FDA5022 - Developing Social and Emotional Resilience

Objectives:

On successfully completing the module students will be able to:
assemble major causal factors that put children and young people at risk
explain how ‘significant others’ may influence children’s and young people’s lives, with reference to attachment and personality development theories
1.1. design transitions for children and young people and summarise the effectiveness of existing workplace transitions
1.2. propose appropriate strategies for developing resilience in children/young people construct a written argument

Content:

This module will include:
• theory related to attachment, motivation, risk and resilience, psychosocial issues, enculturalisation, risk and the development of resilience.
• strategies e.g. transition management and restorative practice, SEAL, nurturing.
Students will opt to consider one focal point for individual work from a list including bereavement, eating problems, self-harm, alcohol, drug and substance abuse, attention deficit hyperactivity disorder, sexual health, parental estrangement and social isolation, which will link with their workplace.
Students will be expected to gather and critique workplace data, comparing and contrasting this with research findings.

Learning and Teaching Information:

This module will address the following Foundation Degree participants :
Supporting Early Years
Supporting Learning and Additional Needs
Learning and teaching will include a range of methods such as lectures, e-working, workshops and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities, individual and paired working.
Students may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.
Study skills will continue to be developed. During the course of each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives.
Students will continue to maintain their Personal Development Log during this module and on-going self-evaluation will be part of the students’ identification of needs.

Lectures, seminars, learning activities, workshops and tutorials, e-engagement e.g. e-for a, VLE activities
Contact hours: 25
Intended Group size: 30/groups/individual

Flexibly delivered assessment support/ e-support including tutorials
Contact hours: 5
Intended Group size: Groups/individual

Work-based tasks
Contact hours: 25
Intended Group size: 1
,br> Guided independent study
Hours: 145

Assessment:

001 1 Portfolio 2000 words First session of next module 50%
002 2 Workplace Report 2000 words First session of next module 50%


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