Undergraduate Course: Integrated Working in Children's Services (EDUA10154)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Course Description:
This core course will explore the theory, policy and practice of inter-agency working within the field of childhood studies. Moss and Petrie (Moss and Petrie, 2005), Dyson (Dyson and others 1998), Riddell and Tett (Ridell and Tett,2001) have all discussed theories of inter-agency working and we will consider the various models put forward from these studies and how they relate to professionals, children and families. In particular, the course will develop a ¿strengths-based¿ approach to working with children and families through a critique of deficit-models of child protection. We adopt a practical approach to learning within this course where we provide discussions surrounding the theory and practice of inter-agency working. There will also be reflective exercises and practical activities for you to consider throughout.
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| Course description |
Not entered
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2014/15, Not available to visiting students (SS1)
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Quota: 30 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
174 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment:
Students are required to attend a multi-agency meeting and feedback to their peer group during the course. Based on this formative assessment, they will then complete a 3000-4000 word report of the meeting. This report constitutes 100% of the total marks for the course. The report will: critically identify connections between key policy documents, literature and research; demonstrate how knowledge gained from these sources relates to their workplace and how it has influences and/or changed the strategies and polices adopted; and illustrate the practical ways that they have worked with children and families in relation to this theoretical and policy backdrop.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
Summary of Intended Learning Outcomes:
By the end of this course participants will be able to:
¿ Critically evaluate the meaning of and range of indicators that may signify child abuse and protection
¿ Discuss the principles, processes and conditions underpinning interpersonal skills and their role in promoting young people¿s physical, emotional and social well-being
¿ Compare different national and international approaches that promote parent and child learning in childcare settings
¿ Evaluate approaches to disability and additional support and critically discuss the pitfalls of providing support services to parents/carers and families
¿ Develop and meet the objectives of child protection service plans, policies, and regulatory requirements
¿ Analyse and discuss the relevance for policy and practice of a number of recent and relevant research studies on integrated working and social inclusion.
¿ Compare and contrast the nature of integrated working in different service and family contexts e.g. bilingualism, multilingual communities, visual impairment, etc
¿ Consider how their experience of studying on the BA Childhood Studies Programme has influences their ability to work with children and promote their wellbeing in the integrated context.
¿ Contribute to integrated working and interprofessional collaboration between workers, agencies, networks and organisations that support children/families,
¿ Carry out joint planning, establish agreed programs and improve coordination across services
¿ Identify and coordinate support for children whose progress is affected by changes or difficulties in their personal circumstances and know when to refer them to colleagues for specialist help, how to liaise with such colleagues and foster processes of transition
¿ Coordinate, be accountable for and support the revision of policies, procedures and practice for registration/inspection
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Reading List
Indicative Reading:
Davies, J.M. (2011) Integrated Working in Children's Services, London: Sage
Gilligan, R. (2000) Family Support Issues and Prospects, in: Canavan, J., Dolan, P. and Pinkerton, J (eds) Family Support, Diversion from Diversity, London: Jessica Kingsley.
Levitas, R. (2005) The Inclusive Society? Social Exclusion and New Labour (2nd edition), Hampshire: PalgraveMacmillan.
Moss, P. and Petrie, P. (2002) From Children¿s Services to Children¿s Spaces, London: RoutledgeFalmer.
Pinkerton, J. (2000) Emerging Agendas For Family Support. In: J. Canavan, P. Dolan, P and J. Pinkerton (eds) Family Support Direction From Diversity, London. Jessica Kingsley
Riddell, S. and Tett, L. (2001) Education Social Justice and Interagency Working: Joined Up Or Fractured Policy? Routledge: London.
Ridge, T. (2002) Childhood, Poverty and Social Exclusion: From a Child's Perspective, Bristol: Policy Press
Webb, R. and Vulliamy, G. (2001) Rhetoric and Practice of Inter-agency Co-operation, Children and Society 15 (5).
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Marlies Kustatscher
Tel:
Email: Marlies.Kustatscher@ed.ac.uk |
Course secretary | Mrs Alison Macleary
Tel: (0131 6)51 6382
Email: Alison.Macleary@ed.ac.uk |
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