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for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Inter-professional Working |
| Unit code |
SOWK30002 |
| Credit points |
20 |
| Level of study |
H/6
|
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24)
|
| Unit director |
Professor. Cameron |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School for Policy Studies |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit considers the complex activities of professionals in children’s services and considers how their roles are affected by social and professional expectations, organisational goals and governmental guidance and legislation. The implications for interprofessional collaboration and related professional developments are explored.
The unit aims to acquaint students with:
- a range of theoretical models with which to explore professions, professionalism and inter-professional working;
- current and emerging challenges to the professional ideal;
- the policy background to inter-professional working;
- key debates, including: the role of inter-professional education and, the emergence of new professional roles.
The unit is taught by means of 10 sessions, consisting of one lecture (2 hours) and one seminar. Some seminars are used for student presentations. At the end of studying this unit students should have a greater understanding and critical awareness of:
- the role of professions in health, education and welfare provision;
- how policy has influenced inter-professional collaboration;
- the dynamics of inter-professional working with particular reference to theories of power and authority, teamwork and the service user as a partner;
- challenges to, and critiques of, the role of professionals;
- how professional activity is or may be affected by changing political perspectives, information technology and changing professional boundaries;
Intended Learning Outcomes
At the end of studying this unit students should have a greater understanding and critical awareness of:
- the role of professions in health, education and welfare provision;
- how policy has influenced inter-professional collaboration;
- the dynamics of inter-professional working with particular reference to theories of power and authority, teamwork and the service user as a partner;
- challenges to, and critiques of, the role of professionals;
- how professional activity is or may be affected by changing political perspectives, information technology and changing professional boundaries;
Teaching Information
The unit is taught by means of 12 sessions, consisting of one lecture and one seminar. Some seminars are used for student presentations.
Assessment Information
Summative assessment of the unit will be by three hour unseen examination.
Formative assessment will come from a group presentation on a teamwork exercise undertaken in small groups and a 1500 word individual reflective report on the experience of this exercise.
Reading and References
- Anning, A. et al (2006) Developing Multi-professional teamwork for Integrated Children’s Services. Oxford: OUP.
- Malin, N. (2000) Professionalism, Boundaries and the Workplace. London: Routledge
- Leathard A. (2003) Interprofessional collaboration: from policy to practice in health and social care. London: Routledge,
- Macdonald, K.M. (1995) The Sociology of the Professions. London: Sage
- Miller, C., Freeman, M. and Ross, N. (20001) Interprofessional Practice in Health and Social Care. London: Arnold
- Maynard, T., Thomas, N. (2004) An Introduction to Early Childhood Studies. London: Sage
•* Pugh, G., Duffy, B. (2007) Contemporary Issues in the Early Years. London: Sage
- Trodd, L., Chivers, L. (2011) Interprofessional working in Practice: learning and working together for children and families. Maidenhead: McGraw Hill.
