module specification

This module aims to explore social work and multi-agency practice interventions applicable to children and adults in need and at risk of harm. Students will critically examine how these are informed by theory, research and the voices of children and adults.  Knowledge of inquiries and serious case reviews inform learning and concepts of prevention and protection are central to the module. Understanding thresholds and the application of professional judgement underpin best-practice models.

• Defining safeguarding  LO 1,2
• Principles of human rights and social justice  LO1,2,3
• Legislation, policy, and practice guidance  LO 3,4
• Early recognition of abuse and harm LO 2,4
• Multi-agency working  LO 1,3,4
• Anti-oppressive practice  LO 1,2,3,4
• The involvement of children and adults in safeguarding processes LO 3,4
• Professional  accountability LO 1,2,3,4

The learning and teaching strategy consists of the methods listed below to help students to rehearse and develop their knowledge and skills. Students will use reading, discussion, reflection and presentation skills to engage with course content. There will be core lectures, small group learning and case analyses. Personal reflection and reflective writing will be encouraged and learning reinforced using Weblearn, visual and online materials. The module will include service user contribution.

On successful completion of this module, students will be able to :
1. Apply critically principles of human rights and social justice to the safeguarding of  children and adults 
2.  Examine social work practice approaches within in a context of need and risk and a framework of anti-oppressive practice.  
3. Engage critically with legislation, policy and practice guidance relating to harm and the safeguarding of children and adults. 
4.  Analyse and demonstrate understanding of effective social work and multi-agency interventions in work with children and adults in the context of both need and risk and from a rights perspective.

The assessment strategy is designed to provide an opportunity for students to evidence their ability to critically analyse and apply their knowledge of research, theory, legislation, policy and practice guidance with regard to effective safeguarding practice. A reflective activity based on class content will provide formative assessment at the mid-way point of the module.  Summative assessment will be an essay of 2,000 words.

 Textbooks:

Core Text:
Adams, R. (Ed) (2012) Working with children and families. Knowledge and contexts for practice. Hampshire: Palgrave Macmillan.
Other Text

Brown, K. (Ed) (2010) Vulnerable Adults and Community Care 2nd Ed. Essex: Learning Matters.
Calder, M. (Ed) (2008) Contemporary risk assessment in safeguarding children. Dorset: Russell House.
Cossar, J, Brandon, M and Jordan, P (2011) ‘Don’t make assumptions’: children’s and young people’s views of the child protection system and messages for change. London: OCC.
Children Act (1989) London:  HMSO. http://www.legislation.gov.uk/ukpga/1989/41/contents
Children Act (2004) London: TSO. http://www.legislation.gov.uk/ukpga/2004/31/contents
Davies, L. and Duckett, N. (2013) Proactive child protection and social work.  London: Sage.
Davies, L. and Kerrigan Lebloch, E. (2013) Communicating with children and their families in the context of need and risk. Milton Keynes: Open University Press.
Davies, M. (Ed) (2012) Social Work with Children and Families, London: Palgrave Macmillan. 
DfE (Department of Education) (2010/2013) Working Together to Safeguard Children, London: TSO.
DH (Department of Health) (2000) No secrets: Guidance on developing and implementing multi-agency policies and procedures to protect vulnerable adults from abuse, London: DH.
Great Britain. Parliament. Equality Act 2010: Elizabeth II. [Online]. (2010) Available at: http://www.legislation.gov.uk/ukpga/2010/15 [Accessed 18 June 2013]. 
Hothersall, S. and Maas-Lowit, M. (Eds) (2010) Need, Risk and Protection in Social Work Practice, Exeter: Learning Matters.
Levitas, R. (2012) There may be ‘trouble’ ahead: What we know about those 120,000 ‘troubled’ families Poverty and Social Exclusion in the UK Policy Series Issue 3. London: Bristol Poverty and Social Exclusion.  http://www.poverty.ac.uk/policy-response-working-papers-families-social-policy-life-chances-children-parenting-uk-government
Mantell, A. and Scragg, T. (2011) Safeguarding Adults in Social Work, Essex: Learning Matters
Ofsted (2010) The voice of the child: learning lessons from serious case reviews. A thematic review of Ofsted’s evaluation of serious case reviews from 1 April to 30 September 2010. London: Ofsted.
Reder, P., Duncan, S. and Gray, M. (1993) Beyond Blame. London: Routledge.
UNCRC (United Nations Convention on the Rights of the Child) (1989) http://www.unicef.org/crc/