MODULE SPECIFICATION

Code: UPSNM7-30-2 Title: Professional Issues in Therapeutic Provision for Children & Young People Version: 3

Level: 2 UWE credit rating: 30 ECTS credit rating: 15

Module type: Practice

Owning Faculty: Social Sciences and Humanities Field: Sociology

Faculty Committee approval: Date:

Approved for Delivery by: (indicate name of affiliated institution if module will only be delivered by them)

Valid from: September 2009 Discontinued from:

Contributes towards:

BA/BSC(Hons)

Pre-requisites: N/A

Co-requisites: N/A

Entry requirements:

(If the module is offered as CPD or stand alone, indicate the entry requirements)

Excluded combinations:

Learning outcomes:

On completion of this module participants will be able to:

On completion of this module participants will be able to:

On completion of this module participants will be able to:

    1. Identify an area of interest, relevance and value to self and place of employment;

    2. Identify and negotiate a study of appropriate scope and/or depth of enquiry;

    3. Develop and produce a final submission for assessment which shows evidence of background reading and a systematic appraisal of the topic to be studied;

    4. Demonstrate an ability to analyse the relationship between theoretical perspectives, practice and the statutory frameworks which govern practice;

    5. Demonstrate a critical understanding of the contextual factors influencing the area of study;

    6. Demonstrate an awareness of ethical issues relevant to the area of study;

    7. Access and utilise ICT resources where appropriate to the specific area of study.

    8. Demonstrate an understanding of the impact of the worker on the study and area of study through reflective writing on the subject and the development of the independent study

Syllabus outline:

In the initial phase of the module, the study will focus on identifying, in consultation with the tutor, a specific area of study and developing a plan, strategy and study programme relevant to the chosen area, relevant to their particular professional role: as (for example) a teacher or teaching assistant; as a residential therapeutic care worker; or, as a family placement worker/ foster carer.

Students will embark on a relevant search of literature and other resources relevant to such an investigation, with tutorial support. The module will culminate in the development of a submission which could be (for example):

    • a written submission or report and/or

    • practice materials relevant for use either by practitioners or clients;

    • audio / visual / computer materials;

    • any other form which is relevant to the subject being studied, subject to the approval of the supporting tutor / module leader.

Teaching and learning methods:

The module will be undertaken within a framework of tutorial support and may take a number of forms to be negotiated between student and tutor. This module is rooted in associated taught co-requisite modules, which have clearly defined teaching and learning methods. Students will be supported throughout the module through supervision with a member of the teaching team and are expected to undertake a minimum of 120hrs study time, how that is apportioned is up to the student.

Reading Strategy

Essential reading to be provided. There is an expectation that students will draw on previous reading to source materials for this module, as well as sourcing further materials from their own research with the support of the teaching team.

Indicative Reading List: (see guidance notes)

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Bell, J. (1999) Doing your Research Project. Buckingham, Oxford University Press.

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

Campling, P. and Haigh, R. (1999), Therapeutic Communities – Past, Present and Future, London: Jessica Kingsley Publishers

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.

Marshall, L. & Rowlands, S. (1993) A Guide to Learning Independently, Buckingham, OUP.

McMahon, L. (1995), Developing skills in therapeutic communication in daily living with emotionally disturbed children and young people, Journal of Social Work Practice 9, 2, 199-214

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

Sharpe, J A & Howard, K. (2002) The Management of a Student Research Project. Aldershot: Gower.

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

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

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

Additional readings and websites will be recommended by the tutor.

Assessment:

First Assessment Opportunity:

Component A:

Description of each element Element Weighting

The assessment will comprise two elements which will form a reflective 100%

Study, the equivalent of 4,500 – 5,000 words:-

    • Part (i) Identify and produce (500-750words) interim report on

    identified area of study. The title should be agreed with the tutor to

    reflect the area of practice for exploration and relate directly to the field

    of work, i.e. Education, foster care etc.

    • Part (ii) Written report (4,000 – 4,500 words) reviewing practice + literature to

    show how students have developed an area of practice throughout the

    course.

Second Assessment Opportunity:

To pass a project module on referral, student must achieve a mark of not less than 40%. Both elements must be passed for this module.

The Modular Assessment Regulations (MAR 3.4.1) state the following:

    ‘The form of referral or re-assessment in a project module shall be the re-submission of the project report, dissertation or other requirement as defined in the module specification”

Specification confirmed by …………………………………………………Date ……………………………

(Associate Dean/Programme Director)

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