| Unit name | Children in Families and Communities |
|---|---|
| Unit code | ACHSD0004 |
| Credit points | 20 |
| Level of study | D/8 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Jak Lee |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one | |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Trainees will study relevant research and practice in relation to key issues which may impact on individuals, families or their communities (e.g. attachment, resilience, parenting styles, domestic violence, abuse, separation and bereavement). They will examine the EPs role developing and evaluating interventions, independently or through work with other professionals. They will study professionally appropriate interventions, counselling and therapeutic skills for work with individuals and/or families in the context of their educational settings and communities.
Aims:
This unit will provide trainees with knowledge, awareness, values and skills to: be able to bring about change for individuals, children, young people and their families by working at different levels of their context (e.g. individuals, families, groups and communities); to enable effective work with diverse client populations through a clear understanding of the demographic characteristics of communities including the influence of: culture, gender, ethnicity and factors influencing social exclusion.
By the end of this unit trainees will have developed skills to make decisions using a broad evidence and knowledge base, how to assess, formulate and intervene psychologically, from a range of appropriate models and modes of intervention with children, young people, their families and carers. They will be able to develop creative approaches which draw on theory and research and are adapted to a variety of individual, family and community contexts.
They will have developed skills which allow them to promote the psychological well-being of clients with particular regard to their emotional and social needs. They will be able to develop and maintain effective working relationships and collaboration with key role partners i.e. children, young people, their families and carers and other professionals in order to promote effective outcomes for clients. They will be able to support children, young people and their families and carers in contributing to the assessment process and the evaluation of interventions and service delivery.
BPS Competencies covered
1.1, 1.3, 1.5, 2.10, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 8.2, 8.3, 9.7, 10.1
HCPC Standards of Proficiency covered
3.2, 5.1, 5.2, 8.9, 8.11, 9.8, 12.1, 13.1, 13.31, 13.34, 13.36, 14.1, 14.2, 14.19
Blended learning to involve guided reading and seminars, group work, presentations either delivered on campus or on Blackboard Collaborate, as the situation allows. This unit involves many sensitive topics (e.g. grief, critical incidents), which lend themselves more easily to discuss in-person but will be planned for using BB collaborate.
Presentation on one of the following topics
(45 minutes input followed by 5 minutes Q and A)
The product of each trainee-led seminar will be a learning pack for each fellow trainee together with your reflections (500 words) about this work/experience for your submission.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. ACHSD0004).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
