Module Details

Module Code: LAWS C1701
Module Title: Safeguarding Children and Vulnerable Persons
Title: Safeguarding Children and Vulnerable Persons
Module Level:: 6
Credits:: 5
Module Coordinator: Janette Davies
Module Author:: John Balfe
Domains:  
Module Description: The module aims to 1. promote students awareness of issues pertaining to the protection of children and vulnerable people. 2 Ability to evaluate and
explore with service users and their carers the potential benefits of managing risk positively. 3
promote the effective identification, assessment and management of risk by Health and Social Care Support Services 4 To assist students to identify policy, procedures and practical tools for working to protect children and vulnerable people from abuse.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Articulate and appraise the range of interventions employed in working with children and families who have experienced abuse, trauma and a range of stress in their lives. D1,1,2,4,6,9,17,D2,4,9,D3,6,7,9,13,12,13,14 D5,6,12,
LO2 To promote and support the safety and security of users of services, those who care for them and all those who may come into contact with them. D1,1,2,3,6,9,10,17,19,D2,12,15,17,D3,1,2,6,7,8,9,10,12,13,14,D4,4,D5,1,6,7,8,9,10,12.
LO3 To raise awareness of the role of risk assessment / management in the provision of evidence based care..D1,1,2,3,6,9,10,17,19,D2,12,15,17,D3,1,2,6,7,8,9,10,12,13,14,D4,4,D5,1,6,7,8,9,10,12.
LO4 To promote the adoption by all staff of ‘defensible decisions’ rather than ‘defensive decisions’.D1,1,2,3,4,6,9,17,19,D3,6,7,8,9,10
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Policy and legal context for Safeguarding Practice.
Legal framework for the Protection of Vulnerable Adults, National Standards for Adult Safeguarding 2019 - HIQA and Mental Health Commission; Assisted Decision Making (Capacity) Act 2015; National guidelines for the Protection and welfare of children, “ Children’s First”, Childcare Act 2001, Protection for Persons reporting Child Abuse Act 1998, Freedom of Information Act 1997 & GDPR 2018, Responsibilities of social care workers, parents and other professionals in when and how to recognise, respond and report allegations of abuse. Designated Liaison Person.D1 - P1,2,3,4,6,9,10, 11,12,13,14,16,17,D2 - P4,6,7,8,9. D3 - P 2,3,4,6,7,8, 9,10,12,13,14,15. D4 - P 4. D5 - P 3,6,10,12,14.
Safeguarding and the Family:
Safety Planning, Parenting Programmes, Recognising and responding to abuse - Tusla guidelines; safeguarding within the areas of Intimate partner violence, child abuse and adult at risk of harm. Dealing with Self-harm - SafeTalk and Assist programmes NOSP. Risk assessment and risk management. Decision-making and evaluation based on best practice principles.D1,1,2,3,6,9,10,17,19,D2,12,15,17,D3,1,2,6,7,8,9,10,12,13,14,D4,4,D5,1,6,7,8,9,10,12.
Interventions, services and supports for dealing with abuse.
Approaches to safeguarding children and vulnerable adults to include Signs of Safety 2017- 2022, Meitheal, Family group conferences, Think Family Approach; Prevention, Partnership and Family Support Programme; CYPSC and CFSN frameworks; The Decisional Support Service D1- P1,2,3,6,8,9,10,11,16,17,19,21. D2- P1, 9,12,13,14,15,16,17. D3- 1,2,5,6,7,8,9,10,12,13,14,15. D4 - P4. D5 - P1,2,3,6,7,8,9,10,12, 14,15.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Case Studies % of Total Mark 50
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Case Study which will provide the student with the opportunity to demonstrate their ability to evaluate and analyse theory and interventions when dealing with individuals considered at risk. Students will simulate a real life reporting scenario using national reporting documentation. D1Pr. 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, 2,3,4, 5, 6, 7, 8, 10,12,14, 15 D4 Pr. 2 and 4 D5, Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19,
Assessment Type Written Report % of Total Mark 50
Timing n/a Learning Outcomes 1,3,4
Non-marked No
Assessment Description
Students will be required to demonstrate knowledge of policy and best practice frameworks in addressing the needs of a particular client group / serious case review evaluation to demonstrate application of theory to practice principles..D1Pr. 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 D5,Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, And 19
No Project
No Practical
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.
Reassessment Description
Case study of child protection and vulnerable adult scenarios worth 100%

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),D1Pr. 1, 2,3, 4, 5, 6, 7, 8, 10, 11, 12, 14, 16,17,21 D2,Pr - 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3 Pr. 1, 2,3, 5, 6, 7, 8, 10,13,15 D4,Pr. 2 and 4 D5Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19. 12 Weeks per Stage 3.00 36
Independent Learning Non Contact Independent learning - to enable students build on their own autonomy, self assessment skills and competencies.D1Pr. 1, 2,3, 4, 5, 6, 7, 8, 10, 11, 12, 14, 16,17,21 D2,Pr - 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3 Pr. 1, 2,3, 5, 6, 7, 8, 10,13,15 D4,Pr. 2 and 4 D5Pr. 1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 15, and 19. Case studies (incorporated into Independent Learning time). D1Pr. 1, 2,3, 4, 5, 6, 7, 8, 10, 11, 12, 14, 16,17,21 D2,Pr - 1, 2, 3, 4, 9, 12, 13, 14, 15, 17 D3 Pr. 1, 2,3, 5, 6, 7, 8, 10,13 15 Weeks per Stage 5.93 89
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Chisnell C. (2016), Safeguarding in Social Work Practice, Sage.
  • Devany, C, Canavan, J, Landy, F. and Gillen, A.,. (2013), What Works in Family Support, The Child and Family Agency, Dublin:.
Supplementary Book Resources
  • Cox, L.E., Tice, C.J. and Long, D.D.. (2016), Introduction to Social Work An Advocacy-Based Profession, London, Sage, London, Sage, [ISBN: 1452244341].
  • Davies K & Jones R. (2016), Skills for Social Work Practice, Palgrave, [ISBN: 137390264].
  • Kennan, D, Redmond, S, Devaney, C. Landy, F and Canavan, J.. (2015), Towards the development of a Participation Strategy for Children and Young People, The Child and Family Agency., Dublin.
Recommended Article/Paper Resources
  • A Guide for the Reporting of Child Protection and Welfare Concerns (2017),
    https://www.tusla.ie/uploads/content/421 4-TUSLA_Guide_to_Reporters_Guide_A4_v3.p df
  • Buckley, Helen (2012) "Using Intelligence to Shape Reforms in Child Protection," Irish Journal of Applied Social Studies: Vol. 12: Iss. 1, Article 6.,
    : https://arrow.tudublin.ie/ijass/vol12/is s1/6
  • Buckley, H. and O’Nolan, C. (2013) An examination of recommendations from inquiries into events in families and their interactions with State services, and their impact on policy and practice. www.dcya.gov.ie.
  • Coles, E., Cheyne, H., & Daniel, B. (2015). Early years interventions to improve child health and wellbeing: what works, for whom and in what circumstances? Protocol for a realist review. Systematic Reviews, 4, 79,
    doi:10.1186/s13643‐015‐0068‐5 http://www.ncbi.nlm.nih.gov/pmc/articles /PMC4464136/
  • Daniel, B. (2015), Why Have We Made Neglect So Complicated? Taking a Fresh Look at Noticing and Helping the Neglected Child. Child Abuse Rev., 24: 82–94..
  • Heward‐Belle, S. (2017) ‘Exploiting the ‘good mother’ as a tactic of coercive control: Domestically violent men’s assaults on women as mothers’. Afflia, 32(3): 374‐389.
  • HIQA and the Mental Health Commission (MHC) have jointly developed National Standards for Adult Safeguarding (2019).,
    https://www.hiqa.ie/reports-and-publicat ions/standard/national-standards-adult-s afeguarding
  • Lynch, C. & Holt, S. (2019) ‘Intimate Partner Abuse and Violence During Pregnancy: A Brief Review of the Literature’. Published e-book from the II European Conference on Domestic Violence file:///C:/Users/sholt/Documents/Documen ts/Documents/Publicati.
  • Munro, E. (2010) ‘Learning to reduce risk in child protection’ British Journal of SocialWork, 40 (4) pp 1135‐1151.
  • The Child Protection Hub 2020- interactive platform for professionals involved in child protection in 9 European countries. The website brings together resources for quick learning, such as podcasts, videos, webinars, resources for trainers and diffe,
    https://childhub.org/en
  • WHAT WORKS 2020 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 fami,
    https://whatworks.gov.ie/
Other Resources
  • https://www.citizensinformation.ie. Citizens Information.
  • https://www.dcya.gov.ie. DCYA.
  • https://www.tusla.ie/services/. TUSLA.
  • https://www.hse.ie/eng/about/who/socialc are/safeguardingvulnerableadults/. HSE.ie/eng/about/who/socialcare/safeguar dingvulnerableadults.
Discussion Note: