INSTITUTE OF HEALTH AND SOCIETY
UNIT OF APPLIED SOCIAL SCIENCES
Policy, Politics and Empowerment
(FDHS 1203)
A mandatory module for Foundation Degrees in:-
Health and Social Care
Semester 2
January 2012
STAFF
Module leader:- Jackie Clark
E-Mail:-
Tel No:- 07941 185928
POLICY, POLITICS AND EMPOWERMENT
Hello and welcome to this module of study, FDHS 1203. Policy, Politics and Empowerment. This module will introduce a range of sociological theories, examining their influence on policy making. We will trace the history of the development of the British Welfare State examining its currency in modern health and soc care policy and exploring the consequences for service users. This handbook serves as a contract for study for students and teaching staff and includes the module specification, detailing the learning outcomes, study content and assessment strategy and additional supplementary material. This includes the timetables, guidance for the assignments as set and the marking criteria that will be used to judge your work and performance within the module.
Jackie Clark
TEACHING AND LEARNING IN APPLIED SOCIAL SCIENCES
It is the aim of Applied Social Sciences that students will increasingly become autonomous learners. To achieve this aim, staff design modules to help students develop confidence and competence in the subject and to meet the assessment requirements.
This Module outline provides details of the learning required for the module, identifies the teaching/learning style of the module and indicates the nature of the student engagement. This will include coverage of appropriate knowledge, understanding and methods. During the taught sessions students will encounter a variety of approaches to the subject which will help them learn how to apply material to specific tasks and to use their skills in responding to the demands of the module and assessment. It is expected that students will engage in additional study outside the contact time.
Tutors expect that students will attend the scheduled sessions. A check on attendance will be kept so that staff can verify who has attended. If you are unable to attend for a specific reason please notify the member of staff, ideally, before the session. It is the responsibility of the student to cover the material missed and to ensure that they are prepared for the next session. Students will need to agree with the tutor how they access this material. When necessary contact with the tutor can be made through the college telephone and e mail system. (details in module outline, subject handbook, notice board and web page)
The teaching methods and the times for meeting are made clear in the module outline, along with the dates for submission of assessment. When the teaching includes an expectation that students attend individual tutorials this will be indicated in the schedule. You should use tutorial time effectively by ensuring you have a written plan available for the tutor. Individual tutors will advise you on what to bring to the tutorial.
Draft work is only accepted if you have agreed before hand that your tutor will read it for you. Drafts should only be submitted once and be accompanied by specific questions. Responses are designed to provide guidance so students can complete the assignments independently and are not an indicator of the final grade. Only in exceptional circumstances can students expect additional individual attention. Requests should be made to the tutor.
All work submitted for assessment should conform to the academic requirement of acknowledging source material by using a systematic system of references. (Harvard) Further details on generic assessment criteria are available in the subject handbook (Blackboard). Basic advice on how to reference, can be found in the handbook and on the ILS Website (http://www.worc.ac.uk/ils/documents/Citing_Harvard.pdf). Students should ensure they understand how to use source material and references. Please note that web based resources should be referenced like any other and it is not acceptable to copy and paste chunks from them without proper acknowledgement, just as you would not copy out large chunks of text from a book or journal.
Assessed work should be submitted to the appropriate course labelled box in Bredon. If you are not sure where to submit your work, the admin office in room 82 (Bredon) will be able to assist you.
All modules are within the UMS, Foundation Degree or Masters framework. Students should refer to the relevant handbook to ensure they are aware of regulations with regard to:
1. Submission of work, including late submission
2. Claims for mitigating circumstances
3. Cheating and plagiarism
MODULE SPECIFICATIONESSENTIAL ELEMENTS
*Module Code: / FDHS 1203
*Module Title: / Policy, Politics and Empowerment.
*Department: / Institute of Health and Society
*Subject: / Foundation Degree in Health and Social Care
Module Leader: / Jackie Clarke
*Module Type and Restrictions: / Foundation Degree
FdSc
Open
*Level: / Levels 4
*Module Credits: / 15 credits
*Module Status in relation to courses: / Mandatory for FD Health and Social Care
Mandatory for FD Learning Disability and Autism
Mandatory for FD Mental Health
Mandatory for FD Child and Adolescent Mental Health
*Pre-requisites: / None
*Co-requisites: / None.
*Excluded combinations: / None.
*Location of Teaching: / University of Worcester
Hereford College of Technology
Ludlow College
Gloucestershire College
Bournville College
Short Module Descriptor: / This module addresses the impact of politics and social policy on the individuals we care for in our health and social care organisations in order to meet their needs effectively. The influences that sociological theory and social policy have on our understanding of the concepts of health and ill health are highlighted and explored as to their value in the delivery of care that empowers clients.
*Rationale: / The provision and delivery of health and care services are enshrined in legislation. Changes in law and policy particularly with respect to the decision making processes within organisations has led to a more client centred approach being adopted and the emergence of the term ‘empowerment’. That health and care personnel gain an appreciation of how regulation and legislation affect and underpin the provision of services, and practice, across the field is therefore an imperative. This module provides an introduction to the legislative framework, the policy making process considering the links between European, international law and the final domestic provision and the links to empowerment and informed choice in the decision making process.
*Intended Learning Outcomes / By the end of the module, students will be able to:
1. demonstrate the links between early sociological theorists work and the social welfare system we have today
2. Trace the provision of Welfare through history from Poor Laws, charity organisations and through Beveridge to today.
3. Identify how social policy is made and driven by the legislative process and politics.
4. Demonstrate an understanding of the relationship between International, European and UK law
5. Evaluate the application of law to practice in health and social care and demonstrate how clients are empowered in this process.
Indicative Content / Introduction to sociology and early sociological thinkers such as Comte, Durkheim, Talcot –Parsons, Weber , Goffman and Mead ( The nature of Functionalism and Social Action theory may be addressed but in reference only to their impact on to the welfare system today) It is not envisaged that this will be a major part of this module
Health legislation: e.g. clinical governance; the medicines act
Anti-Discrimination law: discrimination on the grounds of race; disability discrimination; sex discrimination.
Children: Children Act 2004 and subsequent regulation; Gillick competency
National Health Service and Community Care Act
National service frameworks
Human Rights Law: Human Rights Act 1998
Mental Health Act 1983 and 2007; Capacity and Consent
Statutory duties; protection of vulnerable adults
Data Protection, Freedom of Information
Standards of Care (reasonable practitioner standard, negligence, Whistleblowing)
Empowerment models of care.
*Mode of Module Delivery / Standard delivery
Learning and Teaching Activities / Lectures, group work, supported library/IT search.
The case study analysis will provide the opportunity for a more in depth reflection on applied law in practice.
There will be an opportunity to debate a legal aspect of care from the case study and to argue for or against a motion identified by the lecturer.
*Attendance Requirement / There are no specific mandatory sessions however students are encouraged to attend all sessions and contribute to their own and others learning.
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*Assessment Details / Summative Assessment Items / Indicative Word Limit or equivalent (e.g. time) / Weighting / Learning Outcomes Assessed / Anonymous
Marking
1. Analysis of a case study
2. Debate / 1500
15 minutes / 60% / LOs 3 4 and 5 / Yes
Timeline
Biography / Up to 500 words.
500 words / 40% / LO1 and 2
Sample Assignments / 1. Analyse the case study by identifying all relevant legislation that applies.
Undertake research of the actions and policies and comment on the relevance of policy and legislations to the characters in case study. A case study of a family should be provided for the students . See example supplied
2. Conduct a debate in which you argue the case for the care and provision of various services for one of the characters.
Set Text
(All students are expected to purchase this text) / Garnett, M and Lynch, P (2005) UK Government and Politics (2nd Ed) Phillip Allan Updates, Abbingdon
Essential Reading
(All students are expected to read these works) / Brammer, A. (2003) Social Work Law Longman, London
Montgomery, J. (2002) Health Care Law (2nd Ed) Oxford University Press, Oxford
www.hmso.gov.uk
Dept. of Health: www.doh.gov.uk
Further Reading / Barnes, M. (1997) Care, Communities and Citizens Longman London
Bhugra, D. and Bahl, V. (1999) Ethnicity: An Agenda for Mental Health Gaskell London
Bartlett, P. and Sandland, R.(2nd Ed) (2003) Mental Health Law: Policy and Practice Oxford Uni. Press, Oxford
Brayne, H. and Broadbent, G. (2003) Legal Materials for Social Workers. Oxford University Press, Oxford.
Dimond, B. (2005) Legal Aspects of Nursing 4th Ed. Butterworth Heinemann, Essex
Franklin, B (2002) The New Handbook of Children’s Rights Routledge London
Hendrick, J. (1997) Legal Aspects of Child Health Care Chapman and Hall London
Read, J. and Clements, L (2001) Disabled Children and the Law
Llewellyn-Nash, I and Tilmouth T (2010) Thinking social policy – Doing social policy; an introduction for Health and Social care students . Reflect Press. Exeter
Smith R.K.M. (2002) Textbook on International Human Rights Oxford Uni. Press
Indicative Journals:
Health Law Report
Illustrative Websites
www.careandhealthlaw.com
Sosig www.sosig.ac.uk/soclaw.htm
General Social Care Council www.gscc.org.uk
Commission for Racial Equality www.cre.gov.uk
Mind: www.mind.org.uk
http://www.elsc.org.uk Electronic Library for Social Care
Date Module Specification Validated
Module Assessment Strategy
Assignment 1.
Assessing learning outcomes 1, 2
Prepare a TIMELINE which traces the development of the Welfare State in Britain from Elizabethan Poor Laws to the present day.
Explain the influence of early sociologists on current welfare provision and political ideology. (500 words)
Assignment 2.
Assessing learning outcomes:- 3,4,5
Select a character within the case study and complete the following tasks in relation to them
a. Identify the social policy relevant to their situation and explain the process through which it became enshrined in law.
b. Explain the relevance of this piece of legislation to the character and identify their rights of appeal, should they not be satisfied with its implementation.
c. Evaluate the effectiveness of the legislation in practise and lead a group discussion identifying the strengths and weaknesses of the legislation.
CASE STUDY
BACKGROUND
Rose is a 47 year old Black British woman. She has 3 children and lives in privately owned accommodation in a large Warwickshire town.
Rose’s parents emigrated to the UK from the Caribbean 60 years ago and she is their only child. Rose’s father began a catering company which became very successful while her mother was largely home based. She has always socialised mainly with the African Caribbean community in her area and regularly attends the local Pentecostal church. Rose left school at 16 with no formal qualifications to work in her father’s restaurant.
Twenty years ago, Rose met and married her husband Jo while on holiday in Amsterdam. Jo is a Dutch National and also an atheist. Rose’s parents were strongly opposed to the marriage.
Rose and Jo settled into a 3 bedroomed house close to her parents which they initially rented but are now buying. Jo trained and worked as an accountant and Rose worked as a cook and waitress in a local restaurant. They had 3 children Ryan, Lauren and Emma-Jayne. All the children have had regular contact with their grandparents, but the relationship between Jo and his in laws has always been strained.
Immediately prior to the birth of Emma-Jayne, the relationship between Rose and Jo began to deteriorate. The couple separated and reunited 3 times over the following 2 years.
Jo lost his job 2 years ago after being accused of stealing a substantial amount of money from his employer. This matter remains under police investigation. At this point he left the matrimonial home and had no contact with his family for 18mths. He returned briefly 6 months ago offering to take Lauren on holiday to stay with his family in Amsterdam. He also announced that he was now living with his new partner in Amsterdam and she is expecting their first child. He then left without providing a forwarding address.
ROSE
Remains in the family home with her children but the mortgage is in arrears and her earnings from part time catering work mean that she is struggling to meet basic household expenses. Jo has made no financial contribution to household expenses since he left.
ROSE’S PARENTS
Rose’s father died last year and her mother has developed a progressive form of MS. She finds communicating with health professionals difficult and has become increasingly dependent on Rose to provide for her daily household needs such as shopping cooking and cleaning.
Last week she fell and fractured both of her arms. She is currently in hospital awaiting a health and community care assessment before she can be discharged.
RYAN (15 years)
Is currently in his GCSE year at school. His teachers describe him as bright and capable of achieving at least 5 GCSEs at grade C. However, his attendance is erratic and he has missed some essential coursework. Last week he and 2 other boys were caught consuming vodka in school and they were all excluded.