Assignment (1): Report consisting of summative learning about historical, legal and policy frameworks for professional practice in social care. (Learning Outcome 1, 2, 3, 5)

Assignment (2): Practice Recording on an aspect of professional practice chosen by the student, which includes theoretical and theological reflection. (Learning Outcome 3, 4, 5)

This module seeks to provide students with an introduction to the historical origins and fundamental principles associated with good practice in Children's, Youth and Family Support Work and Ministry. Areas which are given specific consideration include Child Protection, Organisational Abuse, Health and Safety, Personal Safety, Risk Assessment, Confidentiality, Data Protection, Information Sharing, Early Intervention and Common Assessment. The module has its base within the various legal frameworks which surround these issues including Every Child Matters (2003), The Children Act (2004), Health and Social Care Act (2008) and The UN Convention on the Rights of the Child (1989). This is taken further by encouraging students to analyse and evaluate national and their own local policies and procedures, which impact their practice within their Work Based Learning Placements. Students are expected to develop skills and professional competence in areas of policy and procedure (Child Protection, Health and Safety) and to be conversant with current processes of Information Sharing, Data Protection, Early Intervention and Common Assessment. Theological frameworks are explored to provide students with opportunities to ground statutory legislation and policy within their faith based setting.

Students are also introduced to study skills required for academic study, and will consider how they learn by looking at different learning styles. Particular emphasis will be placed upon developing reflective skills for professional practice There is an emphasis on considering the professional and ministerial context for study in the fields of ministry with children, young people and families and preparing students for ministry in these areas. Students are invited to consider their Christian spirituality and professional conduct within the context of their work.

On-site library and internet access to Staffordshire University Library
PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work

Brierley, D. (2003) What Every Volunteer Youth Worker Should Know, Cumbria: Spring Harvest & Authentic, Ch.3 Understanding Safe Practice.
Davies, M. (Ed.) (2002) The Blackwell Companion to Social Work (Second Edition), Malden,
Massachusetts: Blackwell Publishing, esp. V.E. Cree, Social Work and Society, pp.275 ? 287.
Hamilton, C. (2005), Working with Young People: Legal Responsibility and Liability, (6th Edition) Colchester: Children's Legal Centre.
HM Government (2003) Every Child Matters, London: Crown Copyright www.everychildmatters.gov.uk/_files/EBE7EEAC90382663E0D5BBF24C99A7AC.pdf
Killen P, O & DeBeer J, (2007), The Art of Theological Reflection, Crossroad Publishing, New York
Kolb D, A. (1984), Experiential Learning, London: Prentice-hall International (UK).
Nash, P. (2007), What Theology for Youth Work? Cambridge: Grove Books Limited.
Nicholls, D. (1997), Health and Safety in Youth and Community Work, Lyme Regis: Russell House.
Richardson, L D. & Wolfe, M. (2001), Principles and Practice of Informal Education: Learning Through Life, RoutledgeFalmer: London.
Smith, D. R. (1999), Safe from Harm: A Code of Practice for Safeguarding the Welfare of Children in Voluntary Organisations in England and Wales, London: Home Office.

300 hours, of which 60 will be lectures and learning groups, 134 fieldwork hours, and the rest independent study. Lectures will involve a range of interactive teaching methods.