EARLY INTERVENTION WORK WITH CHILDREN, PARENTS AND CARERS - 2020/1

Module Overview

The module assists students to gain knowledge of the underpinning theory, assessment processes and intervention strategies relating to early intervention work. Through development of these skills it will enable the student to engage in early intervention work that will support the social and emotional development of children and young people; this is essential requirement for children to reach their full potential.

Module provider

School of Health Sciences

Module Leader

JONES Felicity (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Indicative content includes:

• 
  Cornerstones of good practice, including skills development, coaching and relationship building
  


• 
  Diversity and inclusivity
  


• 
  Maternal/paternal and infant mental health
  


• 
  Early interventions
  


• 
  Attachment and bonding
  


• 
  Neuroscience
  


• 
  Vulnerability factors
  


• 
  Inequalities in health
  


• 
  Social capital
  


• 
  Enhanced needs: definitions, policy and practice
  


• 
  Current policy, practice and provision in relation to early interventions
  


• 
  Roles and partnerships in early intervention work
  


• Interprofessional working

Assessment pattern

Alternative Assessment

NA

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate the student's knowledge and awareness in relation to the modules learning outcomes.

Thus, the summative assessment for this module consists of:

A three hour examination. Prior to the examination, students will be given a scenario illustrating an example of early intervention work. Students will analyse the case study under examination conditions utilising the following concepts:

• Concepts of health gain and social capital in relation to the early intervention work under discussion


• Factors affecting the parenting and development of the child, both positively and negatively


• The actual or potential impact of parental mental health on children or young person and how this knowledge was applied in the intervention being presente


• The ways in which the concept of need, relevant policy and practice have affected the case study being analysed


•  An evaluation of the early intervention work at practitioner, team and inter-professional working level


• Critical evaluation of service provision and relevant policy

Formative assessment

Scenario based workshops will be used during the module to enable students to reflect on the evidence based knowledge they have gained and assist them in developing a clear rationale on how this may be applied in practice

Feedback

Students will gain feedback via interactive group discussion, scenario based workshops and tutorials. Feedback will also be given on essay plans.

Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.

Module aims

• The aim of this module is to develop the student's knowledge and skills in relation to supporting children, their families and carers to maximise the life chances of children and young people. The module explores the factors that affect health and social capital and the interventions that can maximise them.

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

The learning from lectures and seminars will be explored and developed through the use of scenario based workshops and group work. This will enable the student to develop relevant skills and knowledge that is supported with structured feedback.

The learning and teaching methods include:

• 
  Lecture / Debate / Group work / Student presentation / Self-directed learning / Experiential learning / Small group workshops / Discussion / Reflective learning /
  

Tutorials / ‘Expert’ speakers.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: NUR3198

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.