Childhood Studies 3B: Children, The Family and Intergrated Working (U04145)

? Credit Points : 20 ? SCQF Level : 10 ? Acronym : EDU-3-CSCFIW

This alerts students who work with children to the issues surrounding working with families in practical settings. These include:
• Abuse and Protection.
• Parent and Child Mental Health.
• Parenting, Nurturing, Caring and Playing.
• Working With Families From Diverse Backgrounds.
• Parents Children and Counselling (e.g. bereavement, ill health,).
• Parents In Crisis (e.g. drug/alcohol/substance abuse).
• Integrated Working and Planning For Inspection

The regular contact that teachers, nursery staff, child/ social care workers, play workers and youth workers have with children and young people place them in a context where they are able to observe possible signs of abuse and act accordingly. Similarly, they can best inform colleagues of the nature of children and families life issues and collaborate on developing solutions The procedures and skills required within this area are outlined in different service contexts and using local, national and international examples. The course seeks to develop in students a range of assessment and planning skills in order to develop, for themselves, sound decision-making processes. Teaching will be provided by university staff and professionals from local authorities. This will enable students to be informed of update practice in the field of children and family work.

Entry Requirements

? Prohibited combinations : BA Childhood Studies Only

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : 3rd year

? Delivery Period : Semester 2 (Blocks 3-4)

? Contact Teaching Time : 2 hour(s) per week for 11 weeks

? Additional Class Information : Contact Course Secretary

Summary of Intended Learning Outcomes

By the end of this course students will have:
Critical awareness of
• the meaning of and range of indicators that may signify child abuse and protection
• the principles, processes and conditions underpinning interpersonal skills and their role in promoting young people’s physical, emotional and social well-being
• different national and international approaches that promote parent and child learning in childcare settings
• Disability and additional Support and the pitfalls of providing support services to parents/carers and families

Ability to
• develop and meet the objectives of child protection service plans, policies, and regulatory requirements
• analyse and discuss the relevance for policy and practice of a number of recent and relevant research studies on integrated working and social inclusion.
• compare and contrast the nature of integrated working in different service and family contexts e.g. bilingualism, multilingual communities, visual impairment, etc
• consider how their experience of studying on the BA Childhood Studies Programme has influences their ability to work with children and promote their wellbeing in the integrated context.
• contribute to integrated working and interprofessional collaboration between workers, agencies, networks and organisations that support children/families,
• carry out joint planning, establish agreed programs and improve coordination across services
• Identify and coordinate support for children whose progress is affected by changes or difficulties in their personal circumstances and know when to refer them to colleagues for specialist help, how to liaise with such colleagues and foster processes of transition
• Coordinate, be accountable for and support the revision of policies, procedures and practice for registration/inspection

Assessment Information

Components of Assessment
In groups, students will examine and compare their assessments from previous courses within the programme to the content of this course. Students will be required to produce a group presentation (formative) and individual 3000-4000 words report on integrated working in child/family contexts. The report will:
• Critically identify the connections between a key policy document, literature and research.
• Demonstrate how the knowledge gained from these sources has influenced and/or changed the way that they view childhood.
• Illustrate the practical ways that they have worked with children/parents and have supported the protection of children's well being.
• Compare and contrast different examples of good practice in relation to children’s well being.
• Demonstrate achievement of the learning outcomes.