CYP4432 - Developing Social and Emotional Resilience in Children and Young People: Negotiated Learning

Objectives:

On successful completion of the module, students will be able to:
Identify and make use of sources of knowledge and evidence relating to social and emotional resilience in children and young people.
Make use of theories and concepts of social and emotional resilience in children and young people and relate these to your own workplace/ practice.
Recognise and reflect on ideas related to social and emotional resilience in children and young people.
Reflect on the ethical principles, conduct and outcomes of one’s own professional practice, supporting the social and emotional resilience of children and young people.
Select appropriate content, medium and style for professional and /or academic communication. Evidence sources of information and demonstrate origins of ideas by referencing sources using a consistent style.

Content:

This module will include the study of:
• Attachment, motivation, risk and resilience, psychosocial issues, risk and the development of resilience;

• Intervention strategies e.g. transition management and restorative practice, SEAL, nurturing.

Apprentices will opt to consider one focal point for individual work, from 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 the workplace. Students will be expected to reflect on and critique workplace practice, comparing and contrasting this with available research findings.

Learning and Teaching Information:

Learning and teaching typically includes a range of methods such as lectures, seminars and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities and individual and paired working. The module is delivered using block delivery with blended learning approaches. This module is delivered on a block basis over three days (21 hours) in consultation with employers. This will include pre-session activities in preparation for each day’s taught sessions and post session activities that summarise the days sessions. Typically, four taught sessions (of 1-1.5 hours each) will take place each day. These are interspersed with learning and reflection activities (of 2-3 hours) during and at the end of each day to embed learning. These include online tasks in advance of formal taught sessions.

Apprentices 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. Technology such as Panopto and learning platforms, including MS Teams, will be utilised to facilitate some of this communication. Moodle will serve as the key mechanism for recording information about the apprentices’ progress against KSBs, including a facility to upload evidence of how these have been met outside of the academic programme, an ‘off’ the ’job’ log, and a platform for Learning Journal entries. Implementation of study skills will be supported using teamwork, and the capacity to develop written argument, will be developed. During 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 of the module. Accessing library resources and help with coursework study skills will be available from services across the university. The module also embeds diversity as part of the University’s work towards achieving the Race Equality Charter by ensuring that module reading lists incorporate ethnic and gender diversity, the perspective of marginalised communities, and populations.

Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities.

Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs. Learners reflect on current practice and develop action plans for continued personal and professional development, including a 3-way learning agreement (student, university and employer/work stakeholder). The Learning Journal is part of the apprentice’s Portfolio of Evidence that they will complete throughout their entire apprenticeship programme. Learning Journal entries, therefore, must be capable of providing, or locating, proof of the achievement of the Knowledge, Skills and Behaviours of a Degree Apprenticeship Standard. Not all Learning Journal entries will be used for the final evidence of achievement required by the End Point Assessment (EPA). Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument, will be developed. During 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 of the module.

Study Skills
In advance of the programme, through the VLE and during the induction session for module 1, apprentices will be introduced to study skills by the following:
• The Subject Librarian with Information Systems training and Digital Literacy training packages.
• The Learning Hub and their role in supporting students with academic writing and study skills.
• The E-Learning Team and the use of our VLE, Moodle, Turnitin, technology to support study.
• The IT team and the use of IT packages, software, programmes for academic study skills.

The above study skills support areas will also be embedded across all modules with a specific study skills session timetabled each day dung the block delivery i.e. formal lecture 9-1pm, then lunch break, then 2-4pm, study skills session. This session could include any of the above teams, areas, resources in addition to the allocated lecturer teaching the module and their specified input.

Lectures, seminars, learning activities, workshops and tutorials, e-engagement e.g. VLE activities
Hours: 25
Intended Group Size: 20

Flexibly delivered assessment support/e-support including tutorials
Hours: 5
Intended Group Size: 1-6

Guided independent study
Hours: 170

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 4AP

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