breaches the group commitment to pursue discussions respectfully. You may find that across the group a number of strongly held and opposing views emerge. This situation will be common in your work situations as you struggle to find ways of acting morally to advance the position of the people with whom you work. The group could also find that there are points when it all seems to be going around in circles – this is what is known as the groan zone (you’ll hear more about that during the lectures). We will strive to guide the group through this difficult time, because when people are prepared to stay with the groan zone, they often find that creative thinking emerges. 10 | P a g e This is an opportunity to experiment safely with discussing difficult and often distressing matters, for learning about your own deeply held and often unquestioned assumptions about the way that people and the world are, and for experiencing the discomfort that can come from this. It is also a time to explore important matters safely with your colleagues and to experience the benefits of careful ethical deliberation within groups. Requirements to complete topic 1. You will be required to submit (electronically via FLO) two (2) written pieces of work. 2. Prepare for the conversations program, in advance, by reading the articles posted via the links (available in the above Timetable or on FLO). 3. Attendance: a. Internal students: face-to-face attendance, participation and contribution is expected. If you find you cannot do so then it is strongly advised that you enrol in the distance component for this topic. b. External students: participation and contributions to conversations with your peers on FLO. If your situation changes and you find that you may not be able to complete the topic within the required timeframe then please take immediate action and contact the Topic Coordinator to discuss your options. This will assist you to make an informed decision about the way forward for the timely completion of your studies. You also have the option of discussing your situation confidentially with a member of the Flinders University Health, Counselling and Disability Services. You may wish to make initial contact with this free service as they can also advocate on your behalf in a variety of ways. http://www.flinders.edu.au/current-students/healthandcounselling/ 11 | P a g e Assessment guide
lines / details / expectations Assessment Tasks 1. Ethical Decision Making Frameworks – A Critical Reflection 20% Ethical decision making is a systematic, reflective process that facilitates the decision making or resolution of ethical dilemmas. Examine and reflect critically on some ethical decision making frameworks and make some judgement about which will be most applicable in your practice. You must demonstrate wider reading of the literature and make reference to decision making frameworks. You are encouraged to use practice examples to support your reflection. Length: 1000 words 2. Articulating an emerging professional philosophy 80% Social work as a discipline focuses on theoretical and philosophical positions such as social justice, equality, and empowerment. While these can be described as ‘philosophies of social work’ we should ask ourselves, ‘What is our philosophy of social work?’ Write an essay on your emerging professional philosophy of social work, with a clear focus on understanding the link between philosophy, theory and practice. Also include a brief statement on your learning from this topic in no more than 500 words Length: 3500words *Please note: these papers must adhere to academic convention. That is, citation and APA 6th referencing, also paying close attention to flow, grammar, syntax and style – see page 14. You will be given further direction about the assessments through the FLO site for this topic and in dedicated in-class sessions. If you have any questions please ask through the FAQ on the topic FLO site so that your peers can benefit from your thinking and we are not carrying out too many private conversations about the assessment. Due 22nd April @ 0900 Due 6th June @ 0900 12 | P a g e The assessments’ due dates are set with several criteria in mind. Firstly, to allow you the maximum time in preparation for submission, as well as for teaching staff to mark your paper and get feedback to you in a timely manner, and to meet Faculty deadlines in submitting your marks for entering onto your Academic Transcript, well before the commencement of the next semester. Therefore, no extensions past the Faculty Deadline will be granted unless accompanied by a formal application for extension beyond the faculty deadline. After the due date 1% will be deducted each weekday the assignment is late. For detailed information regarding university assessment policy and procedures: http://www.flinders.edu.au/ppmanual/student/assessment-policy.cfm Extensions All extension requests are to be made via the Assignment Extension portal on FLO, prior to the due date, along with scanned upload of evidence of medical or compassionate grounds. Further information about the grounds for application for an extension as well as the authenticated link (FAN and Password) to apply if required: http://www.flinders.edu.au/sabs/information/students/ Academic Integrity The following are some key points, sourced from the university website, to remind you that:  All students and staff have an obligation to understand and respect the rules and practice of academic integrity  …that all work which is presented is produced by the student alone, with all sources and collaboration fully acknowledged  Breaches of academic integrity may include plagiarism, collusion, fabrication, falsification, double submission of work…and making or providing a false declaration statement Detailed information can be obtained from the Flinders University webpage: http://www.flinders.edu.au/ppmanual/student/academic-integrity.cfm 13 | P a g e Marking Rubric This rubric relates to your final assessment piece – ‘What is our philosophy of social work?’ Part A: Completing the assessment task Criteria Issues considered – each section will be assessed against the grading criteria set by the university Weighting Review and presentation of philosophies of social work Evidence about your understanding of the philosophies embedded in social work theories and linked to social work values The assignment focuses on the important themes and debates within the literature about social work philosophies, values and ethics statements 20 Review and presentation of relevant theories of social work Evidence of your understanding of the links between social work philosophies and social work theories The assignment builds links from philosophies and values into social work theories 20 Critical analysis of discourse Evidence about your use of the critical discourse analysis approach which raises pertinent questions about the complexities in human services, the moral status of ‘clients’ and the role of social work The assignment recognises and wrestles with the complexities within practice and builds links from social work philosophies and theories 20 Analysis of ethical challenges in social work Evidence of your critical review of the ethical dilemmas faced by social workers and the ways that these dilemmas are dealt with The assignment presents the range of ethical dilemmas faced by social workers and uses the AASW Code of Ethics as a starting point for discussion about ways through 20 Reflection on learning The assignment concludes with critical reflection on the learning process in this exercise, especially as it relates to the capacity to analyse and respond to ethical dilemmas from a clearly articulated philosophical stance 10 14 | P a g e Part B: Presenting an excellent piece of written work Overarching criteria Issues considered Weighting Structure of the essay Clear introduction Well-designed literature review Coherent, well-structured argument including well supported conclusions Personal reflection on learning 5 Writing style Clear sentences (this means avoidance of mixed constructions and lengthy sentences) Consistently accurate spelling, correct grammar and punctuation Double spaced 5 Grading criteria As per Flinders University policy Pass Level (P) – There is evidence that a student has undertaken the required core work for the topic and has demonstrated at least an adequate level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. A score in the range of 50-64 will be awarded. Credit (CR) – There is evidence that a student has undertaken all of the required core work for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of reaching this grade provided they have completed all course requirements, demonstrated 15 | P a g e Topic readings and resources Some students find the large cache of resources confusing but once again we encourage you to stick with it…the topic guide should answer all your questions. As you approach the completion of your studies we cannot emphasize enough the professionalism in remaining up-to-date with the literature as a social worker, for the remainder of your career. It is paramount to practicing with professional integrity, wherever you are. So, please remember to utilize the university library website (FindIt@Flinders search tool). There is a plethora of information and resources there for you. Go to ‘Subject Resources’ – ‘Social Work’ and have a surf around…it’s worth it! proficiency in the full range of course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter. A score in the range of 65-74 will be aw
arded. Distinction (DN) – There is evidence that a student has undertaken all of the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated advanced knowledge/ understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools. The grade should reflect very high quality work which shows the student generally works at a level which is beyond the requirements of the assessment exercise and is developing a capacity for original and creative thinking. A score in the range of 75-84 will be awarded. High Distinction (HD) – There is evidence that a student has undertaken the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the acquisition of an advanced level of knowledge/understanding/competencies/skills required for meeting topic objectives and passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject matter of the topic with original and creative thinking. The grade will be awarded in recognition of the highest level of academic achievement expected of a student at a given topic level. A score in the range of 85-100 will be awarded. Fail (F) – The grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the topic or has failed to complete essential topic elements or required assessment tasks at an acceptable level, in accordance with topic objectives. A score in the range of 0-49 will be awarded. 16 | P a g e External students will find the Tab ‘More libguides’ – ‘External Studies’ / ‘Flexible delivery service’ useful in accessing resources. Also, on the library homepage, note the Tab ‘Live outside of Adelaide? The Library comes to you’. As the FLO site unfolds from week to week recommended readings and other resources will be included. There is also an extensive list of electronic readings via the library that can be accessed on FLO. There are no recommended texts for this topic; however, we have included a list of eBooks available through the library website. eBooks currently available Hugman, R and Smith D (2002) Ethical Issues in Social Work, Taylor and Francis Reamer, FG (2013) Social Work Values and Ethics, Columbia University Press Gray, M; Midgley, J and Webb, SA (2012) The Sage Handbook of Social Work Ferguson, I and Lavalette, M (2013) Critical and Radical Debates in social work, Policy Press FLO The FLO site is fused – that is both external and internal students will operate from the same site. The FLO platform allows for common resources and varying activities depending on whether the students are studying face to face or online. The topic applies a pedagogical approach called constructivism which, in short, recognises that we each construct knowledge and understanding in our own unique ways. The FLO site offers a sub-set of that approach – connectivism. This recognises that in order to construct our knowledge we need to make connections. We are at a rich time in building connections with each other and with information so we encourage you to keep exploring and to use the learning opportunities offered (even if you are in the generation known as digital migrants!). After all, this is the way that you will continue to build knowledge and understanding in practice. 17 | P a g e SAMs Flinders University STATEMENT OF ASSESSMENT METHODS – 2016 Students’ attention is drawn to the Student Related Policies and Procedures (available at: http://www.flinders.edu.au/ppmanual/student/student_home.cfm), and in particular the University’s Assessment Policy and Procedures. Topic number and title: SOAD9207 Integrity in social work practice – S1 Units: 4.5 Date on which this statement was provided to students: 22-2-16 Duration of topic: 1 semester School(s) responsible for topic: Social and Policy Studies Topic Coordinator: Louise Townend Telephone number of Topic Coordinator: 0430 050 485 Expected student workload* (refer Appendix B Assessment Policy and Procedures): number of hours per week or in total (specify). 36 hours – this is within 20% of the standard arrangements for a 4.5 unit topic of 30 hours * Indicative only of the estimated minimum time commitment necessary to achieve a Pass grade in the topic. Expected student workload should be based on the standard student workload of approximately 30 hours of student time commitment per unit. Details of assessable work in the topic (Optional forms of assessment, where permitted, are also detailed): Format of each assessment exercise Proportion of total marks Deadline for submission* Penalties to be applied if deadline is not met* Date work is expected to be returned to students Assessment 1: Ethical Decision Making Frameworks – A reflection 20% 22-4-16 1% will be deducted each weekday the assignment is late 6-5-16 Assessment 2: Statement of emerging professional philosophy and reflective statement 80% 6-6-16 1% will be deducted each weekday the assignment is late 20-6-16 18 | P a g e * See clause 9.3 Assessment Policy and Procedures Extensions may be granted by a duly authorised person where the student has:  made a written request for an extension prior to the due date for the assessment item;  included supporting information where relevant when requesting the extension  justified the request on the basis of unforeseen or exceptional circumstances that are reasonably likely to prevent substantial completion of the assessment by the specified due date. Criteria for successful completion of the topic (including, where appropriate, the achievement of a certain minimum level of competence in both the theoretical and practical components of the topic and details of special requirements concerning particular elements or aspects of the topic such as attendance/participation requirements, group activity) are as follows: Achievement of a P grade STATEMENT OF ASSESSMENT METHODS – 2016 Alignment of Assessment with Expected Topic Learning Outcomes On completion of this topic, students will be expected to be able to: Assessment exercises relating to each Learning Outcome LO1: obtain and evaluate a wide range of materials about social work philosophy and ethics Item 2 LO2: demonstrate a capacity to conceptualise dilemmas in a range of social work practice and settings Item 1 LO3: assess the values, principles, and competing influences in practice problems Items 1 and 2 LO4: make explicit and assess your core assumptions and values Item 2 LO5: articulate their practice philosophy Item 2 The Nature and Importance of Academic Integrity All students and staff have an obligation to understand and respect the rules and practice of academic integrity. It is therefore expected that students and staff will adhere to high standards of academic integrity (refer Academic Integrity Policy) Academic integrity means that all work which is presented by a student as the work of that student is produced by the student alone, with all sources and collaboration fully acknowledged. Breaches of 19 | P a g e academic integrity, including cheating, plagiarism and fabrication or falsification of data, are unacceptable and there are serious consequences when a breach is detected. Detection of Breaches of Academic Integrity Staff use a range of methods (including electronic means) to assist in th
e detection of breaches of academic integrity. The University has mandated the use of text-matching for all text-based student assignments. Except where the Academic Integrity Policy [http://www.flinders.edu.au/ppmanual/student/academic-integrity.cfm] provides for an exemption under special circumstances, all text-based student assignments will be subject to textmatching in conjunction with their submission for assessment. The University makes available for student use electronic text matching software, which can be accessed through the Flinders Learning Online Academic Integrity site [http://flinders.edu.au/academicintegrity]. Have any exemptions from the requirement for the application of text-matching software to student assignments due to special circumstances been approved by the Executive Dean for this topic? No Details of exemptions: Resubmission of Assessment Exercises (refer clause 9.4 Assessment Policy and Procedures) May assessment exercises be resubmitted after revision for re-marking? Yes (Only for second assessment and when failure is imminent.) Circumstances under which assessment exercises may be resubmitted, the form this may take and the maximum mark obtainable are as follows: Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be affected by medical, compassionate or other special circumstances and who want these circumstances to be taken into consideration in determining the mark for an assessment exercise may apply to the Topic Coordinator of the topic for special consideration. The preferred method of application is a written request via email, with relevant documentation attached. Access to more detailed information is in the Topic Guide. Supplementary assessment for this topic may be granted where a student has:  achieved an overall result in the topic of between 45 and 49% or the equivalent where percentage marks are not awarded; and  completed all required work for the topic; and  met all attendance requirements that apply to the topic; and  obtained at least a pass level grade in any specific component of assessment (other than an examination) for the topic where this is explicitly stated to be a formal requirement for the successful completion of the course or topic. An Examination Board may grant supplementary assessment for this topic in circumstances other than those covered above on the basis of unforeseen or exceptional circumstances reasonably beyond the control or knowledge of the student. 20 | P a g e If unforeseen or exceptional circumstances prevent the student from sitting or remaining for the duration of the scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or offered the opportunity to demonstrate competence through an alternative mechanism. If unforeseen or exceptional circumstances are demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN. Deferred assessment for this topic may be approved for medical and compassionate reasons in appropriate circumstances. A student who is unable to sit or remain for the duration of the original examination due to unexpected or exceptional circumstances may apply for deferred assessment. If unexpected or exceptional circumstances prevent the student from sitting or remaining for the duration of a scheduled supplementary or deferred examination, or from submitting by the agreed deadline a supplementary or deferred assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or offered the opportunity to demonstrate competence through an alternative mechanism. If unexpected or exceptional circumstances are demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN. Adjustment to Teaching or Assessment Methods (refer clause 9.1 Assessment Policy and Procedures) A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or assessment methods of a topic on the basis of his/her disability may make a request to a Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be documented in an Access Plan and discussed between the student and the Topic Coordinator. Any reasonable adjustments must be agreed to by the Topic Coordinator and must be in accordance with related University policy. A student who is dissatisfied with the response from the Topic Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may appeal in writing to the Faculty Board. Authorisation of Statement of Assessment Methods Louise M Townend …………………………………………….. 21 February 2016 Signature of Topic Coordinator Date DVCA: 07.12.15

SOAD9207 FINAL ASSIGNMENT

To begin with, here are definitions of a few terms you will see cropping up in the readings you do, including the paper on FLO by Noble and Henrickson (2014).

 

  • ‘Ontology is the study of being …. the nature of existence’ (Crotty 1998, p.10).
  • A ‘theoretical perspective’ is a ‘philosophical stance’ grounding the methods used (Crotty 1998, p.3).
  • Epistemology is ‘the theory of knowledge embedded in the theoretical perspective’ (Crotty 1998, p.3). It is how we think we can know something.

 

A philosophy is an organised or structured system of beliefs based on an ontology (belief about the nature of reality or being) and an epistemology (a belief about the nature of knowledge, or how we can know things). A theory explains some phenomenon, and must logically accord with one’s ontology and epistemology; it leads to the methods we might choose to use to investigate a phenomenon. A value concerns something which we consider to be good or bad.

 

The way they fit together is something like: e.g. the philosophy of capitalism –> which posits the theory of creation of profit from surplus supplied by labour (you sell products at a cost which is above what you paid workers and spent on raw materials, equipment etc) <–> values embedded here include that profits are the most important thing and that they belong to the individual who owns the capital (property, wealth, industry – the means of production). This is contested by socialist philosophy -> which posits the theory of collective (social) ownership (workers share ownership of what they produce) <-> and is underpinned by the value that that all persons and their rights are equal.

 

As a way of tuning in to this assignment, Lorna Hallahan – who designed much of this topic – offers the following suggestion:

 

  1. Think of a time in your experience as a student social worker when you felt most excited, most engaged, and most alive. What were the forces and factors that made it a great experience?
  2. What do you value most about yourself, your work, and your chosen profession?
  3. What are the unique aspects of social work that most positively affect the spirit, vitality, and effectiveness of your work?
  4. What are the theories and models that undergird these aspects?
  5. How do you ensure that you maintain integrity and carry out your work ethically?
  6. What is the core factor that “gives life” to your work as a social worker?
  7. How will you continue to build your capacity as a social worker?

 

To really open this up, Lorna suggests concept mapping or mind mapping: you place your core idea in the centre of the page, and start mapping associated ideas around it.

 

 

 

 

 

THE NITTY-GRITTY: THE MARKING RUBRIC

 

  1. See marking rubric in Topic Guide and make sure you address each of the criteria, using the % as a guide to how much time and space to devote to each section. That is, about one quarter of your paper should cover each of the first four criteria, allowing for an introduction and a conclusion. This doesn’t mean that you must present your essay in four discrete sections, but you must make it clear that you have covered all these sections.
  2. You will include a Reference List, of course, but this is exempt from the word limit.
  3. You may go 10% above or below the word limit without penalty.
  4. In a paper of this length, headings are a really really good idea.
  5. Writing in the first person, i.e. ‘I…’, is again appropriate. As in all academic writing, you would support this with evidence (i.e. ‘because…’) wherever appropriate.
  6. CRITERIA 1 & 2

The criterion, ‘Structure of the essay’ refers to a literature review. This means that you are expected to present your research into the philosophies which underpin social work theories (the first two criteria) as a literature review. Your understanding of the philosophies/theories/values will be demonstrated by how you present them (how you critically describe them and how you justify their selection) and your explanation of how they are linked. This will then be the basis for your argument for the third and fourth criteria (see below).  Although logically philosophy sits at a more abstract, conceptual level than theory (which seeks to explain some phenomenon) – and values interfuse the two – you can present your lit review either separately or as one combined section (Criteria 1 & 2). Just bear in mind that this should constitute almost half of your essay, so it will need to be broken down into subsections. It is vital that you move beyond description – a lit review is not an annotated bibliography; it is an analysis of the literature in a particular field. This requires critical thinking. This is how it lays the basis for an argument, as everything you present in it should build towards your argument about what your personal philosophy is.

  1. You are expected to development an argument (see Criterion, ‘Structure of the essay’). This means that you answer the essay question (‘Write an essay on your emerging professional philosophy of social work, with a clear focus on understanding the link between philosophy, theory and practice’) by arguing (defending) your position regarding your personal philosophy of social work.
  2. CRITERIA 3 & 4

As social work is about practice, you must now link your lit review (‘theory’ in a general sense) to the complexities and dilemmas faced in social work practice. Your review of social work philosophies/theories/values should therefore provide the basis for resolution of ethical practice dilemmas. You might talk about issues we have deliberated on in the Conversations program, current issues in the media involving us as social workers, or issues that are raised in your area of practice/interest. The complexities of practice will come up in later lectures so they should offer some further guidance and material.

 

Criterion 3 requires you to demonstrate the critical discourse analysis approach outlined in the Conversations Program, so re-read this and think about issues such as who is defining the problem and solution; voice/silence; power-over and power-with (negative and positive power); how the different people involved are constructed as moral beings; who wins and who loses as a result of your analysis… and what this means for your role as a social worker. You must use this approach – and show that you have used it – to analyse practice dilemmas.

 

NB: Criterion 4 alerts you to begin your discussion about the resolution of practice dilemmas by consulting the AASW Code of Ethics.

 

By demonstrating how you would resolve ethical dilemmas, you are demonstrating the application of your philosophy. Make explicit links – this is how we know that you understand your stuff. You will, in effect, be arguing why the philosophical position you arrive at is pertinent to your (intended) practice.

  1. CRITERION 5

This is where you practise your critical reflection skills by reviewing the process of composing this paper in terms of what you have learned or gained as an emerging social worker. Your reflection should include a clear statement of the philosophical stance that you will shortly be taking out into the field as the foundation from which you will be critically responding to ethical dilemmas. You will need to submit this separately into the drop-box marked, ‘A reflection – a statement of your learning from this topic’. The rest of your paper will be submitted in the last drop-box, ‘Your emerging philosophy of social work’.

  1. I will be putting a more detailed marking rubric up on FLO which will spell out what a Fail, Pass, Credit, Distinction and High Distinction answer must cover for each criterion.

 

 

To finish with, here is another reflection from Lorna:

 

This is an exercise that is asking you to build an argument as you look across your prior learning in other studies, your life experience and your most cherished beliefs and values. You can draw on placement reflections and on other related workplace experiences.

No, it is more than your manifesto or desiderata – it is an attempt to integrate (for now) your most considered critical and reflective thinking about social work and to confidently ‘back’ yourself as you prepare for the next stage in your professional life.

 

 

References

Crotty, Michael 1998, The foundations of social research: meaning and perspective in the research process, Allen & Unwin, St Leonards, Sydney, Australia.

Noble, Carolyn & Henrickson, Mark 2014, ‘Towards identifying a philosophical basis of social work’, in Noble, Carolyn, Strauss, Helle & Littlechild, Brian (eds.), Global social work: crossing borders, blurring boundaries, Sydney University Press, Sydney, pp. 3-14.