DOCSLIB.ORG

Working with Children, Young People & Families

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Working with Children, Young People & Families Working with Children, Young People & Families A Psychoanalytic Observational Approach (M7L) Postgraduate Certificate, Diploma and Masters Programmes This qualification is offered in partnership with the Tavistock and Portman NHS Foundation Trust and is undergoing validation with the University of Essex. About the course Who is this course for? This course, taught by experienced child psychotherapists, This course is for: is designed to enhance professional work with children, • nurses and healthcare assistants in paediatrics and mental young people and their carers. It is rooted in learning from health detailed observation within a psychoanalytic framework. • clinical and educational psychologists The programme has recently undergone a full re-modelling • paediatricians and child & adolescent psychiatrists by the Tavistock and Portman NHS Foundation Trust in • social workers in child protection and looked after collaboration with its Associate Centres to ensure it meets children services, adoption and family support workers, the needs of the current and future children’s workforce. residential child care professionals • family, child and adolescent (CAMHS) mental health professionals Why study with us? • midwives, health visitors, infant mental health and early This course will: years professionals • develop your skills in baby and child observation and in • teachers, teaching assistants and learning mentors applying observation in your work setting • youth justice and community youth workers • develop your understanding of human development • adult mental health professionals wanting to explore informed by a psychoanalytic approach and child work with children development research • provide you with a wider frame of reference for thinking Course structure about current work This is a part-time course with teaching taking place one • enhance your capacity to make decisions about career day a week (Friday) in mainly small-group seminars. The development programme is designed to give students flexibility to complete the modules over a time period appropriate to The majority of students access the course as continuing their personal and professional development and to fit in professional development to enhance their ability to work with their work and other commitments. Most students will with children, young people and their carers in a wide aim to complete the PG Cert in one year, the PG Dip in two range of settings. For students wishing to apply in future years or the Masters in three years. for the Professional Doctorate in Child Psychoanalytic Psychotherapy, this course is a prerequisite. Postgraduate Certificate, Diploma and Masters www.nscap.org.uk Course Modules Working with Children, Young People and Families: A Psychoanalytic Observational Approach (M7L) Year 1 Module 1 Module 2 Module 3 To PG Cert 20 Credits 20 Credits 20 Credits Theoretical Perspectives Strand One: Psychoanalytic Theory and Specialist Module Infant Observation 1 Work Discussion 1 Reading Seminars Strand Two: Child Development Research Year 2 Module 4 Module 5 Module 6 To PG Dip 20 Credits 20 Credits 20 Credits Psychoanalytic Work Discussion 2 Observation Strand One: Work Strand One: Infant Module Discussion 2 Young Child Observation Observation 2 Strand Two: Experiential Strand Two: Psychoanalytic Seminar Theory 2 Year 3 Module 7 To MA 60 Credits A personal tutor will support your professional and personal development on the course. Course outline Year One Infant Observation 1 Theoretical Perspectives The observation that each student undertakes is of a Strand 1: Psychoanalytic Theory baby from as near to birth as possible in their family. For The psychoanalytic theory module provides an introduction the PG Cert. the minimum period of observation is 20 to core psychoanalytic concepts, via lectures and reading weeks. Students anticipating continuing to the Year Two/ seminars. Lecture presentations in large group format will PG Dip will need to observe until the baby is two years provide students with an overview of key psychoanalytic old. The observation offers learning from the experience ideas, all of which relate to their developing practice as about very early ordinary development of relationships and observers. Smaller reading seminars in which primary and communication; learning about the scope and limitations secondary source psychoanalytic and child psychotherapy of the observer role is also part of the task. Observations texts are closely read, and where experiential learning is are for an hour a week in the family home. The seminar supported by discussion, will provide further links between leader and seminar group support the student in finding the theoretical framework and other course modules. an observation family and preparatory meetings are offered before the start of the first term. Strand 2: Child Development Research The course offers students an acquaintance with recent Work Discussion 1 and original research in early child development. Certain The Work Discussion module focusses on detailed papers or texts are prescribed for each seminar and observation of the behaviour, interactions and emotional encouragement is given to read further recommended responses of the worker and those s/he is working with. papers if possible. The module brings together research Students bring detailed descriptions of their work for findings which cross disciplinary boundaries, such discussion in small group seminars. Child and adolescent as attachment theory, neurobiology, developmental psychotherapists facilitate the seminars. The task of the psychology and anthropology. The course gives due seminar is to extend students’ understanding of the consideration to historical, cultural and biological unconscious dynamics that influence interpersonal and perspectives. Throughout the programme, students are institutional interactions. encouraged to think about the context, assumptions and methods that are integral to the research being considered. Year Two Optional Module Psychoanalytic Observation Personality Development: Strand 1: Infant observation 2 A Psychoanalytic Approach Weekly infant observation seminars continue This series of seminars provides a detailed introduction to the key developmental factors and unconscious processes Strand 2: Psychoanalytic Theory 2 involved in the emotional life of the child and family from While the Infant Observation module is not theory led, the before birth to young adulthood. The module is held framework for thinking is psychoanalytic. In the first half over seven Saturdays throughout the year in a workshop of the second year of infant observation, fourteen weeks format in Manchester and Leeds. Each seminar is led by an of psychoanalytic theory seminars are provided. This offers experienced Child Psychotherapist and the format includes the opportunity to understand the centrality of observation a lecture presentation and a group discussion at which and of the observer position in the historical development participants may be invited to bring clinical material. of psychoanalytic theory through exploring primary texts by key psychoanalytic writers. Seminars are large group It is not a requirement for students on the postgraduate discussion based and require reading preparation. programme to complete this module but they are encouraged to do so as it complements the content of Work Discussion 2 the core modules. Some students will have undertaken Strand 1: Work Discussion 2 the Personality Development series as an introductory Weekly work discussion seminars continue course prior to starting the programme and those thinking about applying in future for the clinical training in child Strand 2: Experiential Group Seminar psychotherapy should complete this module where The Experiential Group seminar is a study group aimed possible. An additional fee is payable for the seminar series. at helping students to understand group processes by focussing on the group processes as they occur in Assessment the seminar group itself. The task of the seminar is to experience, observe, and reflect on what takes place within Formal assessment is through written submissions the group, and this learning is supported by the Experiential Seminar Group tutor who takes up the role of consultant Academic award and helps the group to take note of its functioning. Individuals are encouraged to make links between their The course is delivered by NSCAP as an Associate Centre experience of themselves and the group in this context, and of the Tavistock and Portman NHS Foundation Trust. The their own role and setting. course is validated by the University of Essex. Young Child Observation On successful completion of this course you will be In this module, students are required to carry out an awarded an MA; the following intermediate awards are observation of a young child aged between 2 and 4 years, also available: within a family or another setting, eg. nursery, toddler • Postgraduate Certificate (after successful completion group, for a period of one academic year. Students of year one) bring detailed written observations of the young child’s • Postgraduate Diploma (after successful completion interactions with parents, carers, siblings and peer groups, of year two) depending on the context. The seminar group considers possible conscious and unconscious meanings of events Location and behaviour, and the implications for the young child’s personality development. The seminar discussion also Liverpool Hope University, L16 9JD focusses on helping
Load more

Recommended publications
  • Children's Participation in Child Protection
    CHILDREN’S PARTICIPATION IN CHILD PROTECTION Tool 4 www.keepingchildrensafe.org.uk Copyright © Keeping Children Safe Coalition 2011 Graphics & Layout www.ideenweberei.com Produced by the Keeping Children Safe Coalition Contents Introduction ...................................................................................................................................................2 Module One: Children recognise what is child abuse ................................................................................10 Exercise 1.1: Children’s rights .............................................................................................. 11 Exercise 1.2: Feeling safe and unsafe .................................................................................. 18 Exercise 1.3: Understanding child abuse ............................................................................. 22 Module Two: Children keeping themselves and others safe ..............................................................................................38 Exercise 2.1: Talking about feelings ..................................................................................... 38 Exercise 2.2: Decision-making ............................................................................................. 44 Exercise 2.3: Children keeping children safe ....................................................................... 49 Module Three: Making organisations feel safe for children................................................................................................56
    [Show full text]
  • The Relationship Between Child Protection Workers and School Social Workers
    St. Catherine University SOPHIA Master of Social Work Clinical Research Papers School of Social Work 3-2014 The Relationship Between Child Protection Workers and School Social Workers Daniel S. Gibbel St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/msw_papers Part of the Social Work Commons Recommended Citation Gibbel, Daniel S.. (2014). The Relationship Between Child Protection Workers and School Social Workers. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/ msw_papers/317 This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Running Head: Relationships Between Social Service Colleagues The Relationship Between Child Protection Workers and School Social Workers Daniel S. Gibbel MSW Clinical Research Paper Presented to the Faculty of School of the Social of Social Work St. Catherine University and the University of St. Thomas St. Paul, Minnesota In Partial Fulfillment of the Requirements for the Degree of Master of Social Work Committee Members Karen Carlson, Ph.D. (Chair) Dana Hagemann, LSW Tricia Sedlacek MSW, LGSW The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study.
    [Show full text]
  • Child Protection in Schools: a Four-Part Solution
    Child Protection in Schools: A Four-Part Solution According to recent U.S. statistics, over 770,000 children are victims of child abuse and neglect When a good portion of a student’s each year.1 Experiencing child abuse and neglect (maltreatment) is frequently associated with negative day is spent in school, it becomes the effects on children.2, 3 Many educational staff agree job of schools to make child protection that schools are at capacity in terms of taking on new initiatives, so determining how to protect children a top priority. and keep them safe may seem like an additional daunting task. safe and protected is a primary concern. When a When the bottom line appears set on achievement good portion of a student’s day is spent in school, it test scores, it can be hard for schools to justify any becomes the job of schools to make child protection change in focus. At the same time, keeping students a top priority. © 2014 Committee for Children ∙ SecondStep.org 1 priority and motivate staff to implement skills learned Four Components of School-Based Child Protection in training. Research by Yanowitz and colleagues6 underscores the importance of emphasizing policies Policies and Procedures and procedures in child abuse training within the Sta Training school setting. Student Lessons Family Education Administrators must assess their current child protection policies, Research indicates the most effective way to procedures and practices to develop do this is by training adults—all school staff and a comprehensive child protection caregivers—and teaching students skills.4, 5, 6 This can be accomplished by creating and implementing strategy for their school.
    [Show full text]
  • The Role of Social Work in International Child Protection
    Persona y Familia es una revista científica, multidisciplinaria, de periodicidadTHE ROLE OF SOCIAL WORK IN INTERNATIONAL CHILD anual del Instituto de la Familia de la Facultad de Derecho de la UniversidadPROTECTION: BEST PRACTICES IN STAKEHOLDER Femenina del Sagrado Corazón, dedicada a difundir las producciones de COOPERATION estudios en el campo de los Derechos de la persona y la familia. EL ROL DEL TRABAJO SOCIAL EN LA PROTECCIÓN INTERNACIONAL Hecho el Depósito Legal en la Biblioteca Nacional del Perú Nº 2013-05177DE LA NIÑEZ: MEJORES PRÁCTICAS EN COOPERACIÓN DE LAS PARTES INTERESADAS El contenido de cada artículo es de responsabilidad exclusiva de su autor o autores y no compromete la opinión de la revista. Julie Gilbert Rosicky,M.S.1 Felicity Sackville Northcott, Ph.D.2 Se necesita autorización del Instituto de la Familia de la Facultad de Derecho de la UNIFE para reproducir los artículos o partes de esta revista. Abstract Revista arbitrada The focus of this paper will be the intersection of law, policy implementation, PERSONA Y FAMILIA and social work in child protection, specifically child protection involving Revista del Instituto de la Família children who are separated by an international border from their families. Facultad de Derecho We will pay particular attention to international treaties, compacts, and Nº 0504 - 20162015 conventions on the one hand, and the need to increase the capacity of social ISSN versión impresa: 2310-3345 workers in the Americas to manage complex international child welfare cases in accordance with these laws and policies, on the other. The growing number of children migrants travelling between countries unaccompanied Dirección: are of special concern to social work agencies operating within the Northern UNIVERSIDAD FEMENINA DEL SAGRADO CORAZÓN-UNIFÉ Triangle and the United States.
    [Show full text]
  • When Child Welfare Investigates Your Family
    When Child Welfare Investigates Your Family Information for Parents and Caregivers This fact sheet explains why a child welfare social worker is contacting you. It tells what to expect while the DC Child and Family Services Agency is investigating your family. Every child has the right to be safe. District law defines child abuse as: · Putting a child in a dangerous situation. · Hurting a child on purpose. · Adult sexual exploitation or contact with a child. · Actions of a parent (or caregiver) that cause mental or emotional harm to a child. District law defines child neglect as: Lack of food, shelter, supervision, education, or medical care for a child due to actions or habits of a parent (or caregiver). By itself, lack of money is not child neglect. The DC Child and Family Services Agency (CFSA) protects District children from abuse and neglect and helps their families. CFSA receives and investigates reports of abuse and neglect of District young people age 18 and younger. We work to ensure children and teens are safe, healthy, and getting the care they need. Often, our involvement with a family leads to help with their issues, problems, and emergencies. Why is a CFSA social worker contacting me? CFSA received a report that your child may have been abused or neglected—or is at risk of abuse or neglect. District law requires CFSA to investigate all reports of suspected child abuse or neglect. Who’s saying my child is abused or neglected? Anyone who thinks a child has been abused or neglected can all CFSA’s 24-hour hotline at 202- 671-SAFE.
    [Show full text]
  • Second Step Child Protection Unit for Kindergarten–Grade 5
    BROUGHT TO YOU BY ® ALIGNMENT CHART: Erin’s Law Curriculum Recommendations Second Step Child Protection Unit for Kindergarten–Grade 5 The Importance of About the Second Step Social-Emotional Learning Child Protection Unit Many states have enacted laws collectively known as Erin’s Created by Committee for Children, an organization Law, that require public schools to provide age-appropriate active in the field of child sexual abuse prevention for child sexual abuse education for children in school. nearly 40 years, the Second Step Child Protection Unit Educators often ask how the Second Step Child Protection takes a holistic approach to a school community’s efforts Unit supports schools’ responsibilities under Erin’s Law. to protect students. Online training modules guide This chart illustrates the connections between the unit and administrators through child protection policies and Erin’s Law with alignment to common Erin’s Law curriculum procedures, train all staff to recognize and respond to recommendations. indicators of abuse and neglect, and teach educators to The basic requirements behind Erin’s Law requires all state deliver the classroom lessons to students in Early Learning public schools to implement a prevention-oriented child sexual through Grade 5. Easy-to-follow, scripted lessons teach abuse program which teaches: children safety skills using age-appropriate instruction, giving kids the know-how and avenues to disclose abuse. • Students in PreK through grade 12 age-appropriate Family materials explain what children are learning, alleviate techniques to recognize child sexual abuse and tell a anxiety, and provide guidance for talking to kids about safe trusted adult and unsafe touch.
    [Show full text]
  • The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect
    CHILD ABUSE AND NEGLECT USER MANUAL SERIES U.S. Depanment of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children's Bureau Office on Child Abuse and Neglect The Role of Professional Child Care Providers in Preventing and Responding to Child Abuse and Neglect Kathy Karageorge Rosemary Kendall 2008 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families ChildrenÊs Bureau Office on Child Abuse and Neglect Table of Contents PREFACE ......................................................................................................................................................1 ACKNOWLEDGMENTS ....................................................................................................................... 3 1. PURPOSE AND OVERVIEW....................................................................................................... 7 2. RECOGNIZING CHILD ABUSE OR NEGLECT ...................................................................... 9 Types of Maltreatment ..................................................................................................................10 Cultural Diff erences ......................................................................................................................18 3. REPORTING SUSPECTED CHILD ABUSE OR NEGLECT ................................................... 21 Legal Requirements ......................................................................................................................21
    [Show full text]
  • Child Protection and Safeguarding Policy
    Safeguarding and Child Protection Policy Statement of Intent Norland College considers the health, development, safety, welfare and well-being of children to be paramount. We recognise the fundamental importance of the bond between the child and their parent/s or carer/s and aim to provide support and assistance in strengthening this in any way we can. With this in mind, we view it as our responsibility to identify and act on any concerns for children or their parent/s or carer/s across the entire safeguarding spectrum, from early low-level support to targeted interventions, through to child protection. This Safeguarding Policy sets out in detail our approach to safeguarding children and/or their parent/s or carer/s. We will review this policy, on an annual basis, (or as required) as a reflection of our commitment to safeguarding children, and their families. This will be in addition to ongoing reflection/review and update to the students/ NQNs/ Norlanders’ practice. The purpose of this document is to outline the policy and procedures for safeguarding children, their families and vulnerable adults and aims to: • Promote safer practices and challenge poor and unsafe practice • Ensure staff receive adequate training • Identify instances in which there are grounds for concern about welfare of a child, family or vulnerable adult and take action to ensure safety • Take appropriate action to prevent unsuitable people from working with children, young people and vulnerable adults • Develop a culture in which students, NQNs, Norlanders and staff are aware of the actions they need to take to become and remain safe • Safe recruitment of students and staff Safeguarding Lead The College has appointed a senior manager to be its Safeguarding Lead.
    [Show full text]
  • Child Guidance Policy
    State of Illinois Department of Human Services - Illinois Migrant and Seasonal Head Start Project CHILD GUIDANCE POLICY The first goal of child guidance is to help children learn social skills that will enable them to get along with other people. The second aim is to maintain classrooms in which each child can feel secure and comfortable while learning. Methods used by teachers will facilitate the children's development of self-discipline and socialization skills. For infants and toddlers: 1. Meet babies' needs for love and care and build a trusting relationship with them. 2. Prepare the play space thoughtfully and make it childproof. 3. Accept children's feelings, and provide outlets for them. 4. Refocus toddlers' attention before inappropriate behavior occurs. 5. State directions clearly and simply. 6. Be calm and consistent. 7. Allow children time to adjust to transitions. For preschool children: 1. Arrange classrooms that are comfortable, interesting, and encourage children's self-direction. 2. Help children express their emotions verbally, and through art and play. 3. Allow children to resolve their own conflicts when possible. 4. Model and teach children stategies for solving interpersonal conflicts, like negotiation, compromise, empathy. 5. Help children learn to anticipate logical consequences of their behaviors. 6. Involve children in cooperative projects. 7. Assist children in setting clear, consistent, fair limits for classroom behavior. It is not acceptable for adults to administer negative discipline: 1. Inflicting physical pain (suspected child abuse will be reported to the child protection agency); 2. Name-calling, shouting, threatening, ridiculing, etc; 3. Depriving a child of any Head Start service - transportation, field trips, food, daily attendance; 4.
    [Show full text]
  • The Role of Educators in Preventing and Responding to Child Abuse and Neglect 25
    • Seem unconcerned about the child; Talking with the Child • Fail to keep appointments or refuse to discuss It is the educator’s role to report any suspicions of problems the child may be having in school; child maltreatment. There are times when CPS may request more information in order to meet statutory • Behave in a bizarre or an irrational manner. guidelines for accepting a report. In these instances or when a child discloses maltreatment to an educator, it There are instances when the educator knows a child’s is important to remember: family is in marital crisis, experiencing economic or emotional turmoil, or has other significant stressors. • CPS or law enforcement has the responsibility to Such information may be relevant and helpful to CPS assess and investigate. when maltreatment is suspected and a report made. See Appendix D—Educators’ Checklist for • It is critical that the educator not lead the child. Recognizing Possible Child Maltreatment for other possible symptoms of abuse and neglect. • The child may be afraid to tell the whole truth because of: - Fear of being further hurt by the abuser if he CONVERSATIONS WITH FAMILIES or she tells; AND CHILDREN - A belief that the abuser may go to jail; In all States, educators are mandated reporters for child maltreatment cases. It is important to understand that, - Fear that the child may be removed from the legally speaking, educators only need reasonable suspicion home; rather than hard evidence or proof to report alleged child abuse. It may be tempting to call the parents and see - Feelings of loyalty and attachment to the what they have to say, but such action can pose several parent, no matter how bad the situation might serious problems, such as increasing the risk of further be.
    [Show full text]
  • Child Protection: Digital Opportunities, Challenges and Innovations Across the Region
    © UNICEF/UN0214701/BABAJANYAN VII PHOTO Child protection: Digital opportunities, challenges and innovations across the Region Introduction In June 2020, the Child Protection section of UNICEF’s The information gathered through this survey aims to Regional Office for Europe and Central Asia (ECARO) conducted a survey across every country in the Region to • support learning across the region find out how governments and partners have been using • identify specific innovations that could be replicated digital technology to respond to child protection issues and adapted in other countries, and during the COVID-19 pandemic. The survey aimed to • identify trends and opportunities for efficiency gains enhance understanding of the use of digital platforms through greater collective work and regional for child protection and, in particular: coordination. • to examine if and how countries are moving from This note summarizes findings from all 23 of the paper-based case management to online systems countries in the Region that participated in the survey1. • to explore how digital technologies have been used It also draws on additional information from a rapid online to increase communication, training, exchanges, and review of literature and learning related to digital coordination among social work and social service technology and social work case management. It aims to providers, and capture the broad lessons emerging from the research so that other countries can review and expand upon the • to identify the innovations that have been introduced
    [Show full text]
  • Child Protection in Schools: a Four-Part Solution
    ® Child Protection in Schools: A Four-Part Solution According to recent US statistics, over 770,000 children When a good portion of a student’s are victims of child abuse and neglect each year.1 Experiencing child abuse and neglect (maltreatment) is day is spent in school, it becomes the frequently associated with negative effects on children.2, 3 job of schools to make child protection Many educational staff agree that schools are at capacity a top priority. in terms of taking on new initiatives, so determining how to protect children and keep them safe may seem like an additional daunting task. in focus. At the same time, keeping students safe and protected is a primary concern. When a good portion of When the bottom line appears set on achievement test a student’s day is spent in school, it becomes the job of scores, it can be hard for schools to justify any change schools to make child protection a top priority. BROUGHT TO YOU BY ® ©2014 Committee for Children | SecondStep.org 1 Administrators must assess their Four Components of School-Based current child protection policies, Child Protection procedures and practices to develop a comprehensive child protection Policies and Staff Procedures Training strategy for their school. Foundation indicate that just under 10% of students report educator sexual abuse sometime during their school career.8 Further, these data suggest that approximately 1 2 290,000 students were victims of either physical or sexual abuse by a public school employee between 1991 and 2000. 9 Effective implementation of policies and procedures within school settings has been shown to prevent maltreatment 3 4 within schools.10 In addition, leadership is important to the Student Family success and sustainability of school-based prevention Lessons Education programs.11, 12 School administrators can send a clear message that child protection is a priority and motivate staff to implement skills learned in training.
    [Show full text]