SAFEGUARDING CHILDREN, YOUNG PEOPLE AND VULNERABLE ADULTS - 2020/1

Module Overview

The module provides opportunities for students to develop and demonstrate knowledge and understanding of the complexities surrounding safeguarding children, young people and vulnerable adults. The students will be empowered to play a pro-active role in the protection of vulnerable people.

Module provider

School of Health Sciences

Module Leader

ROBERTS Sarah (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

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

Module Availability

Semester 1

Prerequisites / Co-requisites

NA

Module content

• 
  Safeguarding in context; to include legislation and the historical and political drivers of current policy
  


• 
  Recognition and responding to abuse.
  


• 
  Roles and responsibilities.
  


• 
  ‘Working together’ within and across agencies.
  


• 
  Holistic assessments and the assessment of risk.
  


• 
  The impact of abuse on children and young people and their families, including adult survivors of abuse.
  


• 
  The impact of abuse on vulnerable adults and their families and carers.
  


• 
  Managing diversity in safeguarding children.
  


• 
  Specific issues relating to practice, i.e. domestic violence, fabricated induced illness, self harm, anorexia, drug use, mental health issues
  


• 
  Communicating with children, young people and vulnerable adults and their families and carers.
  


• 
  The importance of multi-agency and multi professional communication and working in relation to safeguarding.
  


• 
  Strategies for working with complex families.
  


• Discuss and debate legal and ethical issues.

Assessment pattern

Alternative Assessment

NA

Assessment Strategy

The student will present a poster analysing an actual or potential safeguarding issue for a child, young person or vulnerable adult. The poster will include:

• Key historical and current drivers that influence practice, policy and legislation in relation to safeguarding


• Issues related to equity and diversity in relation to safeguarding practice and partnership working


• Ethical issues relating to safeguarding practice


• Relevant categories of abuse


• Presenting signs and symptoms and the possible long-term effects of abuse


• Analysis of a variety of assessment and risk assessment models


• Application of these to practice


• Evaluation of safeguarding practice, including partnership working,  related to the issue identified in the scenario


• Evaluation of own accountability and practice


• A proposal for personal and practice developments to improve safeguarding practice


• Analysis and application of relevant concepts from current literature and research

The students will upload their poster and a verbal 15 minute supporting critical discussion of key issues using their own voice. Students will also upload a reference list to support their work (100%).

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.

If there is either evidence of unsafe practice or any breach of confidentiality it will result in an automatic referral for the assessment of the module.

Module aims

• This module aims to develop students' skills and knowledge related to safeguarding young people, children and vulnerable adults. Students will also be prepared to evaluate and support effective practice in their own area of practice and to reflect upon, debate and appraise current research in a multi-disciplinary environment.
• The module provides opportunities for students to develop and demonstrate knowledge and understanding of the complexities surrounding safeguarding children, young people and vulnerable adults. The students will be empowered to play a pro-active role in the protection of children, young people and vulnerable people.

Learning outcomes

Methods of Teaching / Learning

Lecture / Debate / Group work / Student presentation / Self-directed learning / Experiential learning / Small group workshops / Action learning set / 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: NUR3229

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.