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ED10347: Childhood, youth and deviance

Follow this link for further information on academic years Academic Year: 2014/5
Further information on owning departmentsOwning Department/School: Department of Education
Further information on credits Credits: 6
Further information on unit levels Level: Certificate (FHEQ level 4)
Further information on teaching periods Period: Semester 2
Further information on unit assessment Assessment Summary: CW 80%, OR 20%
Further information on unit assessment Assessment Detail:
  • assignment (2000 words) (CW 80%)
  • Group Presentation (OR 20%)
Further information on supplementary assessment Supplementary Assessment: Like-for-like reassessment (where allowed by programme regulations)
Further information on requisites Requisites:
Further information on descriptions Description: Aims:
The intention of this unit is to:
* familiarise students with the historical background to notions of deviance with relation to youth and childhood.
* introduce students to a broad notion of deviance (including formal and informal forms of deviance).
* examine different psychological and sociological approaches to the study of deviance in childhood and youth.
* familiarise students with implications of deviance for policies and practices in children's services.

Learning Outcomes:
In completing this unit students will be expected to:
* account for different definitions and interpretations of deviance in relation to children and young people.
* explain how deviance evolves in childhood and youth from sociological and psychological perspectives.
* recognise and appreciate different theoretical approaches to the study of deviance.
* have an increased awareness of the ways in which society responds to deviance through policy and practice.
* develop an argument in relation to the appropriateness and relevance of theoretical approaches, policies and practices with regard to a particular form of deviance in childhood and youth in the UK.


* Comprehensive and scholarly written communication (e.g. essays);
* Effective oral communication (e.g. seminar presentations);
* Ability to select, summarise and synthesis written information from multiple sources;
* Ability to apply theory into practice;
* Ability to select and use appropriate ideas to produce a coherent response to a pre-set question;
* Ability to formulate a research question, then develop and present an original & coherent answer;
* Ability to produce work to agreed specifications and deadlines;
* Ability to work effectively as part of a group or team.


* Consideration of the historical change in attitudes to deviance in the UK.
* Different definitions and interpretations of deviance in relation to childhood and youth in sociology and psychology (e.g. structural-functionalism, symbolic interactionism, power-conflict theories); consideration of consequences of deviance (formal and informal deviance).
* Psychological and sociological approaches to the study of deviance; critique of these approaches.
* Dimensions of gender, class, ethnicity and sexuality and how these shape notions of deviance in relation to childhood and youth.
* Deviant groups of population among children and young people in the UK.
* Policy formation as a response to deviance; forms of societal and organisational practices that serve to prevent deviance; critique of policies and practices.
Further information on programme availabilityProgramme availability:

ED10347 is Compulsory on the following programmes:

Department of Education
  • UHED-AFB04 : BA(Hons) Childhood, Youth and Education Studies (Year 1)
  • UHED-AKB04 : BA(Hons) Childhood, Youth and Education Studies with Professional Placement (Year 1)

* This unit catalogue is applicable for the 2014/15 academic year only. Students continuing their studies into 2015/16 and beyond should not assume that this unit will be available in future years in the format displayed here for 2014/15.
* Programmes and units are subject to change at any time, in accordance with normal University procedures.
* Availability of units will be subject to constraints such as staff availability, minimum and maximum group sizes, and timetabling factors as well as a student's ability to meet any pre-requisite rules.