Postgraduate Course: Foundations of International Child Protection (EDUA11314)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course will explore how we think about, define, measure and explain child abuse and neglect and other forms of child maltreatment. This course will cover the concepts, theories and frameworks underpinning child protection globally. Students in this course will discuss child protection within an evidence-based framework and will explore the risk and protective factors influencing child abuse, neglect and youth violence at the individual, relationship, community and society levels.
Child Protection in a Global Context
Types of Child Maltreatment
Definitions, data sources and issues in measuring child maltreatment and youth violence
Underpinning theories, risk and protective factors for types of child maltreatment and youth violence
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
|Additional Costs|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Task 1 (50%) Poster and presentation (2,000 words) Students will develop a poster of an ecological model (and accompanying written statement) applied to a specific child abuse and neglect topic exploring the risk and protective factors for their chosen topic at the individual, relationship, community and society levels.
Task 2: (50%)- Research Question Proposal (2,000 words) Students will write a proposal for inclusion of 1-2 variables on child abuse, neglect and/or youth violence within an already existing national, regional, local or routinely collected dataset. Students will need to demonstrate the evidence base behind why a particular variable (max 2 questions) should be included, the benefits and potential impact for child protection for inclusion of the variable(s).
||Students will have the opportunity to have additional course tutorial about using datasets and understanding variables. They will submit a draft by week 5 of the course of their planned proposal. The tutor will provide individual feedback on this proposal by week 8.
|No Exam Information
On completion of this course, the student will be able to:
- Critically compare and contrast concepts, theories and frameworks underpinning child protection globally.
- Articulate comprehensive awareness of the risk and protective factors influencing child abuse, neglect and youth violence at the individual, relationship, community and society levels.
- Critically examine prevalence and incidence data of child maltreatment and youth violence,
- Conceptualise the key measurement issues in child protection and analyse critically definitions and prevalence measurements.
- Demonstrate critical understanding of key global debates in the child protection field and argue the relevance of key international child protection policies and how these impact on global challenges.
|Additional Course Reading|
-Dubowitz, H.E. (2012) World Perspectives on Child Abuse, Vol. 10, IPSCAN.
- General Assembly of the United Nations (1989) The Convention on the Rights of the Child, Adopted by the General Assembly of the United Nations on 20 November 1989.
-Pinheiro, S. (2006) United Nations Secretary General¿s Study: Report on Violence Against Children
-World Health Organization (2002) World Report on Violence and Health
|Graduate Attributes and Skills
||Conducting literature searches in child protection research (key databases, search terms, etc.)
Oral and written communication skills
|Keywords||child protection,inclusive education,international
|Course organiser||Ms Deborah Fry
Tel: (0131 6)51 4796
|Course secretary||Ms Tara Kay