Course objectives The course provides learning opportunities for experienced professionals to develop advanced levels of professional practice in work with (or on behalf of) vulnerable children, young people and their families. It establishes a knowledge foundation of key theoretical and practice frameworks which will be used to build critical engagement with a range of contemporary practice themes in inter-professional work to better understand the impact of abuse and neglect and to develop effective strategies to promote better outcomes.
Students will acquire a critical understanding of the theory and practice of child welfare and protection within a contemporary Scottish context. Contemporary national and international research and literature will inform your understanding and you will develop a critical and reflective understanding of the complex personal, professional, structural and organisational influences which impact on analysis, planning and evaluation in this critical area.
Structure and content
The course is part-time and modular, comprising six taught modules with related study and practice assignments. Successful completion of 60 credits can lead to a Postgraduate Certificate, and 120 credits to a Postgraduate Diploma. Candidates for the Masters degree additionally undertake a dissertation (60 credits), based on an empirical study which is submitted after completion of the taught modules.
The curriculum covers:
* Current issues and debates in child welfare and protection (30 credits): Explores the theory and application to practice of sociological approaches to childhood and the social construction of childhood and of abuse. This module will also consider current issues for practice within the contemporary Scottish context and comparative international models and approaches. A major focus of this module will be on current debates which underpin understandings about what harms children and how adversity impacts on the development of the child
* Developing practitioner and organisational capacity (30 credits): Explores current debates in theoretical approaches to, and models of, assessment and theory which informs practice in working toward change. Consideration will be given to the development of critical thinking skills and the development of reflective and reflexive practitioners. There will be an exploration of the organisational context of your work with consideration of the impact of organisational culture and structure, and the management of change within organisations
* Risk and decision making (15 credits): Explores theoretical frameworks for understanding and working with risk. Students will consider how risk is managed in their own organisations and explore current debates about the political and social context of risk and risk aversion and consider the impact in practice. You will be encouraged to explore contemporary literature and research which seeks to learn from past experience
* Collaborative practice (15 credits): Helps you to apply organisation theory, consider the impact of organisational culture on service delivery, and explore the challenges and opportunities of collaborative practice
* Evidence informed practice and evaluation (15 credits) and research methods and application (15 credits): Prepares you to become more research minded. Students will explore the nature of evidence and develop a critical approach to the understanding of research and data collection. These two modules will provide a foundation for the undertaking of your dissertation.
This course is delivered by staff in the Social Work Section of the School of Applied Social Science. This is a large interdisciplinary unit, combining teaching and research interests in sociology, social policy and criminology, social work, dementia and housing studies and a number of specialist centres. It has a strong research and academic reputation in all these areas.
Delivery and assessment:
Each semester will involve the equivalent of eight teaching days at the University. These are spread over four months, September to December and then repeated February to May. The teaching day consists of seminar presentations, group discussion and small group work. Academic and practice assignments and presentations form the assessment for each module, the practice being drawn from your employment.
Comprehensive reading lists are provided for each module.
Universities in the United Kingdom use a centralized system of undergraduate application: University and College Admissions Service (UCAS). It is used by both domestic and international students. Students have to register on the UCAS website before applying to the university. They will find all the necessary information about the application process on this website. Some graduate courses also require registration on this website, but in most cases students have to apply directly to the university. Some universities also accept undergraduate application through Common App (the information about it could be found on universities' websites).
Both undergraduate and graduate students may receive three types of responses from the university. The first one, “unconditional offer” means that you already reached all requirements and may be admitted to the university. The second one, “conditional offer” makes your admission possible if you fulfill some criteria – for example, have good grades on final exams. The third one, “unsuccessful application” means that you, unfortunately, could not be admitted to the university of you choice.
All universities require personal statement, which should include the reasons to study in the UK and the information about personal and professional goals of the student and a transcript, which includes grades received in high school or in the previous university.
Participants will be either self-funding or will have sought funding from their employer.
RAE rating In the most recent Research Assessment Exercise (RAE), 95 percent of the research in Applied Social Science was Internationally Excellent with the top 10 percent of that judged to be World-leading.