Module XAE-3008:
Working with Vulnerable Famili

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Fliss Kyffin

Overall aims and purpose

This module will develop students' knowledge and understanding of a range of issues that families may experience and the impact this can have on children and young people's psychological, social and educational development in schools and settings. It will enable students to learn skills and strategies to provide support and develop relationships with vulnerable familes in order to improve outcomes for children and young people in schools and settings. Students will engage with evidenced based literature about the challenges families face and what constitutes good practice in supporting them and their children. They will extend their knowledge about agencies, services and training providers that support practitioners working with vulnerable families and develop resources to enable effective multi-agency working. This module sits primarily within the education strand of the BA Childhood and Youth Studies, and includes elements of sociology and psychology in line with the programme specification.

Course content

The module addresses three main themes: 1. Transient families This theme considers the needs of families and children / young people who may move neighbourhoods and schools frequently. For example, military families, and families in crisis who access temporary housing or women's refuges. 2. Divided families This theme considers the needs of families and children / young people who are separated. For example, prisoners' families, those with a hospitalised family member, familes experiencing bereavement of an adult or child, and families who are experiencing divorce or separation. 3. Transformed families This theme considers the needs of families and children / young people who are experiencing significant changes. For example, pregnant school attenders, teenage parents, families who have adopted children and families where there are changes in identity and gender.

Assessment Criteria

good

Good: C-, C. C+ A good knowledge and understanding (making some good reference to research) of: the social and educational impact on outcomes for children and young people living in vulnerable families; evidence based strategies and resources to support this group; agencies, services and training available for teachers and other practitioners supporting this group.

threshold

threshold: D-, D, D+ A satisfactory knowledge and understanding of: the social and educational impact on outcomes for children and young people living in vulnerable families; evidence based strategies and resources to support this group; agencies, services and training available for teachers and other practitioners supporting this group.

excellent

Excellent: A- to A* A comprehensive and well-informed (making excellent use of research) knowledge and understanding of: the social and educational impact on outcomes for children and young people living in vulnerable families; evidence based strategies and resources to support this group; agencies, services and training available for teachers and other practitioners supporting this group.

Learning outcomes

  1. Students will develop a thorough understanding of the social and cultural reasons why families in crisis become vulnerable and may require support.

  2. Students will be able to identify and critically analyse the impact on social, psychological educational outcomes for children and young people who are living in vulnerable families.

  3. Students will be able to access and evaluate current and relevant information about agencies, services and training providers that can support teachers and other practitioners who work with parents / carers, children and young people and are identified as being a vulnerable family,

  4. Students will demonstrate knowledge and understanding of evidence based strategies that can be used to support parents / carers, children and young people who are identified as being a vulnerable family and show that they can put theory into practice.

Assessment Methods

Type Name Description Weight
CASE STUDY Analysis of practitioner interview

Analyse a transcribed interview with a practitioner who works with vulnerable children/young people. Identify and analyse the themes that occur in order to identify 1. The impact on children's / young people's social, psychological and educational development as a result of living in a vulnerable family 2. The challenges and rewards of the practitioners' role when working with vulnerable children / young people 3. The types of strategies used by practitioners when working with vulnerable children / young people. The analysis will involve using literature to support findings from the interview.

50
LOGBOOK OR PORTFOLIO Resource file for workplace

Students will create a work place resource to support vulnerable families to include: 1. An instructive 1000 word precis of possible challenges faced by an identified group of vulnerable families, and the impact this might have on the children/ young people in the family ( with reference list) 2. A directory of local agencies / services that practitioners could signpost vulnerable families to for appropriate support 3. A list of training providers / training courses available for teachers and other practitioners that could support their continued professional learning in working with vulnerable families. 4. An action plan template designed to provide information that could be shared across agencies that work with vulnerable families.

50

Teaching and Learning Strategy

Hours
Lecture

Lectures will be led by the module convenor and encourage student participation and discussion through practical and academic activities.

12
Seminar

Students will examine case studies of vulnerable families and work together to create action plans.

4
Tutorial

Students are given formative feedback on assignments and forward feed points to develop their work.

4
Workshop

Students will develop research skills to enable them to search for literature, resources and information efficiently. They will learn to use NVivo qualitative software in order be able to analyse an interview with a practitioner who works with vulnerable families for assignment 2.

4
Private study

Students will undertake reading in preparation for lectures and seminars and assignments.

176

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

Resources

Resource implications for students

None

Reading list

Key journals: Journal of Psychologists and Counsellors in Schools, Death Studies, Emotional and Behavioural Difficulties, Bereavement Care, Child Abuse and Neglect, Child and Family Social Work.

Recommended Books and articles: Andriessen, K., Mowll, J., Lobb, E., Draper, B., Dudley, M. & Mitchell, P.B. 2018. “Don’t bother about me.” The grief and mental health of bereaved adolescents. Death studies. 42 (10). pp. 607-615. Engel, R.C., Gallagher, L.B. & Lyle, D.S. 2010. Military deployments and children's academic achievement: Evidence from Department of Defense Education Activity Schools. Economics of Education Review. 29 (1). pp. 73-82. Griese, B. 2018. Pathfinders: Promoting healthy adjustment in bereaved children and families. Death studies. 42 (3). pp. 134-143. Jagger, J.C. & Lederer, S. 2014. Impact of Geographic Mobility on Military Childrenʼs Access to Special Education Services. Children & Schools. 36 (1). pp. 15-22. Kamp, A. & McSharry, M. 2018. Re/Assembling the Pregnant and Parenting Teenager : narratives from the field(s). Oxford, England : Peter Lang: . Lester, P. & Flake, E. 2013. How Wartime Military Service Affects Children and Families. Future of Children. 23 (2). pp. 121-141. Manby, M., Jones, A.D., Foca, L.,Bieganski, Starke,S. 2015. Children of prisoners: exploring the impact of families' reappraisal of the role and status of the imprisoned parent on children's coping strategies. European Journal of Social Work. 18 (2). pp. 228-245 Masterson, M.P., Hurley, K.E., Zaider, T., Corner, G., Schuler, T. & Kissane, D.W. 2015. Psychosocial Health Outcomes for Family Caregivers Following the First Year of Bereavement. Death studies. 39 (10). pp. 573-578. Morris, S.E., Dole, O.R., Joselow, M., Duncan, J., Renaud, K. & Branowicki, P. 2017. The Development of a Hospital-Wide Bereavement Program: Ensuring Bereavement Care for All Families of Pediatric Patients. Journal of Pediatric Health Care. 31 (1). pp. 88-95.

Courses including this module