SD1S107 - Adolescence & Wellbeing: identifying and supporting developmental transitions 01 Jul 2023 - 31 Aug 2029 | Version 1
Associated Module Information
| Module Code: | SD1S107 | ||
|---|---|---|---|
| Module Title: | Adolescence & Wellbeing: identifying and supporting developmental transitions | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education, Early Years and Social Work | ||
| Faculty Sub Group: | Youth and Community | ||
| Module Leader: | Kelly McCarthy, Vanessa Evans, Alison McSorley | ||
| Module Team: | Mark Iggulden, Lise Jacobsen, Alun Prosser, Catherine Haywood, Hannah Jones, Victoria Macmillan, Emma Webb, Gemma Trodd, Andrew Gabbidon, Molly Williams, Elizabeth Noble, Linda Jones | ||
| First Intended Intake: | SEP 2023 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 4 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100455 - childhood and youth studies | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Jul 2023 |
| Valid To | 31 Aug 2029 |
Module Aims
To enable students to develop a theoretical understanding of the nature of adolescent development, whilst exploring the associated challenges and opportunities, influencing young people at this life stage.
To evaluate a range of theoretical, professional and practice-based interventions, in terms of their appropriateness in supporting the health and wellbeing of young people in communities.
Module aims link to Social Pedagogy Professional Association’s Social Pedagogy Standards (SPPA, 2022).
Content Summary
Social care practitioners are required to be adaptable to the wellbeing needs of young people. There are required to be aware of the interventions available, to support young people in a variety of settings and sectors.
This module will encourage students to explore theoretical theories and principles to better understand the factors that influence young people’s lives.
Students will be able to apply their knowledge and skills in contemporary social care practice, in line with the Social Pedagogy Professional Association (SPPA, 2022) when engaging and supporting young people.
The module focus will be based on open discussion and critical reflection on the theories, policies and principles that underpin this module.
Students will develop a greater understanding of the need to be critically aware of the strengths and limitations of theory and policy when working with young people in communities.
Indicative Module Content
Psychological theory; biological, cognitive, moral, ecological, social and emotional.
Sociological theory; nature versus nurture and social conditioning.
Adverse childhood experiences (ACEs) (links to Trauma-Informed Practice) (TIP)
Identifying, supporting and managing transitions.
Exploration of potential ‘risk’ and ‘protective’ factors during the adolescent life-stage and associated transitions.
Contemporary challenges facing young people including poverty, education, employment, disability, substance use, family construction, isolation, homelessness, social media, technology, gender identity, sexuality, identity, relationships, sexual health, ‘protected characteristics’ (Equality Act 2010), mental health and wellbeing.
Confidence, self-esteem, identity and resilience.
Public and social policy, legislation, youth and community work strategy, mental health and wellbeing.
Social Pedagogy Approaches
Trauma-Informed Practice (TIP) (links to ACEs)
Thompson’s PCS Model (2018) – Personal knowledge and circle of influence, prior experience, beliefs, bias, prejudgment and practical application.
Effective communication, facilitation, and intervention skills and methods required to encourage positive health and wellbeing.
Applied strengths-based, problem-solving approaches with young people in communities to enable them to flourish.
Multi-agency and interprofessional approaches to supporting young people.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 32 |
| Seminar | 5 |
| Tutorial | 5 |
| Independent Study | 104 |
| Directed Study | 18 |
| Formative Assessment - Independent | 20 |
| Active/Simulation Based | 4 |
| Groupwork | 12 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Demonstrate an understanding of adolescent development; influencing factors, associated transitions, challenges, and opportunities, faced by young people in a contemporary context. |
| LO2 | Demonstrate awareness of specialist approaches that complement youth and community work practice towards the health, wellbeing and flourishing of young people in communities. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Presentation (Asynchronous) 1 | Demonstrating an ability to extend their knowledge of relevant specialist approaches, students will collaboratively identify, develop, and present a strategy to meet the wellbeing needs of a young person, in a contemporary context. | 15 | N/A | 50 | No | 40 |
| Asynchronous Assessment | Essay 1 | Demonstrate an ability to research and extend their knowledge of relevant theories, factors and associated developmental transitions, students will highlight the challenges, opportunities, and specialist approaches, that complement Social Pedagogy Professional Association (SPPA,2022) practice, towards the wellbeing and flourishing of young people in communities. | 0 | 2000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Presentation (Asynchronous) 1 | ✔ | ✔ | |
| Essay 1 | ✔ | ✔ | |