University of the West of England

MODULE SPECIFICATION

(Revised May 2002)

Code:

UTLGKL-20-2

Title:

Helping Young People with Challenging Behaviour in Further Education

Version:

3

Level:

2

UWE Credit Rating:

20

ECTS Credit Rating:

10

Module Type:

Standard

Owning Faculty

Social Sciences and Humanities

Field:

Secondary Education and Lifelong Learning

Field Leader (See Guidance Notes):

 

Valid From:

September 2008

Discontinued From:

 

Contributes Towards (See Guidance Notes):

FD Supporting Teaching and Learning in FE (Stroud)

FD Supporting Teaching and Learning in FE GLOSCAT)

Dip HE Education (Learning Support)

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

None

Learning outcomes:

Upon the completion of this module the participant will:

• have understanding of a range of approaches to working with young people with challenging behaviour, experiencing emotional, behavioural and social difficulties (A & B)

• have recognised relevant aspects of emotional and social development in young people(A & B);

• have explored issues of personal, social and health education, including pastoral support programmes; (A & B)

• examined personal professional practice in relation to learning and teaching styles with consideration of their own values, planning, differentiation, assessment and record keeping (B)

• engaged with recent literature concerning the issues of exclusion, inclusion and social inclusion considered appropriate approaches to enhancing inclusive educational opportunities in relation to those young people who exhibit challenging behaviours (A & B)

• explored ways of managing their own emotions and behaviour as well as those of young people in their care; (B)

• interacted effectively as a team member, supporting group members, negotiating and handling conflict with confidence (A).

Syllabus Outline:

The module is designed in a way that enables it to be delivered in a form that is responsive to the needs of participants. The following is indicative of the content and the precise format will be the product of negotiation with participants:

• The management and teaching of social/learning behaviours

• Group dynamics and group processes

• Assessment, planning, target setting, monitoring, records and review

• Management implications with regard to the spectrum of needs/ADHD/Aspergers

• Awareness of factors that can influence behaviour

• Emotional intelligence and the implications for pedagogy and the curriculum

• Classroom organisation and management

• Group support approaches/Circle of Friends

• Professional implications of recent developments in child protection

• Collaborative approaches to promote learning in the classroom

Teaching and Learning Methods:

The module will be delivered through a mixture of methods, including lectures, seminars, video presentations and role-play activities where appropriate. Active participation by the student group will be encouraged throughout. Visiting lecturers experienced in specific aspects of the module content will be invited to contribute as appropriate. Where this module is taught employing a blended learning approach this may include contributions through work based learning, classroom contact and the use of a virtual learning environment

Reading Strategy

Essential reading will be provided electronically or as printed study packs. Students will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given on UWEonline. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out.

It is important that students can identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills introduced at Level 1. At the start of the module, students will attend a workshop on selection of appropriate databases and search skills.

Students will be encouraged to buy at least one book. A list of recommended titles will be provided in the Module Handbook and updated annually.

Indicative Reading List

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.

Extensive reference will be made to articles in professional journals and in particular, to The British Journal of Special Education; Support for Learning; Special Children; Therapeutic Care and Education and Disability & Society. The following is indicative of other publications students will be required to refer to:

AYERS, H. & PRYTYS, C. (2001) An A-Z Practical Guide to Emotional and Behavioural Difficulties London: David Fulton

CHARLTON,T. & DAVID, K. (1989) Managing Misbehaviour, Basingstoke: Macmillan Education

COPLEY, B. & FORRYAN, B. (1997) Therapeutic Work with Children and Young People, London: Cassell

HILL F & PARSONS L (1999) Teamwork in the Management of Emotional and Behavioural Difficulties: Developing Peer Support Systems for Teachers in Mainstream and Special Schools London: David Fulton

GILBERT J (2002) Essential motivation in the classroom London: Routledge Falmer

LEAMAN L (2005) Managing very Challenging Behaviour London: Continuum

MITCHELL, G. (2001) Practical Strategies for Individual Behaviour Difficulties (2nd edn) London: David Fulton

NEWELL, S. & JEFFERY, D. (2002) Behaviour Management in the Classroom London: David Fulton

ROFFEY, S. (2002) School Behaviour and Families London: David Fulton

www.connexions.gov.uk

www.nya.org.uk

Assessment

Weighting between components A and B (standard modules only) A: 25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

A 5 minute presentation on a topic chosen from the learning outcomes of the module to a tutor and group of peers. The precise title to be negotiated with the module tutor.

Criteria for assessment AL2 plus one other chosen from those listed below.

Component B

A portfolio of directed tasks completed throughout the course amounting to 2250 words. Criteria for assessment AL2 plus one other chosen from those listed below.

Assessment Criteria

A: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas and perspectives to interpret and/or explore issues under study.

Plus one other chosen from list below:

B: Literature Domain

The assignment demonstrates that the student has an awareness of appropriate literature and can discuss its relevance to the task.

C: Contextual Domain

The assignment demonstrates that the student can differentiate contextual factors (eg personal, locational, historical, political etc) influencing the area of study.

D: Research Domain

The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic manner, showing how their thinking was affected as the enquiry unfolded and showing that they can discuss the suitability of alternative approaches.

E:Ethical Domain

The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study and can discuss how these relate to practical cases.

F: Values Domain

The assignment demonstrates that the student can clearly identify and articulate their own value position and where relevant, compare it with the value position of others in relation to the area of study.

G: Action Domain

The assignment demonstrates that the student can identify and articulate a relationship between theory and practice in the workplace, and can use reflection to develop a personal theory and refine professional practice, with due regard to issues of equity and social justice.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

A 5 minute presentation on a topic chosen from the learning outcomes of the module to a tutor and group of peers. The precise title to be negotiated with the module tutor. Criteria for assessment AL2 plus one other chosen from those listed above.

Component B

A portfolio of directed tasks completed throughout the course amounting to 2250 words. Criteria for assessment AL2 plus one other chosen from those listed above.

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

(Associate Dean/Programme Director)

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