Develop Sound, Generic Practice Skills Through Direct Practice

Develop Sound, Generic Practice Skills Through Direct Practice

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Title / Placement 1
Code / SS405
Level / 4
Credit rating / 20
Pre-requisites
Type of module / Extensive (Semester 2)
Aims / The aims Placement 1 are:
  • To introduce students to reflective professional practice and to develop their capacity to engage in informed, constructive reflection to support and develop their professional practice.
  • Develop sound, generic practice skills through direct practice
  • Develop and demonstrate competence in relation to the requirements of the National Occupational Standards which apply to Substance Misuse practice.
  • To provide students with an opportunity to experience practice in a complex multidisciplinary sector.

Learning outcomes/objectives / On successful completion of this module students will be able to demonstrate:
  1. Knowledge and understanding of context specific policies and guidelines and their relationship to national policies and legislation
  2. Knowledge and understanding of how to establish and maintain relationships and how this applies in a placement context
  3. The ability to establish and maintain relationships in a placement context
  4. The ability to work within appropriate boundaries in a safe, ethical and appropriate manner
  5. Ability to critically reflect on practice
  6. Ability to meet established placement specific occupational standards as agreed/defined by placement workbook
By the end of Placement 1 successful students are required to demonstrate evidence of competency in selected National Occupational Standards; the specific standards may vary dependent on the Placement that the individual student has undertaken. The specific standards to be completed are agreed with the Placement Provider prior to students undertaking the module.
As part of their Learning Agreement the student will be required to demonstrate evidence of competency through completion of the Placement Workbook, which will include a Daily Reflective Journal, Key Incident Analyses signed by the Workplace Supervisor , Observed Assessments of the student by the Workplace Supervisor, Placement Attendance Record signed by the Workplace Supervisor, and a Final Statement by the Workplace Supervisor
Content / The overall purpose of the fieldwork placements is to provide opportunities for students to put identified learning into practice and so demonstrate professional competence. For students without experience working in this sector the placements will also seek to provide a broad introduction to a range of practice environments and their differing role requirements.
Students are required to complete 84-100 hours in Placement. The nature of the placement will vary from agency to agency. Students will likely spend their time in one Placement setting although, given the multidisciplinary nature of the sector, they may spend part of their time in other settings dependent on the roles and responsibilities of the Placement provider e.g. a student on Placement with a local outreach team may spend time with both substance misuse treatment practitioners and the Police/Probation Services. Whatever the nature of the agency where the student is placed the students task, with support from their Workplace Supervisor and the Placement Tutor, is to apply knowledge and theory of practice and to develop core substance misuse practice skills, in accordance with the requirements of the National Occupational Standards.
Teaching and learning strategies / As identified in the Programme Specification, Placement 1 is intimately linked and integrated with learning on the FdSc Substance Misuse Intervention Strategies modules: learning on all modules is relevant, but learning on SS402Establishing and maintaining relationships with the substance misuse treatment context, and SS404 Keyworking and Careplanning, are particularly so.
Students have allocated Workplace Supervisors. Workplace Supervisors will be Placement Staff with appropriate practice experience (two years minimum), or ideally, Management / Supervisionary responsibility and/or experience in their agency. The Workplace Supervisor will allocate and supervise work and placement activities, as specified in the Placement Workbook; they will also advise and introduce the student to the practices of the agency. Workplace Supervisors are expected to see the student briefly each day that the student is in Placement, and to provide 1.0 hours supervision per four days of Placement activity. Workplace Supervisors will assess the student’s competency through direct observation of their practice and through Supervision Sessions which will discuss Key Incident Analyses. Students will attend Personal Development groups during their University day each week, and they will receive Individuals Tutorials, where they can receive support from a Tutor (who is a qualified/experienced substance misuse practitioner). Further evaluation of their competency is undertaken in the relevant, assessed, skills-related modules delivered at the University.
In Placement 1the focus is upon integration and application of relationship building skills which are a core aspect of the therapeutic worker role undertaken by the substance misuse practitioner. This also requires the integration of theory, methods and research with practice and with the development of core, generic substance misuse work skills (engagement, communication interviewing, assessment (Including in relation to risk), care planning, monitoring and review). For students unfamiliar with the sector this module will also support the development of the knowledge and understanding of the scope and roles of the substance misuse practitioner and the agencies employed to deliver substance misuse treatment interventions.
Learning support / Adams R, Dominelli L and Payne M (2009) Critical Practice in Social Work (Second Edition) Basingstoke: Palgrave
Banks S (2004) Ethics, Accountability and the Social Professions, Basingstoke, Palgrave
Finley, J. R., and B. S. Lenz. 2009. Addiction treatment homework planner. Edited by A. E. Jongsma. 4th ed, Practice Planners. Hoboken, NJ: John Wiley & Sons.
Ghodse, H. 2002. Drugs and Addictive Behaviour: A Guide to Treatment. 3rd ed. Cambridge: Cambridge University Press.
Green, J. 2010. Creating the therapeutic relationship in counselling and psychotherapy. Edited by N. Claringbull, Counselling and Psychotherapy Practice. Padstow: Learning Matters.
Jongsma, A. E., and D. J. Berghuis. 2009. The addiction progress notes planner. Edited by A. E. Jongsma. 3rd ed, Practice Planners. Hoboken, NJ: John Wiley & Sons.
Jongsma, A. E., R. R. Perkinson, and T. J. Bruce. 2009. The addiction treatment planner. Edited by A. E. Jongsma. 4th ed, Practice Planners. Hoboken, NJ: John Wiley & Sons.
McLeod, J. 2003. An Introduction to Counselling. 3rd ed. Buckingham: Open University Press.
Mearns, D., and M. Cooper. 2005. Working at Relational Depth in Counselling and Psychotherapy. London: Sage Publications.
Miller, G. 2010. Learning the language of addiction counseling. 3rd ed. Hoboken, NJ: John Wiley & Sons.
Miller, W. R., and R. K. Hester. 2003. Treating alcohol problems: Toward an informed eclecticism. In Handbook of Alcoholism Treatment Approaches: Effective Alternatives., edited by R. K. Hester and W. R. Miller. Boston, MA: Allyn and Bacon.
Miller, W. R., and S. Rollnick. 2002. Motivational Interviewing: Preparing People for Change. London: The Guilford Press.
NationalTreatmentAgencyforSubstanceMisuse. 2002. Models of care for substance misuse treatment: Promoting quality, efficiency and effectiveness in drug misuse treatment services. London: National Treatment Agency for Substance Misuse.
NationalTreatmentAgencyforSubstanceMisuse. 2006. Models of Care for Treatment of Adult Drug Misusers: Update 2006, edited by DepartmentofHealth: National Treatment Agency for Substance Misuse.
NationalTreatmentAgencyfor SubstanceMisuse. 2006. Care planning practice guide. London: NTA.
NationalTreatmentAgencyforSubstanceMisuse. 2007. Drug Misuse and Dependence: Guidelines for Clinical Management. London: National Treatment Agency for Substance Misuse.
NationalTreatmentAgencyforSubstanceMisuse. 2008. Good Practice in Harm Reduction, edited by NTA. London: National Treatment Agency for Substance Misuse.
NationalTreatmentAgencyforSubstanceMisuse. 2009. Psychosocial Interventions for Drug Misuse. London: NTA.
Pates, R., A. McBride, and K. Arnold, eds. 2005. Injecting Illicit Drugs. Oxford: Blackwell Publishing.
Rogers, C. R. 1965. Service user-centred Therapy. London: Constable.
Springer, D. W., and A. Rubin, eds. 2009. Substance abuse Treatment for Youth and Adults. Hoboken, NJ: John Wiley & Sons.
Thompson, S. & N. Thompson (2008) The Critically Reflective Practitioner Basingstoke:
Palgrave Macmillan
Thompson N (2006) Anti-Discriminatory Practice (Fourth Edition) Basingstoke: Palgrave
Yates, R., and M.S. Malloch, eds. 2010. Tackling addiction: Pathways to recovery. London: Jessica Kingsley.
White, W. L. 1996. Pathways from the Culture of Addiction to the Culture of Recovery. 2nd ed. Minnesota: Hazelden.
Assessment tasks /
  1. Successful completion of the Placement Workbook (LO3, LO4, LO6) (50%)
  2. Critical Reflective Essay (2000 words) (LO1, LO2, LO5) (50%)
The student must pass both elements of assessment (Workbook and Critical Reflective Essay) in order to pass this module.
Brief description of module content and/or aims (maximum 80 words) / The focus of this module is the application and development of relationship building skills and the integration and application of core substance misuse-related theory, methods and research in practice. This module will also support the development of core generic substance misuse practice skills and the development of knowledge and understanding of the complex multidisciplinary context within which substance misuse interventions are delivered.
Area examination board to which module relates
Module team/authors/ coordinator / Daren Britt, Nick Cole, Stuart Gill, Dee MacDonald, David Belgrave, Kye Phoenix, Rachel Moran
Semester offered, where appropriate / 2
Site where delivered / Falmer
Date of first approval / 2 February 2011
Date of last revision
Date of approval of this version / 2 February 2011
Version number / 1
Replacement for previous module / N/A
Field for which module is acceptable and status in that field
Course(s) for which module is acceptable and status in course / FdSc Substance Misuse Intervention Strategies: Mandatory
School home / SASS
External examiner / Ms Jacqui Merchant – Sept 2011- Sept 2015