Unit information: Interprofessional Working in Children's Services in 2020/21

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	Not 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

1. Demonstrate an understanding of recent and current policy trends in relation to interprofessional working in children’s services.
2. Appreciate the dynamics of inter-professional working with particular reference to theories of power and authority, teamwork, gender and the service user as a partner.
3. Demonstrate detailed knowledge of the role of professions in the provision of children’s services and appreciation of the challenges to, and critiques of, the role of professionals.
4. Evaluate the evidence base related to the impact of interprofessional working on: children and families, professionals and organisations.
5. An ability to reflect on, and draw lessons from, a team working exercise undertaken as part of the unit.

Teaching Information

Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions, including weekly narrated presentations, practical activities supported by study-group sessions and self-directed exercises. The narrated power point presentations will cover conceptual and theoretical aspects of interprofessional policy and practice as well as consideration of the research evidence. In-depth extended learning will take the form of self-paced, material delivered electronically, and undertaken individually or in groups and involving elements of tutor feedback. Small group exercises will be used to foster collaborative learning. Feedback will be provided for formal assessments, preparation for which will be supported through online activities and in study group sessions with tutors.

Assessment Information

Part 1: Essay (1000 words) (25%) - assesses ILOs 3 &5

Part 2: Essay (2000 words) (75%) - assesses 1,2,3 &4.

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. 6^th edition. London: Sage
• Powell, S., Smith, K (2018) An Introduction to Early Childhood Studies. 4^th edition. London: Sage
• Trodd, L., Chivers, L. (2011) Interprofessional working in Practice: learning and working together for children and families. Maidenhead: McGraw Hill.