Allen N (1998) Making Sense of the Children Act. Wiley
Archer & Burnell (2004) Trauma, Attachment & Family Permanence: Fear can stop you Loving. Jessica Kingsley
Colton M et.al. (2001) Working with Children ? A Guide for Social Workers, Palgrave UK
DOH (2000) Framework for the Assessment of Children in Need and their Families, TSO
Garrett P M (2003) Remaking Social Work with Children and Families, Routledge
Horwath J (2004) The Child?s World: Assessing Children in Need, Jessica Kinglsey
Sheridan M D (latest ed.) The developmental Progress of Infants and Young Children, TSO

This module introduces students to working in a social care context with children and young people, and considers the complexities of work with families whose children are defined as children in need. Students are introduced to a range of services used to meet those needs, considers the issues associated with their application, and explores the location of those services within the matrix of public, private and voluntary services.

1. Historical perspectives of the changing place of children in society.

2. The framework of statutory responsibilities in respect of children in need.-Childrens Act 1989 and 2004, impact on service delivery

3. The emotional and physical development of the child/young person and how to make use of this knowledge in terms of assessing and planning for children and young people defined as in need.

4. Techniques used to communicate with children and young people in terms of assessment, planning and therapy in a social care context.-Interviewing children in different contexts for different purposes, communicating with children for different purposes

5. Activating crisis intervention with children and young people

6. Long term planning for children and young people

Whole group sessions (6 x 4hrs = 24hrs) will be used to explain the historical perspectives and the framework of statutory responsibilities. The application of students? knowledge of emotional and physical developmental of children and young people to assessment and planning will be explored Small group sessions will be used to enable students to discuss case studies and give presentations in a more active learning environment.

Directed and independent study (126 hrs) will be used for guided reading to underpin assessment and contributions to small group sessions.
Students will be expected to carry out library research, intranet research, work placement observation, make entries in the professional development portfolio and use professional practice personnel appropriately as a resource for learning.

Summative assessment:
A written assignment, based on a case study, of 2500 words 100%
This will assess Learning Outcomes 1-3


Formative assessment:
Feedback from short student presentations.

Module handbook
Access to appropriate texts and journals
Computing facilities will be needed to access material available on the web

This module is open only to students enrolled on the Foundation Degree in Social Care