University of the West of England

MODULE SPECIFICATION

(revised April 2008)

Code:

UPSNL8-30-1

Title:

Developing Reflective Skills in Therapeutic Work with Children and Young People.

Version:

1

Level:

1

UWE Credit Rating:

30 credits

ECTS Credit Rating:

15

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 ability to communicate effectively with children and young people (Component A);

    2. Support children in their educational development and endeavours, in line with one’s role and responsibilities (Component A);

    3. Assist in preparing and maintaining the living and/or learning environments (Component A);

    4. Establish effective adult-child relationships relevant to one’s role and professional responsibility (in relation to both individuals and groups); (Component A);

    5. Support children and young people to develop and maintain supportive relationships;

    6. (According to professional role) support the social, emotional and identity development of the children, and promote self-esteem (Component A);

    7. Support the development of working teams, support colleagues and contribute effectively as a member of a professional team. (Component A).

    8. Demonstrate an ability to reflect on and develop one’s own practice in the work setting which shows an awareness of the impact of the work upon oneself and one’s interactions upon others (Component B).

    9. Evaluate one’s own practice including strengths and weaknesses in relation to criteria set by one’s supervisors (Component B);

    10. Demonstrate an ability to integrate theoretical knowledge, understanding of principles, values and ethics, and knowledge of statutory regulation and guidelines, and apply to professional task (Component B);

Syllabus outline:

This module will focus on:

    • The development of reflective skills in individual supervision & group contexts;

    • The application of theoretical knowledge, personal/ professional development, understanding of individual child needs, the group-context to the professional task;

    • Development of team skills;

    • The development of effective communication skills;

    • The development of effective and containing relationships with children;

    • The student’s awareness and understanding of the importance of personal and professional boundaries;

    • Processing the impact of the work on the worker;

    • Reflecting on the impact the worker has on the client;

    • Understanding group processes;

    • Authority and responsibility.

Teaching and learning methods:

The module will be provided via:

    • introductory seminars;

    • regular individual and group supervisions, regular reflective groups and/or staff dynamics groups;

    • 100 hours of supervised practice.

    • Students are required to maintain a reflective diary, though for ethical reasons this will not be submitted and will be for students’ personal development only.

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 100 hrs 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

Reading strategy:

The main source material for this module will be students’ experience of the work and the opportunities provided by the supervision and reflective groups for exploring the range of issues that arise in the professional task and the development of teams and working groups.

However, students will also be encouraged to read recommended and other texts and papers made available through the learning resources.

Indicative sources:

Bolton, Gillie (2005) Reflective Practice: Writing and Professional Development. London: Paul Chapman.

Boud, D., Keogh, R., and Walker, D. (1985) Reflection: Turning Learning into Experience, London: Kogan Page.

Gould, N. and Taylor, I. (1996) Reflective Learning for Social Work: Research, Theory and Practice. Aldershot: Arena.

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

Hawkins,P. and Shohet, R. (1994). Supervision in the Helping Professions. Open University.

International Journal of Therapeutic Communities.

Mattinson, J. (1975). The Reflection Process in Casework Supervision. London: Tavistock Martial Studies Institute.

Mattinson, Janet (1975). The Reflection Process in Casework Supervision. London: Tavistock

Moon, Jenny A. (2004) A Handbook for Reflective and Experiential Learning: Theory and Practice. London: Routledge Falmer.

Redmond, Bairbre (2006). Reflection in Action: Developing Reflective Practice in Health and Social Services. London: Ashgate.

Schon, D.A (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.

Ward, A. and McMahon, L. (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

Yelloly, M and Henkel, M (eds) (1995) Learning and Teaching in Social Work: Towards Reflective Practice, London and Pennsylvania, PN: Jessica Kingsley.

Assessment:

First Assessment Opportunity:

Component A:

Description of each element Element weighting

    • A short interim and final observational report/framework will be 40%

    completed by a recognised Mulberry Bush observer – see appendix 1.

    These may be based upon use of regular reflective spaces, group /

    individual supervision, team meetings etc. Feedback from observations

    will be provided to students. There will be a requirement that students

    achieve a grading of “satisfactory”, or higher, for each of the required sections.

Component B:

    .

    • Students will submit two 1,250-1,500word reflective 60%

    reviews, mid-way and at the end of the year, based on how they feel

    they have developed and grown throughout the year.

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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