Module Details
| Module Code: |
FAMI C3701 |
|
Module Title:
|
Children and Families
|
|
Title:
|
Children and Families
|
| Module Level:: |
7 |
| Module Coordinator: |
Janette Davies
|
| Module Author:: |
John Balfe
|
| Module Description: |
The aim of this module is to support learners to develop an awareness of social care work with children and families. The module will explore the value of working with children and families from various theoretical perspectives. Students will get the opportunity to appraise the range of interventions and ongoing support frameworks utilised in working with children and families.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
On completion of the module students will be able to demonstrate an understanding of the theoretical frameworks for working with children and families across the lifespan. D1 - P19,23. D2- P,12,17. D3 - P,1,2,4,5,6,10. D5- P1,2,3,6,7,8,9,10,11,12,13,15. |
| LO2 |
Understand the role and purpose of building and maintaining relationships with children and families to effectively implement a range of practical, technical and practice interventions. D1 - P1,2,3,5,6,9,14,17,19,22. D2- P,6,12,13,17. D3 - P,1,2,4,5,6,7,8,10,13. D4- P,5. D5- P,6,8,9,10,11,12,15. |
| LO3 |
Develop an awareness of their own characteristics, values and practice on their interactions with service users D1 - P 22. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
|
| 9947 |
DISB C2701 |
Disability and Positive Ageing |
| 9986 |
PRTC C2702 |
Supervised Professional Practice 1 |
Co-requisite Modules
|
| No Co-requisite modules listed |
Additional Requisite Information
|
|
No Co Requisites listed
|
| Indicative Content |
|
Theories of the Family.
Students will explore the different theoretical approaches to studying family dynamics to include; Family systems; Developmental, Family Stress, Coping & Adaptation Theories: Conflict and Resilience theory; Stages of Change theory & Motivational Interviewing; Hardiker model. D1 P-19,23,D - P 12,17,D3- P1,2,4,5,6,10. D5 - P1,2,3,6,7,8,9,10,11,12,13,15,
|
|
Practice Frameworks:
Partnership approach with families and other professionals using the following frameworks, the Childs World; Use of parenting programmes eg Strengthening families, Parents Plus, Triple P; Buckley’s Assessment framework. Use of professional supervision as a worker. D1- P 1,2,3,5,6,9,14,17,19,22. D2 - P6,12,13,17. D3- P1,2,4,5,6,7,8,10,13. D4- P5. D5- P,6,8,9,10,11,12,15.
|
|
Interventions, Services and Supports for families,
Working within Social Policy for example TUSLA (eg Prevention, Partnership and Family Support PPFN), and using interdisciplinary work like the Child and Youth Family Support Services. Using the 'Whatworks' framework. Planning and the process of direct work with children and families. Dealing with separation & loss. Trauma informed practice. D1- P1,2,3,4,5,6,9,10,14,15,17,19,22. D2- P1,,6,12,13,15,17. D3- P1,2,4,5,6,7,8,10,13. D4- P,5,D5,6,8,9,10,11,12,15.
|
|
Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Continuous Assessment | 100.00% |
AssessmentsFull Time
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
|
Contact |
30 (2 hours per week over 1 term
LecturesD1Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2,Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3 Pr. 1, 2, 5, 6, 7, 8, 15 D4,Pr. 2 and 4 D5Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19.
Guest Speakers – professionals & service users D1Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2Pr. 1, |
12 Weeks per Stage |
3.00 |
36 |
| Independent Learning |
|
Non Contact |
In / out of class reflectionD1,Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2,Pr. 1, 2, 3, 4, 9, 12
Class / on-line discussionD1Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17D2,Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3,Pr. 1, 2, 5, 6, 7, 8, 15 D4,Pr. 2 and 4D5,Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19.
Project - In / out of class group workD1Pr. 1, 3, 4, 5, 6, 7, 8, 10, 11, 12, 14, and 17 D2Pr. 1, 2, 3, 4, 9, 12, 13, 14, 15, 17D3Pr. 1, 2, 5, 6, 7, 8, 15D4Pr. 2 and 4D5Pr. 1, 2, 3, 4, |
15 Weeks per Stage |
5.93 |
89 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
-
Buckley H, Horwath J & Whelan S (2006). Framework for the Assessment of Vulnerable Children and Their Families, 2nd. Childrens Reserch Centre., Dublin.
-
Devany, C, Canavan, J, Landy, F. and Gillen, A., (2013). What Works in Family Support?, Dublin: The Child and Family Agency..
-
Holosko MJ, Dulmus CN, & Sowers KM. (2013), Social Work Practice with Individuals and Families, Wiley and Sons., New Jersey.
-
Kennan, D, Redmond, S, Devaney, C. Landy, F and Canavan, J.. (2015), Towards the development of a Participation Strategy for Children and Young People., Dublin: The Child and Family Agency..
-
Long, Carolyn Tice and Dennis D.. (2016), Introduction to Social Work, London, UK; Sage Publications (uk & Usa), [ISBN: 9781452244341].
| | Recommended Article/Paper Resources |
|---|
-
Corless, Kim; Horan, Sharon;
Kirkpatrick, Barbara; Crocker, Nicola;
O'Donoghue, Maura; and Steiner, Veronika
(2017) "The Key Attributes of a
Successful Relationship with Service
Users in Family Support: Views of Family
Support Workers," Journal of So,
-
Department of Children and Youth Affairs. (2015), NATIONAL STRATEGY ON CHILDREN AND YOUNG
PEOPLE’S PARTICIPATION IN
DECISION-MAKING 2015 – 2020,
-
Department of Children, Equality,
Disability, Integration and Youth. (2019), Better Outcomes Brighter Futures: The
National Policy Framework for Children
and Young People, 2014-2020,
-
Forde, Catherine; Horgan, Deirdre;
Martin, Shirley Dr; and Parkes, Aisling
(2017) "Children and Young People’s
Participation in the Community in
Ireland: Experiences and Issues,"
Irish Journal of Applied Social Studies:
Vol. 17: Iss. 1, Article 2.,
-
Gilligan, R. (2017) ‘Resilience,
Transitions and Youth Leaving Care’
Chapter 4 in, Editor(s) Varda Mann‐Feder
& Martin Goyete, Leaving Care and
the Transition to Adulthood:
International Contributions to
Theory,Research and Practice, New York,
Oxfor.
-
Kane, G.A., Wood, V.A. and Barlow, J.
(2007) Parenting programmes: a
systematic review and synthesis of
qualitative research. Child: Care,
Health and Development, 33, 784‐ 793.
-
Marriott, C., Hamilton‐Giachritsis, C.
and Harrop, C. (2013), Factors Promoting
Resilience Following Childhood Sexual
Abuse: A Structured, Narrative Review of
the Literature. Child Abuse Review
(available electronically).
-
Miller, W. (2016) ‘Sacred Cows
andGreener Pastures: Reflectionsfrom 40
Yearsin Addiction Research’, Alcoholism
Treatment Quarterly, 34, 92‐115..
-
Prochaska, J.O., Norcross, J.C. and
DiClemente, C.C., (2013). Applying the
stages of change. Psychotherapy in
Australia, 19(2), pp.10-15.,
-
Tusla. (2020), The Prevention, Partnership and Family
Support Programme,
| | Other Resources |
|---|
-
TUSLA Research Centre (2020),
-
WHAT WORKS is an initiative led by the
Department of Children and Youth
Affairs, with funding from Dormant
Accounts, to support a move towards
evidence informed prevention and early
intervention services for children,
young people and their,
-
The Social Care Institute of Excellence,
|
|
