AP1858: Family–centred Practice and Childhood Disability 1 & 2|

Fact File

Module Title: AP1858: Family–centred Practice and Childhood Disability 1 & 2Strategic Training Needs Analysis

College: Adult Continuing Education, Arts, Celtic Studies and Social Sciences

Duration: 6 weeks per module, one evening per week and the occasional Saturday

Teaching Mode: Part-Time

Part-time

Qualification: CPD module & 5 ECTS per module

Continuous Assessment 100 marks (1 x 3000 word essay) per module.

Venue:

UCC

Costs: €295 per module

Entry Requirements: Applicants must be at least 21 years of age by 1 January of the year of application, and will show evidence of working in the area of supporting families, community work, or working with children, either in a personal or professional capacity. While there are no formal educational requirements, it is expected that proposed candidates will have attained Leaving Certificate/FETAC Level 5 or an equivalent qualification. Prior experience will be taken into account and short-listed candidates may be required to attend for an interview.

Module Code: ACEO

Closing Date: TBC

Next Intake: TBC

Overview

The National Progressing Disability Services for Children and Young People programme (HSE) was established in 2010. A key requirement of the programme is that the work of services and teams be underpinned and informed by family–centred practice and an outcomes–framework. Within a relational goal–oriented perspective, to provide students with an in–depth understanding of early intervention within a family–centred practice and outcomes approach in working with children with disabilities and their families.

Module Details

Module 1:
The objective of this module is to enable students to develop an understanding of theory and research evidence on family-centred practice and its relevance to working with children with intellectual disabilities and their families, with particular reference to assessment and diagnosis; and to develop an understanding of organizational structures which will support implementation of family – centred practice.

Module 1: The content of this module is as follows:
Research evidence on efficacy of a family-centred practice approach to early intervention for children with developmental disabilities and their families.
Authentic assessment practices in non – clinical environments from a family – centred practice perspective.
Diagnosis of disability: best practice family – centred practice principles.
Analysis of organizational structures and practices recommended for delivering family – centred practice.
Values, assumptions and beliefs underpinning family – centred practice.

Module 2:
In this module, which follows and builds on Family–centred Practice and Childhood Disability 1, the objective is to enable students to develop a vision of family-centred practice that incorporates the centrality of relationship and relational practices in the provision of supports for children with intellectual disability and their families.

Module 2: The content of this module is as follows:
Vision of family–centred practice.
Attachment and the primacy of the parent – child relationship.
The helping relationship with the parent as client in family – centred practice.
Relational and participatory factors in the professional – parent helping relationship.
Parent self–efficacy and empowerment in family – centred practice and the importance of social support for families.
Implications for education, training and supervision of healthcare professionals.

Module Practicalities

On successful completion of module 1 students should be able to:
Demonstrate an in – depth understanding of family-centred practice from a theoretical and practice perspective.
Apply research evidence on family-centred practice to the design of assessment and diagnostic practices in an early intervention context.
Demonstrate capacity to evaluate existing organisational structures in Ireland and identify appropriate organisational and practice changes accordingly.

On successful completion of module 2 students should be able to:
Explain the centrality of the parent-child relationship in developing family – centred interventions.
Discuss the professional - parent helping relationship with a particular focus on factors contributing to parent empowerment.
Discuss the implications of family – centred practice in early intervention for the education, training and supervision of healthcare professionals, and make appropriate recommendations.

Further Contact Information

Martin O’Connor: martinoconnor@ucc.ie
Sinead Lennon: s.lennon@ucc.ie

Adult Continuing Education

AP1858: Family–centred Practice and Childhood Disability 1 & 2Strategic Training Needs Analysis

Module Description