Working with Children and Families: Working in Partnership

• Credit value: 30 credits at Level 4
• Convenor: Ana Da Cunha Lewin
• Assessment: a 1500-word home essay (25%), 1500-word analysis of a published paper (25%), 10-minute class presentation and 1000 words of supporting material (40%), and participation (10%)

This module aims to explore the theoretical, ideological and professional frameworks that underpin practitioners’ work with children and families and to develop a critical understanding of how communication theories can be applied to professional and personal communication.

Indicative module content

• Understanding and working with children: this will explore our current (and past) understandings of children and childhood, their needs, learning, personal, social and emotional development and their status/role in society. It will consider the role of the practitioner in creating effective learning environments, in meeting their needs and in safeguarding their well being. It will critically assess the role of the practitioner by examining the requirements of local and national frameworks that guide care and educational provision.
• Understanding and working with families: critically assesses theories, arguments, professional aspects and practicalities of working with families. This part first examines understandings of the role of families, challenging the ‘problematisation’ of families and the ‘problematisation’ of childhood in general. It assumes a critical stance towards the assumption that only ‘problem families’ need help and support and draws on psychological theories about bonding and ‘good enough parenting’ to explore the role (and responsibility) of parents. It also examines the changing nature of family life and the diversity of situations in which children are brought up. Finally this part will consider the policy frameworks that specify the role of the practitioner in working with families.
• Diversity and inclusion: examines ways of working with and catering for the differing needs of diverse groups of the population with particular reference to disability, ethnicity, gender, age, religion, sexual orientation and socio-economic background. We will also consider societal beliefs, popular discourses and the ways these influence policies and practices.
• Working in partnership and effective communication: examines the professional skills required for effective communication with children and families. This part focuses on the interaction and collaboration between different partners, such as parents, children and other professionals. It explores the different factors that contribute to effective communication and the importance of using appropriate forms of communication, verbal and non-verbal, in managing relationships, conflict and negotiation.

By the end of this module, you should be able to:

• demonstrate an awareness of societal/cultural/historical beliefs about the status and needs of children
• critically consider ways of facilitating and fostering children’s developmental needs in educational/care environments
• reflect on current and historical beliefs about the role of the family, the definition of the ‘normal’ family, the problematisation of families and the ways such discourses influence collaboration with families
• show an understanding of the role of psychological theories in enhancing our understandings of families and families’ needs, but also in promoting certain views about the ‘normal’ family
• critically assess the role of the practitioner in supporting families
• discuss the diverse needs of different groups of population and of individuals and consider ways of meeting these
• begin to critically reflect on the legal/policy frameworks that underpin practitioners’ work with children and families
• begin to critically reflect on the professional skills, such as multi agency working and effective communication, that facilitate collaboration and positive relationships in educational/care settings
• show a critical understanding of a range of communication theories and practice, and their application to professional and personal communication.