Postgraduate Course: Violence against Children Epidemiology and Global Challenges (fusion online) (EFIE11232)
Course Outline
| School | Edinburgh Futures Institute |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
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 epidemiology of violence against children globally by examining the distribution of the prevalence and incidence, patterns and determinants influencing violence as well as outcomes associated with violence and help you understand key debates and international actions adopted to face the global challenge of violence in childhood.
No prior knowledge of epidemiology or VAC is required but some understanding of public health/ social science research and quantitative method is useful.
Edinburgh Futures Institute (EFI) - Online 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 note that their interactions may be recorded and live-streamed. There will, however, be options to control whether or not your video and audio are enabled.
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. |
| Course description |
In the pre-intensive part of the course (2 weeks) students are required to take the free, existing, self-paced SVRI online course developed by UoE to understand the conceptual model of violence against children, measurement of VAC and the data collection of VAC data in epidemiological studies. In the two day intensive, students will discuss definitions of VAC, the global burden of VAC, theoretical frameworks around who is at risk of VAC, why they are at risk, and the global burden of VAC.
The course will be taught in a hybrid format and students will be examined on a project (due at the end of the 2-week post intensive period), which covers the skills learned during the course. The pre-intensive VAC course is self-paced and contains pre-recorded lectures/interviews with subject experts, case studies, quizzes and reflective exercises. The 2-day intensive will consist of live/streamed lecture inputs, pre-recorded interviews/short lectures, group discussions, small group projects, content creation, role play simulations and reflective tasks. This will enable students to digest empirical information, appraise the available evidence and develop practice and policy relevant materials with condensed knowledge on violence against children epidemiology.
The post-intensive is an individual student project which will take the form of a PowerPoint presentation (that students will record) with accompanying wiki entry. Students will pick one type of VAC and provide an evidence-based overview of the definition, measurement and epidemiology in relation to prevalence, risk and protective factors and associated health outcomes.
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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 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
(
Supervised Practical/Workshop/Studio Hours 14,
Other Study Hours 3,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
81 )
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| Additional Information (Learning and Teaching) |
Other Study: 3
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Summative Assessment:
The course will be assessed by means of the following assessment components:
1) Presentation on Specific Type of VAC (50%)
15 minute PowerPoint presentation on a specific type of VAC, its conceptualisation, measurement, epidemiology and associated health outcomes.
2) Short Descriptive Article (50%)
A short descriptive article [600 words] summarising the PowerPoint content for lay people, and contributed to a central programme website of child protection data futures content.
Both assessments due at the end of the post-intensive period, when assessments will be graded and feedback provided. |
| Feedback |
Formative Feedback:
- Pre-intensive - online course includes quizzes which provide feedback on correct vs incorrect answers and reasons behind these.
- 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 students on assessment presentation.
- Feedback by staff on wiki. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Have knowledge of conceptualisations of different types of VAC.
- Examine considerations for measuring VAC and name valid and reliable VAC measurement instruments and strategies for cultural and contextual adaptations.
- Articulate the epidemiology (distribution, patterns, and determinants) of VAC globally.
- Understand and be equipped to utilise best practices and highest ethical standards for carrying out data collection on VAC and interpreting the collected data.
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Reading List
Indicative Reading List:
Pre-intensive:
Steele, B, Franchino-Olsen, HB, Phuc Do, H, Mathews, B, Neelakantan, L & Meinck, F. Measuring Violence Against Children, From Concept to Action. Sexual Violence Research Initiative. https://svri.thinkific.com/courses/measuring-violence-against-children
Essential Reading:
Merrick, Melissa T., Beverly L. Fortson, and James A. Mercy, 'The epidemiology of child maltreatment', in Peter D. Donnelly, and Catherine L. Ward (eds), Oxford Textbook of Violence Prevention: Epidemiology, Evidence, and Policy, Oxford Textbooks (Oxford, 2014; online edn, Oxford Academic, 1 Nov. 2014), https://doi.org/10.1093/med/9780199678723.003.0003,
Hillis S, Mercy J, Amobi A, Kress H. Global Prevalence of Past-year Violence Against Children: A Systematic Review and Minimum Estimates. Pediatrics. 2016 Mar;137(3):e20154079. doi: 10.1542/peds.2015-4079.
Devries K, Knight L, Petzold M, et al
Who perpetrates violence against children? A systematic analysis of age-specific and sex-specific data
BMJ Paediatrics Open 2018;2:e000180. doi: 10.1136/bmjpo-2017-000180
Hughes, K., Bellis, M. A., Hardcastle, K. A., Sethi, D., Butchart, A., Mikton, C., Jones, L., & Dunne, M. P. (2017). The effect of multiple adverse childhood experiences on health: A systematic review and meta-analysis. The Lancet Public Health, 2(8), e356-e366. https://doi.org/10.1016/S2468-2667(17)30118-4
Office of the Special Representative on Violence against Children et al (2022) The Violence-
Prevention Dividend - Why Preventing Violence Against Children Makes Economic Sense
Mathews, B., MacMillan, H. L., Meinck, F., Finkelhor, D., Haslam, D., Tonmyr, L., Gonzalez, A., Afifi, T. O., Scott, J. G., Pacella, R. E., Higgins, D. J., Thomas, H., Collin-Vézina, D., & Walsh, K. (2022). The ethics of child maltreatment surveys in relation to participant distress: Implications of social science evidence, ethical guidelines, and law. Child Abuse & Neglect, 123, 105424. https://doi.org/10.1016/J.CHIABU.2021.105424
Recommended Reading:
Hsiao C, Fry D, Ward CL, et al. Violence against children in South Africa: the cost of inaction to society and the economy. BMJ Glob Health 2018;3:e000573. doi:10.1136/ bmjgh-2017-000573
Cluver LD, Rudgard WE, Toska E, Zhou S, Campeau L, Shenderovich Y, et al. (2020) Violence prevention accelerators for children and adolescents in South Africa: A path analysis using two pooled cohorts. PLoS Med 17(11): e1003383. https://doi.org/10.1371/journal.pmed.1003383
Further Reading:
Meinck, F., Steinert, J. I., Sethi, D., Gilbert, R., Bellis, M., Mikton, C., Alink, L., & Baban, A. (2016). Measuring and monitoring national prevalence of child maltreatment: A practical handbook. World Health Organization.
Kim, H., Song, E.-J., & Windsor, L. (2023). Longitudinal changes in the county-level relationship between opioid prescriptions and child maltreatment reports, United States, 2009-2018. American Journal of Orthopsychiatry.
Nikolaidis, G., Petroulaki, K., Zarokosta, F. et al. Lifetime and past-year prevalence of children¿s exposure to violence in 9 Balkan countries: the BECAN study. Child Adolesc Psychiatry Ment Health 12, 1 (2018). https://doi.org/10.1186/s13034-017-0208-x
Haslam D, Mathews B, Pacella R, Scott JG, Finkelhor D, Higgins DJ, Meinck F, Erskine HE, Thomas HJ, Lawrence D, Malacova E. (2023). The prevalence and impact of child maltreatment in Australia: Findings from the Australian Child Maltreatment Study: Brief Report. Australian Child Maltreatment Study, Queensland University of Technology. https://eprints.qut.edu.au/239397/ |
Additional Information
| Graduate Attributes and Skills |
- Enquiry and lifelong learning.
- Outlook and engagement.
- Research and enquiry.
- Personal and intellectual autonomy.
- Personal effectiveness.
- Communication. |
| Keywords | Violence Against Children,Child Protection,Epidemiology,PG,Level 11,EFI,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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