module specification

This module enables students to interpret emerging theories around Safeguarding children and includes reflecting on child abuse and the legislative framework to develop appropriate policies and procedures in the work setting. In addition students will consider a range of issues relating to the health and well-being of children and their families and how theses may impact on teaching and learning in the classroom.

This  module aims to enable students to:
• Interpret emerging theories around child development and behaviour and the key stages in children's development and awareness of their bodies in order to empower children to exercise their rights.
• Explore the possible influence of cultural, racial, gender and other forms of stereotyping on responses to a child who attempts to disclose abuse, in order to develop effective communication with children of different ages.
• Increase their understanding of managing a controlled response to distressing disclosure and dealing with the aftermath.
• Understanding the rights and responsibilities of parents and maintaining relationships while considering the possible impact of disclosure on other family members.
• Use the legislative framework to develop appropriate policies and procedures within the work setting.
• Develop an understanding of the place of health promotion within the National Curriculum
• Identify and examine some of the health care issues raised when working with children and their families
• Consider the inequalities of access to the conditions that promote health
• Examine the wider structural constraints on health.

The content of this module will draw on the concept of wellbeing and on the implications of implementing new practices elicited from current safeguarding legislation, regulations, requirements and guidance.  The potential effects of own attitudes, values and behaviour on work with children, parents and colleagues within the school and on those with whom one needs to work from outside the school. Power relationships between: adult and child, adult and adult, worker and management, organisation and organisation will be explored.  The concept of health education in childhood, crossing and connecting the areas of physical, personal and social and cognitive development forms part of this module.  The issue of promoting health and helping children to make informed choices will be explored.  This will include introducing young children to issues of environmental education and life cycles.  A range of developmental and social issues including immunisation, health screening, nutrition and culture will be explored. The impact of ill health and disability on learning will be considered.

A further element of the content of this module will examine the health of the child in the family context.  The impact of parental mental health and stress, domestic violence, child abuse, drugs, HIV/AIDS and the effects of poverty and inequality on children’s health.  There will be an introduction to environmental issues.  The range of agencies involved with children and their families, including the education practitioner, will be discussed.

Lectures, seminars, discussion, tutorials and workplace observations: theoretical input will be derived from lectures and seminars.  Learning will additionally be supported by the use of reflective tasks and discussion.  Workplace observation and negotiation to develop a new initiative will be the focus of much learning. Further support for learning will also be via Moodle (VLE)

On successful completion of the module students will be able to:
1. Identify signs and symptoms of possible abuse and follow guidelines according to the legislative framework, demonstrating a developing ability to make reasoned judgements based on a variety of theoretical perspectives 
2. Demonstrate developing understanding of the need to respond to a child's disclosure of abuse and follow prescribed procedures in the light of ethical and professional considerations
3. Evaluate different ways of promoting children's awareness of personal safety and abuse, taking account of possible cultural and racial differences, and linking practical insights to relevant theories
4. Demonstrate (taking account of relevant social, cultural, or environmental issues )how health care issues can be explicitly  developed with children and how health affects learning.
5. Communicate clearly their role and that of other professionals and agencies in addressing a range of health care issues, showing ability to draw on theoretical sources as well as experience.

Assessment A: Students will produce a booklet of up to 8 pages that could be used with children in the workplace to promote children's understanding of personal safety and/ or body awareness. Reflective commentary addressing learning outcomes demonstrating awareness of policy issues and theoretical insights. ( learning outcomes 1,2,3)
Assessment B: a report which looks critically at a health promotion activity undertaken with a group of children in the workplace.(Learning outcomes 4,5)

Core Texts

Knowles B (2013) What is Well being: A guide for Practitioners working with Children and Young People. Kingsley. London

Johnson D, Hitchcock R (eds) (2013) Vulnerable Children: Global Challenges in Education, Health and Well being and Childs Rights. Springer. London.

Recommended Reading

Bradshaw J (ed) (3rd ed) (2011) The well being of children in the UK. Policy Press. Bristol

McAuley C and Rose W (2010) Child Well being: Understanding Children’s lives. Kingsley London.

Watson D, Emery C and Bayliss P (2012) Children’s social and emotional wellbeing in Schools: A critical perspective. Policy Press. Bristol

Acheson, D (1998) Independent Inquiry into Inequalities in Health report.
London The Stationary Office

BMA (1999) Growing up in Britain: Ensuring a Healthy Future for our Children. London BMA Publications

Black, D et al (1980) Inequalities in Health: Report of a research Working Group. London Department of Health and Social Security.

Bradshaw, J (2002) The Well-being of Children in the UK. London: Save the Children.

Cox, T. (2000) Combating Educational Disadvantage: Meeting the needs of vulnerable
children.  Falmer Press

David, T.  Goouche, K.  Powell, S. and Abbott, L. (2003) Birth to Three Matters: A Review of the literature, complied to inform The Framework to Support Children in their Earliest Years Ch 6.  Nottingham DfES Publications

David, T. (ed.) (1999) Young Children Learning. London: Paul Chapman Publishing (Chaps. 4, 5, 6)

DfES (2004) 'Every Child Matters' DfES publications

DfES (2005) 'Common Core of Skills& Knowledge for the Children's Workforce.'DfES publications.

Graham, H and Power, C (2004) Childhood Disadvantage and Adult Health: a Life Course Framework Health Development Agency NHS http://www.hda.nhs.uk/evidence accessed 27.6.04

Hall, D and Elliman D (2003) Health for All Children. Oxford: Oxford University Press

Kumar, V. (1993)  Poverty and Inequality in the UK: the effects on children  NCB

Mukherji, P (2005) The Importance of Health In: Dryden, L. Forbes, R. Mukherji, P. and Pound, L. (2005) The Essential Early Years London Hodder and Arnold

Pugh, G (1996) Contemporary Issues in the Early Years: Working collaboratively for children (2nd ed.). London: Paul Chapman Publishing

Wyse, D. & Hawtin, A. (2000) Children: a Multi-professional Perspective Arnold

Farrell, M. (1995) Key Issues for Primary Schools London: Routledge

Kendall-Seatter, S. (2005) Reflective Reader: Primary Professional Studies Exeter: Learning Matters

Blythe M and Solomon E (eds) (2012) Effective safeguarding for Children and Young People: What next after Munro. Routledge

Munro E (2008). Effective Child Protection. Hodder and Staughton