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Unit Summary

Unit type

PG Coursework Unit

Credit points

12

AQF level

9

Level of learning

Intermediate

Former School/College

Former School of Education

Unit aim

Provides 'front line' professionals with the knowledge and skills required to effectively support children and young people who are experiencing personal difficulties and require emotional support. Emphasis is placed on recognising when such support is needed and why, when and how to refer to other support services, such as counselling.

Unit content

MODULE 1 - Recognising why and when young people need emotional support - Theoretical contexts for understanding children's emotional concerns - Contexts of engaging with children and young people (eg. Schools, families, peer-interaction) - Causes of emotional distress (issues such as friendship issues, family dynamics, abuse, loss and grief, bullying, suicide).

MODULE 2 - Responding to children and young people's emotional needs -  The role (and limitations) of 'front line' professionals - Building self-esteem and promoting resilience - Identifying appropriate means of providing support practical support - Ethical and legal considerations - The importance of reflective practice. 

MODULE 3 - Referring to other service providers - Distinguishing between the need for social and emotional support and issues related to mental health, care and protection - An overview of relevant services and service models for children needing specialised support - counselling/therapy, mental health and child protection - Theoretical frameworks and therapeutic modalities for counselling and therapy with young people.

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 recognise when and why young people might need emotional support
2 discuss the role of 'front-line' professionals in providing emotional support, including the relationship between their role and that of other professionals such as counsellors
3 demonstrate appropriate skills in responding to young people experiencing difficulties, crisis or distress
4 recognise which services young people may need to be referred to and how such referrals might be sensitively approached
5 describe a range of the theoretical frameworks and therapeutic models that underpin emotional support services for young people, including different counselling and therapeutic modalities
6 critically evaluate their own interpersonal skills when engaging with children and young people requiring emotional support.

On completion of this unit, students should be able to:

  1. recognise when and why young people might need emotional support
    • GA6:
  2. discuss the role of 'front-line' professionals in providing emotional support, including the relationship between their role and that of other professionals such as counsellors
    • GA3:
    • GA6:
  3. demonstrate appropriate skills in responding to young people experiencing difficulties, crisis or distress
    • GA2:
    • GA3:
  4. recognise which services young people may need to be referred to and how such referrals might be sensitively approached
    • GA3:
    • GA6:
  5. describe a range of the theoretical frameworks and therapeutic models that underpin emotional support services for young people, including different counselling and therapeutic modalities
    • GA3:
  6. critically evaluate their own interpersonal skills when engaging with children and young people requiring emotional support.
    • GA2:
    • GA3:
    • GA6: