This module explores the centrality of relationships when working with children and young people. It explores current issues and dilemmas facing a range of professionals working with children and young people, including social workers, nurses, teachers and Early Years practitioners. In this module, students will explore different strategies to support children and young people in professional practice.
This module aims to:
On successful completion of the module, students will be able to:
This module builds on learning from levels 4, 5 and 6 by consolidating students' understanding of the theory and practice approaches that apply to work with children and young people. Sessions will focus on relationship based practice and how this can be applied when working with children, young people, and other professionals. Social pedagogy models will be revisited, and students will be asked to think about the challenges of professional practice, critiquing the systems that exist to support children and young people and using applied knowledge to inform their future work with them.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Seminars Directed Study in preparation for class presentation | 33 66 |
| Guided independent study | Independent study | 201 |
| Total (number of credits x 10) | 300 | |
Formative assessment
Formative assessment opportunities will take place throughout the scheduled teaching sessions where students will write short practice scripts on a dilemma a child(ren)/young person is facing and the issues in professionally supporting them, using material from the learning undertaken and the case studies provided by the social worker, school nurse, teacher, and Early Years practitioner who guest lecture on the module. Students will receive feedback on their understanding and critique of the dilemma faced by the child(ren)/young person and the professional(s) in the situation. This will feed forward to the summative assessment.
Summative assessment
Summative assessment: A 1,000 word script highlighting a dilemma a child(ren)/young person is facing and the issues in professionally supporting them, for example a conversation between a teenager, their social worker, and their Head Teacher, with 2,000 words in annotation which analyses, critiques and links theory to the dilemma and dynamics presented in the script, and demonstrates how they would use relationship based practice and a social pedagogic approach to address these.
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) demonstrate an understanding of relationship based practice and an ability to apply its principles to working with children and young people and other professionals; | Class discussion and practice scripts (formative) Script with annotation (summative) |
| 2) demonstrate a working knowledge of social pedagogy methods within professional practice; | Class discussion and practice scripts (formative) Essay (summative) |
| (3) demonstrate an ability to critique the systems around children and young people and show how relationship based practice can be successfully deployed within them; | Class discussion and practice scripts (formative) Script with annotation (summative) |
| (4) demonstrate knowledge of current issues and challenges in professional practice with children and young people, and how these can be worked with practically. | Class discussion and practice scripts (formative) Script with annotation (summative) |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Coursework | Script with annotation 3,000 words (1,000 word script, 2,000 words of annotation) | 100% |
| Total (to equal 100%) | 100% | |
It is a requirement that the major assessment category is passed in order to achieve an overall pass for the module.
Ruch, G (2010) Relationship-Based Social Work: Getting to the Heart of Practice Jessica Kingsley
Storo, J (2013) Practical Social Pedagogy Theories, Values and Tools for Working With Children and Young People Blackwell
Bradshaw, J. (Ed.) (2011) The Well-being of children in the UK. Bristol: The Policy Press.
Pollard, K., Thomas, J., and Miers, M (2009) Understanding interprofessional working in health and social care : theory and practice. Basingstoke. Palgrave Macmillan.
Trodd, L and Chivers, L (2011) Inter-professional working in practice : learning and working together for children and families. Maidenhead. Open University Press
The International Journal of Social Pedagogy, UCL Press