Module XAE-3035:
Safeguarding Children

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 1 & 2

Organiser: Mrs Lora Williams

Overall aims and purpose

The aim of the module is to explore the protection and safeguarding of children and young people in the 21st century. It focuses on identifying signs of abuse and the strategies for early intervention and action, with emphasis on child-centred approaches. It also investigates the development of counselling services, the basic principles and practices of counselling, for children and young people. It explores the issues that affect the well-being of children and young people, and how counselling can help bring about change in a range of situations and difficulties that they experience.

Course content

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.

Assessment Criteria

threshold

A satisfactory knowledge of systems and procedures to protect and safeguard children and young people and an adequate understanding of the implications for professionals working with children and young people at risk; the ability to choose a counseling strategy based evidence to address a young person’s specific condition.

good

A good knowledge of systems and procedures to protect and safeguard children and young people and a firm understanding of the implications for professionals working with children and young people at risk; and the ability to select an appropriate counseling strategy based evidence to address a young person’s specific condition and justify the choice.

excellent

An excellent knowledge of systems and procedures to protect and safeguard children and young people and significant understanding of the implications for professionals working with children and young people at risk; and the ability to select an appropriate counseling strategy based on evidence to address a young person’s specific condition and provide a thorough justification of the choice.

Learning outcomes

  1. Successful students will be able to:

    critically evaluate the concept of a child-centred approach in context of provision to address a child and his family’s needs;

  2. analyse present day systems to safeguard children, and review critically the range of significant changes in the development of child protection procedures;

  3. reflect critically on the effects of some conditions, such as depression, anxiety, phobias, and obsessions, and critical events, e.g., changing school, bereavement, failed friendships/relationships on the lives of children and young people.

  4. critically discuss the nature of today’s society and the influences that exist putting children and young people at risk;

  5. demonstrate a critical understanding of the legal and multi-agency implications for professional workers in a child’s world;

  6. critically evaluate theories relating to behavioural and humanistic counselling;

Assessment Methods

Type Name Description Weight
Essay 50
Case Study 50

Teaching and Learning Strategy

Hours
Private study

Private Study: 156 hours

156
Lecture

Contact time: 44 hours

44

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
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • 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

Subject specific skills

  • reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
  • apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
  • integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
  • evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
  • constructively critique theories practice and research in the area of child development
  • critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
  • demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
  • produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
  • use skills of observation and analysis in relation to aspects of the lives of babies and young children

Resources

Courses including this module