Module Descriptors
SOCIAL INCLUSION AND INTERVENTION
OASS50279
Key Facts
Faculty of Arts and Creative Technologies
Level 5
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 36
Independent Study Hours: 114
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 50%
- FIELD WORK weighted at 50%
Module Details
Module Indicative Content
This module aims to develop skills in outreach and detached youth work, mentoring and life skill training related to social inclusion, and explore the role of a Personal Advisor within the Connexions Service. It begins with an assessment of contemporary theories and trends related to the social inclusion of young people. The effects of disengagement upon young people are considered and social and political interventions are considered. A theology of intervention is developed and critiqued. Approaches to intervention are assessed and mentoring, as a distinct discipline, is critiqued. Outreach and detached youth work are evaluated and issues relating to setting, purpose, approach and delivery considered. The purpose, methods and structures of the Connexions Service are explored Current developments in the Connexions Service. The role of the Personal Advisor is examined and compared to that of a professional youth worker. Finally, the purpose and methods of advocacy are considered.
Module Additional Assessment Details
Assignment (1): 2200 word essay (Learning Outcomes 1, 3)
Assignment (2): Field work - 3rd Practice Assessment (Learning Outcomes 2, 4 among others)
Assignment (2): Field work - 3rd Practice Assessment (Learning Outcomes 2, 4 among others)
Module Resources
On-site library and internet access to Staffordshire University Library
PCs providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work.
PCs providing access to e-mail, the internet, word processing, etc.
Rooms with access for disabled students, and suitable for group work.
Module Texts
Asquith, S. Ed. (1996), Children and young people in conflict with the law, London: Jessica Kingsley.
Campbell, B. (1993), Goliath: Britain?s Dangerous Places, London: Methuen.
DfEE (1996), Disaffection and non-participation in education, training and employment by individuals aged 18-20, Department for Education and Employment.
Frank, I. (1996), Building self-esteem in at-risk youth, Praeger Publishing.
Huskins, J. (1996), Quality work with young people: developing social skills and diversion from risk, London: Youth Clubs UK.
Loewenstein, P. (1990), Modern youth work and crime prevention, Leicester: Youth Work Press.
Rogers, A. (1981), Starting out in detached work, London: Youth Clubs UK.
Stein, M. et al (1994), Running the risk: young people on the streets of Britain today, London: Children's Society.
Winfield, A. & Winfield, H. Eds. (1995), Growing up with Unemployment, London: Routledge & Kegan Paul 1995
Campbell, B. (1993), Goliath: Britain?s Dangerous Places, London: Methuen.
DfEE (1996), Disaffection and non-participation in education, training and employment by individuals aged 18-20, Department for Education and Employment.
Frank, I. (1996), Building self-esteem in at-risk youth, Praeger Publishing.
Huskins, J. (1996), Quality work with young people: developing social skills and diversion from risk, London: Youth Clubs UK.
Loewenstein, P. (1990), Modern youth work and crime prevention, Leicester: Youth Work Press.
Rogers, A. (1981), Starting out in detached work, London: Youth Clubs UK.
Stein, M. et al (1994), Running the risk: young people on the streets of Britain today, London: Children's Society.
Winfield, A. & Winfield, H. Eds. (1995), Growing up with Unemployment, London: Routledge & Kegan Paul 1995
Module Learning Strategies
150 hours, of which will 36 include interactive lectures, seminars, group discussions and exercises, and the rest independent study. Interactive lectures will involve a combination of brainstorming, presentations, role play and other interactive teaching methods.