4B012E - Supporting Children, Young People and Families Through Crisis 01 Sep 2026 - 31 Aug 2032 | Version 0
Associated Module Information
| Module Code: | 4B012E | ||
|---|---|---|---|
| Module Title: | Supporting Children, Young People and Families Through Crisis | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Alun Prosser | ||
| Module Team: | Lise Jacobsen | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100653 - health and welfare | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
To develop students’ understanding of what constitutes good health and well-being in children, young people, and families, exploring the social, psychological, and biological factors that influence well-being. The module aims to foster critical awareness of the risks to mental health and promote trauma-informed, person-centred approaches to intervention and support across diverse settings.
To equip students with the knowledge and skills necessary to identify, respond to, and safeguard children and young people from harm, abuse, and neglect. The module will explore current legislation, policy, and ethical responsibilities, encouraging reflective practice and multi-agency collaboration to uphold children’s rights and promote safe, supportive environments.
Content Summary
You will explore the multifaceted nature of health and well-being and safeguarding in the lives of children, young people, and their families, with a core focus on supporting them through times of crisis. You will examine definitions of positive mental health across the lifespan, the prevalence and causes of common mental health conditions, and the role of resilience and trauma-informed approaches in promoting well-being. Emphasis is placed on shifting perspectives from deficit-based views to understanding lived experiences, particularly in relation to poverty and systemic disadvantage.
You will engage with strategies for fostering health and well-being across diverse settings, understand the structure of Child and Adolescent Mental Health Services (CAMHS) in Wales and England, and explore collaborative, interprofessional practices. The module also covers safeguarding legislation, policy, and procedures, including contextual and digital safeguarding, types of abuse, and the vulnerabilities of specific groups. Reflective practice, advocacy, and children’s rights underpin the ethical framework of the module.
Mapped to Agored Cymru’s Level 2 safeguarding Award, you will achieve additional accreditation and equip you with the knowledge and skills to contribute meaningfully to health and well-being, mental health support and safeguarding when working with children and young people - especially when families are navigating crisis.
You are expected to complete 16 hours of practice learning for this module which is underpinned by the Social Pedagogy Standards and Charter (SPPA, 2022) and the PCS model (Thompson, 2021) of the personal dimension.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminar | 49 |
| Tutorials | 7 |
| Summative Assessment | 60 |
| Formative Assessment | 5 |
| Guided Study | 65 |
| Placement | 16 |
| Practical Class/Workshops | 98 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Evaluate the concept of health and well-being in children, young people, and families, considering social, psychological, and biological influences, and assess the impact of inequality, risk factors, and trauma-informed, person-centred interventions across diverse settings. |
| LO2 | Demonstrate comprehensive knowledge of safeguarding by identifying signs of harm, abuse, and neglect, and applying relevant legislation, policy, and ethical frameworks to ensure appropriate responses, professional boundaries, multi-agency collaboration, and advocacy for children’s rights and their health and well-being. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self-reflective Assessment | Reflective journal entry based on 16 hours of professional practice | 0 | 600 | 25 | No | 40 |
| Asynchronous Assessment | Portfolio | his assessment supports scaffolded learning by breaking down complex safeguarding topics into manageable sections | 0 | 2000 | 75 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self-reflective Assessment | ✔ | ✔ | |
| Portfolio | ✔ | ✔ | |