University of the West of England

MODULE SPECIFICATION

(revised April 2008)

Code:

UPSNL6-30-1

Title:

Children with Complex Emotional Needs

Version:

1

Level:

1

UWE Credit Rating:

30 credits

ECTS Credit Rating:

15 credits

Module Type:

Professional Practice

Owning Facility:

Social Sciences and Humanities

Field:

Sociology

Valid From:

September 2008

Discontinued From:

NA

Contributes Towards:

BA/BSC(Hons)

Pre-requisites:

NA

Co-requisites:

NA

Excluded Combinations:

NA

Learning outcomes:

On completion of this module participants will be able to:

    1. Demonstrate an understanding of key psychodynamic concepts (the unconscious; transference and counter-transference; projection and projective identification; holding and containment (Component A);

    2. Demonstrate an ability to identify and use relevant concepts and theoretical models for purposes of reflection upon issues under study; (Component B).

    3. Demonstrate an awareness of the core, prescribed literature (Component B);

    4. Demonstrate an awareness of the relationship between theory and practice (Component B);

    5. Demonstrate an awareness of the impact of the children’s early life experiences and their significance in relation to their emotional, social and educational development (Component B).

    6. Demonstrate an understanding of the emotional, education and social needs of the children and young people as individuals (Component B).

    7. Demonstrate awareness and sensitivity on matters relating to children and young people’s psychosexual development (Component B).

    8. Demonstrate a basic understanding of the key psychodynamic concepts relevant to understanding of groups, institutions and systems and their relevance to the clinical workplace (Component B).

Syllabus outline:

The module will provide a basic introduction to key psychodynamic theories of development and treatment, and to the concepts and principles underpinning these.

    • The key differences between cognitive and psychodynamic models of human development and their relevance to respective professional tasks;

    • Key concepts: the ‘unconscious’; the ego; transference and counter-transference; introjection, projection and projective identification; defences mechanisms, ‘holding’ and ‘containment’.

    • Models of child and human development: Piaget’s cognitive model; Freud’s topographical and structural models; Erikson’s psychosocial model; Winnicott’s and Klein’s object relations theories; Bowlby’s attachment model.

    • The ways in which these theories contribute to helping us think about the impact of the child’s early experience on his/her ability to communicate experience, contain anxiety, learn, form relationships, and enjoy new experiences.

    • How theories and evidence help us to think about providing children who have experienced severe loss, trauma or abuse with a “compensatory experience”, healing and treatment;

    • The meaning and importance of play for the developing child;

    • Supporting children’s psychosexual development and working with young people who have experienced sexual abuse;

    • Understanding and processing the impact that the disturbed child has on the carer, teacher or parent.

    • Theories relating to groups, including the theories of Bion and Foulkes; the conscious and unconscious processes that underpin what happens in groups and institutions;

    • Systems thinking.

Teaching and learning methods:

The module is provided through a programme of 12 x 1.5hour seminars. The seminars are provided in conjunction with training workshops, ongoing individual/group supervision, student tutorial’s, regular reflective learning groups, attendance at professionals’ and team meetings, formal case discussions, peer mentoring, and supervised practice. All of these provide opportunities for students (with supervisors and clinicians) to look at the ways theory and policy is applied and used to both facilitate and understand casework practice and group-living.

It is intended that the delivery of this module will be supported by teaching staff from UWE.

Supervised practice will account for at least 40hrs hours of professional practice which should include:

    • Working in a group setting with children / young people

    • Undertaking one to one work on a regular basis

    • Directly contributing to professional discussions about the development of packages of therapeutic care for children / young people

Evidence will be gathered of professional practice and students will be directly observed on at least 2 occasions for a minimum of 30 minutes as part of the final assessment.

Reading strategy:

Students will be encouraged to read widely, but particular emphasis will be placed on a selection of key texts and papers.

Indicative sources:

Bateman, J., Brown, D. & Pedder, J. (1991). Introduction to Psychotherapy: An Outline of Psychodynamic Principles and Practice. London: Routledge.

Davis, Madeleine & Wallbridge, David (1991): Boundary and Space: An Introduction to the Work of D W Winnicott. London: Karnac Books.

Copley, B. & Forryan, B. (1998) Therapeutic Work with Children & Young People. London: Cassell.

Geddes, H (2005) Attachment in the Classroom: The links between children's early experience, emotional well-being and performance in school: A Practical Guide for Schools. London: Worth Publishing.

Greenhalgh, P. (1994). Emotional Growth and Learning London: Routledge.

Hardwick, A. and Woodhead, J.(1999) Loving, Hating and Survival - a handbook for all who work with troubled children and young people. Aldershot: Ashgate.

Holmes, Jeremy. (1993). John Bowlby & Attachment Theory. London: Routledge.

McMahon, L. (1992). The Handbook of Play Therapy. London: Routledge.

Stevens, R (1996) Understanding The Self. London: SAGE Publications.

Ward, A., Kasinski, K., Pooley, J., Worthington, A. (eds) (2003) Therapeutic Communities for Children & Adolescents. London: Jessica Kingsley.

Ward, A. & McMahon, L. (Editors) (1998): Intuition is not Enough: Matching Learning with Practice in Therapeutic Child Care. London: Routledge.

Ward, A (2007) Working in group care – Social work and social care in residential and day care settings. Bristol: Policy Press

Assessment:

First Assessment Opportunity:

Component A:

Description of each element Element weighting

    • Two separate direct observations, mid module and end of module, 40%

    of professional practice which demonstrate the meeting of learning

    outcomes. These must be independent of one another. Each observation

    must be of direct practice and be undertaken by a senior member of staff.

    Each observation must account for a minimum of 30mins.

Component B:

    • An essay of 2,500 – 3000 words (essay titles to be provided). The 60%

    student should be able to identify and use relevant ideas and

    demonstrate an awareness of appropriate literature relating to

    psychodynamic concepts and models of human development. The

    assignment must show an awareness of the relationship between

    theory and practice in the workplace and an ability to develop a

    personal theory.

Second Assessment Opportunity:

There is only one assessment opportunity for Professional Practice Modules. Further opportunities are at the discretion of an Award Board. The Modular Assessment Regulations (MAR 3.6.1) state the following:

‘In a professional practice module students do not have a right to automatic referral after the first assessment opportunity. Referral is subject to the discretion of the award board. Where a practice component has not been passed students are normally offered at most one further opportunity for referral.’

Specification confirmed by:

…Chair of SSH PMAC and Chair of SSH Federation Committee…Date …08.07.08

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