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| Unit name |
Interprofessional Working in Children's Services |
| Unit code |
SPOL30037 |
| Credit points |
20 |
| Level of study |
H/6
|
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24)
|
| Unit director |
Professor. Cameron |
| Open unit status |
Open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
School for Policy Studies |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
The unit provides students with an opportunity to look ahead to the world of work, specifically within the early years sector. The unit considers why successive governments have emphasised the importance of inter-professional working (IPW) and examines what the evidence tells us about the impact of this approach on young children. The unit explores how professionals work together, examining: how power and gender impacts IPW; how serious case reviews have shaped IPW in child protection and the consequences of this; the changing nature of professional roles and the impact of this on identity. Students are encouraged to consider how early years services are shaped by the wider political and economic context and the consequences of this for those working in the sector.
The unit aims to acquaint students with:
- a range of theoretical models with which to explore professions, professionalism and IPW;
- current and emerging challenges to the professional ideal;
- the policy background to IPW;
- key debates, including: the role of inter-professional education and, the emergence of new professional roles.
The unit is taught by means of 12 sessions, consisting of one lecture (2 hours) and one seminar. Some seminars are used for student presentations. At the end of studying this unit students should have a greater understanding and critical awareness of:
- the role of professions in health, education and welfare provision;
- how policy has influenced IPW;
- the dynamics of IPW working with particular reference to theories of power and authority, teamwork and the service user as a partner;
- challenges to, and critiques of, the role of professionals;
- how professional activity is, or may be, affected by changing political perspectives, information technology and changing professional boundaries.
Intended Learning Outcomes
At the end of studying this unit students should have a greater understanding and critical awareness of:
- the role of professions in health, education and welfare provision;
- how policy has influenced inter-professional collaboration;
- the dynamics of inter-professional working with particular reference to theories of power and authority, teamwork and the service user as a partner;
- challenges to, and critiques of, the role of professionals;
- how professional activity is or may be affected by changing political perspectives, information technology and changing professional boundaries.
Teaching Information
Lectures, seminars and guided independent study
Assessment Information
Summative assessment of the unit will be by three hour unseen examination.
Formative assessment will come from a group presentation on a teamwork exercise undertaken in small groups and a 1500 word individual reflective report on the experience of this exercise.
Reading and References
- Anning, A, Cottrell D., Frost, N., Green J., Robinson (2010) Developing Multiprofessional Teamwork for Integrated Children’s Services. Maidenhead: OUP (the whole book is of relevance) available on-line.
- Hill ., M et al (eds) (2012) Childrens Services: Working Together. Harlow: Pearson
- Littlechild, B., Smith, R. (eds) (2012) A Handbook for Interprofessional Practice in the Human Services. Harlow: Pearson
- Malin, N. (2000) Professionalism, Boundaries and the Workplace. London: Routledge
- Maynard T., Powell S. (2014) An Introduction to Early Childhood Studies, London: Sage
- Pugh, G. and. Duffy. B. (2014) Contemporary Issues in the Early Years. 6th edition. London: Sage
- Trodd, L., Chivers, L. (2011) Interprofessional working in Practice: learning and working together for children and families. Maidenhead: McGraw Hill.
