LO1. Examine and appraise the historical and legal framework upon which care of adults is based in England.

Links to module learning outcomes:

Knowledge and understanding:
LO1. Examine and appraise the historical and legal framework upon which care of adults is based in England.
LO2. Analyse the theoretical models and approaches used by social workers and allied professionals when working with adults and carers.
LO3. Demonstrate a theoretical and practical understanding of the various methods and models for assessing adults across the age spectrum.
LO4. Examine and evaluate the interrelationship between mental health, disability, gender, culture and the ageing process, further considering how issues of abuse and power can manifest.

Intellectual, practical, affective and transferrable skills:
LO5. Explore the importance of ethnicity, culture and diversity in providing adult services, examining how factors such as age and gender may impact on the provision of care.
LO6. Critique the importance of working collaboratively with various stakeholders in providing adult care, examining the tensions and conflicts that might exist whilst promoting anti-oppressive and anti-discriminatory practice.

The learning outcomes can be understood in the following ways:
1. Students are required to review and evaluate the socio/political factors and legislation that contributes to contemporary adult social care provision in England (for a specific service user group or theme)
2. Students are required to appraise the advantages and disadvantages of universal (or overarching) theoretical models that may be applied by social workers and allied health professionals in the assessment and provision of social care services for adult service users and carers in your chosen area.
3. Students are required to appraise the advantages and disadvantages of theoretical perspectives applied in the assessment and intervention of adults; considering difference and the spectrum of age.
4. Students are required to review and evaluate the complexities that can arise from service users experiencing a combination of assessed needs, for example, mental health and disability; alongside relating safeguarding concerns that arise.
5. Students are required to demonstrate comprehension of the varied ways in which ethnicity, culture, diversity and age impacts upon the provision of adult services.
6. Students are required to evaluate collaborative practices across stakeholders; acknowledging potential tensions, and promoting ethical, anti-oppressive and anti-discriminatory practices; and incorporate safeguarding mechanisms, to include whistle blowing.