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• Undergraduate study:
• Courses
• Order a prospectus
• How to apply
• Information for applicants
• Why choose Kingston University
• Disability and mental health support
• Accommodation
• Undergraduate fees
• Fees, funding and payments
• Access, participation and inclusion

Interprofessional Perspectives: Safeguarding and support for children, young people

• Module code: SW5009
• Year: 2018/9
• Level: 5
• Credits: 30
• Pre-requisites: None
• Co-requisites: None

Summary

This module examines professional and legal responsibilities in terms of safeguarding and protection of children and young people. Students are encouraged to identify strategies that may impact on interprofessional policies and procedures relating to safeguarding and protection. They will explore how effective communication supports effective practice in working together inter-professionally with children and young people.

Aims

This module aims to:

• Introduce a range of approaches to identify risks to the safety and well-being of children and young people.
• enable students to develop an understanding of the professional and legal responsibilities of those who safeguard and protect children and young people;
• enable students to identify and discuss a range of approaches to meet the needs of children and young people to promote their well-being and safety;

Learning outcomes

On successful completion of the module, students will be able to:

• Evaluate risks to the safety and well-being of children and young people;
• Demonstrate an understanding of the professional and legal responsibilities of those who safeguard and protect children and young people;
• Critically evaluate and discuss a range of approaches to meet the needs of children and young people to promote their well-being and safety;

Curriculum content

• Safeguarding statutory, legal and policy guideline requirements.
• Identification of risks to children and young people.
• Understanding systemic practice and roles of professionals in promoting effective working together approaches that safeguard children and young people at risk.
• Effective use and understanding of the common assessment processes where there are concerns about a child or young person.
• Listening to the voices of children, young people and vulnerable adults.
• The use of direct work tools eg. Signs of safety and a strengths based approach. The promotion of creativity in finding new tools and developing a tool box.
• Interventions to meet the needs of children and young people working with particular groups of children and young people at risk, including those who have disengagement from education and training; drug and alcohol misuse; young people in trouble with the law; young people with mental health problems; young asylum seeking children; children and young people living in contexts of domestic abuse and homeless young people.
• Supporting children and young people living away from home, including looked after children and young people; young people living in hostels.

Teaching and learning strategy

The teaching and learning strategies for this module aim to encourage students to reflect on, and analyse potential risk in order to make sound judgments regarding children and young people. The taught sessions will focus on communication, and legislation that governs requirements of the welfare of children and young people. Group workshops will encourage students to learn about strategies for effective intervention presented by different professionals. Students will participate in online discussions, and directed study.

Breakdown of Teaching and Learning Hours

Assessment strategy

Learning opportunities will be structured to provide formative and peer feedback within workshops. Students will receive formative peer and teacher feedback following a group presentation of a case study.

Formative assessment will feed forward to the summative assessment where students produce a written response to a case study they have chosen study. (2,500 word case study).

Mapping of Learning Outcomes to Assessment Strategy (Indicative)

Elements of Assessment

Achieving a pass

It is a requirement that the element of assessment is passed in order to achieve an overall pass for the module.

Bibliography core texts

Cawson, P., Gorin, S., Cleaver, S., & Walker, S. (Eds.). (2009). Safeguarding Children a Shared Responsibility. Chichester: Wiley- Blackwell.

Bibliography recommended reading

Blyth, M., & Solomon, E. (2012) Effective Safeguarding for Children and Young People: What Next After Munro? British Library cataloguing in Publication Data. Gardner, A. (2011) Personalisation in Social