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Unit information: Children in Families and Communities in 2016/17

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Unit name Children in Families and Communities
Unit code ACHSD0004
Credit points 20
Level of study D/8
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Jak Lee
Open unit status Not open
Pre-requisites

None

Co-requisites

None

School/department School for Policy Studies
Faculty Faculty of Social Sciences and Law

Description

Trainees will study relevant research and practice in relation to key issues which may impact on individuals, families or their communities (e.g. attachment, resilience, parenting styles, domestic violence, abuse, separation and bereavement). They will examine the EPs role developing and evaluating interventions, independently or through work with other professionals. They will study professionally appropriate interventions, counselling and therapeutic skills for work with individuals and/or families in the context of their educational settings and communities.

Aims:

This unit will provide trainees with knowledge, awareness, values and skills to: be able to bring about change for individuals, children, young people and their families by working at different levels of their context (e.g. individuals, families, groups and communities); to enable effective work with diverse client populations through a clear understanding of the demographic characteristics of communities including the influence of: culture, gender, ethnicity and factors influencing social exclusion.

Intended learning outcomes

By the end of this unit trainees will have developed skills to make decisions using a broad evidence and knowledge base, how to assess, formulate and intervene psychologically, from a range of appropriate models and modes of intervention with children, young people, their families and carers. They will be able to develop creative approaches which draw on theory and research and are adapted to a variety of individual, family and community contexts.

They will have developed skills which allow them to promote the psychological well-being of clients with particular regard to their emotional and social needs. They will be able to develop and maintain effective working relationships and collaboration with key role partners i.e. children, young people, their families and carers and other professionals in order to promote effective outcomes for clients. They will be able to support children, young people and their families and carers in contributing to the assessment process and the evaluation of interventions and service delivery.

BPS Competencies covered

1.1, 1.3, 1.5, 2.10, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 8.2, 8.3, 9.7, 10.1

HCPC Standards of Proficiency covered

3.2, 5.1, 5.2, 8.9, 8.11, 9.8, 12.1, 13.1, 13.31, 13.34, 13.36, 14.1, 14.2, 14.19

Teaching details

Guided reading, lectures seminars, group work, presentations supported by supervised practice in the field. Placement will be organised so that trainees are directly involved in the work of EP services and multi-professional teams working with children, young people and families in their communities. Course inputs will include a range of relevant other professionals (e.g. from education, and CAMHS).

Assessment Details

Completion of a 4000 word assignment which demonstrates the student’s critical understanding of the evidence base of different psychological interventions with children, adolescents and their families.

Reading and References

  • Schaffer, H. Rudolf (1998) Making Decisions About Children: Psychological questions and answers Oxford: Blackwell
  • Carr, A. (Ed) (2000) What Works for Children and Adolescents?: A critical review of psychological interventions with children, adolescents and their families. London: Routledge
  • Luthar, S. (Ed) (2003) Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities. Cambridge: Cambridge University Press
  • Cefai, C. (2008) Promoting Resilience in the Classroom. London: Jessica Kingsley
  • Bomber, L. and Hughes, D. (2013) Settling to Learn - Settling Troubled Pupils to Learn: Why Relationships Matter in School. London: Worth
  • Cleaver, H., Micholson, D., Tarr, S. and Cleaver D. (2007) Introduction in Child Protection, Domestic Violence and Parental Substance misuse London: Jessica Kinglsely
  • Cleaver, H., Unell, I. and ldgate, J. (2011) Children’s needs – Parenting capacity. Child abuse: Parental mental illness, learning disability, substance misuse, and domestic violence. London: The Stationery Office.
  • DfE (2015) Working together to safeguard children. London: DfE
  • DfE (2015) Information Sharing.London: DfE
  • Bywaters, Bunting, Davidson, Hanratty, Mason, McCartan and Steils (2016) The relationship between poverty, child abuse and neglect: an evidence review. York : Joseph Rowntree Foundation.

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