Postgraduate Course: Supporting Individual Pupils (EDUA11246)
|School||Moray House School of Education
||College||College of Humanities and Social Science
||Availability||Available to all students
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Home subject area||Education
||Other subject area||None
||Taught in Gaelic?||No
|Course description||Short description of course
This course will offer the opportunity to explore and engage with the current key thinking on, and models of practice in, the support offered to individual children and young people in difficulty or distress in school. Course members will focus on:
- Knowledge and skills in 'Individual support';
- Purposes, advantages and limitations of counselling approaches in school;
- Specific issues in children and young people's lives;
- A critical overview of current policy and practice, nationally and internationally;
- Critical consideration of different perspectives on why some individual pupils experience particular difficulties.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| 0
Information for Visiting Students
|Displayed in Visiting Students Prospectus?||No
Course Delivery Information
|Not being delivered|
Summary of Intended Learning Outcomes
|By the end of the course, participants will have:
- Explored a range of ways of working with individual troubled children and young people;
- Contextualised these within an understanding of the concept of mental health, theories accounting for mental health problems and disturbing behaviour and models of intervention;
- Explored and practised counselling and other helping skills for a variety of situations;
- Discussed and analysed the place of individual support within the overall context of personal and pastoral support for pupils, in order to inform both personal and institutional practice;
- Considered systems of support for staff working with troubled children and young people;
- Examined the roles of partner agencies.
|Formative tasks are designed to arise naturally from course work and reading and relate directly to work situations. For summative assessment purposes, participants are required to complete an assignment to support the development of practice. The assignment (4000 words) will be underpinned by reference to relevant research and literature and will conclude with a reflective analysis of the course member's own interpersonal skills and professional practice. Outcomes allow for a variety of submission formats for which tutor support is available.|
||This course will offer the opportunity to explore and engage with current key thinking on, and models of practice in, the support offered to individual children and young people in difficulty or distress in school .
||Indicative content will include:
- Models of mental health/mental health problems and methods of intervention and support;
- Assessment and enhancement of course members' interpersonal and professional skills;
- The institutional context of helping skills;
- Consideration of specific issues e.g. eating disorders, loss and mourning, depression, self-harm, abuse;
- Contextualisation of course members' own professional skills within the relevant research and literature.
||Participants will gain an understanding and overview of the ways in which children can experience difficulty and ways in which they can be helped. This will enable more effective inter-professional working
||Armstrong, T. (2006) Canaries in the coal mine, in G. Lloyd, J. Stead & Cohen, D. Critical New Perspectives on ADHD London: Routledge.
British Association for Counselling and Psychotherapy (2004) Exploring Mental Health; A teaching resource for Schools - for work with students aged 14-16. Rugby: BACP.
Edwards, L., Powney, J. & Dockrell, A. (2000) Supporting Bereaved Young People, Glasgow: SCRE.
Egan, G. (1986) The Skilled Helper: A Systematic Approach To Effective Helping, California: Brooks/Cole.
Lloyd, G. (2006) Supporting Children in School, in G. Lloyd, J.Stead & Cohen, D. Critical New Perspectives on ADHD London: Routledge.
Lloyd, G. (1999) Ethical and supervision issues in the use of counselling and other helping skills in children and young people in school, Pastoral Care in Education, Sept 1999.
McLaughlin, C. (2005) Exploring the psychosocial landscape of 'problem' girls; embodiment, relationship and agency, in G. Lloyd (ed.) Problem Girls: understanding and supporting troubled and troublesome girls and young women London: RoutledgeFalmer.
Shucksmith, J. Philip, K., Spratt, J. & Watson, C. (2005) Investigating The Links Between Mental Health And Behaviour In Schools Edinburgh: Scottish Executive.
Street, C. (2005) Girls' mental health problems: often hidden, sometimes unrecognised? In G. Lloyd (ed.) Problem Girls: understanding and supporting troubled and troublesome girls and young women London: RoutledgeFalmer.
Pastoral Care in Education
British Educational Research Journal
Emotional and Behavioural Difficulties
International Journal of Inclusive Education
||Class Contact: 24 hours
This will involve lectures, seminars and sharing of experiential learning. The use of supported self-study materials and guided reading will form the basis for discussion and workshop sessions.
Self-directed study (176 hours) - course members will be required to relate issues from the course to their own areas of professional practice and vice versa. They will plan and undertake a range of tasks including classroom-based observation. They will be required to undertake extensive relevant reading.
|Keywords||support for pupils, troubled children,
|Course organiser||Dr Gillean Mccluskey
Tel: (0131 6)51 6637
|Course secretary||Mrs Susan Scott
Tel: (0131 6)51 6573