Leading in Intergrated Children's Services EDUC3099

  • Academic Session: 2024-25
  • School: School of Education
  • Credits: 20
  • Level: Level 3 (SCQF level 9)
  • Typically Offered: Semester 2
  • Available to Visiting Students: No
  • Collaborative Online International Learning: No

Short Description

This course entails students considering the role of childhood practice professionals across integrated children's services (ICS) in providing opportunities and challenges for service providers and users. It will use contexts such as additional support needs, adverse childhood experiences (ACEs) and TIP (trauma informed practice) for considering successful collaboration to ensure best outcomes for children and families.

Timetable

Two hours twilight (with a pre-recorded resource supplied one week in advance of each session) session normally taking place on a Tuesday evening for five consecutive weeks

Requirements of Entry

Excluded Courses

NA

Co-requisites

■ Professional Values for leadership in Childhood Practice

■ Leadership skills for childhood practice

Assessment

Students will:

1. In pairs, deliver a presentation to workplace colleagues, that highlights the benefits of a specific type of collaborative model for effective ICS with regard to TIP (50% weighting - 1500-word equivalent). The presentation should take the form of a PowerPoint visual aid with accompanying speaker notes. The PowerPoint visual aid will be submitted.

An alternative assignment will be provided where a student cannot participate in a pair due to extenuating circumstances, such as ill health.

Course Aims

The course aims to enable participants to:

1. Understand important issues such as intergenerational trauma, developmental trauma and related therapeutic approaches and how the childhood practice professional's role across ICS could help to ameliorate such issues.

2. Critique their own and others engagement with ICS with a view to improving their own trauma awareness

Intended Learning Outcomes of Course

By the end of this course students will be able to:

1. Define a specific type of integrated provision and provide relevant justification for applying it in a specific circumstance.

2. Analyse and evaluate their role and contributions to ICS as a childhood practice professional.

Minimum Requirement for Award of Credits

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.