MODULE SPECIFICATION FORM
Module Title:
Understanding self and others
Module code:
YCW402
Existing/New:
Semester(s) in which to
be offered:
new
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Level:
1
4
Credit Value:
With effect
from:
20
Sep 2010
Title of module being replaced (if any):
Youth & Community
200
40
80
80
Module Leader:
Status: core/option/elective
(identify programme where
appropriate):
Percentage taught by Subjects other than originating
Subject (please name other Subjects):
Programme(s) in which to be
offered: BA (Hons) Youth &
Community Work
Pre-requisites per
programme (between
levels):
Kathy Edmonds
CORE
0%
Co-requisites per
programme (within a
level):
Module Aims:
 To develop the students understanding of the theories that inform and make sense of
individual and group behaviour;
 To examine the nature of inter-personal relationships,& the relationship between work
with individuals & work with groups during adolescence.
 To develop the students awareness of group work methodology for practice within caring
and learning environments.
 provide foundation knowledge of key social psychological theories that explains
adolescent behaviour.
Expected Learning Outcomes
At the end of this module, students should be able to:
Knowledge and Understanding:
1. Understand the processes and stages of Group development through assessing different
models and concepts of Group work
2. Describe the roles and expectations that shape the individual, including themselves
through reflective practice.
3. Define the key psychological perspectives which underpin interpersonal relationships
4. Identify valid psychological explanations for individual attitudes towards race, gender,
age, disability, sexuality and other perceived social differences.
5. Review the skills required for one-to-one work, group work and counselling and
understand the influences that determine the quality and nature of human relationships.
6. Assess the role of personality, emotion, and the effects of prejudice, conflict & conflict
resolution relating to reflective professional practice with groups and individuals.
Transferable/Key Skills and other attributes:
 Communication (in writing & verbally) with individuals and groups through informal
learning, group work and presentations.
 Interpret, analyse and evaluate behaviour, approaches and methods.
 Assess the roles & expectations that shape the individual, including themselves.
 Rewiew the skills required for one to one work, group work & counselling.
 Understand the processes and stages of Adolescent development
 Work collaboratively with others as members of groups, teams and networks.
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%).
1. Presentation: Demonstrate an understanding of the theoretical and ethical framework
through the medium of a 20 minute presentation to peers. In each case: Outline the theory;
Refer to the application of the theory through research projects; Prepare a handout covering
the main points to give out to the rest of the group. Research one of the following
perspectives:
Erikson’s psychosocial theory ; Eysenck’s Theory of personality ; Kelly’s Personal construct
theory ; Adorno’s Authoritarian Personality.
2. Example of Group Essay title “Effective groupwork requires that people work
together to achieve a common goal.” Consider this statement in relation to the
concepts of “Group process”; “Group purpose”; “Individual need” and explain why,
when working in a groupwork setting, it is difficult to maintain a balance between all
three.
3. Observational visit: You are required to undertake an observational visit to a youth &
community agency where groupwork is used and produce a reflective account of the visit.
This should involve you in more than just the observation of the agency. You may, for
example, want to interview a member of staff who uses groupwork or you may want to meet
members of a group to hear about their experiences. In developing observational skills in
groupwork you may find it helpful to apply the three variables identified by John Adair.
Assessment
Learning
Type of assessment Weighting Duration
Word count or
Outcomes
(if exam)
equivalent if
to be met
appropriate
1
2
3
1–6
1-6
1,2,6
Group Presentation
Group Essay
Observational
Recording
25%
75%
Pass/Fail
20 min
2000
500
NOTE: All elements of assessment must be passed in order to pass the module.
Learning and Teaching Strategies: Formal lectures, observational visits, discussions, working as
a group, video, peer learning through student presentations, self-directed study, role play.
Syllabus outline:
Overview of Group work
 Stages and Processes in Group
Development
 Roles in Groups
 Knowledge and Skills in Group work
 Prejudice & Conflict
Informal and Formal Groups
 Types of Groups
 Developmental Group work
Range of Settings
 Mapping and Analysis of Different Types of
Groups
 Styles of Work with Groups and Small group
intervention
Social Psychology
 Social Psychology perspectives
 What is Psychology/ Social Psychology
 The Art of Listening
 Engaging with individuals and Inter-personal skills
 Outline of counselling skills, theories and issues
Bibliography (please submit in Harvard referencing format)
Recommended Texts:
Baron-Cohen, S
(2004) The Essential Difference: Men, Women & the Extreme Male Brain, Penguin
Buchroth I & Parkin C, (2010) Using Theory in Youth and Community Practice, Exeter: Learning Matters.
Coalman J,& Hagell A, (2007) Adolescence, Risk & Resilience: against the Odds, Chichester: John
Wiley & Sons
Gross R,
(2000), Psychology, The Science of Mind & Behaviour.3rd edition Cassell Educ Ltd
Morgan N,
(2007) Blame my Brain: the amazing teenage brain, Walker Books Ltd
Preston-Shoot, M
( 2007), Effective Groupwork, Palgrave
Ridley M.,
(2004), Nature and Nurture, HarperCollins
Wstergaard J
(2009) Effective Groupwork with Young People McGraw Hill Maidenhead
Other reading:
1974 Developmental Groupwork with Adolescents, Unibooks
Button L
2003 Oxford Dictionary of Psychology Oxford University Press
Coleman A C,
1999, Groupwork with Children & Adolescents JKP.
Dwivedi K N (Ed)
1994, The Skilled Helper Brookes/Cole.
Egan G
Geldard K & Geldard D [b.]
2003 Counselling Skills in everyday life, Palgrave: Basingstoke
Geldard K & Geldard D [a.]
2001 Working with children in groups, Palgrave: Basingstoke
Harris TA
2007, Leading Work with Young People, London: OU/Sage.
Harrison, R et al.
2005 Working with young people, London: Sage
Harrison R,& Wise C
2007 Social Psychology Matters Open University Press
Holloway W,Lucey H,& Phoenix
A
1999, Group Theory & Experience, Houghton & Mifflin.
Napier RW & Gershenfield MK
2008, Community Work, Macmillan.
Twelvetrees A
National Occupational Standards Addressed by this module:
1.1 Facilitate learning and development of young people through youth work.
1.2 Plan and implement learning activities in youth work.
1.3 Promote young people’s self awareness, confidence and participation.
2.2 Safeguard the health and welfare of young people.
2.3 Promote equality and the valuing of diversity.
3.1 Engage with young people.
3.3 Build working relationships and networks.
QAA Benchmark Standards Statement
7.1
 Locate the inter-professional context and references for their professional practice
 Recognise and compare multiple, competing perspectives and challenge the status quo
and dominant ideas.
7.2
 Identify discrimination, oppression and/or exclusion and be strategic in developing
interventions to tackle these in different situations.
 Facilitate informal learning and community development, using group work and a range of
interpersonal skill.
 Promote experiential learning and reflection in self and others
 Exhibit insight and confidence in managing themselves and draw on conscious use of self
in working with others and in leading or participating in teams.