Therapeutic Practice and Responsibility: Statutory Frameworks (Childhood Studies)
Psychosocial and Psychoanalytic Studies
Undergraduate: Level 5
Sunday 17 January 2021
Friday 26 March 2021
18 December 2019
Requisites for this module
BA L520 Childhood Studies,
BA L521 Childhood Studies (Including Year Abroad),
BA L522 Childhood Studies (Including Placement Year),
BA L523 Childhood Studies (Including Foundation Year)
In this module you will be reading a range of texts concerned with policy, ethics and professional conduct in the workplace in relation to children. The texts will be accessed via your Moodle course.
It is important to give equal weight to ethical matters alongside practice-related and theoretical matters, and to familiarise yourselves with the wider responsibilities you have towards the workplace, your discipline, and particularly towards the children and yourselves as professionals.
You will be exploring a range of policy, ethical and conduct issues emerging from the readings in order to begin preparing for a professional career working with children. These issues will be placed within a professional context using examples made available to you in your readings, and from your own experience. In particular, you will consider issues around Safeguarding, Positive Touch, Physical Restraint, Early Years Foundation Stage framework, Discrimination, Whistleblowing, British values and Prevent duty, and the role of the Office for Standards in Education, Children's Services and Skills (OFSTED).
In addition, you will also be considering how a psychodynamic perspective sheds light on the emotional processes involved in dealing with children in everyday contexts as well as those who may be in care, in crisis and under duress. You will be asking questions about why the processes and procedures that organisations and agencies set up in order to safeguard and protect children sometimes appear to fail. Are the policies and regulatory guidance and procedures we use guaranteed to ensure children and staff are kept safe, and organisations are effectively run? What are the processed involved when regulated areas of our work falter or spiral beyond control and what can the individual professional do to support more effective practice in these circumstances?
• To inform students about the policy frameworks place around work with children and to facilitate responsible practice
• To focus students’ attention on areas of professional conduct and ethical considerations
• To explore and debate professional practice and responsibility utilising a psychodynamic understanding of the issues and dynamics involved
* Students will be informed about the statutory and ethical frameworks which guide the education and care of children
* Students will have learned to give equal weight to ethical matters alongside practice-related and theoretical matters
* Students will have been familiarised with their wider responsibilities towards their organisation, their discipline, the children and themselves
* Students will develop further understanding of and the application of codes of professional conduct; ethical responsibilities and socio-political norms and mores
* Students will have learned to apply psychodynamic understanding to the wider context of work in early years and childcare settings.
No additional information available.
Teaching is structured over ten weeks with one topic covered each week. The first hour of seminars will introduce the topics with discussion groups to follow in the second hour. Structured debates and workshops will take place where appropriate.
This module does not appear to have a published bibliography.
Assessment items, weightings and deadlines
|Coursework / exam
||Policy in Context assignment
Module supervisor and teaching staff
Ms Jessica Clark, email: email@example.com.
Department of Psychosocial and Psychoanalytic Studies
Student Administrator Room 5A.202 telephone 01206 874969 email firstname.lastname@example.org
Dr Claudia Lapping
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.