SWK3026 Collaborating for Social Change AS2 assignment document

AS2 Portfolio
Your self-evaluation report should consist of two main elements.
  1. The first is brief statement giving details of the ways in which you have changed as a result of your studies for this module,
  2. and the second part is evidence which supports your self-evaluation and statement.
The progress statement should be a plain English summary of what you have learned, how you have changed, and what you can do differently as a result of the lectures, groups activities, journals and independent study.
The evidence should include at least one piece of evidence from your personal weekly journalsbacked up by at least oneacademically referenced source.
Your personal journals should be referenced like this: Your Surname(date of entry) page of entry (if recorded). You can also reference the personal journals of group members in a similar manner.
You should always relate your personal experience and your group work (evidence from your journals) to the literature that you have been reading to deepen your knowledge.
Sources of learning and feedback that we ask you to use include the following. They start at 1 being the most basic and 7 being the most advanced:
1.Classroom lectures and workshops
2.Watching films
3.Reading literature
4.Groupwork/peer feedback
5.Lecturer formal feedback
6.Feedback from previous assignments and work
7.Input from sources outside the University
The module specifications below have been given different colours to help you distinguish the key concepts you are expected to tackle in your answers.
The criteria that will be used to mark your work are included with each Learning Ouctome.
  1. Knowledge and Understanding

Module Specification Learning Outcome
a)Explain the complexity and keytheoretical features of collaborative behaviour change
Plain English Commentary
By the end of this module you should be able to talk about why change in human systems is so much more complex that trying to change mechanical systems; so that fixing a car that is lacking power tends to be easy, but ‘fixing’ a person who lacks power is hard. You should be able to use a variety of different theoretical concepts to both describe the process of working in collaboration with others bring about change and to explain how best to bring about such change. Explain how the context of your fictitious client meets the criteria for being a ‘wicked issue’. Demonstrate your understanding of how complex your clients’ contex is.
Progress Statement: type here
Evidence: type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Complexity and theoretical underpinning strong and clear / Good sense of complexity of the challenge but theoretical underpinning limited / Collaborative social change is understood as difficult but not complex. Simplified grasp of theory / Complexity of social change misunderstood or simplistic. Little use of theory / Not completed or Learning Outcome misunderstood
Module Specification Learning Outcome
b)Explain the implications of the differences between positivist and social constructionist approaches when working to change behaviour
Plain English Commentary
By the end of this module you should be able to explain the difference between those theories of change that believe that there is some fundamental fault that causes problems (psycho-dynamic theory, cognitive behaviour theory etc); and those approaches that see problems as being rooted more in the ways in which society, culture and language restrict options. ‘Positivist’ refers to theories that see people and facts as having an essence, or a true nature. Social constructionist approaches see ‘the true nature’ of things as being unknowable because both culture and language profoundly affect the way we see and understand things. These are epistemologies or theories about the “ways we know”. You were briefly introduced to a third approach called critical realism. Explain your understanding of the theoretical underpinnings of MI, SFT and SSM
Progress Statement: type here
Evidence: (references and quotes) type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Confident commentary on the ways in which three different epistemologies impact on the theories of change employed by practitioners- positivism, social constructionism and critical realism. Clear use of key ideas and authors / An emerging sense of the ways in which three different epistemologies impact on practice. Focus on the ideas rather than on authors / Some grasp of the ways in which positivism and social constructionism impact on theories of change. No reference to key ideas or authors. Critical realism omitted / Confused understanding or conflation between positivism and constructionism. Limited grasp of how these impact on practice in terms of understanding social change. / Not completed or Learning Outcome misunderstood
  1. Subject - Specific Skills

Module Specification Learning Outcome
c)Make judgements by critical analysis in different contexts, the theoretical principles of collaborative behaviour change
Plain English Commentary
By the end of this module you should be able to explain the factors that are vital to collaborative work (based on your working together in groups for a term), and to do this in the light of issues of inequality, oppression and injustice. You have been presented with three ‘theoretical principles’ or approaches to collaborative social change- MI, SFT and SSM, and you have been tasked to try out two of these approaches in your group work, and you may have tried out SSM rich picturing to help you make sense of the group work situation. Show how your critical thinking skills are being used to see how these skills could be used in a future employment/professional context
Progress Statement: type here
Evidence: (references and quotes) type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Confident exploration of the challenges of learning to practice MI and SFT in group work. SSM used to explore the whole system of the groupwork encounter (especially inequality etc) and how this might apply in different contexts / Greater focus on acquiring practice in MI or SFT. No use of SSM to explore the whole encounter. Confident use of terminology from MI and/or SFT. Some sense of how this practice might apply in future professional contexts. / A clear reflection of how MI and/or SFT help to tackle issues of inequality etc. Some limited appreciation of how these techniques might be employed in future professional contexts / Focus on either the challenges of equality, oppression and injustice in group work generically. Limited thinking about how these might be used in a future job / Not completed or Learning Outcome misunderstood
Module Specification Learning Outcome
d)To demonstrate an ability to evaluate their own use of collaborative, strengths and solutions based strategies in complex situations
Plain(ish) English Commentary
By the end of this module you should be able to show improvements in your use of the techniques and theories taught and learned in the module (i.e. MI, SFT and SSM), such that your later groupwork is demonstratively better than your early work in the module. Drawing on evidence from your Theme Journals, the feedback you received and your own notes, show how you have CHANGED in your practice of persuading people to change over the course of the module.
Progress Statement:type here
Evidence:(references and quotes) type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Evidence in the form of quotes, supported by commentary, from journal entries in AS1 are detailed and thorough.
Quality of work is good throughout, or has improved significantly from first few activities. / Evidence in the form of quotes, NOT supported by commentary, from journal entries in AS1 are detailed and thorough. Quality of work has improved or stayed consistent / Very little or inconsistent use of evidence in the form of quotes from previous work. Quality of work is good but neither improves significantly, nor worsens. / Claims of improvement are made but without supporting evidence. / No improvement in the quality of work over time. No evidence of attempts to seek clarification or support
  1. Key Skills

Module Specification Learning Outcome
e)Maintainco-operative working relationships, promoting group motivation.
Plain(ish) English Commentary
By the end of this module you should be able to explain how you formed and maintained good working relations both within your group and in the relationship developed in your case study [in other words, your group work with your fictitious client], using the MI and SFT strategies. How have you used MI or SFT in making sure that the group worked well and delivered the expected results?
Evidence: type here
Progress Statement: (references and quotes) type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Evidence in the form of quotes, supported by commentary, from journal entries or person notes that challenges to group work have been addressed using MI, SFT and MI techniques / Evidence in the form of quotes, NOT supported by commentary, from journal entries or person notes that challenges to group work have been addressed using MI, SFT and/or MI techniques / Challenge and conflict within the group are glossed over, claimed not to occur, or no evidence of the use of MI or SFT strategies to enhance group performance / Challenge and group performance not addressed, or individual attempts to motivate group work are employed / Group work fails to perform. Student fails to engage in group work. No evidence of seeking support to tackle failure of group encounter.
Module Specification Learning Outcome
f)Generate solutions and take appropriate action by identifying problems, applying concepts, principles and techniques, and identify alternatives solutions.
Plain(ish) English Commentary
By the end of this module you should be able to outline specifically MI, SFT and SSM approaches to a range of issues identifying problems, goals, preferred futures, empathy, ambivalance, scaling, the miracle question, exception finding etc, and explain the principles and concepts that underpin these. Concepts, in this statement, refers specifically to theories of change like MI. Show where, in your group work or other contexts, you have employed these ideas to tackle ‘wicked issues’.
Progress Statement: type here
Evidence:(references and quotes) type here
Quality / Distinction
(16.6 points) / Commendation (10.8) / Merit (9.2) / Pass (6.6) / Fail (2.5)
Criterion / Clear and strong evidence of confidently employing theories and practices from MI and SFT in contexts outside class/groupwork / Clear evidence of beginning to employ a range of the basic techniques and strategies in MI or SFT outside class or groupwork / Evidence of one or two techniques or principles from MI or SFT being tried out in contexts outside class or groupwork / Practice limited to class and groupwork / Group work fails to perform. Student fails to engage in group work. No evidence of seeking support to tackle failure of group encounter.

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