Childhood Studies with Applied Psychology BA (Hons)

The module covers introductory issues in key areas of the British Psychological Society core curriculum in Developmental Psychology, as well as its applications. Issues studied may include:

• Introduction to the developing child and relevant research (e.g., overview of key developmental theories and stages of development).
• Key approaches to, and historical study of, development and learning (e.g., behavioural, cognitive, social).
• Applications of psychology within different areas and / or stages of education (e.g., learning, teaching, assessment, early years, primary and secondary schooling, PSHE).
• The influence of diversity upon development and learning (which may include issues such as culture, SES, ethnicity, gender and special educational needs).
• Roles of developmental and educational psychologists.

1. To introduce psychological theories, research methodologies, and psychological evidence which has informed our understanding of child development.
2. To consider ways in which developmental psychology research and theory has informed education and educational practice.
3. To examine ways in which diversity can impact upon development and learning.

The module covers introductory issues in key areas of the British Psychological Society core curriculum in Developmental Psychology, as well as its applications. Issues studied may include:

• Introduction to the developing child and relevant research (e.g., overview of key developmental theories and stages of development).
• Key approaches to, and historical study of, development and learning (e.g., behavioural, cognitive, social).
• Applications of psychology within different areas and / or stages of education (e.g., learning, teaching, assessment, early years, primary and secondary schooling, PSHE).
• The influence of diversity upon development and learning (which may include issues such as culture, SES, ethnicity, gender and special educational needs).
• Roles of developmental and educational psychologists.

1. To introduce psychological theories, research methodologies, and psychological evidence which has informed our understanding of child development.
2. To consider ways in which developmental psychology research and theory has informed education and educational practice.
3. To examine ways in which diversity can impact upon development and learning.

The module covers introductory issues in Applied Psychology as a preparation for further study at Levels 5 and 6. Themes studied may include:

• An introduction to applications of psychology in key regulated areas: clinical psychology and neuropsychology, education, health, occupational and organisational, sport and exercise, counselling and forensic psychology.
• An introduction to applications of psychology in wider occupational, community and organisational contexts.
• Community-based psychological problem-solving. Where the tutor makes such arrangements, the work may involve links (through the tutor) with outside individuals/ organisations.

1. To introduce students to the work that professional psychologists do in community settings and to understand common ethical challenges across disciplines.
2. To help students understand how their psychological knowledge base can be applied in a variety of occupational contexts.
3. To help students understand the wider impact of psychological theory and research in real life.
4. To help students develop their problem-focused team-working skills through supervised group work.

The module covers introductory issues in Applied Psychology as a preparation for further study at Levels 5 and 6. Themes studied may include:

• An introduction to applications of psychology in key regulated areas: clinical psychology and neuropsychology, education, health, occupational and organisational, sport and exercise, counselling and forensic psychology.
• An introduction to applications of psychology in wider occupational, community and organisational contexts.
• Community-based psychological problem-solving. Where the tutor makes such arrangements, the work may involve links (through the tutor) with outside individuals/ organisations.

1. To introduce students to the work that professional psychologists do in community settings and to understand common ethical challenges across disciplines.
2. To help students understand how their psychological knowledge base can be applied in a variety of occupational contexts.
3. To help students understand the wider impact of psychological theory and research in real life.
4. To help students develop their problem-focused team-working skills through supervised group work.

The module considers the role of the professional in supporting the diverse needs of children, young people and families and explores the factors that impact on life chances.   A central theme of the module is inclusive practice and how professional practice should promote equality of opportunity for all.  Key concepts associated with inclusion are explored and students are given the opportunity to consider what policy and legislation aims to achieve, and how this impacts on all stakeholders including the professional. The module is two-fold in that it not only offers students the chance to develop their knowledge and understanding of children’s rights, participation and how this is can be facilitated by the professional, but it also supports the student to develop their own academic voice, and support their transition to higher education through a key focus on study skills.   

Students will be supported to:

1. consider the ways that societal factors influence the way that children, young people and families live their lives.
2. understand the factors that might lead to children, young people or families being disadvantaged, discriminated against and/or marginalised.
3. develop knowledge and understanding of key themes associated with inclusive practice including an exploration of concepts of exclusion, equality, inequality and diversity.
4. provide students with the opportunity to examine policy and legislation at a global, national and local level and consider how it might impact on children, young people and families as well as the professional in their work.
5. explore ideas around children’s and young people’s rights and participation.
6. develop key study skills that will support their own learning and development in Higher Education.
7. explore ways that the professional might advocate for children in their work.
8. begin to consider the importance of developing their own academic voice.

The module considers the role of the professional in supporting the diverse needs of children, young people and families and explores the factors that impact on life chances.   A central theme of the module is inclusive practice and how professional practice should promote equality of opportunity for all.  Key concepts associated with inclusion are explored and students are given the opportunity to consider what policy and legislation aims to achieve, and how this impacts on all stakeholders including the professional. The module is two-fold in that it not only offers students the chance to develop their knowledge and understanding of children’s rights, participation and how this is can be facilitated by the professional, but it also supports the student to develop their own academic voice, and support their transition to higher education through a key focus on study skills.   

Students will be supported to:

1. consider the ways that societal factors influence the way that children, young people and families live their lives.
2. understand the factors that might lead to children, young people or families being disadvantaged, discriminated against and/or marginalised.
3. develop knowledge and understanding of key themes associated with inclusive practice including an exploration of concepts of exclusion, equality, inequality and diversity.
4. provide students with the opportunity to examine policy and legislation at a global, national and local level and consider how it might impact on children, young people and families as well as the professional in their work.
5. explore ideas around children’s and young people’s rights and participation.
6. develop key study skills that will support their own learning and development in Higher Education.
7. explore ways that the professional might advocate for children in their work.
8. begin to consider the importance of developing their own academic voice.

The module looks at childhood and children from a historical, social policy, psychological and sociological perspective. It supports students to consider the socially constructed concepts associated with childhood, and adolescence and how these have evolved over time and context. It will involve a consideration of representations of children and childhood, including those in literature, art and popular imagery.  The debates and controversies around children and childhood - such as the child as a consumer, the child as a worker or carer, and the child in the digital age will be studied.

Students will be supported to:

1. Consider how childhoods differ across time and place with a focus on the environmental, political, economic, cultural and global context.
2. Examine social constructions of infancy, childhood and adolescence.
3. Demonstrate knowledge and understanding about key issues related to the changing face of childhood and adolescence.
4. Explore how children and young people are viewed from a range of perspectives and how these views can impact on their participation, their rights and how they are treated.

The module looks at childhood and children from a historical, social policy, psychological and sociological perspective. It supports students to consider the socially constructed concepts associated with childhood, and adolescence and how these have evolved over time and context. It will involve a consideration of representations of children and childhood, including those in literature, art and popular imagery.  The debates and controversies around children and childhood - such as the child as a consumer, the child as a worker or carer, and the child in the digital age will be studied.

Students will be supported to:

1. Consider how childhoods differ across time and place with a focus on the environmental, political, economic, cultural and global context.
2. Examine social constructions of infancy, childhood and adolescence.
3. Demonstrate knowledge and understanding about key issues related to the changing face of childhood and adolescence.
4. Explore how children and young people are viewed from a range of perspectives and how these views can impact on their participation, their rights and how they are treated.

The module supports students to take into account the ecology of children’s lives including the role of the family and community, and how these 'systems' impact on children’s and young people’s development.  Students will explore how early positive relationships with caregivers, parents and family members provide a critical starting point to positive personal, social and emotional development, and are the foundation for all future learning and experiences.  There will be an exploration around other relationships within the mesosystem and the role of early childhood education and care, and statutory schooling.   Throughout the module consideration will be given to how the professional supports the development and learning of the child including the role of the environment and wider community.  Students will undertake a short observation placement that supports them to make links between theory and practice.  The skills of observation will be introduced and consideration given to the importance of not observing children as subjects will be considered. 

Students will:

1. Consider the factors that impact on a child’s development including the ecology of children’s lives.
2. Understand the significance of relationships and how these impact on development.
3. Develop knowledge and understanding of the role of early childhood education and care, statutory schooling and other services for children and young people, and the policies that shape this provision. 
4. Begin to make links between theory and practice through a short observational placement.

The module supports students to take into account the ecology of children’s lives including the role of the family and community, and how these 'systems' impact on children’s and young people’s development.  Students will explore how early positive relationships with caregivers, parents and family members provide a critical starting point to positive personal, social and emotional development, and are the foundation for all future learning and experiences.  There will be an exploration around other relationships within the mesosystem and the role of early childhood education and care, and statutory schooling.   Throughout the module consideration will be given to how the professional supports the development and learning of the child including the role of the environment and wider community.  Students will undertake a short observation placement that supports them to make links between theory and practice.  The skills of observation will be introduced and consideration given to the importance of not observing children as subjects will be considered. 

Students will:

1. Consider the factors that impact on a child’s development including the ecology of children’s lives.
2. Understand the significance of relationships and how these impact on development.
3. Develop knowledge and understanding of the role of early childhood education and care, statutory schooling and other services for children and young people, and the policies that shape this provision. 
4. Begin to make links between theory and practice through a short observational placement.

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.

This module aims to:

• promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
• provide an opportunity to design, pilot and evaluate data collection tools;
• develop the knowledge, skills and confidence required for the level 6 research study. 

This module introduces you to the concept and value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce. Focus will be given to the importance of ethical principles when undertaking research involving people, and you will be presented with various opportunities to design, pilot, evaluate data collection tools and examine your findings against published literature. Although quantitative and mixed methods research will be considered, emphasis will be placed on qualitative approaches, particularly those which encourage participatory research. You will develop transferrable research skills and gain confidence in formulating research questions and proposals to prepare you for your level 6 research study.

This module aims to:

• promote understanding of the value of research for shaping effective policy, systems and practice in the child, family, young people, and education workforce;
• provide an opportunity to design, pilot and evaluate data collection tools;
• develop the knowledge, skills and confidence required for the level 6 research study. 

Developing ideas from module PS4203, Introduction to Self and Society, this module covers the core BPS area of study of Individual Differences and its applications. As well as historical and contemporary issues in this area, core coverage may include:

• Exploration and evaluation of the many ways in which individuals vary, especially in terms of personality and intelligence.
• Comparative and cultural aspects of individual differences.
• Psychopathology: risk and resilience.
• Therapeutic and humanistic approaches in psychology.
• The psychology of anomalous or unusual experiences
• Methods of evaluating individual differences including psychometric testing.
• Applications of knowledge of individual differences and testing techniques to a range of areas which may include, for example, gender and ethnicity, health, relationships, education, occupation and industry

1. To explore the psychology of individual differences in terms of historical approaches, methodology, ethics and critical contemporary issues and theories.
2. To consider and evaluate a range of testing techniques and their applications in e.g. educational and occupational settings.
3. To develop students’ understanding of the applications of the subject matter to a range of occupational, health, and organisational settings.

Developing ideas from module PS4203, Introduction to Self and Society, this module covers the core BPS area of study of Individual Differences and its applications. As well as historical and contemporary issues in this area, core coverage may include:

• Exploration and evaluation of the many ways in which individuals vary, especially in terms of personality and intelligence.
• Comparative and cultural aspects of individual differences.
• Psychopathology: risk and resilience.
• Therapeutic and humanistic approaches in psychology.
• The psychology of anomalous or unusual experiences
• Methods of evaluating individual differences including psychometric testing.
• Applications of knowledge of individual differences and testing techniques to a range of areas which may include, for example, gender and ethnicity, health, relationships, education, occupation and industry

1. To explore the psychology of individual differences in terms of historical approaches, methodology, ethics and critical contemporary issues and theories.
2. To consider and evaluate a range of testing techniques and their applications in e.g. educational and occupational settings.
3. To develop students’ understanding of the applications of the subject matter to a range of occupational, health, and organisational settings.

This is a highly experiential module that identifies a real world issue and allows students to apply psychological problem-solving skills to address it. After some lead lectures and talks, students will work in a small group with a supervisor to research the background to a subject area. A choice of topics will be offered, from which students can select an area of particular interest. These might include e.g. education, physical or mental health in the elderly or other populations, sports or leisure, business or organisations. As a group, students will work together to design and implement a study, and analyse the findings. Where the tutor makes such arrangements, and upon completion of an appropriate risk assessment, the work may involve links (through the tutor) with outside individuals/ organisations. However, students should normally expect to be working on campus and conducting research within a week-by-week time framework structured by the module team who will review the effectiveness of the student team at regular intervals. The emphasis here is on the student developing transferable skills appropriate to many contemporary employment contexts, with evidence of time management, team-working, initiative, commitment, thoroughness, and effective oral and written communication.

1. To further develop students’ literature searching and critical skills.

2. To develop students’ understanding of the working environment and the skills underlying effective research activities in work contexts (such as team-working and communication skills).

3. To engage in the process of ethical decision making with regards to research and practice in line with the BPS, and to be able to identify the principles involved.

4. To consolidate methodological understanding and draw on transferable skills from prior learning to support the design and analysis of the project.

5. To allow opportunities to practise the clear dissemination of research to different groups, through written and oral presentation.

6. To develop students’ understanding and articulation of their own employability skills.

This is a highly experiential module that identifies a real world issue and allows students to apply psychological problem-solving skills to address it. After some lead lectures and talks, students will work in a small group with a supervisor to research the background to a subject area. A choice of topics will be offered, from which students can select an area of particular interest. These might include e.g. education, physical or mental health in the elderly or other populations, sports or leisure, business or organisations. As a group, students will work together to design and implement a study, and analyse the findings. Where the tutor makes such arrangements, and upon completion of an appropriate risk assessment, the work may involve links (through the tutor) with outside individuals/ organisations. However, students should normally expect to be working on campus and conducting research within a week-by-week time framework structured by the module team who will review the effectiveness of the student team at regular intervals. The emphasis here is on the student developing transferable skills appropriate to many contemporary employment contexts, with evidence of time management, team-working, initiative, commitment, thoroughness, and effective oral and written communication.

1. To further develop students’ literature searching and critical skills.

2. To develop students’ understanding of the working environment and the skills underlying effective research activities in work contexts (such as team-working and communication skills).

3. To engage in the process of ethical decision making with regards to research and practice in line with the BPS, and to be able to identify the principles involved.

4. To consolidate methodological understanding and draw on transferable skills from prior learning to support the design and analysis of the project.

5. To allow opportunities to practise the clear dissemination of research to different groups, through written and oral presentation.

6. To develop students’ understanding and articulation of their own employability skills.

This module explores the many different professional roles within the children's, young people and families workforce through a range of guest speakers and a placement opportunity. Key ideas around 'being a professional' and 'professionalism' will be considered.  The module offers the opportunity to experience an individually negotiated work placement working along side a professional within children, young people's or family services. It offers the opportunity to gain experience in a chosen professional field, to reflect critically on this experience and to develop an understanding of the relationship between theory, research and practice. It aims to support students' employability and allow them to make informed career choices. The module will provides opportunities to consolidate and develop key professional skills, including communication  skills, working with others, and the ability to problems solve and seek solutions.  

Students will:

1. be provided with an insight into the diverse roles within the children's, young people and families workforce.
2. develop understanding of the responsibilities of a range of professionals and how they work to improve children's life chances.
3. explore ideas and interpretations around the concept of professionalism.
4. use a range of skills in a professional contact, maintaining professional boundaries in voluntary relationships and in informal contexts, including the appropriate use of information technology and social media.
5. listen carefully to others, reflecting upon one's own and others' skills and views.
6. understand the role of reflective practice.

This module explores the many different professional roles within the children's, young people and families workforce through a range of guest speakers and a placement opportunity. Key ideas around 'being a professional' and 'professionalism' will be considered.  The module offers the opportunity to experience an individually negotiated work placement working along side a professional within children, young people's or family services. It offers the opportunity to gain experience in a chosen professional field, to reflect critically on this experience and to develop an understanding of the relationship between theory, research and practice. It aims to support students' employability and allow them to make informed career choices. The module will provides opportunities to consolidate and develop key professional skills, including communication  skills, working with others, and the ability to problems solve and seek solutions.  

Students will:

1. be provided with an insight into the diverse roles within the children's, young people and families workforce.
2. develop understanding of the responsibilities of a range of professionals and how they work to improve children's life chances.
3. explore ideas and interpretations around the concept of professionalism.
4. use a range of skills in a professional contact, maintaining professional boundaries in voluntary relationships and in informal contexts, including the appropriate use of information technology and social media.
5. listen carefully to others, reflecting upon one's own and others' skills and views.
6. understand the role of reflective practice.

This module aims to promote students’ understanding of children’s and young people's health and wellbeing by reflecting on issues such as healthy growth, health inequalities and health promotion.  It also considers the influence of children's social and emotional development, and the relationship this has with mental health.  The module emphasises the roles and responsibilities of different agencies and professionals in promoting children’s health and wellbeing.  It will also support students to develop their knowledge and understanding of their safeguarding responsibilities as a professional.

1. Develop students’ understanding of the concepts of health and well-being.
2. Support students to consider the range of factors that can impact on children's, young people's and families' health and well-being.
3. Understand the responsibilities of the professional in safeguarding and child protection.
4. Understand the relationship between social and emotional development, and mental health.
5. Ensure students gain insight into the services that provide support for children's and young people's health and wellbeing.

This module aims to promote students’ understanding of children’s and young people's health and wellbeing by reflecting on issues such as healthy growth, health inequalities and health promotion.  It also considers the influence of children's social and emotional development, and the relationship this has with mental health.  The module emphasises the roles and responsibilities of different agencies and professionals in promoting children’s health and wellbeing.  It will also support students to develop their knowledge and understanding of their safeguarding responsibilities as a professional.

1. Develop students’ understanding of the concepts of health and well-being.
2. Support students to consider the range of factors that can impact on children's, young people's and families' health and well-being.
3. Understand the responsibilities of the professional in safeguarding and child protection.
4. Understand the relationship between social and emotional development, and mental health.
5. Ensure students gain insight into the services that provide support for children's and young people's health and wellbeing.

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.

The module aims to:

• integrate concepts, theories, knowledge, and skills encountered within the programme;
• provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

This independent extended research project provides you with the opportunity to study an area of significance related to children, young people and/or families and communities in professional contexts. Building on concepts, theories and skills encountered within the programme, the module enables you to develop a high level of specialist knowledge which will help to prepare you for the workforce. Within an empirical context, the position of research in terms of quantitative and qualitative perspectives is justified, as is the adoption of methods of data collection.  Ethical issues within research are analysed, as are techniques of data analysis and presentation.  The application of theory is a key feature of the module which incorporates a literature review.

The module aims to:

• integrate concepts, theories, knowledge, and skills encountered within the programme;
• provide the opportunity to plan, undertake and evaluate an extended research study that helps to develop specialist knowledge and skills in preparation for the workforce. 

This module develops work done at previous levels, especially work undertaken in the Level 4 module PS4204, Introduction to Child Psychology and the Psychology of Learning. It covers the core BPS area of study of Developmental Psychology and its applications. In this module students will learn about ways in which development may not proceed along the typical or expected path. As well as historical issues, core coverage may include, for example:

• Autism Spectrum Disorder
• Intellectual disability 
• Genetic syndromes
• Learning difficulties
• The application of developmental psychology to other disciplines (e.g., health and social care, the legal service, education).

1. To promote students’ understanding of what happens when development does not proceed along the expected path.
2. To provide students with a good understanding of different types of atypical development.
3. To enable students to understand how psychological theory can be used to explain atypical development and to inform interventions. 

This module develops work done at previous levels, especially work undertaken in the Level 4 module PS4204, Introduction to Child Psychology and the Psychology of Learning. It covers the core BPS area of study of Developmental Psychology and its applications. In this module students will learn about ways in which development may not proceed along the typical or expected path. As well as historical issues, core coverage may include, for example:

• Autism Spectrum Disorder
• Intellectual disability 
• Genetic syndromes
• Learning difficulties
• The application of developmental psychology to other disciplines (e.g., health and social care, the legal service, education).

1. To promote students’ understanding of what happens when development does not proceed along the expected path.
2. To provide students with a good understanding of different types of atypical development.
3. To enable students to understand how psychological theory can be used to explain atypical development and to inform interventions. 

In this module, students learn about the way in which psychological principles are relevant to business and how they can be applied in the workplace more generally. A range of applications in e.g. advertising, ergonomics and human resources will be explored. Students will have the opportunity to reflect on and practise their own employability skills, e.g. through role play. Ethical work practices will be emphasised. Where the tutor makes such arrangements, the work may involve links (through the tutor) with outside individuals/ organisations.

1. To develop students’ critical understanding of applications of psychological principles and research to the working environment.
2. To allow students to demonstrate a critical understanding of the psychological processes involved in selection and recruitment to organisations and businesses.
3. To build on work done in previous years to help students acquire, refine, and document advanced ‘soft skills’ such as techniques for interpersonal communication, dealing with clients, facilitation, team working, self-motivation and emotional intelligence.
4. Critically evaluate ethical issues in historical and contemporary organisational psychology

In this module, students learn about the way in which psychological principles are relevant to business and how they can be applied in the workplace more generally. A range of applications in e.g. advertising, ergonomics and human resources will be explored. Students will have the opportunity to reflect on and practise their own employability skills, e.g. through role play. Ethical work practices will be emphasised. Where the tutor makes such arrangements, the work may involve links (through the tutor) with outside individuals/ organisations.

1. To develop students’ critical understanding of applications of psychological principles and research to the working environment.
2. To allow students to demonstrate a critical understanding of the psychological processes involved in selection and recruitment to organisations and businesses.
3. To build on work done in previous years to help students acquire, refine, and document advanced ‘soft skills’ such as techniques for interpersonal communication, dealing with clients, facilitation, team working, self-motivation and emotional intelligence.
4. Critically evaluate ethical issues in historical and contemporary organisational psychology

The module aims to consider the way that professionals work together to support children and young people, and their families.  Students will evaluate some of the benefits, challenges and tensions presented by multi-agency working and the impact of policy and legislation.  It explores the nature of collegiality in the children's and young people's workforce and on the processes of effective team building.  There will be an exploration of key theoretical ideas associated with leadership and management and how leaders effectively and positively manage change, and support their teams and one another. The challenges of developing the workforce to support inter-agency working will be considered including ideas around mentoring and continued professional development.

1. Deepen students’ understanding of how organisations and services work together to meet the needs of children and young people, and their families.
2. For students to identify the benefits and challenges faced by organisations, teams and individuals in managing inter-agency relationships;
3. Develop student's understanding of key theoretical ideas and theory associated with how teams may be led and managed.
4. For students to appreciate the complexity of the leader and manager's role and how they support the bringing about of change.

The module aims to consider the way that professionals work together to support children and young people, and their families.  Students will evaluate some of the benefits, challenges and tensions presented by multi-agency working and the impact of policy and legislation.  It explores the nature of collegiality in the children's and young people's workforce and on the processes of effective team building.  There will be an exploration of key theoretical ideas associated with leadership and management and how leaders effectively and positively manage change, and support their teams and one another. The challenges of developing the workforce to support inter-agency working will be considered including ideas around mentoring and continued professional development.

1. Deepen students’ understanding of how organisations and services work together to meet the needs of children and young people, and their families.
2. For students to identify the benefits and challenges faced by organisations, teams and individuals in managing inter-agency relationships;
3. Develop student's understanding of key theoretical ideas and theory associated with how teams may be led and managed.
4. For students to appreciate the complexity of the leader and manager's role and how they support the bringing about of change.

The module aims to look at the current issues that impact on children, young people, families as well as professionals in their work.  The module focuses will be negotiated with students at the start of the module but will reflect current sector developments and priorities.  

1. Stimulate debate and promote critical thinking around policy and priorities for the professional in their work.
2. To enable students to identify contemporary issues and the underpinning influences.
3. To promote autonomy for students that supports them to follow areas of interest that impact on the sector.
4. To build students' confidence in advocating for children, young people and families in their work.

The module aims to look at the current issues that impact on children, young people, families as well as professionals in their work.  The module focuses will be negotiated with students at the start of the module but will reflect current sector developments and priorities.  

1. Stimulate debate and promote critical thinking around policy and priorities for the professional in their work.
2. To enable students to identify contemporary issues and the underpinning influences.
3. To promote autonomy for students that supports them to follow areas of interest that impact on the sector.
4. To build students' confidence in advocating for children, young people and families in their work.