Professional and Occupational Groups and Their Relationships with Service-User Groups

Demonstration of understanding of the emergence and development of a professional/occupational group and its main changes and achievements

1) Demonstrate an understanding of the emergence and development of a professional/occupational group and its main changes and achievements in terms of policy, professional status, power, education and influence.

2) Analyse the relationship between a professional/occupational group and a service-user group with a protected characteristic (age, sex, sexual orientation, religion and belief, race and ethnicity, gender reassignment, marriage and partnership, disability, pregnancy and maternity).

Assignment 2 is divided into 2 parts:

Part 1) Groups up to 5 students will produce a classroom group presentation to show how a service-user group with a protected characteristic has its needs responded to by different human-service professions/occupations (1 service-user group per group and 1 different human-service profession per student)

Outline the needs of a service-user group with a protected characteristic; According to the Equality Act 2010, there are 9 protected characteristics: age, sex, disability, religion or belief, gender reassignment, sexual orientation, race

Analyse the relationship between a professional/occupational group and a service-user group with a protected characteristic;

Account for the role and main duties, responsibilities and tasks of the professions/occupations chosen, and the difficulties/frustrations and the eases/joys each have encountered, in developing a response to those needs - answer the following questions:

Has the service-user group selected increased over time? If yes, why?

How do the needs of a service-user group with a protected characteristic are met by a team of different professionals?

What are the main duties/responsibilities of the professionals involved?

What have the main challenges in dealing with this service-user group been?

To what extent has the service-user group selected been discriminated?

What arrangements would you have for improving equality and diversity?

An analysis of relevant policy and legislation of your service-user group with a protected characteristic, assessing whether they are meeting the needs of your chosen service-user group.

(e)finally, you also need to provide at least one recommendation as to how the professional role performed by each of you could further be developed in relation to your service-user group.

Part 2) Students will write a 500-word Individual Reflective Commentary providing an analysis of the strengths and limitations of their individual vs group performance in the classroom group presentation. You should reflect on:

(a)What did I do well in my presentation?

(b)What could have I done better in my presentation?

(c)Did I speak clear and loud enough?

(d)Was my body language appropriate?

(e)Given the short allocation of time I had to talk, did I organise my script in a consistent and straightforward way?

(f)If I had to do the same task again, which aspects of my performance would I be trying to improve?

You are expected to draw on both academic texts and academic journals to support your Group Presentation and your Individual Reflective Commentary.

What do I need to do to pass? (Threshold Expectations from UIF)

In order to pass Assessment 2, you will need to:

·Work as a member of a group to create a classroom presentation, contributing appropriately and to deadline.

·Outline a service-user group needs and account for the role and responsibilities of the professionals involved in developing a response to those needs.

·Provide recommendations as to how the relationship between professionals, service-users and carers could be further developed demonstrating a critical understanding of diversity.

How do I produce high quality work that merits a good grade?

How does this assignment relate to what we are doing in scheduled sessions?