The aim of this module is to explore the theoretical and professional implications relating to the current and future development of children and family work. Its theoretical and experiential learning (through student led seminars) supports the developments of communication, problem-solving and
goal-setting skills required in professional settings.

A brief resume of current structural and philosophical paradigms for conceptualising societal trends are compared to, and contrasted with, emerging shifts and future trends. This is set in context of social and political changes in the UK, and students will investigate strategic, management and developmental implications for both national and local policy. Underlying this analysis is an exploration of the philosophical dimensions and global trends relating to childhood and family.

The assessment tasks encouraged students to develop critical evaluation in identifying current issues facing children and families through individual investigation in to self-defined contemporary issues in local and wider practice. The essay provides the platform for a provocative essay on a contemporary issue with recommendations for how the issue can be addressed at both national level (social policy) and in local communities (professional practice).

A GROUP PRESENTATION weighted at 20%, on a current issue relating to professional practice (Learning Outcomes 1, 4)

A Professional JOURNAL Entry related to an aspect of professional practice, length 2000 WORDS weighted at 30%. (Learning Outcome 3)

An individual ESSAY on a current trend or issues related to work with young people, length 3500 WORDS weighted at 50%. (Learning Outcomes 1, 2)

Key Information Set Data:
80% coursework
20% practical exams [skills assessment and presentations]

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

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

Adams, K., Hyde, B. and Woolley, R. (2008), The Spiritual Dimension of Childhood. London: Jessica Kingsley Publishers
Almond, B. (2008), The Fragmenting Family, Oxford: Oxford University Press.
Broadhead, P. Meleady, C and Delgado, M. (2008) Children, families and communities: creating and sustaining integrated services, Maidenhead: Open University Press.
Cheal, D. (2008), Families in Today's World: A Comparative Approach, Abingdon: Routledge Publishers.
Heaton, T and Russell Crane, D. (eds) (2008) Handbook of families and poverty London: SAGE.
Hirsch, A. (2007), The Forgotten Ways: Reactivating the Missional Church, Grand Rapids, MI: Brazos Press.
Jack, G. and Gill, O. (2007) The child and family in context: developing ecological practice in disadvantaged communities, Lyme Regis: Russell House Publishing.
Jenson, J. & Fraser, M. (2011) Social Policy for Children and Families: A Risk and Resilience Perspective, London: Sage.
Jones, P. (2009), Rethinking Childhood. London: Continuum International Publishing.
May, S. (2005), Children Matter: Celebrating their place in the church, family and community, Cambridge: Eerdmans
Power, A., Willmot, H. and Davidson, R. (eds.) (2011) Family Futures: Childhood and poverty in urban neighbourhoods. London: Policy Press.
Schneider, J. Avis, M. & Leighton, P. (2007) Supporting Children and Families: Lessons from Sure Start For Evidence-Based Practice in Health Social Care and Education, London: Jessica Kingsley Publishers.

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