|
 Academic Year:
| 2012/3 |
| Owning Department/School:
| Department of Education (administered by the Learning Partnerships Office) |
| Credits:
| 5 |
| Level:
| Intermediate (FHEQ level 5) |
| Period: |
Semester 1 at Wiltshire College |
| Assessment:
| CW 100% |
| Supplementary Assessment: |
Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Learning Outcomes: On completion of this unit the learner will be able to: * Recognise the effects abuse has on children, families and communities. * Appraise the role, function and effectiveness of the child protection services. * Determine the roles and responsibilities of the multi disciplinary teams involved in child protection. * Plan a programme of activities designed to increase children's awareness for self-protection. * Recognise the underlying principles for dealing with disclosure of abuse. * Demonstrate understanding of the current legal framework and analyse the impact of the changes proposed in the Children Bill. Skills: The professional practice for this unit is that the learner must demonstrate whilst working as a Senior Practitioner that they can: * Identify signs and symptoms of possible abuse * Respond to a child's disclosure of abuse * Inform other professionals about suspected abuse * Promote children's awareness of personal safety. Content: 1. Significant and emerging theories and principles of: a) how children develop socially, emotionally, physically, intellectually and in terms of their behaviour b) key stages in children's development and awareness of their bodies c) characteristics and circumstances which make some children more vulnerable to abuse d) the concept of children’s rights and the importance of empowering children to exercise those rights e) the role of routine observations and record keeping in identification of possible abuse and for evidential purposes f) ways of listening to and communicating with children of different ages including indicators of readiness to communicate and how to interpret both overt and covert messages g) the possible influence of cultural, racial, gender or other forms of stereotyping on response to a child who attempts to disclose abuse and how to counteract this h) the personal and emotional impact of child abuse i) dealing with distressing disclosures and their aftermath j) evaluation and presentation of different types of information from various sources and the importance of distinguishing between directly observed evidence, evidence from reliable sources, opinion and hearsay. 2. Methods, techniques and processes relating to: a) managing a controlled response to distressing disclosures b) dealing with the aftermath, including appropriate sources of personal support c) reassurance and continued unconditional acceptance for the child in counteracting the potentially damaging effects of abuse and disclosure on self-image and self-esteem d) evaluation and presentation of different types of information from various sources e) parental rights to be informed and consulted and their access to information held within the setting or passed to other professionals and when and how to share such information with them f) the legal requirements of evidence and the implications for: * involving an authorised professional at an early stage of disclosure * the importance of not pressurising the child, prompting or asking leading questions g) how and when to access the help of relevant professionals to whom referral could be made or from whom advice/involvement could be sought with regard to possible disclosure, and h) the professional groups most likely to want information and the purposes for which this information is likely to be required including the role of case conferences and court proceedings i) opportunities provided within daily routines and different kinds of games and equipment that can help children become aware of their bodies j) strategies for building children’s self-confidence and assertiveness k) the physical, behavioural and emotional indicators which may signify possible abuse. 3. Information and facts about: a) the rights and responsibilities of parents including: * their right to be informed and consulted throughout anyy procedures necessary for child protection * access to information held within the setting or passed to other professionals and when and how to share such information with them b) the child protection procedures of the setting/agency and the candidate’s own role and responsibilities within them c) the potential impact of disclosure of abuse on other family members d) the procedures of the setting with regard to rules and limits of confidentiality for the supply of information to others and to the security of any documents retained e) the roles and responsibilities of relevant professionals to whom referral could be made or from whom advice/involvement could be sought with regard to possible disclosure and how and when to access their help f) the professional groups most likely to want information and the purposes for which this information is likely to be required including the role of case conferences and court proceedings; how to confidently and assertively pass on relevant, accurate and up-to-date information and express concerns to other professionals g) the external factors and constraints that make it difficult for children’s rights to be promoted h) the legislative framework and local and setting-specific procedures for child protection and key legal terms. |
| Programme availability: |
LP20057 is Compulsory on the following programmes:Programmes administered by the Learning Partnerships Office
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