Social Work

Your community, your University

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Contents

The department 3What makes us different 5Social Work (BA Hons) 6Career opportunities 24Our employability pledge 26Staff profiles 28

We have a long tradition ofproviding student-centeredsocial work education.

We recognise that social work is a rewardingoccupation, but one that is demanding andrequires high levels of commitment andprofessional ability.

This is why our courses are focused on theknowledge, skills and personal qualities thatwill enable you to work effectively andconfidently. One of our aims is to enable youto achieve your potential as a professionalsocial worker. In order that you can achievethis we offer excellent support andencouragement.

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The department

Student View“When I attended an Open Day I felt welcomed andreassured that I would be supported throughout thecourse. My degree proved to be extremely successful inassisting me in finding a job, I was fortunate enough tobe offered employment from my level 3 placement and Ihave remained in this position since 2009, even recentlyreceiving a promotion to Senior Social Work Practitioner.

Positive experiences at the University of Chichester have helped to develop myconfidence as a social worker, so much so, that I recently made the decision to return tothe University to undertake the Post Graduate Child Care Award and I am now able tooffer placements to University of Chichester students. I would recommend theUniversity to those who are looking to undertake a degree and want to feel valued andsupported by their university.”

Sarah Smith – Senior Social Work Practitioner

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What makes usdifferent?• We have an excellent rating in the National Student Survey.• We focus on teaching quality as our first priority. Teaching

staff are accessible and approachable.• All our teaching staff have extensive, professional practice

experience.• Students are supported in small tutor groups. Each student

has a personal tutor who works with them for the durationof the course.

• The department has been instrumental in producing a largenumber of nationally recognized books aimed atundergraduate students.

• We have high-quality partnerships with employers. • The department has had 100% success in finding

appropriate placements for our students.

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Social Work (BA Hons)

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Social workers try and formrelationships with all sorts ofpeople. As adviser, advocate,counsellor or listener, a socialworker helps people to livemore successfully within theircommunity by trying to helpthem find solutions to theirproblems

Social work also involves engaging not onlywith clients themselves but their families andfriends as well as working closely with otherorganisations such as the NHS, schools,probation service and the police.

Successful graduates from this programmewill be able to register with the Health andCare Professions Council (HCPC) asqualified social workers.

The course begins with a carefully structuredinduction programme designed to prepareyou for the wide range of experiences andlearning opportunities you will encounterduring the degree. At every level of thecourse there will be a module to developpersonal and professional skills. You willhave an allocated personal tutor and astructured tutorial programme to help youlink campus-based learning to key socialwork roles within practice placementstotalling 170 days.

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Year one modules

Induction

Aims:The overall aim of the induction programmeis to introduce students to the key roles ofsocial work set out in the Health and CareProfessions Council, Standards of Proficiencyand the College of Social Work, ProfessionalCapabilities Framework. It will introduce youto the teaching and teaching processes thatyou will encounter on your course. It will alsosupport you in the foundation anddevelopment of effective workingrelationships with peers and staff. The specific aims are:

• To familiarise you with the Standards ofProficiency and the ProfessionalCapabilities Framework

• To enable you to extend your knowledgeand skills, examine learning strengths andneeds and formulate personal learningstrategies and plans

• To introduce you to the debates andcompeting views of the nature, scope andpurpose of social work

• To engage you in the on-going explorationand critical reflection upon personal andprofessional boundaries, social work valuesand ethical principles

• To enable you to work effectively with,and learn from, service users, in order toincrease their awareness and knowledgeof the impact of diversity, socialinequalities and individual, institutional andstructural discrimination

• To support you in the development ofstrategies for personal care and managingworkloads in stressful situations

• To raise awareness about the importanceof inter-agency working.

• To equip you with study and research skills

Indicative curriculum content:Specific sessions will be delivered on: • The ethical and professional boundaries /

roles that need to be maintained in socialwork practice and the implications forinter agency working

• Diversity, social identity, sense of self,personally held values / judgements andassumptions and their connections tosocial divisions and inequalities

• Key social work values and principles thatunderpin social work practice

• The contested nature, scope, and purposeof social work

• Working with service users including anexploration of the dynamics of powerdifferentials

• Principles of adult education includingindividual learning styles and the conceptof lifelong learning/taking responsibility forown learning

• Effective verbal /written communicationskills including presentation skills, smallgroup work and study skills

• Using the Learning Resource Centre andthe Internet as a research tool

• The causes and effects of stress and avariety of strategies for managing self-care

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Disability and Social Work

Aims:This module will:• Enable you to explore the conceptual

nature of disability and the impact of socialprocesses on the lived experience ofdisability

• To gain a critical appreciation of theimpact of policy on the lives of disabledpeople

• Enable you to identify models of goodpractice and reflect on its relationship withan anti-oppressive application to socialwork and care

Indicative curriculum content:This module will start by consideringhistorical, social and cross-culturalperspectives on disability and learningdifficulties. The resulting welfare responses todisability will be explored with a particularfocus on personalisation. Disability will beconsidered across the life course, drawingupon dominant perspectives and the bio-psychosocial model.

The notion of care and its impact on the livedexperience of disability will be explored.Central to the module will be ethical issues,such as, the potentially competing rights ofcarers and service users, and risk versuschoice and empowerment. Anti-oppressivepractice will be a theme throughout themodule, with particular attention tosimultaneous oppression, social exclusion andhate crimes.

Communication Skills for Social Work

Aims:• To develop the intellectual and practical

skills that will be of value in a variety ofsituations including working with others,the development of self- awareness,problem solving, reflection and reflexivity

• To prepare you to communicateeffectively with a range of people in acomplex and diverse society

• To enable you to identify existing skills andknowledge and to take responsibility fordeveloping and using these skills in acompetent way

• To introduce you to the ethical issues andcodes of practice in relation to interveningin the lives of others

Indicative curriculum content:The module will focus on an examination ofpersonal, cultural and structural factors whichinfluence interaction. This will provide thefoundation for exploring in greater depth theskills that will enhance the students’ personaleffectiveness in a range of situations. Topicswe will be covering over the course of themodule are:

• Fundamental communication skills forworking with people, particularly those invulnerable situations

• The importance of engaging, listening andeffective questioning

• Introduction to the importance of selfawareness

• Introduction to relationship building skills• Introduction to reflective practice• Introduction to understanding and

developing learning skills and theimportance of research in practice

• Introduction to concepts of boundaries,barriers to communication, power andemotional resilience

• The significance of endings• Introduction to report writing• Taking account of social divisions, such as

race, ethnicity, gender, age, disability,sectarianism and sexuality

Developing Skills for Social Work

Aims:• To build on basic communication and

relationship skills in order to prepare youfor social work practice

• To develop your understanding of thewider community in which social worktakes place

• To introduce you to the perspectives ofservice users, carers, and the organisationswith which social workers liaise andoperate

• To enable you to demonstrate and fulfillthe Fitness for Practice criteria

Indicative curriculum content:Building on the communication skills exploredin the previous module, you will continue todevelop the interpersonal, professional andlearning skills required for social work,including:• Understanding the importance of

establishing and building relationships• Understanding how adults learn and

develop skills for learning from experience• Report writing• Reflective practice • Observation skills in practice• The significance of personal and

professional power• The relationship of research to practice

and how to apply it• Self-awareness and self-assessment

In addition you will be given opportunities toexplore and apply learning in relation to:• The profession's ethical principles and their

relevance to professional practice includingthe HCPC Standards of Proficiency forsocial workers and the Guidance onConduct and Ethics for students.

• The importance of personal andprofessional boundaries and of emotionalresilience in social work

• Awareness of own personal values andhow these can impact on practice

• Awareness of the differing perspectives ofservice users, carers and other professionswith whom they work

• The principles and practice of supervisionin social work

• Introduction to organisations and how theywork, the principles of leadership andautonomy, multi-agency working andinformation sharing

• Assertiveness skills, challenging skills, groupwork theory and skills and team work

Introduction to Legal and Policy Frameworks

Aims:The overall aim of this module is to introduceyou to the legal and policy frameworks thatunderpin social work practice. The modulewill outline the relationship and keydifferences between legislation and policy. It will help you to appreciate the differingideological approaches to social policy andhow these may find expression in welfarepractice and its underlying legal framework.The aims of the module are to:• Provide a broad overview of the history of

the welfare state in Britain, thedevelopment of social policy and itsassociated legal framework

• Provide an introduction to the English legalsystem, its processes and procedures

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• Introduce you to the key areas of socialpolicy of particular relevance toprofessional practice

• Explain some of the key terms, concepts,theories and debates in contemporarysocial policy

Indicative curriculum content:The module will explore the followingthemes:• The evolution of the British welfare state,

its underlying principles and key ideologicaldebates

• An introduction to the English legal system,its key structures and terminology

• The development of the legal and policyframework for children’s social care andearly years provision

• The development of the legal and policyframework for adult social care

• The evolution of health policy and itsimplications for professional practice

• Contemporary issues in the provisionwelfare benefits.

Introduction to Society and Social Change

Aims:The module aims to explore societal issuesthat are integral to an understanding ofcontemporary professional practice. Studentswill be introduced to key sociologicalperspectives as a means of gaining greaterunderstanding of societal structure and socialchange. A particular emphasis will be given tothe exploration of those themes that areessential for understanding structuraldisadvantage, oppression and discrimination.The module will explore the evolution ofattitudinal and social change, ‘receivedwisdom’ and prejudice. It will focus on topicswhere knowledge is contested and make linksto the underpinning values of professionalpractice.

You will be encouraged to reflect on yourexisting knowledge and values and explorethe implications for your own practice.

Learning OutcomesOn completion of the module you should beable to:• Evaluate the relevance of sociology to

professional practice• Discuss how social attitudes evolve and

evaluate the role of ideology, the mediaand politics in shaping public awareness ofparticular themes and issues

• Discuss the processes which shape andmaintain the stigmatisation of groups andindividuals

• Evaluate the extent to which age, gender,class and sexuality have an impact on lifechances

• Evaluate contemporary understanding ofnotions of community, neighbourhood andsociety

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Introduction to Social Work

Aims:The aims of this module are fourfold:• To introduce you to social work roles, tasks

and settings• To provide you with a grounding in the

historical and social context of social workpractice

• To enable you to understand a frameworkof theories, values, ethics and researchmindedness as a foundation for goodpractice and study throughout the course.

• To develop your ability to think criticallyand reflectively

Indicative curriculum content:• History of social work including the

problematisation and contested nature ofits development as a profession

• Social work settings • Roles and tasks • Multi-disciplinary working • Service user perspectives• Other stakeholders• International perspectives• Social and political context of social work

practice• Social work values, personally held values

and agency values• Research mindedness, critical thinking and

reflective practice

Psychology & Mental Health

Aims:The aims of this module are to provide youwith an understanding of:• Psychology • Mental health practice from a bio-

psychosocial model• Factors that can increase vulnerability and

resilience to mental health problems• Societal responses to mental health

problems• A broad range of possible professional

responses to mental health problems

Indicative curriculum content:This module explores key themes inpsychology and mental health. Particularemphasis will be placed developing onunderstanding the psychological aspect of thebio-psychosocial model and utilising thismodel as a way to inform our practice. It willidentify what factors enhance and debilitatemental health and the ways in whichprofessionals may respond and work togetherto support them. Central to the module willbe consideration of how practitioners cancombat the stigma, oppression and socialexclusion often faced by people with mentalhealth problems.

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Understanding Diversity

Aims:The aim of this module is: • To enable you to locate and process

perceptions and experiences ofencountering and negotiating diversity

• To enable you to explore experiences ofpower, powerlessness and oppression

• To make links between these and thebroader conditions in which they areproduced

• To offer you an opportunity to move fromsimple to complex understandings ofdiversity and oppression

Developing accessible and culturally sensitiveanti-oppressive and anti-racist practice iscentral to all course areas. This module willcomplement work undertaken in othermodules providing a foundation following theIntroduction to Social Work, Mental Healthand Psychology modules and Disability andEthics & Professional dilemmas modules.

Indicative curriculum content:Initial sessions will explore the broad conceptsthat underpin this module, focussing,particularly on the development of socialidentities and the relationship betweendiversity, discrimination and oppression. Thisexploration is based on the initial premise thatBritish society is diverse and includes a widevariety of cultures, within which a socialworker may be required to work and thefurther premise that culture is not value free.Hence, those whose class, identity or cultureis seen as being diverse from the norms ofthe prevailing majority may experienceoppression. The impact of prejudice on bothpolicy and service provision will be consideredwith reference to recent research.

There will be a particular focus on racismwithin the module, which will be used toexemplify the impact of oppression onpeople who are marginalised.

Linked Tutorial Programme

Aims:• To link the learning gained from the

academic modules to an understanding ofthe key roles of social work

• To develop fitness to undertake assessedpractice

• To prepare for Assessed Practice

Indicative curriculum content:The programme will focus on the readiness topractice. Students will be introduced to thesix key roles. They will prepare for theirpractice through discussion of the questionsand tasks that will guide them through thefirst phase of their Practice. There will beparticular emphasis on issues of confidentialityand professional boundaries. It will focus onlinking the academic modules to the students'experience. There will be guided work onidentifying learning needs, which willcomplement the work of the skillsdevelopment module.

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Year Two Modules

Assessed Practice (Level 5)

Aims:• To enable you to apply, evidence and

analyse competence in the nine domains ofTCSW Professional CapabilitiesFramework.

• To enable you to demonstrate evidence ofyour ability to work within the Health andCare Professions Council Guidance onConduct and Ethics for Students.

• To enable you to develop skills in criticalreflection in relation to your social workpractice

• To enable you to apply appropriate socialwork skills and methods in practice

• To enable you to demonstrate skills insynthesising information and reflectingcritically on social work knowledge

Indicative curriculum content:There is an expectation that you willundertake practice learning in line with theDomains set out in the ProfessionalCapabilities Framework:

Domain 1 – Professionalism:- Identify andbehave as a professional social worker,committed to professional development Domain 2 – Values and ethics: Apply socialwork ethical principles and values to guideprofessional practiceDomain 3 – Diversity: Recognise diversityand apply anti-discriminatory and anti-oppressive principles in practiceDomain 4 – Rights, justice and economicwellbeing: Advance human rights andpromote social justice and economic well-being

Domain 5 – Knowledge: Apply knowledge ofsocial sciences, law and social work practicetheory

Domain 6 – Critical reflection and analysis -Apply critical reflection and analysis to informand provide a rationale for professionaldecision-making

Domain 7 – Intervention and skills: Usejudgement and authority to intervene withindividuals, families and communities topromote independence, provide support andprevent harm, neglect and abuse

Domain 8 – Contexts and organisations:Engage with, inform, and adapt to changingcontexts that shape practice. Operateeffectively within own organisationalframeworks and contribute to thedevelopment of services and organisations.Operate effectively within multi-agency andinter-professional partnerships and settings

Domain 9 – Professional leadership: Takeresponsibility for the professional learning anddevelopment of others through supervision,mentoring, assessing, research, teaching,leadership and management

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Ethics and Professional Dilemmas

Aims:• To develop the ability to apply philosophical

ethics and ethical reasoning, as a tool forexploring value dilemmas and conflicts ininter-personal and professional contexts.

• To enable you to critically examine valuesand to consider in greater depth the rangeof factors, including organisational, culturaland political influences, which inform theirjudgements.

• To equip you to understand and workwithin the context of contested debateabout the nature, scope and purpose ofsocial work in an unequal society

Indicative curriculum content:• Philosophical ethics, to include principle,

relationship, virtue and radical approaches• Ideology, the process of formation and

change• Critical exploration of the relationship and

the tensions between personal values,professional codes of conduct,organisational and societal values.

• An analysis of traditional and radical valuesin social policy and social care will lead to anexploration of social justice and the theoryand practice of empowerment, withreference to partnership, userparticipation, anti-discrimination, anti-oppression and anti-racism

• Conflicting accountability: tensions in theprofessional role

• Power and authority: giving andwithholding information

• Confidentiality • Analysis of human rights issues currently

relevant to social work

Law in Social Work

Aims:The aims of this module are to:• Explore primary, secondary and tertiary

legislation, case law and policy relevant tosocial workers and some other agencies.

• Equip students to understand how to applylegislation, case law and policy in theirpractice

• Equip students to understand therelationship between the law and anti-oppressive practice and social justice

The module also aims to allow students togain knowledge of the law relevant to theirparticular or intended area of practice and toevaluate the impact of the law on themselvesas social workers and the service users withwhom they work.

Indicative Curriculum Content:Students will consider the role of the socialworker within the legal system. You willexplore the difference between ‘legal rules(doing things right), the ethical or moraldimension (doing right things), or the use oflaw to promote human rights, equality andsocial justice (rights thinking)’ (Braye andPreston-Shoot 2012:1). Practice implicationswill be discussed and the power of the legalframework explored. You will also beexpected to visit a court and to reflect on theimpact of that experience.

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The major statutory responsibilities of socialwork agencies will be examined and evaluatedand linked to the major relevant pieces oflegislation. In particular, attention will be paidto legislation relating to children and adults,issues of safeguarding and empowerment.You will also gain an understanding of howthe law inter-connects, for example, how childprotection may also raise issues of domesticviolence and mental health. Agency roles andprocedures will be placed within the contextof the legal framework.

You will be expected to be critically aware ofthe value conflicts that use of the lawmanifests and to think in a service usercentred manner of the meaning and impactof these conflicts. Use of the law as a meansof either oppression or empowerment willbe discussed and placed within the widercontext of anti-oppressive practice.

Social Work Methods

Aims:The aims of this module are to:• Explore the nature of evidence and

knowledge based practice• Explore how choices about social work

interventions can be made• Introduce students to a range of social

work methods• Develop an understanding of the implicit

and explicit ethical and value baseunderlying such interventions

Indicative curriculum content:• What is meant by a social work method,

and the relationship between this and thecare management approach?

• An exploration of the meaning of evidencebased practice. To what extent social workis a rational technical process or a practicalmoral activity

• A critical introduction to some key socialwork approaches, which will include:

• Task-centred casework• Cognitive behavioural approaches• Systems/Ecological approaches• Social constructionist / narrative/

solution focused approaches• Psychodynamic casework• Community social work• Advocacy and empowerment

approaches

Understanding Group Dynamics

Aims:This module will build on previous skillsmodules with a particular emphasis oneffective working with groups and teams. Itwill prepare you to work within multi-disciplinary and multi-organisational teams,networks and systems.

Specific aims are:• To enable you to develop and maintain a

variety of effective working relationships• To develop skills in contributing to the

successful formation, development andwork of groups and teams

• To examine disagreements and conflict inrelation to self and others

• To extend existing skills to promoteindividual growth, development andindependence in working with groups

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Indicative curriculum content:The module will focus on an examination ofpersonal, cultural and structural factors whichinfluence interaction in groups, teams andorganisations. This module will enable you toenhance existing skills with groups, networksand systems as well as multi-disciplinary andmulti-organisational teams, networks andsystems. Topics covered include:• Human agency at the macro (societal),

mezzo (organisational and community) andmicro (inter and intra personal) levels

• Processes and dynamics of groups, teamsand organisations

• Roles in groups and teams, includingleadership

• Stages in development in groups andcharacteristics of effective groups andteams

• Power sources and influences in groups,teams and organisations

• Organisational cultures and socialprocesses

• The impact of policy upon practice,including managerialism

• The causes, effects and effective strategiesfor managing and resolving disagreements

• Responsibilities and expectations relating topersonal and professional boundaries

• Observational research methods and ethics

Human Growth and Development

Aims:The aims of this module are to:• To introduce you to theories of

physiological and psychologicaldevelopment

• To explore the social and psychologicaldevelopment of children and adultsthroughout the life course

• To explore difficulties in physiological,psychological and social development.

• To consider cultural and genderperspectives in relation to development

• To explore the effects of social problemson development and socialisation

Indicative curriculum content:The module starts with the assumption thatyou may have little knowledge of humandevelopment and you will be introduced tothe basic theories and concepts underpinningdevelopment and socialisation through the lifecourse. It will draw on psychological theoriesof development as well as relevant aspects ofsociological theories. The module willexamine some more specific developmentalissues in more depth, for examplebereavement and loss. There will be anemphasis on an ecological approach todevelopment and socialisation. Whereappropriate reference will be made to culturalissues from an international perspective.

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Safeguarding

Aims:The aims of this module are to:• Raise the awareness of human

development as a life-long process• Consider the concept of well-being, and

the impact of abuse• Develop awareness of situations which

undermine the welfare and well-being ofchildren, young people and adults

• Prepare you to recognise signs of abuse ofchildren, young people and adults andrespond to this appropriately

• Familiarise you with the relevant legislation,policies and procedures in relation todomestic violence and safeguardingchildren and adults

Indicative curriculum content:The module will consider safeguarding adults,child protection and domestic violence asinter-related rather than in isolation. Thenotion of safeguarding children within acontext of need and risk and will explore keyconcepts that impact on this. These will beexplored with particular reference to theconcepts of ‘significant harm’ and ‘goodenough parenting’. This understanding will belocated within a relevant legislative policy andprocedural framework e.g. Sects 17, 47 and20 of the Children Act 1989, WorkingTogether 2010 (which is currently underreview) and the Sussex Local SafeguardingChildren’s Board (LSCB) Child ProtectionProcedures (these are only available online atwww.westsussex.gov.uk/lscb).

Safeguarding adults will be seen to havefollowed a similar evolution to childprotection, however, the significance ofcapacity will be explored in relation to abuse,the legislation and local policy. Anti-oppressivepractice in relation to people who have beenabused will be a theme which runsthroughout the course. You will also explorethe signs and symptoms of abuse, issues ofdisclosure and confidentiality, the use ofsupervision and the appropriate referralprocess if child protection safeguarding adultsand/or domestic violence issues are involved.

Linked Tutorial Programme

Aims:• To link learning from the academic

modules with HCPC Standards ofProficiency and the Guidance on Conductand Ethics for students

• To integrate learning from all theprogramme modules with the practicecurriculum

Indicative curriculum content:The programme will follow a series ofactivities that seek to develop your capacity toreflect within a group and individually. Theprogramme will also include a focus on theapplication of professional standards inpractice placements.

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Year Three Modules

Assessed Practice (Level 6)

Aims:• To enable you to apply, evidence and

analyse competence in the nine domains ofthe TCSW Professional CapabilitiesFramework at qualifying level

• To enable you to demonstrate evidence ofyour ability to work within the Health andCare Professions Council (HCPC)Guidance on Conduct and Ethics forStudents

• To enable you to develop skills in criticalreflection in relation to your social workpractice

• To enable you to apply appropriate socialwork skills and methods in practice

• To enable you to demonstrate your abilityto synthesis information and criticallyreflect on knowledge

• At the point of qualification, you areexpected to have developed analyticaltechniques and problem solving skillsrelevant to social work practice and be ableto demonstrate personal responsibility anddecision-making in complex andunpredictable professional situations. Thismodule aims to enable you to demonstrateyour readiness in the assessed year insupervised employment (AYSE)

Indicative curriculum content:The student will undertake practice learningin line with the Professional CapabilitiesFramework Domains appropriate for the finalplacement:

Domain 1 – Professionalism: Identify andbehave as a professional social worker,committed to professional developmentDomain 2 – Values and ethics: Apply socialwork ethical principles and values to guideprofessional practiceDomain 3 – Diversity: Recognise diversityand apply anti-discriminatory and anti-oppressive principles in practiceDomain 4 – Rights, justice and economicWellbeing: Advance human rights andpromote social justice and economic well-beingDomain 5 – Knowledge: Apply knowledge ofsocial sciences, law and social work practicetheoryDomain 6 – Critical reflection and analysis:Apply critical reflection and analysis to informand provide a rationale for professionaldecision-makingDomain 7 – Intervention and skills: Usejudgement and authority to intervene withindividuals, families and communities topromote independence, provide support andprevent harm, neglect and abuseDomain 8 – Contexts and organisations:Engage with, inform, and adapt to changingcontexts that shape practice. Operateeffectively within own organisationalframeworks and contribute to thedevelopment of services and organisations.Operate effectively within multi-agency andinter-professional partnerships and settingsDomain 9 – Professional leadership: Takeresponsibility for the professional learning anddevelopment of others through supervision,mentoring, assessing, research, teaching,leadership and management

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Observing, Understanding &Interpreting Complexity

Aims:• To prepare student social workers to meet

the readiness to practice requirements(PCF, HCPC & TCSW)

• To meet the aims of thresholdrequirement for entry into social work (theHCPC standards of proficiency forqualifying social workers

• To demonstrate professional competenceto work with a range of user groups, andthe ability to undertake a range of tasks ata threshold level

• To develop capacity to work in morecomplex situations that require specialistknowledge, understanding and skillsrequired for successful practice in multi-agency settings

• To be able to demonstrate an ability towork more autonomously, whilstrecognising that any final decisions rest withtheir supervisor and seek appropriatesupport, guidance and supervision

Indicative curriculum content:The emphasis given to aspects of the contentoutlined below may be modified in order torespond to emerging debates in policy andpractice. Key areas are as follows:

• Child-centred practice: Observation &direct work or

• Person-centred practice: Adultobservation within a care setting & directwork e.g. dementia or institutional caremapping

• Service user and carer perspectives • Critical explorations and application of

development theories’ (attachment,separation and loss) cultural limitations

• Multi–agency, collaborative partnershipworking and the distinctive nature of thesocial work role

• Research critiques of current practicealongside models of good practice

• Child-centred lecture content will focusupon the critical exploration of childdevelopment theories (attachment,separation and loss); cultural limitations andapplication to practice, involvement ofchildren in the Department of Healthassessment framework; the assessment ofparenting capacity within an ecologicalcontext and working with Looked AfterChildren in family placements

• Person-centred practice on adults in thelecture content will focus on dual diagnosis,substance misuse, self-neglect andsafeguarding, dementia, personalisation,working with risk, palliative and end of lifecare

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Reflection, Analysis and Decision Making

Aims:• Prepare student social workers to meet

the readiness to practice requirements(PCF, HCPC and TCSW).

• Meet the aims of threshold requirementfor entry into social work (Standards ofProficiency, HCPC)

Indicative curriculum content:Skills-based learning and development linkedto practice placement opportunities and thereadiness to practice requirements:• Practice tools and methods for specialist

work with children, young people,vulnerable adults and people with specialneeds.

• Assessment, planning, informationgathering and synthesising

• Risk assessment• Risk management• Assessment and decision making• Planning interventions• Analysing and presenting an argument• Writing reports• Law in practice and working in courts• Working with conflict, resistance and

hostility• Stress management• Resilience and self-care• Effective use of supervision

Research Methods

Aims:The module aims are to: • promote individual understanding of

methodological issues• increase awareness of research

mindedness, qualitative, quantitative andmixed research methods

• link evidence based research toprofessional practice

• enable the use of skills such ascommunication, observation, evaluation,planning, recording and collectinginformation

• offer opportunities to analyse, interpretand synthesise literature

Indicative curriculum content:• Application of qualitative, quantitative,

statistical and mixed methods to socialwork practice

• Key terminology, concepts and ideas.• Ethics, values and bias• Research approaches such as ethnography,

evaluation and grounded theory• Research design and instruments such as

observation, interviews and questionnaires,focus groups and surveys

• Data collection and analysis• Basic statistics, populations, samples and

representativeness• Validity and reliability measures• Research ideas, questions, designs,

instruments and outputs

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When I first attended the University I wasassured that were I to enrol I would besupported by a staff team committed toensuring that my experience was a positive one.The University were true to their word.

Degree courses that incorporate vocational-based training opportunities are verychallenging, what with having to juggleplacement, academic and personalcommitments. The support afforded to me bythe course tutors and support staff was trulyinvaluable and contributed significantly to mesuccessfully completing the course.Furthermore, utilising the skills I developedenabled me to successfully apply for a seniorpractitioner role in a community team withinfour years of qualifying.

Despite since moving to another county to work,such was my positive experience at Chichester, Ichose to return there to complete my PostQualifying Award and practice educatorqualifications which has enabled me to be in aposition to support students in placements. Iwould definitely recommend the University toanyone wanting to complete a Social Workqualification.

Paul TavenderSenior Social Work Practitioner

Dissertation

Aims:• To explore research in Social Work as a

professional discipline• To examine research philosophies and

strategies, identifying their strengths andlimitations in relation to research questionsand how they might be used together toachieve optimum impact

• To explore the contribution of literaturereviews and the value of adopting astructured approach to literature searches.

• To examine the ethical dilemmasencountered in Social Work research

• To develop research skills utilising library-based, electronic and related media

• To improve independent learning, planningand self-management skills

Linked Tutorial Programme

Aims:• To link learning from the academic

modules to the HCPC Standards ofProficiency and the Guidance on Conductand Ethics for students

• To support and guide you through the finalyear programme

• To support the development of criticalevaluation and reflection

Indicative curriculum content:The programme will follow the sequence ofacademic modules. The programme willaddress professional standards which closelyrelate to competence in practice.

Career Opportunities

Successful graduates from thisprogramme will be able toregister with the Health CareProfessions Council as qualifiedsocial workers.

Our Careers team offers friendly andconfidential support from the start of yourcourse right through until after you graduate.

Typical areas where we supportstudents at Chichester are:• Career planning and decision-making • Evaluating individual preferences, skills and

motivations and turning these into potentialcareers

• Researching career ideas• CVs and job applications• Preparing for interviews• Psychometric testing• Graduate job hunting• Progressing into postgraduate study• Gaining relevant skills or experience• Developing career management skills

Jobs directly related to your degree• Community development worker • Youth worker • Community education officer • Careers adviser/personal adviser -• Advice worker • Equality and diversity officer • Speech and language therapist • Community development worker• Museum education officer• Youth worker • Careers adviser/personal adviser

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The DepartmentAll of our staff have experience of workingwithin a statutory or voluntary social workagency, which means we are able to combinea professional qualification with an academicdegree. We are a team of academics andsocial work practitioners, with research andpractical experience ranging from childprotection to substance misuse, learningdisabilities to hospital-based social work, andmany more.

We see our role as educators to support thedevelopment of knowledgeable, questioningand independent thinkers in the discipline ofsocial work, and to ensure our education isevidence informed and dynamic. We seek todevelop and promote social work learningthrough the linking of research and teachingand the involvement of those who use andprovide social work services in the courses’design, delivery and assessment.

We have considerable experience in post-qualifying social work training, so you can besure we are up-to-date with the whole rangeof issues in social work practice. The benefitof having a small department is that we canensure personal contact and provideoutstanding services and support throughoutyour degree. We have a remarkable record inproviding social work students with a varietyof challenging and stimulating placements. Weconstantly work towards expanding this rangeof placements.

We aim to link you with a tutor who will getto know you personally and who will stay withyou throughout your course. They will spendtime with you in order to develop anoverview of your progress and plans to meetyour particular needs.

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Our employability pledge

We understand the importanceof ensuring that you have theknowledge, skills and experienceto compete successfully intoday’s challenging jobs market.

In addition to the work placements andsector-specific employability and enterprisemodules that many of you will haveembedded in your course, we havedeveloped a student and graduate internshipscheme.

Our commitment is to make sure thatstudents and graduates from all disciplineswho register on the programme, andsuccessfully complete the necessarypreparation, have the opportunity to applyfor carefully matched internships. *

This programme aims to ensure that you willgraduate with:• a focused high-quality CV• interview and selection centre

preparation• the ability to identify and articulate

transferable skills• experience of a recruitment process• substantive relevant work experience • workplace skills

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As part of the programme we aim to:• provide a free matching service to

identify the needs and aspirations of bothgraduates and employers

• identify and promote short-term studentemployment opportunities with a focuson specific sectors

• ensure that there is a range ofopportunities to be provided includinginternships, both short and long induration.

• sign-posting Chichester graduates toother universities’ internship schemes intheir home area, where available.

* Gaining an internship is the result of acompetitive interview process with theprospective employer so an internshipcannot be guaranteed. The programme isintended to provide a progressive workexperience package tailored both to yourcourse and their your aspirations ongraduation.

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Staff profiles

Pia Parry Head of DepartmentPia is Head of Department for Childhood,Social Work and Social Care. Herqualifications include MA in Therapeutic ChildCare (Reading) and ILM Diploma inManagement. She is a qualified Social Worker,practice teacher and nursery nurse (NNEB).Pia has over twenty years experience as apractitioner and manager working in a rangeof private and statutory organisationsincluding Social Services, Health andEducation. Her experience includes workingwith children with disabilities, those in need ofcare and protection and family support aswell as those in need of therapeutic servicessuch as children who have experiencedtrauma and abuse. Her interest in person-centred work and the development of staffcomes from her experience in working withpeople from different backgrounds andtalents. She believes that through educationand personal development the greatestdifference can be made.

Pia joined the University of Chichester in2005 and, together with the team here, hassupported more than three thousandstudents to achieve their aspirations. She verymuch looks forward to helping you to achieveyours.

Sam BaezaAdmissions TutorSam graduated with a Psychology degree in1985. He then worked as a residential socialworker until he gained his Certificate ofQualification in Social Work in 1988. Oncequalified, Sam initially worked as a genericsocial worker, but later specialised in childcare. He held a number of qualified posts, butthen specialised in working with adults allegedor convicted of abusing children. He workedfor four years as a member of the WestSussex Risk Assessment Team and during thistime he obtained an MSc in ForensicPsychology from Leicester University. Samfurther specialised in assessing and treatingmale adult sex offenders and moved to workat the Lucy Faithful Foundation’s WolvercoteClinic in Epsom, which specialised in theassessment and treatment of high-deviance,high-risk men.

Sam left the clinic in 2003 and worked forWest Sussex Children Services in their ChildProtection Unit as a Child Protection Adviseruntil February 2006 when he joined theUniversity of Chichester.

Sam’s main interest remains in the area ofchild protection and specifically within thesexual offending field. He was a NationalExecutive member of NOTA (NationalOrganisation for the Treatment of Abusers)and was editor of NOTA News. He was alsoin the editorial Board of the Journal of SexualAggression.

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Sam has been a key note speaker and haspresented papers at a number ofconferences. He continues to work as anindependent assessor of sexual offenders.Sam is also an external examiner for a MACourse at a large North of EnglandUniversity.

Jim D'AuthreauSenior LecturerAfter taking a BA (Hons) in Chemistry, Jimworked for a Postgraduate Diploma inApplied Social Studies (CQSW) at UniversityCollege, Cardiff, followed by a PostgraduateDiploma in Family Therapy. After qualifying asa social worker in 1976 he subsequentlyworked in generic social work in Berkshireand then in Westminster for nine years,where he moved through Adult Psychiatryinto Child Psychiatry and Paediatrics at theMarlborough Family Service, amultidisciplinary Family Therapy Unit.

Jim has a longstanding interest in Family andSystems Therapy, and in 1988 trained as afamily therapist at the Middlesex School ofMedicine. Working in London’s West End, Jimbecame involved with the young singlehomeless, many of whom were or had beenin care. For nine years he was chair person ofthe Soho Project, an independent youth workagency, providing detached youth work in theSoho and Covent Garden region. Jim lectureson both the BA in Social Work, where heleads the Human Growth and Developmentmodule in year one, and the independent

research study (the dissertation) in the finalyear. He also contributes to the post-qualifying courses in social work.He is particularly interested in the experienceof children in public care and in family work.Jim has carried out research into theeducation of looked after children and iscurrently undertaking a year long evaluationstudy of the ‘contribution to personaldevelopment of a young peoples’ musicproject.’

David GaylardSenior LecturerDavid has been a graduate practitioner since1989 with a diverse statutory social workbackground and remains a registeredpractitioner with the HCPC.

His wide-ranging employment experienceincludes generic field work in Hertfordshire,specialist adult community mental healthwork as an Approved Social Worker (ASW)with the London Borough of Wandsworth,work as a Senior Care Co-ordinator with aLondon-based private provider for those withcomplex mental health and learningdifficulties, hospital social work with theKensington and Chelsea Social Services andemployment as a senior social workpractitioner with the Chichester AdultCommunity Team. David also holds a practiceteachers award from Goldsmith’s College,University of London and has supervised avariety of MA students from theirprogramme.

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Prior to joining the University of Chichester in2006, David was a social work team manager(Older Persons’ Team) with Portsmouth CityCouncil. In addition to his social work training,David has also trained and worked in theNHS as a registered general nurse (RGN) atSt George’s Hospital, London. In 2008, Davidobtained an MA in Management (Health &Social Care Services) from the University ofChichester.

David’s research and writing interests includeadult safeguarding, collaborative working,diversity issues within social work practice andmental illness. David is currently undertaking aDoctorate in Social Work (DSW) at theUniversity of Sussex examining the role ofpersonalisation under austerity.

Andy Mantell Senior Lecturer – Level 6 Co-ordinatorAndy graduated in Social Anthropology fromthe University of Wales in 1986 and qualifiedas a social worker at Edinburgh University in1991. In 2006 he received his DPhil (SocialWork and Social Policy) from the Universityof Sussex. The title of his research wasHuntington's Disease: The Carer's Story. Hehas worked in a range of social work settingsand specialized as a hospital social worker inthe field of neurodisability. During this periodhe also qualified as an Approved SocialWorker and Practice Teacher.

Andy joined the University of Chichester in2005, but has retained his interest in neuro-disability and remains on the committee ofthe International Network of Social Workersin Acquired Brain Injury and the editorialboard of the Journal of Neurodisability.

His research interests include neurodisability,carers and mental capacity.

Janet McCrayReader in Social StudiesJanet was educated at the University of theSouth Bank, London, the University ofPortsmouth, where she was awarded an MScin Policy and Professional Studies, and at theUniversity of Southampton where, in 2002,she was awarded a PhD in Social WorkStudies. Janet is also a registered nurse (forindividuals with learning difficulties) and aregistered nurse tutor.

Janet has had a wide range of practice andacademic experiences, and has undertakenand published research in the field ofinterprofessional learning and practice. Shehas undertaken a considerable amount ofexternal examining and consulting at suchinstitutions as the Universities ofHertfordshire, Greenwich, the South Bankand Cambridge.

She has received research funds from anumber of authorities, including:£25,000 research funding to investigate thequalities of the learning disability practitioner.project involved participation of people withlearning disability and their families as well asprofessionals, and was funded by the Bristol,Avon Gloucester and Swindon NHS trusts.

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Marie PriceSenior Lecturer & Level 4 Co-ordinatorMarie qualified as a social worker in 1986 andworked in a variety of social work settingsincluding fostering and adoption and end oflife /palliative care in both voluntary andstatutory settings. She is particularlyinterested in loss, change and bereavementand how these experiences impact onindividuals, relationships and groups andorganisations throughout the life course.Providing, and ensuring, social workers havegood and effective supervision at any stage oftheir career is also a passion. In addition tosocial work Marie has qualifications incounselling, couples counselling and groupwork. She also holds an MA in TranspersonalArts and Practice (Supervision).

Sue BullSenior Lecturer – Level 5 Co-ordinatorFollowing her BA in History at Reading, Sueembarked on a career in social care withchildren in 1976. Having worked withadolescents and then younger children inresidential care for Wandsworth Council, Sueundertook her Masters and CQSW at theUniversity of Sussex, qualifying in 1987. Aftera spell managing a residential family centre,she moved to work in Sussex as a generic andthen childcare field worker in Hove. Duringthis time Sue trained and practiced as a SocialWork Practice Teacher. In both these postsSue developed her interest and had sometraining and experience in family therapy andthese ideas have continued to inform herthinking.

In 1996 Sue moved to work in the voluntarysector, setting up, developing and managing afamily centre service, commissioned by WestSussex County Council and provided by theFamily Welfare Association (recently re-named Family Action). This service provided a

range of assessment and support service tofamilies with children in need, often in childprotection or court proceedings. Being aproject manager for a national charity was ahuge challenge, learning experience and anextremely rewarding opportunity to becreative. In this post Sue was encouraged todevelop her team building, management andsupervision skills and became a PracticeAssessor for the Post Qualifying ChildcareAward. She also taught for two years atNorthbrook FE College. Sue and her teamworked closely with West Sussex Children’sServices and their staff throughout this time.Amongst other things, she helped themdevelop their practice guidance, and providedtraining, for undertaking parentingassessments. Sue also developed a servicethat provided creative arts therapy to childrenfrom families with substance misuseproblems. Early in 2010 Sue was involved inmanaging a research project funded byCWDC looking at group work with womenwith perinatal depression.

Sue retains a fundamental interest in childdevelopment, therapeutic and direct workwith children. She has wide experience ofsocial work with parents, carers and families,and in particular those with mental health,substance misuse or learning difficulties. She isparticularly interested in how the voluntarysector contributes to services for children andfamilies and what we can learn from theirideas, including involving and empoweringservice users.

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Chris SmethurstSenior LecturerChris began his career as a communityworker in an inner city, developing projects towork with older people and carers who wereisolated or in poor health. A spell as avolunteer co-ordinator was followed byyouth work and residential child care. Movingto services for people with learning disabilities,Chris developed particular interests inworking with people with challengingbehaviour and communication difficulties.Eventually leaving management for field socialwork, he worked with people with learningdisabilities, carers, mental health andsubstance misuse. Chris currently co-ordinates our Continuing ProfessionalDevelopment programmes.

Jo Strang Placement Co-ordinatorJo was educated at Leicester Universitygaining her BSc in Sociology in 1996 and herMA in Social Work with DipSW in 1999.Before qualifying as a social worker, Jo gaineda variety of experience including Youth Work,teaching English as a foreign language, workingfor the National Autistic Society, volunteeringon an independent living scheme andspending short amounts of time volunteeringon projects in Edinburgh, Sardinia and Japanwith International Voluntary Service (IVS).

On qualifying, Jo went to work for KentCounty Council as a Children and FamiliesSocial Worker. She then returned to Leicesterto work on a specialist team undertakingintensive short-term work with families. Hernext job at The Centre for Fun and Familiesentailed running groupwork programmes forparents experiencing difficulties with theirchildren’s behaviour.

She developed a groupwork programme forteenagers that complimented the parentingprogramme. This has now been widelydelivered in Leicester and Leicestershire. Atthis time Jo undertook her Practice Teacher’sAward.

Jo moved on to work for ChildLine, firstly asthe East Midlands and East Anglia CHIPS(ChildLine in Partnership with Schools) Co-ordinator and then as the Training andOutreach Co-ordinator for Scotland. This roleinvolved training children, young people andadults in many areas linked to anti-bullyingissues and positive peer relations.

Until recently Jo has been working for Actionfor Children, managing a Family SupportProject in Glasgow. Whilst in Scotland shealso undertook a post-qualifying course atEdinburgh University ‘Listening to Children,research and consultation skills’. She hasreceived training from Brief in solution-focused approaches and is trained as a FamilyGroup Conference Facilitator and ASIST(Applied Suicide Intervention Skills) trainer. Joundertakes some freelance work completingform F assessments of prospective fostercarers. Jo’s interests lie in direct work withchildren and families to try and affect positivechange.

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Kish Bhatti-SinclairHead of Qualifying Social WorkProgrammesKish has extensive experience of workingwith social work and social care organisationson the development of anti-racist social workand ethical practice. Kish’s research andscholarship has yielded a substantial body ofwork, providing academics and social workpractitioners with expertise on how racistattitudes or behaviour can impede socialwork practice. This has culminated in thebook titled Anti-Racist Practice in Social Work(2011) by Palgrave Macmillan. Theoreticallybased and tested in the field, the bookrepresents a conceptual breakthrough inanalysing how institutionalized racism, asrepresented by laws and policies, affects socialwork practice both in the UK and moreglobally. The Knowledge for Social WorkPractice is one of 20 chapters selected fromPalgrave authors for inclusion in the SocialWork Toolkit, a digital product was launchedin May 2012.

Jon Old Senior Lecturer – Practice LearningCoordinatorJon has had extensive experience in the fieldof Social Care and Social Work. Before joiningthe University of Chichester he worked forWest Sussex County Council, most recentlywithin the Family Resource Team, workingwith families at risk of breakdown and utilisingtherapeutic methods to enable childrenwithin the care system to return home.During this time Jon also coordinated a teamof practitioners delivering Solution FocusedBrief Therapy.

Within the statutory setting, Jon has alsoworked in Child Protection, Youth OffendingService, and was involved in the first pilot ofco-located multi-agency working in WestSussex. Added to this, he has also workedwith substance misusers in a Prison setting.

Prior to his work within Statutory SocialWork, Jon worked within the NHS and thevoluntary sector. His roles in the NHSfocused on medical and palliative care forolder people, and mental health. In thevoluntary sector, Jon worked withunaccompanied asylum-seeking young peopleand indigenous young people considered notin education, employment or training. Jon hasalso worked with those considered to havephysical and learning difficulties with the aimof achieving independent living.

Jon’s research and writing interests include theuse of oppressive, persuasive andempowering language within social work,cognitive and emotional dissonance intransitioning social work students, substancemis/use and specifically the use of heroin as aviable treatment option for those addicted toheroin. He is also interested in the impact of‘labelling’ on societal groups and individuals, aswell as politics and social policy.

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Tracy VineProgramme AdministratorTracy provides administrative support for theSocial Work and Social Care subject area,including maintenance of student records andfiles, register monitoring, assignmentsubmission and return and dealing withgeneral queries from students and visitors.She deals with admissions enquiries,admissions documentation and processes;provide admin support to Kish Bhatti-Sinclair,Head of Qualifying Social Work Programmesand the rest of the Social Work & Social Careteam. Tracy is responsible for theadministration of funds to pay agencies forstudent placements, HCPC and NHS admincontact, updating handbooks, administrationof assessment results and distribution toExternal Examiners.

Sarah OliverProgramme AdministratorSarah provides administrative support for theGraduate Diploma in Professional Studies,BASW Placements and the Enabling LearningModule. This involves liaising with WestSussex to get the applications for the GDPS,getting students started and registered on theprogramme at various starting pointsthroughout the year and providing ongoingadmin support to Chris Smethurstthroughout the programme. Sarah also sendsout placement letters to both placements andstudents and provides continued adminsupport throughout the placement processfor Jo Strang. Her day-to-day duties includeassignment processing, student files,responding to general enquiries and attendingProgramme Board meetings.

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Find out moreContact: 01243 816002Email: admissions@chi.ac.ukWeb: www.chi.ac.uk/socialwork

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