EARLY INTERVENTION WORK WITH CHILDREN, PARENTS AND CARERS - 2021/2
Module code: NURM113
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
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.
School of Health Sciences
JONES Felicity (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B712
Module cap (Maximum number of students): 99
Prerequisites / Co-requisites
Indicative content includes:
Cornerstones of good practice, including skills development, coaching and relationship building
Diversity and inclusivity
Maternal/paternal and infant mental health
Attachment and bonding
Inequalities in health
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 type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate the student's in-depth 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 presented
·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
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
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.
- 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 and improve outcomes. The module explores the factors that affect health and social capital and the interventions that can maximise them.
|001||Critically analyse and debate the concepts of health gain and social capital and the factors that either contribute to or militate against them.||KCPT|
|002||Critically appraise the impact of parental mental health on infant and child mental health.||KCPT|
|003||Critically evaluate the quality of relationships and their impact on the neurological and emotional development of the child.||KCPT|
|004||Debate the concept of early intervention in relation to supporting children and young people and their families and carers in order to maximise their health chances.||KCPT|
|005||Critically analyse current policy, provision and practice in relation to early interventions.||KCPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Independent Study Hours: 108
Seminar Hours: 48
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.
Upon accessing the reading list, please search for the module using the module code: NURM113
Programmes this module appears in
|Public Health Practice (SCPHN) (Health Visiting) MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
|Public Health Practice (SCPHN) (School Nursing) MSc(YEAR LONG)||Year-long||Core||Each unit of assessment must be passed at 50% to pass the module|
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 2021/2 academic year.