Modules for course LXH3 | BA/CSS
BA Childhood Studies/Sociology
These were the modules for this course in the 2017–18 academic year.
- SXS-2035: Classical Social Theory (20) The module introduces the classic contributions of Marx, Tocqueville, Tonnies, Weber, Durkheim and Simmel and the development of their thinking concerning modernity, capitalism, rationalisation and bureaucracy, and the question of moral and social order. The module then considers how the classic tradition has been transformed and new paths have been pursued in the contexts of Parsons' 'system theory', symbolic interactionism, critical theory and feminist social theory.
- SXS-2011: Identity & Diversity (20) The structure of the module covers following topics: 1. The nature of social diversity and identies. 2. The scope of social inequalities in the global, national and local contexts; 3. the class and economic inequalities; 4. Gender inequalities and sexualities; 5. Race and ethnicities; 6. Nationality; 7. Consumer culture and subcultures 8. New types of inequalities in global age.
20 credits from:
- SXU-2002: Contemporary Social Debates (20) (Semester 1) There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students. The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed. Possible topics to be covered: Should drugs be legalised? Social control and the media Thinking critically about criminology Should there be a sociology of the environment? Exploring disaster capitalism Girls will be girls and boys will be boys – debunking the myth of gender. Exploring the relationship between inequality and capitalism Radicalisation, immigration, identity and racism. The Arab Spring Riots and civil liberties Thinking beyond the norm – the rationalization of ‘them’ and ‘us’
- SXY-2004: Crime & the Media (20) (Semester 2) Media stories on crime and law are numerous. They form an object of inexhaustible interest to audiences. Many people learn about crime and law from the media, especially from newspapers, books and films. Media portrayals often contributed decisively to changes in public opinion and politics. Also, deviant behaviour can be influenced by media. Media construct deviance (e.g. by identifying `folk devils`), but media also offer cultural templates for people involved in deviant activities. The class deals with the cultural and political significance of media portrayals of crime and law. Students learn about economic, political, legal and other backgrounds. Major narratives employed by the media will be identified. The standard patterns of telling and other technical means of the media are analysed. The audience's reaction to media portrayals and its use of media also form a topic for the class.
- SXS-2009: Sociology of Health (20) (Semester 2) This module will introduce students to the main sociological perspectives on health and medicine, and will explore current debates concerning the nature and role of biomedicine. Lay experiences and health beliefs will be studied, and lay/professional interactions explored. The role of the professions, and changing power relationships within the health services will be put under scrutiny. The medicalization of birth, death and society will be considered. Students will evaluate the changing profile of health and illness in contemporary society, and consider the experience of chronic illness and disability. The social patterning of health according to class, gender and ethnicity will be analyzed, and competing explanations considered. Geographic inequalities in health status will be explored as well as social differences relating to age and the life course.or
SCS-2011: Cymdeithaseg Iechyd (20) (Semester 2)
- SXP-2010: Poverty & Social Exclusion (20) (Semester 2) This module will examine the explanations for, and the experience of, poverty in the UK and in comparative perspective. It will aim to address the following aspects: 1. Defining poverty – how is poverty defined? What is social exclusion? How important is inequality? 2. Explaining poverty - how has the persistence of poverty been explained? This will look particularly at ‘pathological’ explanations involving a ‘culture of poverty’ or the existence of an ‘underclass’ 3. The risk of poverty – who is most at risk of being poor, and what are the possible consequences? 4. Experiencing poverty - what does it mean to be poor in the UK today? 5. Dimensions of poverty - what are the various dimensions of poverty, including income, wealth, health, education and housing. 6. International issues – can we ‘make poverty history’? 7. Confronting poverty – what policies are most effective against poverty? Is poverty or inequality the real problem?
- SXP-2020: Personal Social Services (20) (Semester 1) This module traces the development of the Personal Social Services in Wales and England , and analyzes the organisation of the services.Consideration is given to the importance of values in social work and social care and in particular the emphasis given to anti-discriminatory and anti-oppresive practice.The contemporary social framework is explored, and the module also examines the personal social needs of groups such as children and families, older people , people with disabilities, and people who experience mental health problems.The module examines how these needs can be met by implementing policies such as Care in the Community and the Mixed Economy of Care.Consideration is given to developments and provision within some other European Union countries.The future of the Personal Social Services is also considered in view of current government policies. Lecture Programme: Lecture 1: An introduction to the module- what is the Personal Social Services? Lecture 2: The development of the Personal Social Services Lecture 3: The values of social care and social work Lecture 4: Poverty, Social Exclusion and Social Work Lecture 5: Child Protection: Definitions and significant developments /Theories of child abuse Lecture 6: Looked After Children (Foster Care, Adoption and Group Care) Lecture 7: Reading week Lecture 8: Community Care Policy and the Mixed Economy of Care Lecture 9: Older People in Society (including Dementia) Lecture 10: Physical Disability and Learning Disability – developments in policy and practice Lecture 11: Mental Illness – models of causation Lecture 12: The Future of the Personal Social Services /Review and Revisionor
SCP-2001: Gwasanaethu Cymdeithasol (20) (Semester 1)Mae'r modiwl yma yn olrhain datblygiad y Gwasanaethau Cymdeithasol Personol yng Nghymru a Lloegr. Ystyrir pwysigrwydd gwerthoedd ym maes gwaith a gofal cymdeithasol ac yn arbennig y pwyslais ar ymarfer gwrth wahaniaethol a gwrthormesol. Ceir cyfle i gyfarwyddo gyda'r fframwaith cymdeithasol cyfoes ac i ymdrin ag anghenion cymdeithasol personol grwpiau amrywiol megis plant a'u teuluoedd pobl hyn, pobl ag anableddau, a phobl sy'n profi afiechyd meddwl. Mae'r modiwl yn archwilio sut y ceisir diwallu'r anghenion cymdeithasol drwy weithredu polisiau megis 'Gofal yn y Gymuned' a datblygu 'Economi Lles Cymysg'. Rhoddir ystyriaeth hefyd i ddyfodol y Gwasanaethau Cymdeithasol Personolyng ngoleuni polisiau cyfredol y llywodraeth.
- SXP-2040: Social Work Perspectives (20) (Semester 2) 1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.or
SCP-2040: Safbwyntiau GC (20) (Semester 2)1. What is Social Work? Describing and defining Social Work. 2. You and Social Work. What do Social Workers do and where do they work? 3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice. 4. The Legal and Organisational context in which the Social Work process occurs. 5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice. 6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society. 7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need; Assessment and Oppression; Multi-disciplinary assessment. 8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation and Partnership. 9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children. 10. Social Work processes: Reflective practice; Review stages in social work; Endings.
- SXP-2050: Social Problems (20) (Semester 1) Workshop topics include: How to help young people who are not in education, employment or training needs (NEETS); Encouraging more men into in care related professions; How to create inclusive work places for transgender employees and understanding/tackling hate crime.
60 credits from:
- XAE-2030: Inclusion & Learning Needs (20) (Semester 1 + 2) The module will focus on; • promoting student reflective learning and critical thinking on inclusion of, and provision for, children and young people with ALN; • issues related to inclusive education, access issues, supporting families, legislation and supporting individuals in achieving their rights in education, services and society; • examining a case study related to a particular child or young person and evaluating the impact of support in light of other readings and research; • attending an SEN placement and keep a log book as a basis to critically analyse and reflect on the nature of the provision with regard to the statutory requirements; • identifying people’s responsibilities and the nature of roles in the setting and how the children and young people’s needs are met.or
XAC-2030: Cynhwysiant ac Anghenion Dysgu (20) (Semester 1 + 2)Mae’r modiwl yn canolbwyntio ar y canlynol: • hyrwyddo dysgu adfyfyriol ymysg myfyrwyr ynghyd â meddwl yn feirniadol ynghylch cynhwysiant a darparu ar gyfer plant a phobl ifanc ag anghenion dysgu ychwanegol. • materion yn ymwneud ag addysg gynhwysol, materion mynediad, cefnogi teuluoedd, deddfwriaeth a chefnogi unigolion wrth iddynt ennill eu hawliau ym meysydd addysg, gwasanaethau a’r gymdeithas; • craffu ar astudiaeth achos sy'n ymwneud â phlentyn neu berson ifanc penodol a gwerthuso effaith cefnogaeth yng ngoleuni darlleniadau eraill ac ymchwil arall; • mynychu lleoliad AAA a chadw llyfr log fel sail ar gyfer dadansoddi ac adfyfyrio’n feirniadol ar natur y ddarpariaeth mewn perthynas â’r gofynion statudol; • canfod cyfrifoldebau pobl a natur swyddogaethau yn y lleoliad a sut y cyflawnir anghenion y plant a’r bobl ifanc.
- XAE-2032: The Global Child (20) (Semester 1 + 2) or
XAC-2032: Y Plentyn Byd-eang (20) (Semester 1 + 2)
- XAE-2035: Children Literacy & Literature (20) (Semester 1 + 2) The module will focus on a range of relevant topics on children’s literacy and literature, such as: • importance and value of arming children with literacy skills in the context of children’s literature; • defining a child’s early literacy and developmental literacy; • theories concerning the manner in which children’s literacy should be developed; • promotion of children’s early literacy by parents, Wales Basic Skills Programmes – Language & Play Programme, Fair Start Programme; Sure Start Scheme; Twf; Mudiad Ysgolion Meithrin (Nursery Schools Movement), Children’s Librarian; • practical workshop on how to compose a story, an informative book, or an anthology for children; evaluate how the use of the compositions contributes to children’s literacy, the analysis of a selection of significant literature; • writing/creating a story, a factual book and poetry for children, and analysing the characteristics of these forms; • evaluate how different practitioners promote children’s literacy skills and various methods, strategies and resources which maintain children’s interest in literacy and reading.or
XAC-2035: Plant, Llythrennedd a Llen (20) (Semester 1 + 2)Bydd y modiwl yn canolbwyntio ar amrywiaeth o bynciau perthnasol yn ymwneud â llythrennedd a llenyddiaeth plant, megis: • pwysigrwydd a gwerth arfogi plant â sgiliau llythrennedd yng nghyd-destun llenyddiaeth plant; • diffinio llythrennedd cynnar plentyn a’u llythrennedd datblygol; • damcaniaethau ynghylch sut dylid datblygu llythrennedd plant; • sut y gall rhieni hyrwyddo llythrennedd cynnar plant, Rhaglenni Sgiliau Sylfaenol Cymru – Rhaglen Iaith a Chwarae, Rhaglen Dechrau’n Deg; Rhaglen Cychwyn Cadarn; Twf; Mudiad Ysgolion Meithrin, Llyfrgellydd Plant; • gweithdy ymarferol ar sut i gyfansoddi stori, llyfr gwybodaeth, neu flodeugerdd i blant; gwerthuso sut mae defnyddio’r cyfansoddiadau sy’n cyfrannu at lythrennedd plant, dadansoddi detholiad o lenyddiaeth arwyddocaol; • ysgrifennu/creu stori, llyfr ffeithiol a barddoniaeth i blant, a dadansoddi nodweddion y ffurfiau hyn; • gwerthuso sut mae ymarferwyr gwahanol yn hyrwyddo sgiliau llythrennedd plant a gwahanol ddulliau, strategaethau ac adnoddau sy’n cynnal diddordeb plant mewn llythrennedd a darllen.
- XAE-2040: Seicopatholeg ymhlith Plant (20) (Semester 1 + 2) or
XAC-2040: Iechyd Meddwl Mewn Plentyndod (20) (Semester 1 + 2)
- XAE-2041: Adolescence (20) (Semester 1 + 2) or
XAC-2041: Llencyndod (20) (Semester 1 + 2)
- SXS-3003: Sociological Theory Today (20) This module explores the origins, nature and significance of sociological theories and concepts developed in the 20th and 21st century. It examines the strengths and weaknesses of such approaches as critical theory (Adorno, Horkheimer, Marcuse et al) structuralism and neo-structuralism (Levi-Strauss, Foucault, Bourdieu), and feminist standpoint theory. It considers a range of theories which seek to address knowledge, power and subordination in terms of gender divisions and differences of class, race or sexuality. The module seeks to ask questions about the relationship between social theory, social action, sociological research and everyday life. This in turn encourages students to reflect on their own position as participants in social interaction.
- XAE-3035: Safeguarding Children (20) The module studies: • child protection procedures in place to safeguard children; • the importance of effective communication and co-operation between relevant agencies, and of evaluating the consequences when there are failings. • compares the development of child protection to present day provision, and the strategies to safeguard and assess children and young people at risk. • the nature of counselling children and young people; • main theories, particularly behavioural counselling and person-centred counselling; • counselling during critical periods in children and young people’s lives: changing school, bereavement, failed relationships, and looks at counselling for specific conditions such as depression, anxiety, phobias, obsessions and dependency i.e. on drugs, substances, and alcohol; • fostering by means of unthreatening procedures, the development of students' self-awareness and knowledge of advisory skills.
- XAE-3036: Identities in Childhood (20) or
XAC-3036: Hunaniaethau mewn Plentyndod (20)
- SXS-3030: Globalisation & Social Change (20) Topics include: • theories of social change • demographical changes to the modern societies • debating and explaining globalisation • migration • capitalism and globalisation • politics, the state and globalisation • power and inequality in the global economy • globalisation movements • global culture
- XAE-3035: Safeguarding Children The module studies: • child protection procedures in place to safeguard children; • the importance of effective communication and co-operation between relevant agencies, and of evaluating the consequences when there are failings. • compares the development of child protection to present day provision, and the strategies to safeguard and assess children and young people at risk. • the nature of counselling children and young people; • main theories, particularly behavioural counselling and person-centred counselling; • counselling during critical periods in children and young people’s lives: changing school, bereavement, failed relationships, and looks at counselling for specific conditions such as depression, anxiety, phobias, obsessions and dependency i.e. on drugs, substances, and alcohol; • fostering by means of unthreatening procedures, the development of students' self-awareness and knowledge of advisory skills.
- XAE-3036: Identities in Childhood or
XAC-3036: Hunaniaethau mewn Plentyndod
20 credits from:
- SXU-3004: Ethnography (20) (Semester 1) Topics: British Social Anthropology: (re)presenting the other; The Chicago School: landmark studies and their contemporary relevance; Symbolic Interactionism: perspective, method, and studies; Ethnomethodologically informed ethnography: doing everyday life; Ethnography and reflexivity: observers observed or mundane properties? Feminist Ethnography: standpoints on knowledge; The Ownership of Knowledge in Ethnography: whose knowledge is it anyway? Visual ethnography: pictures of? Virtual ethnography: opportunity or oxymoron? Ethnography – what is it good for? A wide variety of source materials will be used. Materials and the opportunity to discuss them will be made available on Blackboard wherever possible.
- SXY-3015: Crime & Power (20) (Semester 2) State crimes: from ghettos to genocide. How does criminology and criminal justice respond when it is the formal State who offends? How do we define crime, justice and victimisation in this context? Transnational and organised crimes: human trafficking and the international trade in sexual services and illegal substances are examples of crimes which transcend national boundaries. Interpersonal levels of crime and power: examples may include ‘honour’-based violence and coercion; homophobic hate crimes; gender violence in intimate relationships; what happens when the victim becomes the offender as in the case of battered women who kill? How do the law, society and criminal justice system respond to these forms of crime?
- SXS-3040: Gender Perspectives (20) (Semester 2) Conceptualizing gender Feminisms Men and masculinities Social movements Families, intimacy and sexuality Gender and schooling Gender and work Gender and the media Representations of gender in popular culture Cyberspace and technology Methodologies Gender mainstreaming Gender from a worldwide perspective
- SXH-3063: Mental Health & Society (20) (Semester 1) • Influential sociological perspectives on mental health and illness. • The social patterning of mental illness, according to social class, age, gender and ethnicity. • The historical and contemporary organisation of psychiatry, its professional power and governmentality. • Anti-psychiatric and lay perspectives on mental health, service-user movements and patient power. • Current policy issues, debates and service structures. • Social stress theories. • Intellectual disabilities and mental health. • Dual diagnosis: mental health & addictions. • Trauma and the impact of life events.
- SXP-3210: Issues in Housing (20) (Semester 1) This module introduces students to some of the key current issues in housing policy, concentrating on the three key areas of quantity, quality and affordability. It examines the factors affecting the supply of, and demand for, housing, and explores the characteristics of the different tenures people may experience during their housing careers, looking at contemporary issues in each housing tenure. The module will also examine housing standards, and the policies for maintaining housing quality, together issues of housing finance. It will explore the managerial context of social rented housing which has undergone considerable change both governmentally [through devolution] and administratively [through a changing mix of local authorities, housing associations and other social rented housing agencies].
20 credits from:
- SXH-3010: The Addicted Body (20) (Semester 2) • The Social Construction of the Body • The Body and the Senses: Lived experiences and the body schema • Substance Abuse and The Spoiled Identity • The Psychodynamics of Addictions • Addiction & Recovery: Concepts and Approaches • Social Dynamics & Associated Behaviours • Stigma, Identity & Labelling • Habitus, Social Capital & Anomie • Governmentality & Biopower • Medicalisation and Control • Social Regulation: Discipline, Punishment or Rehabilitation?or
SCH-3010: Y Corff Caeth (20) (Semester 2)• Dehongliad Cymdeithasol y Corff • Y Corff a'r Synhwyrau: Profiadau bywyd a sgema'r corff • Camddefnyddio Sylweddau a'r Hunaniaeth a Ddifethwyd • Seiocodeinameg Caethiwed • Caethiwed ac Adferiad: Cysyniadau a Dulliau • Deinameg Gymdeithasol ac Ymddygiadau Cysylltiedig • Stigma, Hunaniaeth a Labelu • Habitus, Cyfalaf Cymdeithasol ac Anomie • Llywodraetholdeb a Bio-bŵer • Meddyginiaethu a Rheolaeth • Rheoleiddio Cymdeithasol: Disgyblaeth, Cosb neu Ailsefydlu?
- XAE-3034: Child Language & Bilingualism (20) (Semester 1 + 2) The module focuses on: • child’s language development, what is language, what is the purpose of language and the purpose of studying language; • theoretical perspectives and methods of studying of language acquisition; • language development study methods and the purpose of language tests; • the child’s phonetic development, the acquisition of vocabulary, syntactic development and of communication skills. • the difference between learning a language in early childhood and after that period, language disorders, and the differences between monoglot and bilingual children. In the bilingual context, the module focuses on: • critical investigation and assessment of the nature and needs of bilingualism for the individual and for society • mixing codes, code switching and language allocation, and aspects of bilingualism that affect parents; • preparing for the bilingual society, literacy in two languages: learning and teaching and bilingualism and Deaf Awareness.
- XAE-3038: Children w. Com. Difficulties (20) (Semester 1 + 2) This module will concentrate on the development of students’ critical understanding of Language & Communication Difficulties, and analyse the effect of such conditions on the social interaction skills and emotional and social development of children and young people by giving attention to the following: • What is Communication and the development circle of a child’s language? • Different kinds of Language & Communication Difficulties. • What does the Special Needs Code of Practice, statutory documentation and research state? • The role of parents and carers of individuals with Language & Communication Difficulties. • The implications of frustration on children and young people, such as behavioural and emotional problems. • A professional support network with voluntary agencies. • Intervention programmes and support strategies in response t the needs of young individuals with Language & Communication Difficulties.or
XAC-3038: Plant ag Anawsterau Cyfathrebu (20) (Semester 1 + 2)Bydd y modiwl hwn yn canolbwyntio ar ddatblygu dealltwriaeth beirniadol myfyrwyr o Anawsterau Iaith a Chyfathrebu, a dadansoddi effaith y cyflyrau hyn ar sgiliau rhyngweithio cymdeithasol, a datblygiad emosiynol a chymdeithasol plant a phobl ifanc trwy ymdriniaeth o: • Beth yw Cyfathrebu a chylch datblygiad iaith plentyn? • Fathau o Anawsterau Iaith a Chyfathrebu. • Beth mae’r Côd Ymarfer Anghenion Arbennig, dogfennaeth statudol ac ymchwil yn ei ddweud? • Rol rhieni a gofalwyr yr unigolion ag Anawsterau Iaith a Chyfathrebu. • Oblygiadau’r rhwystredigaeth ar blant a phobl ifanc, megis problemau ymddygiadol ac emosiynol. • Rwydwaith gefnogi broffesiynol ag asiantaethau gwirfoddol • Raglenni ymyrraeth a strategaethau cefnogi i ymateb i anghenion unigolion ifanc sydd ag Anawsterau Iaith a Chyfathrebu.
- XAE-3039: Profound Learning Difficulties (20) (Semester 1 + 2) The module will focus on typical development in the early years of life, and how research on and understandings of the factors which influence development, inform the education and care of children and young people with SLD and PMLD. Content will include: • Early Learning and Memory; • Motor development; • Development of communication and socialisation; • Interactions between infants with and without disabilities and their caregivers - implications for the development; • Development of vision and perception; • Medical issues relating to SLD and PMLD; • Issues in researching very early learning and development and SLD and PMLD; • .Assessment of and development of children and young people with multiple impairment: insights from research; • Common interventions in communication and interaction and the current evidence base for these including issues in evaluating the evidence for interventions; • Education and care provision for children and young people with SLD and PMLD - implications of psychological research and other theoretical approaches.or
XAC-3039: Anawsterau Dysgu Dwys (20) (Semester 1 + 2)Bydd y modiwl hwn yn canolbwyntio ar ddatblygiad nodweddiadol ym mlynyddoedd cynnar bywyd, a sut mae ymchwil i'r ffactorau sy'n dylanwadu ar ddatblygiad, a dealltwriaeth ohonynt, yn dylanwadu ar addysg a gofal plant a phobl ifanc gydag ADD ac ADDLl. Bydd yn cynnwys: • Dysgu Cynnar a'r Cof • Datblygiad echddygol • Datblygu sgiliau cyfathrebu a chymdeithasu • Rhyngweithio rhwng babanod gydag anableddau a heb anableddau a'r rhai sy'n gofalu amdanynt - goblygiadau ar gyfer y datblygiad. • Datblygiad y golwg a chanfyddiad • Materion meddygol yn ymwneud ag ADD ac ADDLl • Materion wrth ymchwilio i ddatblygiad a dysgu cynnar iawn ac ADD ac ADDLl • .Asesu plant a phobl ifanc gydag amhariadau lluosog a'u datblygiad: canfyddiadau o ymchwil. • Ymyriadau cyffredin mewn cyfathrebu a rhyngweithio a'r dystiolaeth gyfredol ar gyfer y rhain, yn cynnwys materion wrth werthuso'r dystiolaeth ar gyfer ymyriadau. • Darpariaeth addysg a gofal i blant a phobl ifanc gydag ADDD ac ADDLl - goblygiadau ymchwil seicolegol a dulliau damcaniaethol eraill.