SS6009 - Management and Supervision in Youth and Community Work Settings (2021/22)
|Module specification||Module approved to run in 2021/22|
|Module title||Management and Supervision in Youth and Community Work Settings|
|Module level||Honours (06)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2021/22||
The module aims are to:
• Analyse how key sociological/psychological concepts and theories of youth and community work interact with employment skills
• Provide insight into theoretical learning while linking to previous or potential practical experiences.
• Incorporate experiential learning techniques to critically examine learning theory and promoting self-reflection to aid students’ understanding of knowledge and skills needed in employability.
• Introduce students to the sector’s professional occupational standards and theoretical frameworks for critical reflective practice
• develop students’ self-confidence as effective practitioners through the understanding of relevant theoretical knowledge and how they relate to the development of identified key skills such as project management, communication and presentation skills and supervision
A review of youth/community work policy and practice related to ethics and values LO2, LO3, LO4
Exploring the key skills required to perform effectively as a practitioner in a variety of roles LO2, LO3, LO4, LO5, LO6
Discuss a theoretical and practical applications of a range of key skills: LO1
• Critical thinking & analytical LO1, LO2, LO5, LO6
• Problem solving LO1, LO5, LO6
• Communication LO1
• Presentations LO1, LO5, LO6
• Project management LO1, LO3, LO4
• Culture Awareness + emotional intelligence LO1, LO3, LO4
• Reflective practice LO3, LO4
• As ‘practitioners’, examine case studies and provide effective solutions underpinned a theory demonstrating a understanding of ethics and values in relation to professional sector. LO3, LO4, LO5, LO6
• Use key skills explored during the course in order to plan, design and present a programme that can be integrated into a work based setting LO2, LO3, LO4, LO5, LO6
Balance of independent study and scheduled teaching activity
Students' learning will be structured around the weekly contact time based on the guidance supplied in lectures, group work, and interactive workshops. Enquiry based learning and problem based learning will be used to help students to comprehend theoretical concepts.
Through the use of case studies, DVD, professional guest visits and field trips, and examination of how these key skills are applicable in real life youth/ Community settings. Students will be expected to participate in all classes by presenting material for discussion and debate. The module is supported by an electronic learning management system where students will be expected to access learning materials and information via WebLearn. In addition to class contact time, independent study/preparation time will include directed reading, independent research, project work and class preparation. Formative feedback will be given to students in these lectures to help them understand how well they have applied concepts and ideas, suggest how they can do this more effectively in the future.
On successful completion of this module students will be able to:
1. Identify areas of personal strengths and weaknesses for personal development planning
2. Apply management tools and demonstrate skills and theoretical knowledge to a given situation.
3. Critically reflect on area of professional practice and further development of relevant skills and knowledge to increase employability
4. Practice a range of self-management and inter-personal skills in relation to critical thinking & analytical skills, problem solving, communication, presentations, project management, cultural awareness + emotional intelligence, reflective practice
5. Critically examine Management theory
6. Critically examine Supervision models for practice
The module will be assessed through both summative and formative assessments in order to continually reinforce learning and allow students to demonstrate their own learning and development.
Formative – tutorials and case study analysis
Summative Group Presentation with individual mark (L/O 1,2 ,4,5 & 6 )
Reflective report (L/O 1-6) – 3000 words
Ord,J (ed) Critical Issues in Youth Work Management. (2012) Routledge NY
Buchroth ,I. Parkin, C.(eds) Using Theory in Youth and Community Work Practice(2010)
Evans, N (2000). Experiential learning around the world: Employability and the global economy UK: Jessica Kingsley.
National Youth Agency (2000) National Occupational Standards for Youth and Community Work
Thompson, N. (2002) People Skills (2nd edn), Basingstoke, Palgrave Macmillan
Belton, B. Radical Youth Work, Developing critical perspectives and professional
Judgement (2010) Russell House Publishing
Bennett, N et al (2000). Skills development in higher education and employment. USA: Open University Press.
Bradbury, H et al. (2010). Beyond Reflective Practice: New approaches to professional
Lifelong learning. USA & Canada: Routledge.
Brockbank, A & McGill, I (2003). Facilitating reflective learning in higher education. 3rd ed. USA: SRHE & Open University Press
• Young People Now
• Youth and Policy
• Simon Bradford & Fin Cullen (2014) Positive for Youth? Contested terrains of
professional youth work in austerity England, International Journal of Adolescence
and Youth, 19:sup 1, 93-106, DOI : 10.1080/02673843.2013.863733
• Will Mason (2015) Austerity youth policy: exploring the distinctions between youth
work in principle and youth work in practice. Youth & Policy No. 114 May 2015
• Tom Wylie (2015) Youth & Policy Special Edition: The Next Five Years: Prospects
for young people
• Gill Hughes, Charlie Cooper, Sinead Gormally and Julie Rippingale (2014)
The state of youth work in austerity England- reclaiming the ability to ‘care’
Youth & Policy No. 113 November 2014.