Support, Help and Intervention - SOCI9300

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2023 to 2024
Spring Term 7 20 (10) Vanisha Jassal checkmark-circle


This module aims to provide students with a chance to discuss various types of intervention used by agencies in child protection, exploring issues of diversity, anti-oppressive practice, cultural and emotional intelligence. Targeted interventions as well as universal services will be considered. The module will significantly consider service users' perspectives of the support which is available as well as what works and what does not work.


Contact hours

Total contact hours: 32
Private study hours: 168
Total study hours: 200 hours


Advanced Child Protection (Distance Learning) MA

Method of assessment

Main assessment methods
Coursework – essay (2500 words) – 55%
Coursework - Group presentation – 30%
Coursework - online forum participation – 15%

The written assignment and group presentation must be passed in order for the module to be passed overall

Reassessment methods
100% coursework.

Indicative reading

Horwath, J. (2010) (eds).The child's world: The comprehensive guide to assessing children in need. Jessica Kingsley Publishers.
Horwath, J. and Platt, D. eds. (2018). The Child's World: The Essential Guide to Assessing Vulnerable Children, Young People and their Families. 3rd edition. London: Jessica Kingsley Publishers.
Daniel, B., Gilligan, R., & Wassell, S. (2011). Child development for child care and protection workers. Jessica Kingsley Publishers.
G.Allen, G. (2011). Early intervention: smart investment, massive savings. Cabinet Office.
SIGNS OF SAFETY® IN ENGLAND An NSPCC commissioned report on the Signs of Safety model in child protection. Amanda Bunn, Freelance Research Consultant.
Platt, D and Turney, D (2013). Making Threshold Decisions in Child Protection. British Journal of Social Work. Advance Access.
Music, G (2011). 'Infant coping mechanisms, mismatches, and repairs in relating' and 'Empathy, Self, and other minds'. in: Nurturing Natures: attachment and children's emotional, sociocultural and brain development. Psychology Press.
Bennett, S. & Hamilton-Perry, M. 'Health Needs Assessment of the Gypsy and Traveller Community in Bedfordshire (with kind permission of the authors and NHS Bedfordshire / Ormiston Children & Families Trust).
Howe, D. (2006). 'Disabled children, maltreatment and attachment'. British Journal of Social Work, 36 (5), pp743-760.
MacPherson, K et al (2010) Volunteer Support for Mothers with New Babies: Perceptions of Need and Support Received, Children and Society, V. 24, pp.175-187.
Cottle, M. (2011). 'Understanding and achieving quality in Sure Start Children's Centres: practitioner perspectives'. International Journal of Early Years Education, V.19 (3-4), pp249-266

See the library reading list for this module (Canterbury)

Learning outcomes

The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Demonstrate critical awareness of a comprehensive range of perspectives of support, help and intervention in families where there are child protection concerns and systematically and creatively evaluate the impact of these.
8.2 Systematically evaluate different types of interventions with mothers, fathers, parental figures and children/young people
8.3 Demonstrate a systematic understanding and critical awareness of the impact of different types of support and intervention on mothers, fathers, parental figures and children/young people
8.4 Critically and systematically reflect on service users perceptions of support and intervention and how these might be perceived as helpful and unhelpful in particular from the perspectives of children and young people
8.5 Possess systematic understanding and critically evaluate different sociological and psychological theoretical paradigms which underpin interventions for mothers, fathers, parental figures and children/young people in particular the perspectives of children and young
8.6 Systematically analyse and communicate to specialist and non-specialist audiences a comprehensive range of styles and techniques of intervention and support in child protection
8.7 Demonstrate the ability to critically assess at an advanced level the type, nature and validity of research into support and intervention in child welfare. In terms of a holistic and life course rather than episodic approach

The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Possess advanced level communication skills commensurate with postgraduate study and the ability to interpret and use research and empirical data at an advanced level.
9.2 Collect, collate and interpret on a systematic basis library and web based research and resources on child protection to an advanced level appropriate for postgraduate study
9.3 Synthesise and systematically evaluate complex knowledge and theoretical perspectives from different disciplines and countries
9.4 Use IT resources achieve a systematic and critical awareness of the material provided in recorded online lectures and web based material
9.5 Summarise the material used for private study in a systematic, critical and coherent fashion in order to contribute critically and with originality to web based discussions
9.6 Work systematically with others during study days and in online forums to prepare and critically discuss complex topics
9.7 Organise and manage their studying independently and with originality with online and phone support from their tutors


  1. Credit level 7. Undergraduate or postgraduate masters level module.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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