Postgraduate Course: Collaborative Working in Children's Services (EDUA11249)
Course Outline
| School |
Moray House School of Education |
College |
College of Humanities and Social Science |
| Course type |
Standard |
Availability |
Available to all students |
| Credit level (Normal year taken) |
SCQF Level 11 (Postgraduate) |
Credits |
20 |
| Home subject area |
Education |
Other subject area |
None |
| Course website |
None |
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| Course description |
This course is designed to enable students to demonstrate specialist knowledge and understanding of collaborative working in children&©s services. Taking schools, nurseries, out of school care, youth/community work and family work (including integrated teams and children/family centres) as its focal point, it will enable students to consider issues of inter-professional collaboration. The course will specifically enable students to consider the implications of subject benchmark requirements related to $ùIntegrated Working&© in Childhood Practice, Community Education, Initial Teacher Education, Social Work, MTeach and the competencies for VI/HI. The course will cater for overseas students by requiring students to compare research and literature that analyses collaborative working in children&©s services in different countries. Students will be required to demonstrate a systematic understanding and knowledge of the key issues of collaborative working including inter-personal skills, self-assessment, joint assessment, participation/emancipation, power/hierarchy and the gaps in social policy. This will include the ability to demonstrate a critical awareness of the different definitions of integrated working and different theories (e.g. psychological, medical, social, anthropological, sociological, pedagogical etc) that underpin practice. In particular the course will consider contemporary research that has identified key problems in integrated working and students will be required to assess the impact of this on their own practice. The course will employ case studies to encourage students to systematically and creatively make sound judgements and to develop techniques for discussing issues of integrated working with specialist and non-specialist audiences. Students will consider how to tackle and solve problems in the work place, act autonomously (e.g. when developing assessments and reports for planning groups) and take part in professional planning meetings. Students will be required to establish techniques of research/enquiry, develop their own initiative and analyse complex situations. They will develop critiques of taken for granted practice (e.g. in relation to the labelling of parents and children) whilst considering best practice in relation to specific case studies (including those concerning Visual Impairment, Hearing Impairment, Restorative Justice, Disability, Young Carers, Child Protection and First Nation People). |
Entry Requirements
| Pre-requisites |
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Co-requisites |
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| Prohibited Combinations |
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Other requirements |
None
|
| Additional Costs |
None |
Course Delivery Information
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| Delivery period: 2010/11 Semester 1, Available to all students (SV1)
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WebCT enabled: Yes |
Quota: None |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| No Classes have been defined for this Course |
| First Class |
Week 1, Thursday, 17:00 - 20:00, Zone: Moray House. Patersons Land 1.18 |
Summary of Intended Learning Outcomes
Summary of intended learning outcomes
Be critically aware of theoretical principles and processes that underpin interpersonal skills in education and children&©s services including issues of change management, leadership, risk and responsibility.
Critically reflect on their own theoretical constructs of childhood, the constructs of other professionals and compare them to a range of theories that underpin professional practice with parents and children (including psychological, medical, social, anthropological, sociological, pedagogical and those that relate to the early years). Critically compare and contrast theories of child development, family/individual therapy, ecological/environmental models, notions of children&©s rights/agency and post-structural approaches to children&©s services.
Analyse the pros and cons of joint assessment, information sharing, integrated planning and the evolution of frameworks, policies and patterns of child protection within integrated services (e.g. from crisis management to early intervention).
Critically evaluate, compare and interpret information from a range of other agencies, carry out joint planning/assessment, establish agreed programmes and improve co-ordination/referral.
Systematically and creatively consider issues concerning team work, behaviour at meetings, reflexivity, participatory/emancipatory practice, person-centred planning and the professional benchmarks/standards of a range of professionals in children&©s services
Source and compare different national and international academic writing on integrated working, disability, family work, parenting, children&©s services and diverse family types and to develop techniques for discussing issues of integrated working with specialist and non-specialist audiences
Critical/conceptual analysis of the way we work with colleagues, children and parents. (e.g. participation, power relations, information sharing, integrated assessment, inter-personal skills, team work and change management) and how to provide CPD for colleagues on issues related to integrated working.
Consider diverse childhoods, practical contexts and the policy implications of issues of inclusion, social justice, respect and anti-discrimination e.g. in relation to issues such as culture, gender, sexuality, ethnicity, linguistic access, religion, disability, poverty etc.
Develop their own initiative, analyse complex situations and systematically/creatively make sound judgements in relation to a range of case studies (including those concerning Visual Impairment, Hearing Impairment, Restorative Justice, Disability, Young Carers, Child Protection and First Nation People)
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Assessment Information
Components of Assessment
Students will carry out a 4,000 word assignment entitled $ùCollaborative Working In My Experience: Barriers, Problems and Solutions&©.
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| Please see Visiting Student Prospectus website for Visiting Student Assessment information |
Special Arrangements
| Not entered |
Contacts
| Course organiser |
Dr John Ravenscroft
Tel: (0131 6)51 6181
Email: John.Ravenscroft@ed.ac.uk |
Course secretary |
Ms Lorraine Denholm
Tel: (0131 6)51 6433
Email: lorraine.denholm@ed.ac.uk |
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copyright 2010 The University of Edinburgh -
1 September 2010 5:54 am
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