Postgraduate Course: International Child Protection Futures (fusion on-site) (EFIE11229)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | *Programme Core Course: Child Protection Data Futures (MSc/PGD/PGC)*
This course will introduce you to the concepts, theories and frameworks underpinning child protection and why violence happens globally including system strengthening, children's rights, socio-ecological models and social norms frameworks. No prior knowledge of theories or frameworks on violence is needed. |
| Course description |
This course will explore how we think about and explain violence against children. 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 new and emerging harms children face.
Students will also explore critiques of child protection systems and how data can drive innovation in child protection conceptualisations, systems, and theories on what causes violence.
Students will explore various frameworks and theories of child protection and what causes violence against children through interactive videos, discussions, and readings. Student will discuss key critiques of current conceptualisations of child protection and future proof theories and frameworks through group work on specific case studies.
Edinburgh Futures Institute (EFI) - On-Site Fusion Course Delivery Information:
The Edinburgh Futures Institute will teach this course in a way that enables online and on-campus students to study together. This approach (our 'fusion' teaching model) offers students flexible and inclusive ways to study, and the ability to choose whether to be on-campus or online at the level of the individual course. It also opens up ways for diverse groups of students to study together regardless of geographical location. To enable this, the course will use technologies to record and live-stream student and staff participation during their teaching and learning activities.
Students should be aware that:
- Classrooms used in this course will have additional technology in place: students might not be able to sit in areas away from microphones or outside the field of view of all cameras.
- Unless the lecturer or tutor indicates otherwise you should assume the session is being recorded.
As part of your course, you will need access to a personal computing device. Unless otherwise stated activities will be web browser based and as a minimum we recommend a device with a physical keyboard and screen that can access the internet.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Seminar/Tutorial Hours 4,
Supervised Practical/Workshop/Studio Hours 14,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
80 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following assessment components:
1) Participation During Intensive (20%)
Students who meet 80% attendance in the week of intensive activities will receive full marks for participation during the intensive.
2) Poster Presentation (80%)
Students will design an A4 poster taking a key framework or theory and applying it to a child protection challenge/type of violence and geographic location of their choice. Students will film a presentation explaining their poster (10 mins) and will upload to the course discussion forum. Support will be provided to students on how to film and upload a presentation, as well as basic presentation skills. |
| Feedback |
Formative Feedback:
- Pre-intensive period will include discussion forum feedback.
- Small group work during course will receive feedback from peers and staff.
- Discussion of issues and questions during Course Organiser's office hours.
Summative Feedback:
- Feedback by staff and student on poster presentation.
- Input by students during intensive days will be measured by attendance. |
| No Exam Information |
Learning Outcomes
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 violence against children at the individual, relationship, community, institutional and structural levels and how these are currently changing.
- Demonstrate critical understanding of key global debates around conceptualisations of child protection globally and how these can be future proofed.
- Argue the relevance of data driven innovation for child protection futures.
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Reading List
Indicative Reading List:
Essential Reading:
Fry, D., (2016). Preventing Violence Against Children and how this contributes to building stronger economies. Thematic research paper for the 3rd High-Level Meeting on Cooperation for Child Rights in the Asia-Pacific Region. 7-9 November, 2016. Kuala Lumpur: Government of Malaysia and the United Nations Children's Fund (UNICEF). Available at: https://www.unicef.org/eapro/Preventing_Violence.pdf
UNICEF, Innocenti Research Centre (2005), Laying the Foundations for Children's Rights, Innocenti Insight, UNICEF.
Fry, et al., 2022. Violence against Children in Latin America and Caribbean Region - chapter 4: risk and protective factors https://www.unicef.org/lac/en/reports/violence-against-children-in-latin-america-and-the-caribbean
Mackie, G. et al. (2015). What are social norms? How are they measured? California, USA: UNICEF/Centre on Global Justice, University of San Diego.
Cunneen, C, Libesman, T. A Review of International Models for Indigenous Child Protection https://www.nintione.com.au/resources/rao/a-review-of-international-models-for-indigenous-child-protection/
Jewkes, R.; Flood, M.; & Lang, J. (2015). From work with men and boys to changes of social norms and reduction of inequities in gender relations: a conceptual shift in prevention of violence against women and girls. The Lancet, 385(9977), 1580-1589.
Videos:
https://humanrights.gov.au/about/news/videos/vanessa-turnbull-roberts-winner-2019-young-peoples-human-rights-medal
Webcast: 'The Toxic Stress of Early Childhood Adversity: Rethinking Health and Education Policy' from the Harvard School of Public Health: https://theforum.sph.harvard.edu/events/the-toxic-stress-early-childhood-adversity/
Recommended Reading:
Bicchieri, C.; Jiang, T.; & Lindermans, J. W. (2014). A social norms perspective on child marriage: The general framework. Commissioned and to be Published by UNICEF.
UNICEF. Humanitarian Principles Training: A Child Rights Protection Approach to Complex Emergencies, chapters 1 (protection in the context of complex emergencies), 2 (humanitarian principles)
Neil Gilbert (ed.), Nigel Parton (ed.), and Marit Skivenes (ed.) Child Protection Systems: International Trends and Orientations, 2011: https://academic.oup.com/book/42637
Further Reading:
Fry, D., Hodzi, C., Nhenga (2017). Addressing Social Norms that Underpin Violence Against Children in Zimbabwe, Harare: UNICEF Zimbabwe.
Mohr, W., and Tulman, L. (2000). Children exposed to violence: Measurement considerations within an ecological framework. Advances in Nursing Science, 23(1): 59-68. |
Additional Information
| Graduate Attributes and Skills |
- Enquiry and lifelong learning.
- Outlook and engagement
- Research and enquiry.
- Personal and intellectual autonomy.
- Personal effectiveness.
- Communication. |
| Keywords | Child Protection,Data,Data Driven Innovation,EFI,Level 11,PG,Children,Futures |
Contacts
| Course organiser | Ms Deborah Fry
Tel: (0131 6)51 4796
Email: Debi.Fry@ed.ac.uk |
Course secretary | Miss Yasmine Lewis
Tel:
Email: yasmine.lewis@ed.ac.uk |
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