| Module Code: NUR3054 |
Module Title: SAFEGUARDING CHILDREN |
|
|
Module Provider: Health & Social Care
|
Short Name: NUR3054
|
|
Level: HE3
|
Module Co-ordinator: COLLIETY P Dr (HSC)
|
|
Number of credits: 10
|
Number of ECTS credits: 5
|
|
|
|
| Module Availability |
| Semester 2 |
|
|
| Assessment Pattern |
Essay
This essay is an exploration of an issue from practice. Students will select, analyse and evaluate an issue from practice. The topic is flexible but must be related to safeguarding and protecting children. Students should appraise and analyse the issue selected from practice in the context of current policy and legislation. Students will draw on theoretical perspectives and current research.
2000 words (100%)
|
|
|
| Module Overview |
|
|
|
| Prerequisites/Co-requisites |
|
|
|
| Module Aims |
• To develop students’ knowledge and skills related to safeguarding children.
• To prepare students to evaluate and support effective practice in their specialist areas.
• To develop student’s ability to reflect, debate and appraise current research and practice in a multi-disciplinary environment.
|
|
|
| Learning Outcomes |
The module provides opportunities for students to develop and demonstrate knowledge and understanding of the complexities surrounding safeguarding children and to empower them to play a pro-active role in the protection of vulnerable children.
On completion of the module, the student should be able to:
Subject knowledge and understanding
• Identify and examine the historical and current drivers that influence policy and legislation relating to safeguarding children
• Extend and apply knowledge and understanding of the different categories of abuse, presenting signs and symptoms and the possible long-term effects of abuse, including issues related to equity and diversity.
• Analyse and evaluate a variety of Assessment and Risk Assessment models and be able to apply these to practice.
• Understand legal, ethical and sociological theories and concepts relating to safeguarding children.
• Discuss and debate ethical issues.
Cognitive skills
• Analyse and debate national and local issues relating to safeguarding children.
• Evaluate current literature and research findings
• Reflect on own values, attitudes and practice relating to protecting and safeguarding children.
Practical skills
• Apply the skills of receiving and giving supervision and evaluate the implications of this on their own area of practice.
• Demonstrate anti-discriminatory practice that promotes partnership working with children, families and across agencies.
• Managing change within the area of safeguarding children.
• Develop strategies for working with complex families.
Key / transferable skills
• Ability to communicate effectively.
• Apply the skills developed to promote effective collaborative relationships across all agencies.
• Adopt a critical approach and develop innovative practice.
• Take responsibility for continuing professional development.
• Take a proactive approach to safeguarding children.
|
|
|
| Module Content |
• The module content enables the student to develop a conceptual understanding of the issues related to safeguarding children along the following themes:
• Child protection in context; to include legislation and the historical and political drivers of current policy – ‘Every Child Matters’.
• Recognition and responding to abuse.
• Roles and responsibilities.
• ‘Working Together’ within and across agencies.
• Holistic assessments and the assessment of risk.
• The impact of abuse on children and their families, including adult survivors of abuse.
• Managing diversity in safeguarding children.
• Specific issues relating to practice, ie domestic violence, fabricated induced illness.
• ‘A Child’s voice’ – communicating with children and children’s rights.
• Strategies for working with complex families.
• Discuss and debate ethical issues.
|
|
|
| Methods of Teaching/Learning |
• Contact hours: 30 hours
• Work-based / self-directed 70 hours
Lecture / Debate / Group work / Student presentation / Self-directed learning / Experiential learning / Small group workshops / Action learning set / Discussion / Reflective learning / Tutorials / ‘Expert’ speakers.
|
|
|
| Selected Texts/Journals |
REQUIRED READING
• Department of Health 1999 Working Together to Safeguarding Children. London, The Stationery Office
• Department of Health 2003 Every Child Matters. London, The Stationery Office.
• Department of Health 2005)Working Together to Safeguarding Children. London, The Stationery Office
• Lord Laming 2003 The Victoria Climbie Inquiry: Report of an Inquiry by Lord Laming (Chairman). London, The Stationery Office.
RECOMMENDED READING
• Department of Health 2000 Framework for the Assessment of Children In Need and Their Families. London, The Stationery Office.
• Department of Health 2004 Every Child Matters: Next Steps. London, The Stationery Office
• Howe D 2005 Child Abuse and Neglect; Attachment, Development and Intervention. Basingstoke, Palgrave, Macmillan
• Taylor J, Daniel B (eds) 2002 Child Neglect; Practice Issues for Health and Social Care. London, Jessica Kingsley.
• Wilson K, James A (eds) 2002 The Child Protection handbook. 2nd edn London, Bailliere Tindall.
• Children Act 1989 Summary Report. London, The Stationery Office
Journals
Children Now Child Abuse and Neglect
Child Abuse Review Health Service Journal
Websites
www.nspcc.org.uk www.dh.gov.uk
www.homeoffice.gov.uk www.children.gov.uk
www.dfes.gov.uk www.everychildmatters.gov.uk
|
|
|
| Last Updated |
| 29TH JULY 2010 |
|
|
|
