Bell, M. & Wilson, K. (2003), The Practitioner's Guide to Working with Families, Basingstoke: Palgrave
Macmillan.
Coleman, J. & Hendry, L. (1999), The Nature of Adolescence, London: Routledge. Doel, M. & Sawdon, C. (1999), The Essential Groupworker, London: Jessica Kingsley.
Egan G, (2007) The Skilled Helper: A Problem-Management and Opportunity-Development Approach to
Helping, Eighth Edition, Brooks Cole
Human Development and Faith: Life Cycle Stages of Body Mind and Soul, St Louis, MS: Chalice
Meggitt, C. (2006), Child Development: An Illustrated Guide, Oxford: Heinemann.
White, K. (2008), The Growth of Love: Understanding Five Essential Elements of Child Development, London: Barnabus Publishing

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

300 hours, of which 40 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.

1: Essay consisting of summative learning on the theory and practice of working with people. (Learning Outcomes 1-3)

2. Professional Journal Entry related to an aspect of professional practice (Learning Outcome 1, 4)

3. Field Work Report related to an aspect of professional competency that provides evidence against a national occupational standard or equivalent

The aim of the module is to develop 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, self-esteem and identity are explored and linked to children, youth and family support work and ministry practice. Cognitive and moral development is considered and attention is given to aspects of sexuality. Spiritual development theories are examined and methods for their application in children, youth and family support work and ministry in and beyond Christian settings are assessed. The module considers approaches to working with individuals, looking at theories of intervention and issues people face. Aspects of working such as boundaries, referral, confidentiality, safe practice and recording are identified. Consideration is given to the role of multi-agency working in professional contexts within the framework of current social policy.