Theory and Practice of Community Development (TPCD)

Theory and Practice of Community Development (TPCD)
Order Details/Description

The assessment for TPCD totals 4000 words and comprises two components:
¢ Component 1 – 3500 word assignment. Component 2 – 500 word reflection.
Component 1 – ‘The Community Profile’ & the Evaluation of an Intervention Assignment Description A profile of a community you work with (I am working as a social worker in rehabilitation center with Disabled people in Saudi Arabia) , leading to the identification of learning and development needs and the evaluation of an intervention to address these identified needs. This assignment should be 3500 words long. To pass this assignment: You are asked to carry out a community profile of the communities of place, identity or interest which affect the lives of a group of people with whom you are currently or will soon be working with. The profile should include an account of both internal and external relationships experienced by your community group. You should make reference in the profile to the opinions of group members as well as to those of people working in systems which affect the group. You will need to set your profile within a theoretical context and should refer substantially to the literature of ‘community’, community development and community profiling, as well as to sources illuminating the issues for the particular group on which you will be focusing. Your assignment should critically appraise the value, purpose and process of your profile as a community development intervention.
Assessment Criteria 1. The quality of the community profile. This should demonstrate an awareness of the wider community, its norms, resources, values, and its impact on the lives of the people you have identified as your group. You are expected to search out ‘hard’ and ‘soft’ information from statistics, conversations with group members and relevant professionals, observation, scanning the local media etc. and should take care to demonstrate the relevance of the information you have sought out and are presenting. 2. The identification of development and learning needs. You should distinguish where appropriate between development needs and learning needs and ensure that you are explicit about the evidence for these. 3. Analyse your intervention in relation to identified learning and development needs. 4. The depth, breadth and quality use of ‘external sources’. This criterion addresses the way in which you use the module material and reading, wider reading, the views of other practitioners and relevant mass media material in pursuit of building your own theory. You should also draw on sociological, psychological, historical and philosophical perspectives in relation to youth/ health. 5. Evaluation of intervention. Using various evaluation models and critically evaluating your intervention. 6. Demonstrate AOP throughout the assignment both in theory and in practice. 7. Structure and presentation of the assignment. This includes structure, fluency or expression, accuracy of referencing, spelling and punctuation, and presentation.

Component 2 – Reflection
There is an expectation that students will demonstrate their ability to integrate theory and analyse it alongside their practice experience. A minimum of 3 references is suggested with a reference list at the end of the reflection, referenced using the Harvard Style. Students may draw links with the wider theory, values and principles of youth work and/or community work. The reflection will take the form of a recording and focus on a specific aspect of practice relevant to the module. (See example below) Field Practice Reflection Format Example Using the EPIC Model: ¢ Example. ¢ Point. ¢ Interpret. ¢ Consider. For each of your module reflection, the following format should be followed: Date / Time: (of the session or event you are writing about). Statements Evidenced: Look at the practice statements when you have finished writing the recording and list those you feel you have covered. You may cover a range of practice areas in each recording. For example: 1. Work with young people and communities 2. Work with staff and other agencies 3. Development of Service Provision 4. Management and Leadership.
(EXAMPLE) Observation: Briefly describe a situation you have chosen to discuss for reflection. What happened during the session or situation you are recording –a focused factual record. No theory in this section. ¢ (POINT) – Introduce your point for discussion – be focused and specific. What were the circumstances/what happened? There can be 1 or more points listed here. ¢ (INTERPRET / REFLECTION – 500 word limit) – What did you learn that was effective/not so effective? Integrate theory to support these actions/observations? (i.e., analysis underpinned by theory.) ¢ (CONSIDER) – What have you learnt from this event/activity? What would you maintain, improve or change and why? Specify clear points of action for the future. ¢ From my learning so far in other modules and other reading, what theory can I apply to my thoughts? What theories do I know that relate to my experience? What do the theories suggest to me – reflect, analyse and debate. References: A list of references used in the reflection and analysis section. This is the same as for any other assignment. Questions to help INTERPRETATION / REFLECTION Section: ¢ How does the situation make me feel? ¢ How did I perform? ¢ What could I have done differently and why? ¢ Am I making links to theory? ¢ Am I considering anti-oppressive perspectives?

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