For someone who knows how to design a posters - Due in 24 hours from now

Module SC3004 – Empowerment and Advocacy

Module Handbook

January 2016

inclusion. Students will critically analyse the concepts of empowerment and advocacy and how they relate to different marginalised groups. The students will explore critiques of human services and the helping profession and be able to develop their own ‘practice models’ that take account of empowerment and advocacy. Students will engage critically with their experiences of social care provision (including other people’s published accounts) and explore how advocacy and empowerment might be used in the helping professions. They will explore different models of advocacy and critiques of advocacy services. Empowerment will be examined using different perspectives and students will apply these to their practice experience. They will also engage with different techniques for working with people to explore these issues (e.g. life story work, memory books, person centred planning, etc.) They will develop their own model of how the concepts of empowerment and advocacy can be applied to the emancipation of marginalised groups.

Learning Outcomes

By the conclusion of this module, a student will be expected to be able to demonstrate:

(a) Demonstrate an in depth knowledge and understanding of the responses of society to those adults who are perceived as ‘different’ or ‘vulnerable’, and apply the concepts of empowerment and advocacy to these responses.

(b) Show critical and analytical intellectual engagement with relevant perspectives and theories relevant to empowerment and advocacy.

(c) Demonstrate reflection on own and others’ responses to issues of empowerment and advocacy that also takes account of ethical and equal opportunity issues.

(d) Demonstrate transferable skills of presenting complex ideas in ways that are understood by target audiences.

Module learning activities

Lecture	18
Seminar	9
Tutorial	3
Practical Classes	2
Guided independent study	118

All teaching sessions will be held on Monday mornings from 9-12 in St. Alphege Building room 202 from Monday 11th January until Monday 21st March 2016. This is subject to change so please check your timetable regularly.

Programme Content:

Week	Date	Content
1	11.1.16	LO A, B, C, D Introduction to the Module Outline of module Assignment The concept of empowerment Difference and Vulnerability Activity
2	18.1.16	LO A, B, C, D Different models of advocacy Activity Citizenship Social inclusion
3	25.1.16	LO A,B,C Ways of working with people that promote advocacy and empowerment Linking models to practice Equality of Opportunity Social role valorisation Models of inclusive working
4	1.2.16	Trip to Enham
5	8.2.16	Guest Speaker LO A,B,C Critical perspectives on the advocacy movement Ethics Poster / Presentation and seminar preparation
6	15.2.16	Feedback Week activities and Poster / Presentation assessment
7	22.2.16	Poster / Presentation assessment
8	29.2.16	Seminar preparation
9	7.3.16	Seminar
10	14.3.16	Assignment Preparation Group Tutorial Module evaluation
11	21.3.16	Assignment Preparation Group Tutorial Module evaluation
12	28.3.16	No session Bank holiday University closed

Directed Tasks

Directed tasks may be used:

· to prepare students for a taught session, such as prior reading or preparation for an activity;

· to follow-up and extend learning from a session, such as further reading;

· the consider research material for discussion in a seminar;

· to prepare presentations for seminars;

· to research local and national facilities; and

· to prepare for an assignment, such as gathering information.

All directed tasks must be completed. University-based tasks are checked informally by University tutors for example by:

· discussion in session;

· collection to make informal assessment of understanding;

· sharing with fellow students to discuss issues arising from task;

· contributions made to the taught session.

Directed tasks are assessed only when they form part of the University formal assessment through contribution to an assignment. Draft plans may be accepted up until week 10.

Formal Assessment

‘Providing advocacy for people with profound learning disabilities’ FORMAT: Poster with 500 word booklet or Presentation ( in the range of 15 minutes per person) and	Weight 50%	Pass Req Yes
Seminar paper (2000 words) ‘The helping professions deskill communities. Explore this suggestion with examples to support your argument’.	50%	Yes

Important note:

It is up to you to decide which Learning Outcomes you will cover in each of the assignments. You must cover all Learning Outcomes, but can do this as you choose. So for example you may choose to cover all Learning Outcomes in both assignments, or two in each assignment or choose to cover one in your first assignment and three in your second, or vice versa. You must make it very clear on your work which learning outcomes you are aiming to meet.

All assignments should be word-processed in calibri font, size 11, black type, 1.5 line spaced, with 2.5 cm margins, page numbered throughout, should include a reference list, and should be presented as outlined in the programme handbook. In the header of each page you must have your name, student number and the title of the module. Please consult the Faculty’s Assignment Guidelines on the Learning Network.

Assessment dates:

Task	Due date	Return date
Poster and Booklet OR Presentation ( in the range of 15 minutes per person) ‘Providing advocacy for people with profound learning disabilities’	A copy of ALL posters and booklets OR presentations must be submitted to Rachel Harrison and Zoe Bowen-Ashwin by 9am on Monday 15th February 2016. Work will be given a final mark on 22.2.16 after all presentations.	21.3.16
Seminar paper (2000 words) ‘The helping professions deskill communities. Explore this suggestion with examples to support your argument’.	31.2.16	28.4.16

The poster or presentation must be submitted in person or in the case of the presentation, electronic copy must be provided by 9am on 15.2.16. The seminar paper will be submitted via Turnitin. The seminar paper should be submitted before 3.30pm on 31.3.16. If you are unsure of a deadline, then please be sure to seek clarification from the Module Leader. Claiming that you did not know, or forgot, the deadline will not be accepted.

Second Attempt Deadline: In the event that you need to submit a second attempt at your essay after failing to achieve a pass mark of 40% at the first attempt, the date for resubmission will be 19 May 2016 and the return date will be 16th June 2016.

Work first submitted after 3.30pm on 31.3.16 but before 3.30 pm on 7.4.16 (without an agreed extension date for extenuating circumstances) will be marked as LATE and will normally be marked for a maximum of 40% with the opportunity to resubmit a second attempt if required (before 19.5.16).

Work first submitted between 3.30pm 7.4.16 and 19.5.16 (without an agreed extension date for extenuating circumstances) will be treated as a FAIL at first attempt and treated as a SECOND ATTEMPT and marked at a maximum of 40% with no opportunity for a further second attempt. There will be no further attempts allowed.

It is your responsibility to access your feedback and mark, to contact your module leader regarding resubmission and to resubmit in accordance with these deadlines.

Assignments are submitted electronically through ‘Turnitin’ to allow the Programme to check work with a ‘similarity index tool’. This allows us to see where submitted work is very similar to work in the literature (e.g. where sentences or paragraphs are ‘copied and pasted’). Where there are high levels of similarity between students work and the literature (25% and over) we will advise students to seek support on study skills in the first year. As the degree progresses high similarity scores will result in increasing penalties, including actions related to ‘poor academic practice or ‘plagiarism’. (Please see Programme Handbook for further information).

Word Limits

Writing succinctly is a key academic skill which the programme seeks to promote. The student must note the word limit on the assignment. You should include the word count for your assignment at the end of the work. The word limit includes the following:

• Every word from the introduction to the conclusion, including headings

• Quotations included in the body of the text

• In-line references

The word limit excludes the following:

• Title page

• List of references

• Appendices

• Diagrams, graphs, images etc.

Penalties

• Any excess over the allowed 10% is penalised. Work beyond the word limit will not be marked (although it will receive feedback);

• Work below the word limit is highly likely to lack sufficient detail to meet the learning outcomes and will be marked accordingly.

Assessment Regulations (2015-16:24-25)

We retain copies of assessed work for the External Examiner to review, and for future students to look at to help them understand the assessment process. (NB: We always anonymise assessed work, which is being used as examples for future students and will ask for your permission to do this).

Guidance Notes - Marking criteria

You should address all aspects of the assessment.

This assignment is in the form of a presentation or poster and a seminar paper.

Your assessment should include the following elements and should take the form of a presentation and a seminar paper. The format of both assessments should include an introduction, conclusion and references as usual. The main body of your presentation and seminar paper overall should include the following elements but does not need to follow the order below, which is simply a guide of topics to include drawn from the Learning Outcomes:

Introduction

An explanation and critique of advocacy for people with profound learning disabilities

An explanation and critique of professions and their roles in health and social care

An explanation and critique of the responses of society to adults who are perceived as ‘different’ or ‘vulnerable’

An explanation and critique of relevant perspectives and theories relevant to empowerment and advocacy

Critical reflection on your own and others’ responses to issues of empowerment and advocacy that also takes account of ethical and equal opportunity issues

A clear demonstration of your transferable skills of presenting complex ideas in ways that are understood by target audiences.

Conclusion

References

Please refer to the PRESENTATION OF WRITTEN COURSEWORK in your programme handbook.

Success Criteria	Further Details (what the success criteria mean)
Style	Clearly written, with correct spelling and grammar; Avoidance of repetition and unnecessary material (i.e. no ‘waffle’ or ‘padding’); Arguments are presented clearly and the work is ‘focused’ on the assignment title. A footer across each page should contain: name, student number, module title and code, and key words from assignment title.
Structure	Seminar Paper style (e.g. you can use headings, subheadings, bullet points etc.) Presentations should be clear, well-structured and well referenced. Your presentation should demonstrate your skills in presenting complex ideas in ways that are understood by target audiences.
Application of theory to practice	Clear attempts to define key concepts and terms; Appropriate, limited use is made of direct quotations; Frequent use is made of supporting literature
Use of Sources	In depth, accurate understanding of credible academic sources is demonstrated (no newspapers or news websites unless applicable)
Referencing	Referencing in the text should conform to Harvard protocol, e.g. author (year, page no) A full reference list

GRADE DESCRIPTORS

The grading descriptors that follow offer representations of achievement by marks from 100 to 0. The pass mark for modules which accrue credit is 40%. Programmes and fields may enhance these criteria to meet the specific requirements of the subject and, where relevant, professional bodies.

GRADE A* 80-100%

Work at this level will show an outstanding mastery of the material, a high level of awareness of the controversies and critical standpoints and present a sustained analytical argument. It will also offer genuine insights and present a constructive, independent and original line of thought. The candidate will relate the topic under consideration to wider issues, and make valid generalisation in moving from the empirical to the abstract. Correct referencing techniques will be used throughout.

(A* grade may be used on coversheets and assignments as part of the feedback process. A mark of 80% and above will not be distinguished from a mark of between 70- 79% on the University’s student records system and will show as an A grade only)

GRADE A 70-79%

Work at this level will show mastery of the material, awareness of the controversies and critical standpoints and the ability to sustain an analytical argument. It will also offer genuine insights and show the ability to develop a constructive, independent or original line of thought. The candidate will show a recognition of how the topic under consideration relates to wider issues, and an ability to make valid generalisations in moving from the empirical to the abstract. Correct referencing techniques will be used throughout.

GRADE B 60-69%

Work at this level displays a high level of competence in knowledge and analysis. It will show an awareness of controversies or critical standpoints and the ability to make appropriate connections and distinctions. It falls short of First Class through failure to sustain a high level of perception or of original thought, and is distinguished from Second Class (Lower Division) by the grasp and insight it shows and the adroitness of its argument.

GRADE C 50-59%

Work at this level would normally display sound knowledge and an average capacity to advance a case and to deploy information, though without sophisticated analysis. Work might be placed in this category if an essentially descriptive approach combined with soundness of argument and competent coverage of the topic.

GRADE D 40-49%

Work in this category would normally display some, thought possibly superficial, knowledge. While showing recognition of the main implications of a question, it would tend to adopt a factual and descriptive (rather than analytical or interpretative) approach. Work at this level is likely to be adequate but undistinguished and limited in awareness or incomplete in treatment of topic.

FAIL

All work awarded a mark below 40% at the first attempt may be redeemed for a maximum of 40%, a Grade D.

GRADE F 35-39%

Work in this mark range will normally be characterised by some weakness in one or more of the following areas: a level of failure to fully consider the questions set; some inadequacy of material or knowledge; an inability to fully advance or defend a coherent argument based on sufficiently relevant or detailed evidence. Inadequacy of expression may bring a Grade D answer into this category.

Grade F 2-34%

Work at this level which is characterised by one or more of the following weaknesses:

a) total failure to consider the questions set;

b) gross inadequacy of expression, material or lack of knowledge;

c) inability to advance and defend a coherent argument based on relevant evidence

Grade F 1%

This mark indicates the work has been submitted but was failed on grounds of one of the following:

a) poor academic practice;

b) proven academic misconduct;

c) second attempt submitted after the deadline;

Assessment Regulations 2015-16 Page 19 of 32

d) corrupt, unreadable files or incorrect format submitted for eSubmission.

Grade F 0%

Work not submitted.

Indicative Reading

Key Texts:

Adams, R. (1996) Social work and empowerment (3rd Ed) Basingstoke: Palgrave Macmillan

Bateman, N.(2000) Advocacy skills for health and social care professionals (3rd ed) London: Jessica Kingsley

Bateman, N. (2006) Practising welfare rights Oxford: Routledge

Brandon, D. (1995) Advocacy power to people with disabilities Birmingham: Venture Press

Charlton, J.I. (2000) Nothing about us without us: Disability oppression and empowerment University of California Press

Dunning, A. (1995) Citizen advocacy with older people: a code of good practice. London: Centre for Policy on Ageing

Flogan, C.F. (2000) Facilitating empowerment: A handbook for facilitators, trainers and individuals Kogan Page

Goodley, D. (2000) Self-advocacy in the lives of people with learning disabilities: the politics of resilience. Buckingham: Open University Press

Gray,B. and Jackson, R. (2002) Advocacy and learning disability London : Jessica Kingsley

Gray B & Ridden G (1999) Lifemaps of People with Learning Disabilities London: Jessica Kingsley

Henderson, R. (2001) A right result?: advocacy, justice and empowerment Bristol: Policy Press

Jack, R. (1995) Empowerment in community care London: Chapman & Hall

Mitchell, D. [et al.].(2006) Exploring experiences of advocacy by people with learning disabilities : testimonies of resistance London: Jessica Kingsley

Mullender, A (1991) Self-directed groupwork: users take action for empowerment London: Whiting and Birch

Ramchara, P. (ed) (1997) Empowerment in everyday life: learning disability London: Jessica Kingsley

Servian,R. (1996) Theorising empowerment: individual power and community care Bristol: Policy Press

Smale, G.G. (1993) Empowerment, assessment, care management and the skilled worker London: HMSO

Stevenson, O. (1993) Community care and empowerment York: Joseph Rowntree Foundation

Sutcliffe, J. (1990) Adults with learning difficulties: education for choice and empowerment Buckingham: Open University Press for National Institute of Adult Continuing Education

Sutcliffe, J.(1993) Self advocacy and adults with learning difficulties: contexts and debates Leicester: Natinal Institute of Adult Continuing Education

Tufail,J. (2007) Advocacy in action London: Jessica Kingsley

Tufail,J. (2007) Introducing advocacy London: Jessica Kingsley

Williams, P. & Shoultz, B. (1984) We can speak for ourselves: self-advocacy by mentally handicapped people. Brookline Books

SC3004 Empowerment and Advocacy - ASSESSMENT FEEDBACK
Student name: Assignment topic: Poster or Presentation Marking tutor: RH	Marking criteria	70+ Comprehensive knowledge Awareness of controversies Sustain analytical argument Constructive, original line of thought High standard of literacy Correct referencing	60-69% Good knowledge Competence in analysis Appropriate connections Detailed treatment of material Good standard of literacy and referencing	50-59% Sound knowledge Soundness of argument Descriptive approach Competent coverage of topic Sound standard of literacy and referencing	40-49% Superficial knowledge Factual and descriptive Limited coverage of topic Some errors in literacy and referencing	Below 40% Does not answer the question; significant omissions, or inclusion of incorrect or irrelevant material; Meaning impaired by literacy and unsatisfactory referencing
	(a) Demonstrate an in depth knowledge and understanding of the responses of society to those adults who are perceived as ‘different’ or ‘vulnerable’, and apply the concepts of empowerment and advocacy to these responses.
	(b) Show critical and analytical intellectual engagement with relevant perspectives and theories relevant to empowerment and advocacy
	(c) Demonstrate reflection on own and others’ responses to issues of empowerment and advocacy that also takes account of ethical and equal opportunity issues.
	(d) Demonstrate transferable skills of presenting complex ideas in ways that are understood by target audiences.
Comments:
Mark awarded:
Marker signed: Date:	Moderator signed: Date:

SC3004 Empowerment and Advocacy - ASSESSMENT FEEDBACK
Student name: Assignment topic: Seminar paper Marking tutor: RH	Marking criteria	70+ Comprehensive knowledge Awareness of controversies Sustain analytical argument Constructive, original line of thought High standard of literacy Correct referencing	60-69% Good knowledge Competence in analysis Appropriate connections Detailed treatment of material Good standard of literacy and referencing	50-59% Sound knowledge Soundness of argument Descriptive approach Competent coverage of topic Sound standard of literacy and referencing	40-49% Superficial knowledge Factual and descriptive Limited coverage of topic Some errors in literacy and referencing	Below 40% Does not answer the question; significant omissions, or inclusion of incorrect or irrelevant material; Meaning impaired by literacy and unsatisfactory referencing
	(a) Demonstrate an in depth knowledge and understanding of the responses of society to those adults who are perceived as ‘different’ or ‘vulnerable’, and apply the concepts of empowerment and advocacy to these responses.
	(b) Show critical and analytical intellectual engagement with relevant perspectives and theories relevant to empowerment and advocacy
	(c) Demonstrate reflection on own and others’ responses to issues of empowerment and advocacy that also takes account of ethical and equal opportunity issues.
	(d) Demonstrate transferable skills of presenting complex ideas in ways that are understood by target audiences.
Comments:
Mark awarded:
Marker signed: Date:	Moderator signed: Date: