UNIVERSITY OF KENT
Module Specification
1 The title of the module
Young Refugees – Policy and Practice 2 (CM375)
(adapted from SO320 Young People and Social Care Practice)
2 The School which will be responsible for management of the module
SSPSSR
3 The Start Date of the Module
January 2006
4 The number of students expected to take the module
8-10 students are expected.
5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
No modules will be withdrawn on the introduction of this proposed module
6 The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
The module is at Certificate level [C] (FHEQ Level: 4)
7 The number of credits which the module represents
The module represents 15 credits
8 Which term(s) the module is to be taught in
The module is to be taught in the Spring Term
9 Prerequisite and co-requisite modules
None.
10 The programmes of study to which the module contributes
Certificate in Combined Studies.
11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of the module, students will be able to:
· Demonstrate an understanding of the impact of migration on mental health
· Identify potential mental health implications of refugee’s experiences of trauma and loss
· Develop an understanding of social care needs in culturally diverse communities
· Develop strategies to promote user empowerment
These outcomes will contribute to the programme learning outcomes by:
· Introducing basic terminology, vocabulary, concepts and principles in this area of study
· Identifying different approaches to solving problems related to their area of study and /or work
· Evaluating the appropriateness of different approaches to solving problems
· Encouraging students to present evaluate and interpret qualitative and quantitative data
· Providing subject specific skills relating to information and source material; analysis of data and texts and acquisition of appropriate approaches, concepts and terminology
12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
At the end of the module, students will be able to:
· Communicate ideas and arguments to others, both in written and spoken form (Key Skills 1 & 3)
· Make short presentations to fellow students and staff (Key Skills 1, 4 & 6)
· Conduct basic research by using library, library e-journals and other on-line resources (Key Skills 3)
· Prepare written work and reference the materials referred to in accordance with accepted conventions. (Key Skills 3)
· Develop personal, interpersonal and team working skills to enhance collaborative work (Key Skills 4,5 & 6)
· Develop skills in time management by delivering academic assignments on time and to the required standard. (Key Skills 6)
These skills will contribute to the programme learning outcomes by developing intellectual skills in presentation, evaluation, interpretation and communication; enhancing skills in problem solving and independent learning and transferable skills such as reflective practice, time-management and basic information gathering skills.
13 A synopsis of the curriculum
· Social Care practice with Separated/Displaced Young People
· Refugees and mental illness
· Traumatic experiences
· Bereavement and Loss
14 Indicative Reading List
Bracken, P. J. and C. Petty, Eds. (1998). Rethinking the Trauma of War, Free Association
Books.
Cooper, H., S. Arber, et al. (1999). The Influence of Social Support and Social Capital on
Health, Health Education Authority.
Richards, Alison and Ince, Lynda 2000 Overcoming the Obstacles: Looked After Children: Quality
Services for Black and Minority Ethnic Children and their Families Family Rights Group Silove,
D. and I. Sinnerbrink (1997). "Anxiety, depression and PTSD in asylum seekers:
associations with pre-migration trauma and post-migration stressors." British Journal of
Psychiatry 170: 351-357
15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
The learning and teaching methods for the module will include experiential modes of learning, utilising a variety of methodologies including formal lectures and led discussion, seminar groups and exercises. There will also be focused workshops and small group discussions and task oriented activities.
The module will be designed, organised and delivered around the topics outlined above and will delivered with classroom-based teaching or study (2 hours of contact time per session), with sessions including: teacher-led discussion, presentation or lecture; seminar, workshop, small group-work or task oriented work; feedback through up to four hours of tutorials for those taking assessment; private self-directed study is required for work on assignments; directed reading, library or IT work; structured opportunities for student group organisation or consultation (for example, in relation to self-directed study). In total, these activities of taught and supervised classes and private study are expected to total approximately 150 hours of learning time.
The combination of methods is intended to deliver the programme learning outcomes by integrating learning of subject specific skills with intellectual and transferable skills. Students will gain knowledge and understanding of the subject from the teacher-led sessions as well as from the experiences of their fellow students and from their reading and private study. Task-oriented exercises, group-work and seminars will be designed to consolidate learning and to encourage problem-solving, evaluation and time-management skills which will deliver the programme outcomes specified.
16 Assessment methods and how these relate to testing achievement of the intended learning outcomes
Students taking assessments will be expected to provide written work totalling 2,500-3000 words which will go forward for second marking.This will comprise two assignments of one 2,000 word essay and another piece of oral or written class work, which may be a seminar presentation*, short multiple-choice test, case report, or review of a specific policy document etc as directed by the course convenor. These two pieces of assessed work will each represent 50% of the final module mark. Assignment questions and tasks will relate to the module specific areas outlined in 12 above and will aim to consolidate theory and practice of health and social care requiringstudents to reflect on their experience and demonstrate how theory is/could be implemented in practice.
*[held on an a session at the end of the course]
17 Implications for learning resources, including staff, library, IT and space
Relevant material exists in the Bridge Warden’s College and Templeman Libraries. Students will have access to University campus facilities.
18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
This Module will be taught at Bridge Warden’s College, Chatham which is a fully accessible site. The curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities. The team is committed to being alert to any additional needs students may have and will adapt course materials and provide additional support if necessary.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
Date
Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"
......Head of School / ......
Date