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This module is designed to support students to develop a comprehensive understanding of the complex relationship between children and families, on the one hand, and professionals and the state, on the other. The focus will be on the UK, from which most of the relevant literature is drawn, but there will be some consideration of comparative and international contexts. The module will foster an awareness and understanding of children’s and their families’ connections with a range of professionals – such as teachers, police officers, medical professionals, and social workers – during their lives. It will include discussions of the variety of models, expectations, and ideas relating to the notion of the 'family' and the way this is understood by professionals and the state. The module will help students to recognise and understand tensions and challenges experienced by children, families, and professionals in the process of working together, particularly in children and family support practices. Theories, practices, and policies will be critically examined: these will include family support, multiagency working, safeguarding, children in need of protection, and children in care. These topics will help students to build their understanding of the diverse and complex influences upon the children’s personal lives and relationships with others. This module will be of particular interest to students thinking of a career involving work with children and families.Ìý

Teaching delivery:ÌýThis module is taught in 10 weekly lectures (1 hour) and 10 weekly seminars (1.5 hours).Ìý

Indicative Topics: Based on module content in 2023/24, subject to possible changes.Ìý

• Introduction: What are the changing relationships between children, families, and the state?Ìý
• Children’s rights: What rights do children have?Ìý
• Family support and state intervention: Troubled Families ProgrammeÌý
• Multi-agency approach and safeguarding children: Sharing or shifting responsibility?Ìý
• Children in care and institutional abuseÌýÌý
• Children vs adults: Whose best interest? Who decides what children's best interest is?ÌýÌý
• Children growing up in the digital world: Opportunities, risks and challengesÌý
• Early Years educationÌýÌý
• Frustrating professionals: Professionalism ethics and emotionsÌý
• Conclusion: What next? Research as an approachÌý

Module Aims:

• to develop a critical understanding of the changing relationships between children, families, professionals, and the state.ÌýÌý
• to develop students’ understanding of various influences on children’s personal lives and relationships with others.Ìý
• to explore theories, practices, and policies in the sphere of child welfare and family support.ÌýÌý
• to emphasise the tensions and challenges experienced by children, families, and professionals in the process of working together in children and family support practices in a plural society.Ìý

Recommended readings:ÌýThere is no set textbook for the course but there are books that are useful throughout its sessions:Ìý

• Frost, N. (2011). Rethinking children and families: The relationship between childhood, families, and the state. A&C Black.Ìý
• Walker, G. (2018). Working together for children: A critical introduction to multi-agency working. Bloomsbury Publishing.Ìý
• Wyness, M. (2011). Childhood and society. Macmillan International Higher Education.