ICE7033 - Leading and Managing Family Support

Objectives:

On successful completion of the module, students will be able to:

1 - Critically examine contemporary influences and diversification of leadership within family support practices

2 - Critically evaluate theoretical approaches to leadership and management of family support teams within practice, including the multi-agency context

3 - Demonstrate critical engagement with issues associated with the leadership and management of family support practice

Content:

This module aims to develop students’ knowledge and understanding of a range of national and international approaches to the leadership and management of family support practice. Contemporary diversification of leadership will be examined, decolonising traditional approaches to leadership and influencing professional practice in more inclusive ways that underpin social justice. In reflecting upon a range of negotiated case studies or an example of recent practice brought by students, learners will be encouraged to ‘make the familiar unfamiliar’ and critically reflect upon practice from this perspective. Students will be supported to apply critical analysis to modes of practice within a range of family support situations. They will focus on identifying gaps in current practice knowledge, enabling them to frame family support themes for further systematic enquiry.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with students, how we connect them and our learning and teaching with the outside world and societal issues and support all our learners on a personalised, values-based and career-led journey through their studies. Students will be taught in a variety of methods including simulated practice, problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material such as discussions and online activities will be supported by a variety of media and resources, ranging from videos and selected textbooks and articles and placed on Moodle. The module will use a combination of learning and teaching methods using lectures, small group seminars and individual and group tutorials to support students’ academic and professional development. You will be expected to attend all scheduled sessions and prepare for these in advance by undertaking relevant research and background reading. Guest speakers will be used to develop an understanding of current family support practice. The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Formative assessment is employed in each module to support your learning, allowing you to demonstrate the breadth of knowledge and understanding across the programme and to reflect on feedback on your progress from your tutors and peers. Formative feedback takes a variety of forms such as reflective tasks and does not contribute to the final module mark. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Lectures
Hours: 24
Intended Group size: Cohort

Tutorials
Hours: 6
Intended Group size: 1 or 2

Guided independent study
Hours: 270

Further Details Relating to Assessment

Summative Assignment - Blog - (1000 words): Create a blog to critically examine the benefits of diversity within leadership, within a relevant context such as a family support team or Children’s services sector. The blog can focus on a chosen element of diversity or decolonisation such as ableism/disability, gender, race, social justice etc. or more widely the sustainability of making leadership more diverse. The blog should draw on current research informed practice and be written to a professional audience.

Summative Assignment Negotiated Assessment (4,000 words):

Either - create and critically examine a case study of your choice where family support services were or might be offered; or, take a recent example from practice, such as a serious case review or media documentation of practice offered by a family support team, and critically examine the leadership of that example.

Topics to consider could include critical examination of the leadership and management structure within the family support team, using theory, policy and research informed practice. Unpick key challenges and contextualising influences, such as teamwork theory, leadership approaches, influence of media, international approaches, professionals' roles and responsibilities, social justice, including the role of supervision. Make research informed recommendations for the development of leading and managing family support teams in practice.

Formative assessment tasks are given in Term 2 during the live taught sessions and in tutorials. Formative feedback is given to help students to prepare for summative tasks. Students should refer to Module Handbooks for full details.

Assessment:

001 Critical analysis; 500 words each; mid-term 1 20%
002 Reflective review; 5,000 words; end of term 1 80%

Fact File

Module Coordinator - Sue Elmer
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7T2

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