University of the West of England

MODULE SPECIFICATION

(revised April 2008)

Code:

UPSNL5-30-1

Title:

Foundation to Therapeutic Work with Children & Young People

Version:

1

Level:

1

UWE Credit Rating:

30

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:

Awards up to BA/BSC(Hons)

Pre-requisites:

NA

Co-requisites:

NA

Excluded Combinations:

NA

Learning outcomes:

On successful completion of this module, students will be able to:

    1. IT and internet skills:

        a. Demonstrate basic IT programme skills: present documents, access the internet, send and receive emails, look up and utilise on-line learning resources. (Component A and B).

    2. Health & safety.

        a. Undertake required emergency procedures. (Component A).

        b. Demonstrate awareness and understanding of relevant health and safety policies and procedures, and to contribute to the maintenance of a safe and secure working environment. (Component A)

        c. Undertake a risk assessment and / or evaluated / review existing policy/ procedure (Component B).

    3. Child Protection

        a. Demonstrate an understanding of Child Protection principles, policies and procedures; (Component A)

    4. Promoting children’s rights

        a. Demonstrate an understanding of the principles and values relating to work with children and young people (Component A);

        b. Demonstrate understanding of key principles, support and promote children’s rights (Component A);

        c. Support children to access and utilise relevant Complaints Procedures (Component A).

    5. Working with and managing complex and challenging behaviours.

        a. Apply skills learned in undertaking required training in relation to physical interventions (Component A)

        b. Respond appropriately to support colleagues where physical interventions are required; (Component A)

        c. Support children to manage difficult situations and interactions; (Component A)

    6. Children’s physical health needs.

        a. Contribute to supporting the young people in developing an understanding of their own physical health needs and undertaking appropriate adult responsibility where required (as per role); (Component A)

        b. Demonstrate an understanding of the requirements relating to the management of medicines, as required within professional role; (Component A)

        c. Administer basic First Aid (Component A);

    7. Planning, recording and reporting systems.

        a. Demonstrate an understanding of the relevant recording systems (Component A)

        b. Utilise and contribute to relevant recording systems (Component A);

        c. Demonstrate an understanding of the requirements relating to confidentiality and the sharing of information (Component A).

Syllabus outline:

    a. On undertaking this module, students will normally be expected to have completed a relevant basic induction programme, including inductions to: the specific professional role; the organisational context, its philosophy and structure; basic health & safety including emergency safety procedures; basic Child Protection requirements and its underlying principles; systems of supervision and support.

    b. This module will focus on the development of the student/ trainee’s general professional skills (as defined by the relevant National Occupation Standards), his/her familiarity with all required procedures, and the undertaking of statutorily required training relevant to his/her role. This part of the syllabus includes:

      • The Common Core of Skills and Knowledge for the Children’s Workforce (Ref: Every Child Matters) and the CWDC Induction Standards;

      • The worker’s role & responsibility;

      • Organisational policies and procedures, and the core skills relevant to the specific professional role and responsibilities;

      • Children’s rights & utilising complaints procedures.

      • Health & Safety policies and procedures (plus relevant training);

      • Working with challenging behaviours and aggression (including statutorily required physical intervention training);

      • Record keeping, and issues relating to the keeping and protection of personal information;

      • An introduction to the requirements relating to the practitioner’s role in relation to children’s physical, emotional and psychosexual health needs.

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:

The core reading for this module will focus on the student’s familiarisation with key statutory and organisational documents, such as The Statement of Purpose and Function and Staff Handbook / Guidance Manual

Selected texts, introducing students to the relevant model of practice and the broader principles underpinning psychodynamic and therapeutic work with children and young people.

Indicative sources:

CWDC(2006) Induction Standards (Children’s Social Care). London: Children’s Workforce Development Council.

HM Government Every Child Matters: Change for Children (2005). Common Core of Skills & Knowledge for the Children’s Workforce. DfES Publications.

HMG (2006): Working Together to Safeguard Children. London. The Stationery Office.

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

Dockar-Drysdale, B. (1990) The Provision of Primary Experience. London: Free Association

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.

Kay, Janet (2000). Good Practice in Child Care. Continuum.

Support Force for Children's Residential Care, (1995): Good Care Matters: Ways of Enhancing Good Practice in Residential Child Care. London: DOH.

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

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

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

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

Further relevant texts will be identified by the module tutor.

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:

A written assignment of 2,500 – 3,000 words consisting of: 60%

    • Part (i.) A risk assessment review (1,250-1,500 words): students will be required to either (a) undertake a risk assessment within the procedural guidelines provided in relation to an area of practice; (b.) evaluate or revise an existing risk assessment, making recommendations for further development.

    • Part (ii.) An analysis (1,250-1,500) of the ways in which the area of practice under study will be of particular relevance to the children worked with and the implications for practitioners.

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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