The aim of the module is to cultivate understanding of human development and competence in the core skills of working with people to facilitate their personal, social, emotional, spiritual and educational development. Human development theories are studied in an exploration of the progression from childhood through adolescence to adulthood. The module considers different approaches and models of working with people, and the complexities of roles and relationships involved in people work. Theories and techniques of group work are examined, and attention given to the role and skills of the facilitator. Emotional development, particularly focussing on attachment theory, is examined and its impact on child development is examined. How identity is formed and develops is examined from a range of theoretical perspectives. Social development, including the importance of play is explored and linked to practice experience. There is exploration of the role education plays in the development of cognitive abilities. Spiritual development theories are examined, and methods for their application in and beyond faith settings are assessed. The module considers issues people face and approaches to working with individuals, drawing on theories of intervention including anti-oppressive practice. Consideration is given to the role of multi-agency working in professional contexts within the framework of current social policy.

300 hours, of which 50 will be lectures, tutorials and learning groups, a minimum of 80 fieldwork hours, and the rest directed/ independent study. Lectures will involve a range of interactive teaching methods.

Key Information Set Data:
17% scheduled learning and teaching activities
56% guided independent learning
27% placement

Avis, M., Leighton, P. & Schneider, J. (2007), Supporting Children and Families. London: Jessica Kingsley Publishers.
Barnes, P (ed) (1995), Personal, Social and Emotional Development of Children. Milton Keynes: Open University
Bell, M. & Wilson, K. (2003), The Practitioner's Guide to Working with Families, Basingstoke: Palgrave Macmillan.
Blades, M., Cowie, H. & Smith, P. K. (2003). Understanding Children's Development (4th ed.). Oxford: John Wiley & Sons.
Brotherton, G., Davies, H. & McGillivray, G. (eds.) (2010), Working with Children, Young People and Families, London: Sage
Callan, S. & McKie, L. (2011), Understanding Families. London: SAGE.
Dogra, N. (2008), A Multidisciplinary Handbook of Child and Adolescent Mental Health for Frontline Professionals London: Jessica Kingsley
Eaude, T. (2008), Children's Spiritual, Moral, Social and Cultural Development, Exeter: Learning Matters
Egan G, (2007), The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping, Eighth Edition, Brooks Cole
Fawcett, M. (2009), Learning Through Child Observation 2nd Ed London: Jessica Kingsley
Meggitt, C. (2006), Child Development: An Illustrated Guide. Oxford: Heinemann
Nye, R. (2009), Children's Spirituality: What it is and why it matters, London: Church House Publishing.
Oliver, B. & Pitt, B. (2011), Working with Children, Young People and Families, Exeter: Learning Matters
Tassoni, P. (2007), Child Development: 6 to 16 years. Oxford: Heinemann.

Oasis College Library with e-portal for remote access
On-line resources via Blackboard through Staffordshire University
On-line access to Staffordshire University Library and books order system
Access to ICT resources at Oasis College

A full DBS clearance is required for commencing the module due to the practice requirements relating to work with young people and vulnerable adults.

A JOURNAL length 1000 WORDS, weighted at 25% (Learning Outcomes: 1, 4)

An ESSAY length 3000 WORDS, weighted at 75% (Learning Outcomes: 1, 2 & 3)

FIELDWORK PRACTICE REPORT weighted at 0%. A Professional Practice Report (2,000 words) and a completed Professional Practice Workbook of fieldwork evidence related to specific first level competency areas. (Learning Outcome 5)

Key Information Set Data:
100% coursework