MA Professional Practice: Developing Children and Young People's Services

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The University College Plymouth St Mark & St John

Comments about MA Professional Practice: Developing Children and Young People's Services - At the institution - Plymouth - Devon

• Entry requirements
  Entry Requirements: The programme has been developed collaboratively and is for managers and practitioners across a range of social professional settings, in the statutory, voluntary and community sectors. Applicants accepted to the programme will normally hold a degree or equivalent plus professional qualification (eg DipSW, JNC, teaching) and/or possess a minimum of two years related work experience. Non-standard entrance criteria and APEL (accreditation of prior learning) arrangements
• Academic title
  MA Professional Practice: Developing Children and Young People's Services
• Course description
  With the major changes currently being experienced in children and young people's services and the establishment of children’s trusts and the associated workforce reform programme, this course offers practitioners the opportunity to critically review current practice and policy and identify and formulate ideas for future development and practice.
  
  This innovative programme aims to meet the continuing professional development needs of a range of social welfare professionals involved in leading and delivering services for children and young people.  It is linked in a variety of ways to policy and practice standards and guidance issued by government such as that on the lead professional and in relation to Common Core Skills and Knowledge for integrated services. 
  
  The core philosophy of the programme is to provide opportunities for a range of “social professionals” (Banks 2002) to engage in a critical and intellectually rigorous dialogue and investigation of their own professional contexts and practice responses.  Given the multiple roles and high-task complexity of rapidly changing professional settings, the core approach involves establishing critical and collaborative spaces (that are frequently difficult to find in work settings) in order to foster confidence and capacity in participants’ analysis, examination and reflective professional practices.  
  
  The programme seeks to enable participants to identify new knowledge, inform future policy and practice and facilitate the emergence of new professional (and interprofessional) identities and skills.  Award at Masters level will indicate advanced professional scholarship.
  
  Module Information:
  
  The programme is structured around a core of compulsory modules and a research and practice network.
  
  Compulsory modules:
  
  Module 1: (30) Shaping the future: the changing nature of policy, professionalism and leadership in the social professions
  
  Module 2: (30) Generating sustainable communities of practice: inter and intra-professional practice
  
  Module 3 (30) Contemporary professional dilemmas: identifying and formulating new directions
  
  Module 4 Research methodology (30 credits) (Uncovering and creating knowledge within Children’s Trust contexts)
  
  Dissertation (60 credits)
  
  Each taught module has four elements:
  
  1.  Module Symposium
  
  Modules begin with a 2-day module symposium (Thursday-Saturday) consisting of formal input, workshops and other collaborative learning activities.  A programme will be circulated prior to each module – this will include input by visiting speakers and professionals as well as the multidisciplinary programme team.  Module content aims to be at the forefront of professional and academic knowledge stimulating individual and collaborative thinking and reflection for practice.  Each symposium will close with collaborative assignment planning.  Details of local accommodation with negotiated subsidies will be provided for those attending from distance.
  
  2.  Action Learning Set
  
  You will also join an Action Learning Set for each module (flexibly/collaboratively arranged) involving a small group of peers engaged in guided, focussed and specific learning activities for the module.   
  
  3.  Electronic Newsletter
  
  An electronic newsletter and resources will also support learning and development through each module.
  
  4. Tutorials
  
  One to one guidance to assist in academic and professional development is available, in line with the philosophy of the College and its commitment to regular contact between staff and students.  In addition, each student will be
  
  offered a formative assessment tutorial for each taught module – if appropriate this can be undertaken electronically.

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