FAMILY PARTNERSHIP MODEL
7KNIM753
Level: 7
Credits: 15
Module leader: Sheryl Gettings
Tel: 020 7848 3569
Email: sheryl.gettings@kcl.ac.uk
Module deputy: Patricia Burrows
Tel: 020 7848 3657
Email: patricia.1.burrows@kcl.ac.uk
Academic support: Sheryl Gettings & Patricia Burrows
This handbook must be read in conjunction with module information provided on KEATS, the King’s ELearning And Teaching Service. You will be given access to KEATS on enrolment. Important information
relating to assessment and related regulations can be found in the Undergraduate Programme Handbook,
available on KEATS and via the Student Services Centre.
This handbook can also be provided in alternative formats (such as large print) upon request to
asc@kcl.ac.uk.
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Contents
Module overview ................................................................................................................ 3
Module aims ................................................................................................................... 3
Learning outcomes ......................................................................................................... 3
Teaching arrangements.................................................................................................. 3
Timetable ....................................................................................................................... 4
Submitting coursework ...................................................................................................... 6
Assessment criteria ........................................................................................................ 6
Formative assessment .................................................................................................... 6
Summative assessment .................................................................................................. 6
Submission date for course work: ................................................................................... 7
Results and re-submissions for course work ................................................................... 7
Re-submission date: ....................................................................................................... 8
Resubmitted work available for download:..................................................................... 8
Learning resources ............................................................................................................. 9
Day 1 Sessions 1, 2 & 3 - Learning outcomes & indicative reading ................................... 9
Day 2 – Sessions 4, 5 & 6 - Learning outcomes & indicative reading ............................... 9
Day 3 – Sessions 7 & 8 Learning outcomes & indicative reading ...................................... 10
Day 4 – Sessions 9 & 10 Learning outcomes & indicative reading ................................... 10
Indicative reading ............................................................................................................... 11
Module evaluation.............................................................................................................. 12
Action from previous evaluations ....................................................................................... 12
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Module overview
This module forms part of the BSc Specialist Community Public Health Nursing: Health Visiting. The
module contributes to your programme of study by advancing your skills working in partnership with
parents and children.
The module can also be taken as a freestanding module.
Module aims
The general aim of the module is to enable the participants to develop supportive and effective
relationships with parents who have a variety of needs that may interfere with their ability to parent. The
Family Partnership Model involves the development of a respectful partnership with parents, the use of
skilled communication to help exploration of difficulties from the parents’ viewpoints, the clarification of
situations, and the design of long term strategies to enable them to adapt effectively and thereby optimise
the psychosocial development of their children.
The module includes assignments of reading and observational tasks to be carried out between the
sessions. It is designed to take account of the skills and expertise of those attending but also to challenge
and explore their views, so as to facilitate the development of their knowledge and abilities. It is interactive
throughout, requiring the involvement of all participants in thinking about and developing ways of relating
and being helpful to parents.
Parenting as an activity is explored and strategies to modify childhood behaviour patterns are developed.
The teaching style is active, requiring the involvement of all members of the group in discussion and
providing them with the means of practising their skills safely and with constructive feedback. Access to
key texts is essential. The course is carefully constructed to build session by session; successful completion
is dependent upon attending all sessions. Being absent for a day will significantly reduce the understanding
and value of subsequent sessions.
Learning outcomes
1. To expertly appraise the Family Partnership Model as a guide to communicating with families
2. To demonstrate an advanced understanding of the Family Partnership Model both in theory and
practice
3. To critically analyse, examine and synthesise the theory supporting the Family Partnership Model
4. To demonstrate the ability to work with the Family Partnership Model at an advanced level
5. To provide an expert analysis of the benefits and challenges of using the Family Partnership Model
Teaching arrangements
The course consists of seminars and skills practice sessions. The course is interactive throughout requiring
the involvement of all participants in thinking about and developing ways of facilitating the knowledge and
skills of the parents they will be working with. It is assumed that members of the group learn best by active
discussion, not passive listening and by actual practising of their skills in a secure environment with
constructive feedback. The course is designed to take account and develop the skills and expertise of those
attending but also to challenge and explore their views.
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Timetable
Timetable for the module.
Date
Start - Finish
Room, Building, Campus
Thursday 14 April 2016
10.00 – 16.00hrs
2.41, FWB, Waterloo
Thursday 21 April 2016
10.00 – 16.00hrs
2.41, FWB, Waterloo
Thursday 12 May 2016
10.00 – 16.00hrs
2.41, FWB, Waterloo
Friday 3 June 2016
10.00 – 16.00hrs
2.41, FWB, Waterloo
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Submitting coursework
For this module you are assessed by Sheryl Gettings & Patricia Burrows
Assessment criteria
This is a practical and skills based module of study and so participant formative self-assessment and peer
group assessment during skills practice is a key form of assessment for this module of study. Participants
undertake this assessment as part of their learning on the module and in order to develop their skills as a
helper. The summative assessment is a portfolio of achievement with a maximum word allowance of 3000
words.
Formative assessment
Participant formative self-assessment and peer group assessment is on-going through skills practice.
Summative assessment
Portfolio
This 3000 word document contains two elements:
1.
A reflective diary supported by relevant references, containing brief accounts of significant learning
achieved during the Family Partnership Model module
2.
An in depth reflective discussion and analytical account of one key quality and one key skill used
within the family partnership relationship.
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Course work submission are provided on the KEATS module page.
It is essential that you use your candidate number on all assignments/examinations. Your candidate
number, which will begin with W for the academic year 2015/16, will be available via Student Records on the
King’s Intranet approximately one month after you enrol.
If you are unable to submit your work by the deadline please refer to the information in your programme
handbook on “mitigating circumstances”.
Submission date for course work:
23.59hrs Thursday 19th July 2016
Late submissions will be accepted for 24 hours following the submission date. All work submitted late will
be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy
please ensure you date stamp it and submit it to the submission room G15 JCMB. If your assignment is
submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS
module sites under assessment information.
The external examiner for this module is Eleri Mills. Students are not to make direct contact with external
examiners, in particular regarding their individual performance in assessments
Results and re-submissions for course work
Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission.
According to the method of submission as detailed on your KEATS site, if your work was submitted online
you will be able to download marked coursework from KEATS; alternatively, if you completed a hard-copy
submission you can collect your coursework and feedback from the Student Services Centre.
To collect a hard copy assignment, you must provide your candidate number. Alternatively, you may send a
stamped addressed envelope to the Student Services Centre ensuring that this is large enough to
accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will
be retained for four weeks; if you have not collected your assignment by then, it will be destroyed.
Feedback will include the award of a numerical grade which remains provisional until ratified by the
examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be
viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board.
The marking criteria by which your work is judged are provided in full in your programme handbook. Please
also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query
about how to refer to a specific piece of work please ask your module leader, your group leader or a
member of library staff for guidance.
The feedback you receive on your assignment will guide you towards how to do better next time or how to
maintain your existing high standard!
If you do not understand your mark or the feedback you receive please contact Sheryl Gettings.
If you are unsuccessful, it is recommended that you contact the module leader before submitting your
second attempt. This will enable the module leader to provide you with an appropriate level of support as
you prepare to re-submit your work.
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Re-submission date:
23.59hrs Tuesday 18 October 2016
Resubmitted work available for download:
Four weeks following submission.
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Learning resources
Day 1 Sessions 1, 2 & 3 - Learning outcomes & indicative reading
Session 1
Introductions: Facilitators and Participants.
Overview: Participant Expectations and Course Description.
Seminar: Family Problems and Strengths and Helper Outcomes.
Practice Exercise: Listening.
Plenary: Feedback on skills practice.
Session 2
Seminar: The Process of Helping.
Practice Exercise: Listening and the Helping Process.
Plenary: Feedback on skills practice.
Session 3
Seminar: The Parent-Helper Relationship.
Seminar: The First Meeting.
Plenary: Session conclusion.
Indicative reading & assignments:
1) Read text on Family Problems, Helper Outcomes, The Helping Process, the Parent-Helper Relationship
and The First Meeting
2) Observe and practice listening
3) Develop Portfolio
Day 2 – Sessions 4, 5 & 6 - Learning outcomes & indicative reading
Session 4
Assignments: Feedback & discussion (reading & listening).
Seminar: Helper Qualities and Skills.
Practice exercise: Helper Qualities and Skills, Including Empathy.
Plenary: Feedback on skills practice
Session 5
Seminar: Exploring Problems.
Practice exercise: Exploration skills.
Plenary: Feedback on skills practice.
Session 6
Seminar: Personal Construing.
Skills Practice: Exploring Construing.
Plenary: Feedback on skills practice.
Indicative reading & assignment:
1) Read text on Helper Qualities and Skills, Exploring Problems and Personal Construing.
2) Conduct a child characterisation sketch.
2) Develop Portfolio
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Day 3 – Sessions 7 & 8 Learning outcomes & indicative reading
Sessions 7
Assignments: Feedback and discussion (reading & child characterisation sketch).
Seminar: Helping Parents Change Ideas.
Practice exercise: Helping People Change Their Ideas.
Plenary: Practice Feedback.
Session 8
Seminar: Problem Management.
Seminar: Problem Management (continued).
Plenary: Feedback on skills practice.
Portfolio development tutorial
Indicative reading & assignment:
1) Read text on Helping to Change Constructions and Problem Management
2) Become familiar with the Reflective Handbook (see KEATS)
3) Develop Portfolio
Day 4 – Sessions 9 & 10 Learning outcomes & indicative reading
Session 9
Assignments: Feedback & discussion (reading).
Practice Exercise: The Whole Helping Process.
Practice Exercise: the Whole Helping Process.
Plenary: Feedback practice.
Session 10
Seminar: Putting It All Together.
Seminar: Implementation.
Seminar: Course feedback & evaluation
Tutorials: Portfolio development
Indicative reading & assignment:
1) Remainder of course text & additional reading
2) Complete Portfolio
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Indicative reading
Barlow J., Coren E. & Stewart-Brown S. (2002) Meta-analysis of the effectiveness of parenting programmes
in improving maternal psychosocial health. British Journal of General Practice 52, 223 – 233.
Barlow J., Davis H., McIntosh J., Jarrett P., Mockford C. & Stewart-Brown S. (2007) Role of home visiting in
improving parenting and health in families at risk of abuse and neglect: results of a multicentre randomised
controlled trial and economic evaluation. Archives of Disease in Childhood 92, 299 – 233 http://
doi.10.1136/adc.2006 095117.
Barlow J., Whitlock S., Hanson S., Davis H., Hunt C., Kirkpatrick S. & Rudolf M. (2010) Preventing obesity at
weaning: parental views about the EMPOWER programme. Child: Care, Health and Development 36(6), 843
– 849.
Bion W. R. (1962) Learning from Experience. Karnac: London.
Browning S. & Waite R. (2010) the Gift of Listening: JUST listening strategies. Nursing Forum 45(3), 150-158.
Bryant L. (2009) The Art of Active Listening. Practice Nurse 37(6) 49-52.
Coyne I. & Cowley S. (2007) Challenging the philosophy of partnership with parents: A grounded theory
study: International Journal of Nursing Studies 44 (6), 893-904.
Davis H. & Day C. (2010) Working in Partnership: The Family Partnership Model. The Psychological
Corporation, London.
Davis H. & Spurr P. (1998) Parent counselling: an evaluation of a community child mental health service.
Journal of Clinical Psychology and Psychiatry 39, 365 – 376.
Egan G. (1990) The Skilled Helper: A Systematic Approach to Effective Helping. Brookes/Cole: Pacific Grove,
CA.
Gupta R. (2013) Emotional Intelligence: An essential set of skills for health visitors. Journal of Health Visiting
7(1), 412-414.
Hopwood N., Fowler C., Lee A., Rossiter C. & Bigsby M (2013) Understanding partnership practice in child
and family nursing through the concept of practice architectures. Nursing Inquiry 20(3), 199-210.
Keating D., Fowler C. & Briggs C. (2008) Evaluating the Family Partnership Model (FPM) program and
implementation in practice in New South Wales, Australia. Australian Journal of Advanced Nursing 25(2),
28-35.
Kelly G. (1991) The Psychology of Personal Constructs. London: Routledge.
Halpern J. (2003) What is clinical empathy? Journal of General Internal Medicine 18(8), 670-674.
Maguire P. & Pitceathly C. (2002) Key communication skills and how to acquire them. British Medical
Journal 325 (7366) 697-700.
Maidment J. (2006) The quiet remedy: a dialogue on reshaping professional relationships. Families in
Society 87(1), 115-121.
Price V. & Archibold J. (1997) What’s It All About, Empathy? Nurse Education Today 17(2), 107-110.
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Robertson K. (2005) Active listening: more than just paying attention. Australian Family Physician 34(12),
1052-1055.
Rogers C. R. (1980) A Way of Being. Houghton Mifflin: Boston.
Rogers C.R & Farson R.E (2015) Active Listening. Martino; Conneticut.
Roter D. (2004) Patient-centred communication.
http://dx.doi.org/10.1136/bmj.328.7453.E303.
British Medical Journal.
Issue 328. DOI:
Seal J. (2013) Exploring perceptions of listening, empathy and summarising in the health visitor-parent
relationship. Journal of Health Visiting 4(1), 226-232.
Tsanis J., Dragonas T., Cox A., Smith M., Ispanovic V. & Sampaio-Faria J. (1996) Promotion of children's early
psychosocial development through primary health care services. Paediatric and Perinatal Epidemiology 10,
339 – 354.
Smith H. & Smith M. K. (2008) The Art of Helping Others: Being around, being there, being wise. Jessica Kinsley:
London.
Wright S. (2006) The Beauty of Silence. Nursing Standard 20(50) 18-20.
Module evaluation
At the end of the module you are requested to complete the short online evaluation which will be available
on your module KEATS site. Student evaluations are very important to us and are required by Health
Education England and the regional London Local Education and Training Boards.
Action from previous evaluations
1. The module evaluated very well - no changes were suggested by the student group.
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