Postgraduate Course: Collaborative Working in Children's Services (EDUA11249)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||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 'Integrated 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 (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2014/15, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 24,
Online Activities 8,
Feedback/Feedforward Hours 8,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Components of Assessment
Students will carry out a 4,000 word assignment entitled 'Collaborative Working In My Experience: Barriers, Problems and Solutions'.
|No Exam Information
| 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)
|Jones. C and Leverett, S (2008) Policy Into Practice: Assessment, Evaluation And Multi-Agency Working With Children In Foley, P And Rixon, A (Eds) Changing Children's Services: Working And Learning Together. Bristol: Policy Press.*|
Gilligan R.(2000). Family support: issues and prospects. In Canavan J , Dolan P , Pinkerton J (eds) Family Support: Directions from Diversity. London: Jessica Kingsley Publishers.
Pinkerton, J (2006) Reframing Practice As Family Support In Dolan, P., J. Canavan, And J. Pinkerton (Eds.), Family Support As Reflective Practice. London:. Jessica Kingsley Publishers. - P188 check list
Gilligan, R. (1999) 'Working with Social Networks Key Resources in Helping Children at Risk' In Hill, M. (ed) Effective Ways of Working with Children and their Families. London: Jessica Kingsley pages 70 - 96
Platt (2001) 'Refocusing children's services: evaluation of an initial assessment process' Child & Family Social Work. 6(2);139 - 148.
Abbott, D., Watson, D. & Townsley, R. (2005), 'The proof of the pudding: what difference does a multi-agency working make to families with disabled children with complex health care needs? Child & Family Social Work. 10; 229-238.
Moss P and Petrie P (2002) From Children's Services to Children's Services
Riddell S and Tett L (2005) Education, Social Justice and Inter-agency Working Joined up or fractured Policy
Tett L and Smith M (2005) New Community Schools and pupils with social, emotional and behavioural difficulties.
Huxham C and Macdonald D (1992) Introducing collaborative advantage: achieving inter-organisational effectiveness through meta-strategy
Lacey P (2001) Support Partnerships: Collaboration in Action
1995 Children's Act http://www.opsi.gov.uk/acts/acts1995/
Fish Report (1985) Educational Opportunities for ALL? The report of the Committee Reviewing Provision to Meet Special Educational Needs
Gill K and Pickles T (1989) Active collaboration: Joint Practice and Youth Strategies
Newell P (2000) Taking children seriously : A proposal for a Children's rights Commissioner
Roaf C (2002) Coordinating services for included children
Seebohm F (1989) Seebohm Twenty Years On: Three Stages in the Development of the Personal Social Services
Cowie, H. and Pecherek, A. (1997) Counselling: Approaches and Issues in Education. London: David Fulton. ISBN 1-85346-293-4, pages 1 -12
Mearns, D., and Thorne, B. (1988) Person Centred Counselling in Action. London: Sage Pages 5 - 21
Mallon, B. (1987) An Introduction to Counselling Skills for SEN. Manchester: Manchester University Press. Pages 8 - 15
Weiner, R and Crosby, I. (1986) Developing Counselling Skills In Work with Adolescents. NCVO pages 13 -14
Palmer, S., Dainow, S and Milner, P. (eds) (1996) Counselling: the BAC Counselling Reader. London: Sage. ISBN 0-8039-7477-9, pages 44 - 51
Weinberger J, Pickstone C, Hannon P (2005) Learning from Sure Start
GROUPWORK AND CHILDREN DEVELOPING AND INTERACTING
(including groupwork, classroom contexts, peer relationships)
Benson, J.F. (1987) Working More Creatively with Groups. London: Tavistock.
Bond, T. (1986) Games for Social and Life Skills. Cheltenham: Stanley Thornes Pub.
Brandes, A and Phillips, H. (1982) Gamesters' Handbook 2. Hutchison.
Brandes, D and Phillips, H. (1979) Gamesters' Handbook. Hutchison.
Campbell, A. and Muncer, S. (eds.) (1999) The Social Child. London: Psychology Press.
Curry, M. and Bromfield. A. (1994) Personal and Social Education for Primary Schools through Circle Time. Tamworth: NASEN.
Daniel, B. & Wassell. (2002)
The Earlyl Years: Assessing and Promoting Resilience in Vulnerable Children 1.
The School Years: Assessing and Promoting Resilience in Vulnerable Children 2.
Adolescence: Assessing and Promoting Resilience in Vulnerable Children 3.
London: Jessica Kingsley.
Dearling, A and Armstrong, H.(1989) The Youth Games. ITRC.
Deegan, J. (1996) Children's Friendships in Culturally Diverse Classrooms. London: Falmer Press.
Douglas, T. (1983) Groupwork Practice. Tavistock.
Douglas, T. (1991) A Handbook of Common Group Problems. Routledge.
Dwiwedi, K (ed) (1993) Groupwork with Children and Adolescents: A Handbook. Routledge and Kegan Paul.
Dyers, R (1990) Creative Games in Groupwork. Winslow Press.
Epstein, D and Sealy, A. (1990) Where it Really Matters: Developing Anti-racist Education in Predominantly White Primary Schools. Birmingham: Selly Oak Colleges.
Johnstone, M., Munn, P. and Edwards, L. (1992) Action Against Bullying:A Support Pack for Schools. Edinburgh: SCRE. (now updated to include a booklet for parents)
Klein, G. (1994) Education Towards Race Equality. Stoke-on-Trent: Trentham Books.
Lawrence, D.(2nd ed) (1996) Enhancing Self-esteem in the Classroom. London: Paul Chapman.
Lawrence, D. (2000) Building Self-esteem with Adult Learners. London: Paul Chapman.
*Leicester, M. (1991) Equal Opportunities in Schools. London: NFER/Nelson.
Mosley, J. and Tew, M. (1999) Quality Circle Time in the Secondary School. London: David Fulton Publishers.
Munn, P. and Lloyd, G. (1998) Discipline in Schools:A Review of Extent, Causes and Cures (A Literature Review prepared for the SOEID). Edinburgh: Moray House Institute of Education.
Nicolson, D. and Ayers, H. (1997) Adolescent Problems: A Practical Guide for Parents and Teachers. London: David Fulton.
Preston-Shoot, M. (1987) Effective Groupwork. London: Macmillan.
Priestly, P and McGuire, J. (1983) Learning to Help. London: Tavistock.
Roffey, S., Tarrent, T and Major, K. (1994) Young Friends:Schools and Friendship. London: Cassell.
SKILL/SCPR/FEFC (1996) Student Voices: The Views of Further Education Students with Learning Difficulties and/or Disabilities. London: SKILL.
Slee, P. and Rigby, K. (eds) (1999) Children's Peer Relations. London: Routledge
(this book is a very expensive hardback (£65) but is a very significant and exhaustive resource book)
SOEID (1998) Taking a Closer Look at Promoting Social Competence. Edinburgh: SOEID.
Tattum,D. and Herbert, G. (1997) Bullying: Home, School and Community. London: David Fulton Publishers.
Taylor, M. (2003) Going Round in Circles: Implementing and Learning from Circle Time. Slough: NFER.
Troyna, B. and Hatcher, R. (1992) Racism in Children's Lives. London: NCB/Routledge.
Warden, D. and Christie, D. (1997) Teaching Social Behaviour. London: David Fulton.
Whitaker, D. (1985) Using Groups to Help People. London: Routledge and Kegan Paul.
SPECIFIC ISSUES & MISCELLANEOUS
Aldridge, J and Becker, S. (1993) Children who Care: Inside the World of Young Carers. Loughborough, University of Loughborough.
Archer, T., Filmer-Sankey, C and Fletcher-Campbell, F. (2003) School Phobia and School Refusal: Research into Causes and Remedies. Slough: NFER.
Atkinson, M. and Hornby, G. (2002) Mental Health Handbook for Schools. London: Routledge Falmer.
Bannister, A., Barrett, K and Shearer, E. (eds) (1990) Listening to Children: The Professional Response to Hearing the Abused Child. London: NSPCC/Longman.
Brown, E. (1999) Loss, Change and Grief: An Educational Perspective. London: David Fulton Publishers.
Children in Scotland (1995) Scotland's Families Today. Edinburgh: HMSO.
Closs, A. (ed) (2000) The Education of Children with Medical Conditions. London: David Fulton Publishers.
Collins, J. (1997) The Quiet Child. London: Cassell.
Duffield, J., Brown, S and Riddell, S. (1996) Classroom Approaches to Learning and Teaching:the Social Class Dimension. Stirling, University of Stirling.
Dyregrov, A. (1990) Grief in Children: A Handbook for Adults. London: Jessica Kingsley Publishers.
Eiser, C. (1993) Growing Up with a Chronic Disease. London, Jessica Kingsley Publications.
Hill, M. and Tisdall, K. (1997) Children and Society. London: Addison Wesley Longman.
Irvine, S. (1998) A Guide to Child Health in the Primary School. Edinburgh: Scottish Health Education Board.
Leaman, O. (1995) Death and Loss:Compassionate Approaches in the Classroom. London: Cassell.
Lewis, C., Johnson, A. and Lewis, N. (1994) Eating Disorders: Guidance for Teachers. Biggin Hill: Family Reading Centre.
Lines, S. (1992) Educational disadvantage in the primary school:Children living in temporary accommodation. In Support for Learning Vol. 7:1
Morris, J. (1995) Gone Missing: A Research and Policy Review of Disabled Children Living Away from their Families. London: Who Cares? Trust.
Morris, J. (1998) Still Missing: Vol. 1 The Experience of Disabled Children Living Away from their Families. London: Who Cares? Trust.
Pilling, D. (1990) Escape from Disadvantage. London: Falmer Press.
Robinson, C. and Stalker, K. (eds) (1998) Growing Up with Disability. London: Jessica Kingsley.
Rutter, J. (1994) Refugee Children in the Classroom. Stoke-on-Trent: Trentham Books.
Schaffer, H. (1991) Making Decisions about Children: Psychological Questions and Answers. Oxford: Blackwell.
Shaw, C. (1998) Remember my Messages: The Experiences and Views of 2000 Children in Public Care in the UK. London: Who Cares? Trust.
Smith, P and Sharp, S. (1994) School Bullying:Insights and Perspectives. London: Routledge.
Varma, V. (ed) (1992) The Secret Life of Vulnerable Children. London: Routledge.
Varma, V. (ed) (1993) Coping with Unhappy Children. London: Cassell.
Varma, V. (ed) (1996) Managing Children with Problems. London: Cassell.
Ward, B. (1989) Good Grief 1:Exploring Feelings, Loss and Death with under 11s, and Good Grief 2:Exploring Feelings, Loss and Death with over 11s and Adults. Uxbridge: Cruse Bereavement Care.
www.scotland.gov.uk/education/Better Integrated Services
|Graduate Attributes and Skills
|Keywords||Childhood Collaboration Integrated Working Education Social Work Health
|Course organiser||Dr Jule Hildmann
Tel: (0131 6)51 6031
|Course secretary||Mrs Susan Scott
Tel: (0131 6)51 6573
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:51 am