SOCI8010 - Empowering Families & Children

Module Details

Module Code: SOCI8010
Title: Empowering Families & Children
Long Title: Empowering Families & Children
NFQ Level: Advanced
Valid From: Semester 1 - 2020/21 ( September 2020 )
Duration: 1 Semester
Credits: 5
Field of Study: 3120 - Sociology
Module Delivered in: 1 programme(s)
Module Description: This module evaluates the role of the family from a needs perspective, with reference to the family’s social, economic, health and psychological needs and the ensuing challenges which need to be addressed to promote flourishing families. It also explores the role of the educator within a pivotal and critical role, as mediator between the school, the family, community and possible family support services. Students will develop skills to analyse the needs of children, mediate with parents, advocate for families within the school, and between the school and other social, health, educational and family support agencies.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Appraise the needs of the family from its basic socio-economic needs of housing, health, food and work, to higher level needs of education and cultural expression.
LO2 Distinguish between the various social and economic challenges within and supports for families in areas such as: poverty (absolute, income and relative poverty), basic deprivation indicators, food poverty, income protection and employment.
LO3 Analyse the social, health and psychological factors involved in promoting flourishing families in the areas of mental health, work-life balance, happiness.
LO4 Evaluate the benefits of health literacy, community participation and social capital towards quality of life improvements to enhance child & family health & well-being involving interventions/processes such as: recreation/leisure; sport; community health and community care teams.
LO5 Interpret appropriate social, economic and psychological indicators to indicate when a child/family may (or not) need any of a range of possible family support interventions from schools, and/or in conjunction with various child and family community support agencies.
LO6 Evaluate different sensitive, appropriate and interpersonal methods of communication for interacting with parents and children, in order to more successfully prevent conflict and to advocate for the child, alongside the needs of the family, within the education system, and wider family support agencies.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Family and children's Needs
Understanding Principal Economic Status and labour force participation categories, as per Labour Force surveys, to assess socio-economic need, regarding work and unemployment and the likely impact on the family. Identifying housing availability and types of tenure; differentiating primary, secondary and tertiary health needs; changing employment sectors, household income, expenditure on food and other necessities; family employment opportunities; education and training opportunities to fulfill employment needs and cultural development.
Social and Economic Family Challenges
Poverty as a challenge to the family: poverty definitions; relative income poverty, consistent poverty, basic deprivation, food poverty; understanding the functions of the welfare state; income protection; taxation, social welfare entitlements and benefits; supports for disability and sickness, education and training supports for labour market re-integration; housing supports.
Flourishing Families and Children: Social & Psychological Factors
Using the BioPsychosocial model with families; positive mental health predictors; risks to achieving positive mental health; adverse childhood experiences and trauma; addiction, healthy boundaries, self care, compassion, honouring, caring, exercise, healthy living, supporting family members; promoting self-actualization.
Health Literacy, Social Capital and Quality of Life in Wider Community
Application of health literacy to empowering families and community health initiatives; building resilient families and communities through belonging and mutual self-help activities; setting goals for happiness and health, with a strong focus on appraising appropriate leisure activities for children and families ; voluntary and community groups working in conjunction with state-sponsored community health and care teams and voluntary sporting and recreation providers.
School, Family Support & Community Interventions
Improving children's educational participation and outcomes; supportive educational and/or community-based support interventions; understanding application of policies underlying family support, child protection and welfare; working in partnership with child-centered family agencies in the community.
Partnering Families & Children in the Primary Care Network
Integration of family health and community supports within The Primary Care Network: integration of community development, community health and education within the community; Prevention, Partnership and Family Support (PPFS), Child and Family Support Networks, key role of the educator in this integrated care landscape; utilisation of supportive, compassionate and appropriate communication language and interpersonal approaches to prevent conflict and to resolve conflict; framing of advocacy strategies for the skilled-educator in networks connected to family welfare.
Module Content & Assessment
Assessment Breakdown%
Coursework40.00%
End of Module Formal Examination60.00%

Assessments

Coursework
Assessment Type Project % of Total Mark 40
Timing Week 7 Learning Outcomes 1,3
Assessment Description
Analyse the social, economic and psychological strengths and challenges to family flourishing and happiness, presented within the case study of a fictional family provided to you by your lecturer.
End of Module Formal Examination
Assessment Type Formal Exam % of Total Mark 60
Timing End-of-Semester Learning Outcomes 2,4,5,6
Assessment Description
Complete 2 questions from a choice of four in an examination lasting 2 hours
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact In-class lecture Every Week 3.00 3
Independent Learning Non Contact Student self-directed learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact In-class lecture Every Week 3.00 3
Independent Learning Non Contact Student self-directed learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Pinkerton, J; Dolan, J; Canavan, P. (2016), Understanding Family Support: Policy, Practice and Theory, 1st. All, Jessica Kingsley, London, p.160, [ISBN: 1849050].
  • Dukelow, F; Considine, M. (2017), Irish Social Policy: A Critical Introduction, 2nd. 7-13, Policy Press, Bristol, p.480, [ISBN: 1447329627].
Supplementary Book Resources
  • Field, J. (2016), Social Capital, 3rd. All, Routledge, Oxford, p.128, [ISBN: 0415703433].
  • Lines, C; Miller, G; Arthur-Stanley, G,. (2010), The Power of Family-School Partnering (FSP) : A Practical Guide for School Mental Health Professionals and Educators, 1st. All, Taylor & Francis, London, p.460, [ISBN: 0415801478].
  • Lynch, T. (2011), Selfhood : A Key to the Recovery of Emotional Wellbeing, Mental Health and the Prevention of Mental Health Problems or A Psychology Self Help Book for Effective Living and Handling Stress, 1st. All, Mental Health Publishing, Limerick, p.280, [ISBN: 1908561009].
  • Walsh, F. (2017), Strengthening Family Resilience, 3rd. All, Guildford Press, London, p.400, [ISBN: 1462529860].
Recommended Article/Paper Resources
  • Smyth, E. (2016), Social Relationships and the Transition to Secondary Education, Economic & Social Review,, Vol. 47, No. 4, Winter, 2016, pp. 451-476, p.27.
  • Spratt, T; Devaney, J; Frederick, J. (2019), Adverse Childhood Experiences: Beyond Signs of Safety; Reimagining the Organisation and Practice of Social Work with Children and Families, British Journal Of Social Work, Volume 49, Issue 8, December 2019,
    https://www.tcd.ie/tricc/assets/pdfs/Spr att-et-al_2019_ACE-Beyond-Signs-of-Safet yDRAFT.pdf
Supplementary Article/Paper Resources
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HSOCC_8 Bachelor of Arts (Honours) in Social Care Work 1 Elective