Module title: Child Protection in Context

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NMS11134
Module leader: Lindsey Robb
School School of Health & Social Care
Subject area group: Protecting and Enhancing Equality


2019/0, Trimester 1, ONLINE,
Occurrence: 001
Primary mode of delivery: ONLINE
Location of delivery: SIGHTHILL
Member of staff responsible for delivering module: Peter Yates
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
This module offers weekly online materials which guide the student through the relevant subject matter for the week and which direct the student to additional relevant reading. Each week’s materials are explicitly related to one or more of the learning outcomes for the module, and each week an activity, exercise or discussion will promote shared reflection in order to support the students to construct their learning together. The multi-disciplinary nature of this student group will enhance the benefits afforded by engaging in debate with others, thereby supporting the achievement of learning outcomes 1 and 5. As the module progresses activities will increasingly encourage synthesis of the material and support the students to build their knowledge towards completion of the final assignment. In addition an unfolding scenario, reflecting the circumstances of a fictitious family, will be used to trigger reflection and discussion with other students, supporting all of the learning outcomes, and in particular learning outcomes 3 and 4. Weekly exercises to promote academic skills, and two online group tutorials will also be offered during the module in order to facilitate student group identity and to support the online learning.
Embedding of employability/ PDP/ scholarship skills
Employability skills are enhanced by the content, opportunities and learning activities embedded in the module, which provide the students with skills relevant to practitioners within health, police, education and social care sectors, in addition to those from voluntary agencies. These skills include information retrieval, locating and using the best available evidence, and identifying opportunities for application to practice, relevant to all learning outcomes and in particular to learning outcomes 2, 3, 4 and 5.
Research/ teaching linkages
Throughout the module, students are encouraged to discuss and debate findings and recommendations from a range of resources such as relevant research, child abuse inquiry reports, child protection inspection reports, and national policies (learning outcomes 1, 3, 4 and 5). Students will be encouraged to work independently and collaboratively online to source relevant literature to support best practice. Students will be actively encouraged and expected to develop literature search strategies in order to identify relevant literature beyond that provided within the module materials (learning outcomes 2, 3, 4 and 5).

Supporting equality and diversity
This module conforms to University guidelines in supporting students in an inclusive and non-discriminatory manner, taking into consideration diverse student groups. Throughout the module, there is an expectation that all contributions from students will be made in a way that is supportive of families living in diverse and sometimes difficult circumstances, and that reflects anti-oppressive practice. Any deviation from this norm would be constructively challenged by the module team. Specific materials relating to the diverse and difficult circumstances in which some families can find themselves are provided particularly in relation to learning outcomes 3 and 4, and an approach which reflects the changing and contested nature of attitudes towards good childcare across time and across cultures is supported by materials specifically in relation to learning outcome 1.
While the module materials centre mainly around UK child protection policy and legislation, as a totally online module it will be accessible to students living in many parts of the world, and international students will have opportunities to relate the material to the context of their own jurisdiction. An international perspective is nonetheless encouraged by including a significant exercise that requires the student to explore global approaches to child protection, examining in detail one country outside the UK, thereby supporting students to sharpen their critical perspective, particularly in relation to learning outcomes 1 and 5. Examples of international research, relevant non-UK standards and policies are included throughout the module.

Formative Assessment:
Students will be asked to submit a 700 word outline of an essay.

Summative Assessment:
Students will be required to submit an essay of 4,000 words, which addresses the learning outcomes for the module.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Groupwork (Independent Study) 10
Online Guided independent study 186
Online Tutorial 4
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Essay 100 1,2,3,4,5 14 HOURS= 0, WORDS= 4000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

In this module, you will have the opportunity to explore children’s needs and rights, conflicting rights, as well as changing definitions and social constructions of childhood and child abuse. Also included in the module are a review of an ecological understanding of child development and attachment theory and both a theoretical and empirical understanding of the impact of abuse and neglect, which includes taking a critical approach to the concepts of resilience, adversity, and vulnerability. The importance of changing societies, international perspectives, and issues of equality and diversity will be highlighted.

You will be introduced to how we can learn from public inquiries and serious and significant case reviews, contextualising their impact upon legislation, policy, and practice, including multi-agency working, professional roles and responsibilities, and information sharing.
Working and making decisions with parents and families will be considered alongside exploring the factors which can promote and undermine positive parenting and the capacity for parenting, including in particular the role of environmental factors and the impact of poverty upon both parenting and child development. Both structural and individualist explanations of poverty are considered, as are some theories as to why abuse occurs. All of this sets the context for understanding primary, secondary and tertiary intervention and different paradigmatic approaches to child protection.

Learning Outcomes for module:

LO1: Analyse the factors that influence society’s attitudes towards, and response to, child abuse and child protection
LO2: Critically explore the literature on adversity, resilience, vulnerability and protective factors and their impact upon child development
LO3: Evaluate the evidence that exists to determine factors considered to have a potentially adverse or positive impact on parenting capacity
LO4: Critically examine the impact of environmental factors on the well-being of children
LO5: Critically reflect upon the evidence, legislation and policy that inform professional responses to families in which there is a risk of abuse or abuse has occurred

Indicative References and Reading List - URL:
NMS11134 Child Protection in Context