Module Descriptors
CORE COMPETENCIES IN SEXUAL HEALTH FOR YOUTH WORKERS
XCPD50468
Key Facts
Faculty of Health Sciences
Level 5
30 credits
Hours of Study
Scheduled Learning and Teaching Activities: 42
Independent Study Hours: 258
Total Learning Hours: 300
Assessment
- ASSIGNMENT weighted at 100%
- PRACTICAL NOT IN EXAMINATION CONDITIONS weighted at 0%
Module Details
Module Special Admissions Requirements
Participants must be working directly with young people and therefore able to complete the practical work.
Module Indicative Content
The content can generally be divided in three areas, knowledge, skills and attitudes.
The knowledge elements of the module include the biopsychosocial aspects of puberty and natural sexual development for young people. Information and discussion around the Sexual Offences Act 2003 and how it relates to work with young people are included. The module looks at the history of sex and relationships education in England and Wales, information about the key stages in schools and at what age different elements of sex and relationships education should be learnt, Intrinsic to the module is information about contraception and sexually transmitted infections. We also look at the group dynamics and theories of Schutz, Kolb and Tuckman and how these relate to group work with young people.
The skills elements of the module include work around the sexual language young people might use, and what is appropriate in groups, how to maintain your personal boundaries in sessions with young people - talking about disclosure and keeping personal information personal. The module looks at how to respond to difficult questions from young people - building up a good practice list of advice. It also addresses opportunities for one to one work with young people and how this differs from group work. Also, all facilitation skills are practiced including how to construct aims and objectives for groups. The skills of giving and receiving feedback - to peers and groups of young people are looked at.
The attitudes elements of the module include looking at where participants got their sexual messages from and where young people get them and what this means for practice- We look at sexuality holistically and how to make it positive for young people and investigate the values and attitudes of participants and how these relate to work practice. Participants have the opportunity to address the essential elements of anti discriminatory practice and how this relates to doing work in sexual health with groups of young people. We also look at what the barriers are to services for young people and look at strategies for encouraging young people to access them.
Study Skills for completion of reflective assignment.
The knowledge elements of the module include the biopsychosocial aspects of puberty and natural sexual development for young people. Information and discussion around the Sexual Offences Act 2003 and how it relates to work with young people are included. The module looks at the history of sex and relationships education in England and Wales, information about the key stages in schools and at what age different elements of sex and relationships education should be learnt, Intrinsic to the module is information about contraception and sexually transmitted infections. We also look at the group dynamics and theories of Schutz, Kolb and Tuckman and how these relate to group work with young people.
The skills elements of the module include work around the sexual language young people might use, and what is appropriate in groups, how to maintain your personal boundaries in sessions with young people - talking about disclosure and keeping personal information personal. The module looks at how to respond to difficult questions from young people - building up a good practice list of advice. It also addresses opportunities for one to one work with young people and how this differs from group work. Also, all facilitation skills are practiced including how to construct aims and objectives for groups. The skills of giving and receiving feedback - to peers and groups of young people are looked at.
The attitudes elements of the module include looking at where participants got their sexual messages from and where young people get them and what this means for practice- We look at sexuality holistically and how to make it positive for young people and investigate the values and attitudes of participants and how these relate to work practice. Participants have the opportunity to address the essential elements of anti discriminatory practice and how this relates to doing work in sexual health with groups of young people. We also look at what the barriers are to services for young people and look at strategies for encouraging young people to access them.
Study Skills for completion of reflective assignment.
Module Additional Assessment Details
Formative Feedback:
1. In training skills sharing
2. Presentation for formative assessment
Participants will present information from a report on their workplace assignment and solicit feedback from their colleagues.
Summative Assessment:
1. Practical Competency document (0%) (pass/fail)
Learners will research, design, deliver and evaluate a sex and relationships work session with a group of young people and provide details of this session through a series of templates given to them outlining:
- The process
- The lesson plan
- Evaluation Results
- Action Plan
This addresses learning outcome 1
This willl be assessed by fpa assessors on the final assessment day.
Reflective Paper (100%)
Participants will critically reflect on a sex and relationship education session with a group of young people using a recognised model of reflection.
This addresses outcomes 2,3,4 and 5. Word count 3,000
Learners must pass both assessments to gain the accreditation.
The reflective paper must be passed at 40%.
1. In training skills sharing
2. Presentation for formative assessment
Participants will present information from a report on their workplace assignment and solicit feedback from their colleagues.
Summative Assessment:
1. Practical Competency document (0%) (pass/fail)
Learners will research, design, deliver and evaluate a sex and relationships work session with a group of young people and provide details of this session through a series of templates given to them outlining:
- The process
- The lesson plan
- Evaluation Results
- Action Plan
This addresses learning outcome 1
This willl be assessed by fpa assessors on the final assessment day.
Reflective Paper (100%)
Participants will critically reflect on a sex and relationship education session with a group of young people using a recognised model of reflection.
This addresses outcomes 2,3,4 and 5. Word count 3,000
Learners must pass both assessments to gain the accreditation.
The reflective paper must be passed at 40%.
Module Texts
Bekaert, Sarah, Adolescents and Sex, (Radcliffe Publishing, 2005). ISBN: 1 85775 880 3
Blake, Simon, Sex and Relationships Education, A Step-by-step Guide for Teachers, (Sex Education Forum, 2002) ISBN: 1 85346 834 7
RCOG and Brook, Confidentiality and Young People, (RCOG, 2000) ISBN: 0 85084 269 7
Thistle, Sarah, Secondary schools and sexual health services, (Sex Education Forum, 2003) ISBN:
1 90099 089 X
Blake, Simon, Sex and Relationships Education, A Step-by-step Guide for Teachers, (Sex Education Forum, 2002) ISBN: 1 85346 834 7
RCOG and Brook, Confidentiality and Young People, (RCOG, 2000) ISBN: 0 85084 269 7
Thistle, Sarah, Secondary schools and sexual health services, (Sex Education Forum, 2003) ISBN:
1 90099 089 X
Module Learning Strategies
This course is essentially experiential in nature. Participants will receive some theoretical background that will be put into practice. This background will be provided in a course manual which will be given to them on the first day of training. They will use this manual throughout the contact hours of training. There are sections of it they will fill in throughout the training and sections they will take away for use in their own study hours.
The major learning will come from participants applying their work in a real setting and reflecting on its outcome. They will also receive feedback from experienced tutors and their peers.
During the first six days of the course, participants will experience a variety of learning activities including:
- presentation of theoretical frameworks and models
- session planning tools
- role play
- group reflection exercises
- practical skills work
- giving and receiving feedback
The workplace assignment is practical work which is carried out by the participant in their workplace with a group of young people
The seventh day is a Study skills workshop to receive support on writing of reflective paper
The major learning will come from participants applying their work in a real setting and reflecting on its outcome. They will also receive feedback from experienced tutors and their peers.
During the first six days of the course, participants will experience a variety of learning activities including:
- presentation of theoretical frameworks and models
- session planning tools
- role play
- group reflection exercises
- practical skills work
- giving and receiving feedback
The workplace assignment is practical work which is carried out by the participant in their workplace with a group of young people
The seventh day is a Study skills workshop to receive support on writing of reflective paper
Module Resources
Books/Training Manuals
Provided by fpa at the training
Videos / other resources
Provided by fpa at the training
Blackboard
Provided by fpa at the training
Videos / other resources
Provided by fpa at the training
Blackboard