Undergraduate Course: Integrated Working in Children's Services (EDUA10154)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Course Description:
This core course will explore the theory, policy and practice of inter-agency working within the field of childhood studies. Moss and Petrie (2005), Dyson (Dyson and others 1998), Riddell and Tett (Ridell and Tett,2001) have all discussed theories of inter-agency working and we will consider the various models put forward from these studies and how they relate to professionals, children and families. In particular, the course will develop a 'strengths-based' approach to working with children and families through a critique of deficit-models of child protection. We adopt a practical approach to learning within this course where we provide discussions surrounding the theory and practice of inter-agency working. There will also be reflective exercises and practical activities for you to consider throughout.
THIS COURSE IS ONLY AVAILABLE TO STUDENTS ON BA CHILDHOOD PRACTICE.
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| Course description |
We hope that this course will offer some fresh insights into the socially constructed world surrounding childhood.
The aim of the course is to consider the theory and practice surrounding integrated working. In particular, you will consider how integrated working affects the provision of family, educational, childcare and social services (in terms of both its potential and its problems).
We will discuss theories surrounding:
- integrated working
- social exclusion
- equality
- professionalism.
These theories are very much interlinked and will be discussed in terms of practical examples. We will be asking you to evaluate your own service provision in terms of integrated working practices and what impact you feel these practices are having on children¿s services.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | This course is only available to students on the BA Childhood Practice. Please note that there is a maximum number of students who may be enrolled on the course and we are currently not able to accept students from other programmes. |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Each student is required to write and submit an individual report of 3,000 words. This assessment constitutes 100% of the possible marks for the course.
The report should be a critical evaluation of integrated working in children¿s services, drawing on specific examples of multi-agency working.
Your report will:
- Critically identify connections between key policy documents, literature and research;
- Demonstrate how the knowledge gained from these sources relates to your current or previous workplace and how it has influenced and / or changed the strategies and policies adopted;
- Illustrate the practical ways that you can work with children / parents and support the promotion of children¿s well-being;
- Critically identify connections between theories of childhood / family / inclusion, and processes of assessment and support in children¿s services; and
- Demonstrate how you have achieved the learning outcomes and show links to other courses within the BA Childhood Practice.
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| Feedback |
Formal Feedback
Formal written feedback will be given to each student on their assignment at the end of the course.
Formative Feedback
1. Group discussions
Learning activities for this course have been designed to include interactive group activities. Information about these activities can be found in the learning materials in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions.
2. Presentations
Student presentations are a core activity of this course. Students will be assigned presentation tasks and they will be expected to contribute to class discussions in interactive and creative ways by delivering presentations. There are resources on Learn to support students¿ presentations, and we hope you will also search beyond what we have provided.
3. Assignment examples
Examples of essays from previous years will be made available on Learn. You can use these in a number of ways. For instance, you could discuss them with another student or small group of students, you might want to try ¿marking¿ them yourself and comparing to the grade-related marking criteria, or you might have a go at re-writing extracts in response to your own comments. This is a feed-forward activity which will help you develop the skills and knowledge needed for the assignment.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Compare different national and international approaches that promote parent and child learning in childcare settings.
- Contribute to integrated working and interprofessional collaboration between workers, agencies, networks and organisations that support children/families.
- Critically analyse and discuss the relevance for policy and practice of a number of recent and relevant research studies on integrated working, social inclusion, collaboration and transitions.
- Compare and contrast the nature of integrated working in diverse service and family contexts e.g. approaches to disability and additional support, bilingualism, multilingual communities, visual impairment, etc.
- Critically consider how their experience of studying on the BA Childhood Practice Programme has influenced students¿ interpersonal skills and ability to work with children and promote their physical, emotional and social wellbeing in the integrated context.
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Reading List
Indicative Reading:
Davis, J.M. (2011) Integrated Working in Children's Services, London: Sage
Gilligan, R. (2000) Family Support Issues and Prospects, in: Canavan, J., Dolan, P. and Pinkerton, J (eds) Family Support, Diversion from Diversity, London: Jessica Kingsley.
Levitas, R. (2005) The Inclusive Society? Social Exclusion and New Labour (2nd edition), Hampshire: PalgraveMacmillan.
Moss, P. and Petrie, P. (2002) From Children's Services to Children's Spaces, London: RoutledgeFalmer.
Pinkerton, J. (2000) Emerging Agendas For Family Support. In: J. Canavan, P. Dolan, P and J. Pinkerton (eds) Family Support Direction From Diversity, London. Jessica Kingsley
Riddell, S. and Tett, L. (2001) Education Social Justice and Interagency Working: Joined Up Or Fractured Policy? Routledge: London.
Ridge, T. (2002) Childhood, Poverty and Social Exclusion: From a Child's Perspective, Bristol: Policy Press
Webb, R. and Vulliamy, G. (2001) Rhetoric and Practice of Inter-agency Co-operation, Children and Society 15 (5). |
Additional Information
| Graduate Attributes and Skills |
Research and Enquiry
- be able to identify, define and analyse problems and identify or create processes to solve them
- be able to exercise critical judgment in creating new understanding
- be ready to ask key questions and exercise rational enquiry
- be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
- have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
- recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
Personal and Intellectual Autonomy
- be open to new ideas, methods and ways of thinking
- be creative and imaginative thinkers
- be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
- be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
- be able to use collaboration and debate effectively to test, modify and
strengthen their own views
- be able to respond effectively to unfamiliar problems in unfamiliar contexts
- have a personal vision and goals and be able to work towards these in a
sustainable way
Communication
- make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
- use communication as a tool for collaborating and relating to others
- seek and value open feedback to inform genuine self-awareness
- recognise the benefits of communicating with those beyond their immediate
environments
- use effective communication to articulate their skills as identified through self-
reflection
Personal Effectiveness
- appreciate and use talents constructively
- be able to create and harness opportunities
- be able to manage risk while initiating and managing change
- be responsive to their changing surroundings, being both flexible and
proactive
- have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
- understand social, cultural, global and environmental responsibilities and
issues
- be able to work effectively with others, capitalising on their different thinking,
experience and skills
- work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community |
| Additional Class Delivery Information |
Teaching will involve a combination of direct and independent learning strategies and tools, including:
- case studies
- group discussions
- group and individual presentations
- online discussions
- presentations
- mini lectures
- directed reading
- reflective activities |
| Keywords | integrated working,children's services,childhood policy,child protection,social inclusion |
Contacts
| Course organiser | Dr Maggie Morrison
Tel: (0131 6)51 4237
Email: |
Course secretary | Miss Gabriella Szel
Tel: (0131 6)51 4906
Email: |
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