Year 1 core modules

• Living in Contemporary Societies

  The module provides an insight into life in the UK from a socio-political and sociological perspective. The module starts with an overview of case studies of selected social groups such as children, youth, homeless people, rough sleepers, migrants and single parents. The socio-political and economic position of these groups will be examined in the context of the social exclusion- social inclusion debate in Social Policy and theoretical approaches of exclusion and poverty. The second part of the module continues to explore the nature and diversity of contemporary society by introducing students to sociological and political perspectives. These perspectives provide insights into our society and the forces promoting cohesion and driving change. The module combines an introduction to different sociological and political theories with a simple application of these to some important themes of modern society. Lectures and seminars will address themes such as identity, the local and the global, social divisions such as social class, gender, 'race' and ethnicity, and inequality, power and the state.

• Research in Health and Social Care

  The module provides students with a basic understanding of research methods in the context of health and social studies including areas such as social care, social policy, social work and/or youth work. The module prepares students to explore the role of research (in the contexts of one or several areas outlined above) by reviewing the implications of research for policy and practice. Students will gain a basic understanding of quantitative and qualitative research methods and learn how to critically evaluate existing research. Ethical issues will also be discussed. Students will be introduced to a variety of research projects in the health, social care, social policy, social work and/or youth work contexts in order to develop an understanding of the appropriateness of different methods, and the interconnection between research, policy and practice. Students will also have the opportunity to participate in small-scale exercises such as conducting interviews and/or formulating questionnaires and focus group schedules. For the assessment students will carry out a structured review of existing research in a particular research area.

Year 2 core modules

• Controversies in Criminal Justice

  The module provides an introduction to the workings of the English Criminal Justice System and lively ongoing debates about policy implementation. Any student undertaking this module will gain a clear overview of the Criminal Justice System and its impact on individuals and communities. The module starts by unpicking the notion of crime, then examining statistical data on its prevalence in contrast to public perceptions of levels of crime, as well as media reporting on crime. Students will also explore the causes of crime, the concept of social control and the different forms the latter takes within the Criminal Justice System. The module then follows the various stages of the Criminal Justice System - detecting crime, enforcing the law and processing offenders. This will include critical discussions challenging the effectiveness of both punitive and welfaristic approaches. The module will also explore the impact of punishment on both the offender and victim, and their families, and to what extent it achieves its aims.

• The Changing Context of Social Policy

  This module looks at key developments in social policy over the last century in the UK. Each week looks at a different period. The reasons behind developments are explored.

• Social Problems, Politics and Policy Making

  If part of what defines social policy is that it is a response to social problems, then it is first worth asking 'what is a social problem?' This is not as self-evident as it might initially appear. It is important to understand that what we might regard as a social problem today may not have always been the case. An issue for some social groups in society may well be experienced differently by others. We examine the view that social problems are not necessarily 'out there' in society but that they are socially constructed. This module examines the processes of how social problems are socially constructed. How power is distributed and used in society is an important part of this process. Successfully addressing social problems requires an understanding of the social, economic and political system within which such problems arise and are responded to with policy. Students will discover how, in respect of policy making, traditional forms of government have given way to systems of modern governance. This favours more of a participative form of democracy, allowing different groups to be consulted and involved in decision making. Lectures convey key ideas within the module, whilst seminars are used to allow students to work both individually and in groups. The essay asks students to look at one particular problem, to explain how it has become the focus of policy making and what the particular policy responses have been.

Year 3 core modules

• Sexuality, Family and Childhood: Universal

  Family as a site of problems and as a site of intervention provides the pivotal point of this module as personal relationships, childhood and families have becoming increasingly politicised subjects seen as requiring policy intervention or support. The module examines the development of this process and the way particular social constructions of family, childhood and sexuality are drawn upon in the rhetoric of different agencies concerned with influencing or setting policy. This will involve examining the prescriptions for parenting, interventions in so-called problem families in communities, the problematization of young people, generational care as an element of work/life balance and the drawing in of previously 'outsider' relationship categories into the ambit of state support/intervention. Family conflict, domestic violence and child abuse in families are also examined in the context of a wider agenda to dispel the 'dark side' of family life (for community's sake? For work's sake?), and linked to the formally endorsed rights of individuals in families, including human rights legislation and the growing emphasis on children's rights. Sexual rights and sexual wrongs are explored in relation to particular settings, actors, taboos and transgressions and the right of autonomy and self-fulfilment - often advanced by critics of the 'traditional' family. Finally, we assess the drawing together of rights and responsibilities in relation to families, work and community in UK policy set against a selection of international and supranational policies highlighting both policy convergence and divergence. The module should enable students to trace the connections between the real life dynamics of the personal, normative prescriptions of family life, the political landscape and creation of specific policies.

• Review of Research Processes in Health and Social Studies

  This module is designed to develop students' awareness of the need to underpin professional practice by the use of published and up-to-date evidence. It is an important skill for both students and emergent practitioners within health and social studies as they develop their knowledge and skills within their disciplines. This module therefore equips students with theoretical and practical knowledge about the research process within the health and social studies context. The content in this module will provide students with the basic understanding of the research process and methods, including exploring qualitative and quantitative research approaches, different research designs, and ways of collection and evaluating data. Integral within will be the development of practical skills relevant to the disciplinary base, e.g. how to conduct a literature search, review and appraisal.

Year 4 core modules

• Youth Offending: Policies & Practice

  This module is intended both for those interested in working with young people, who may seek a career in the youth justice, and for students who are simply interested in an academic exploration of the issues. The module examines young people's place in society and how they are viewed by adults, contrasted with their own experiences and understanding of their place in society. It explores explanations of the situation and emphasises the ethnic, religious and economic diversity of youth in Britain today. Next it explores youth offending and the perception that a high proportion of young people engage in anti-social behaviour and crime. This provides a detailed discussion of the many social explanations for youth crime and examines their implications. Ranging from welfare-based activities by governments to help offending youth, right through to the wide range of punitive policies, the module explores the effectiveness of these policies. Students are provided with a clear overview of the youth justice system, including the activities of the police, the judiciary, the youth service and youth offending teams. They are encouraged to critically discuss the shape and provision of youth justice services.

• Health and Social Care

  The module begins by exploring changing definitions of and ideas about health and social care; it then examines the historical development of health and social care provision. This will include how the two areas are increasingly expected to work in an integrated fashion. The module also considers the challenges and priorities faced by policy makers in respect of health and social provision. Key issues now include areas such as: choice, personalisation, patient-led care, service-user involvement, independence, managing risk together the need to safeguard vulnerable adults. The module aims to give students an outline of how the different sectors work and examines the range of agencies in the provision of health and social care services - increasing in the independent sector. The module will use case studies to explore contemporary issues to demonstrate changing agendas and the reasons behind them, such as: childhood obesity, risk-taking and what constitutes a healthy lifestyle.

• Citizenship and Migration in a Global Context

  The concept of citizenship has always been important in social policy and has close connections with welfare; formal citizenship is often the prerequisite for the receipt of welfare. Citizenship is not a fixed manifestation, however, but is a changing and contested concept. The British state seeks to manage its relationship with 'the public' with a particular conceptualisation of social citizenship as 'active citizenship' involving social and moral responsibility, community involvement and political literacy. How far this concept embraces the activities of citizens who challenge the state in order to protect or promote their or others' rights is debatable. The exploration of three models of citizenship - liberal, republican and communitarian enables the comparison of normative prescriptions for citizenship (their strengths and weaknesses), and with empirical manifestations of citizenship action. The second part of the module will look at citizenship and belonging in the context of migration. Immigrant groups such as migrant workers, asylum seekers and refugees are typically excluded from formal citizenship and the module will investigate to what extent they can enjoy certain rights as 'non-citizens' and how concepts of European citizenship and transnationalism relate to their sense of belonging. Students will be introduced to different types of citizenship developed by nation states and the consequences these definitions have upon social, economic and political rights of migrants. A number of theories of immigration will be looked at to understand factors which influence migration on the micro, meso and macro level.

Year 5 core modules

• International and Community Development: Institutions, Policy and Practice

  The United Nations Millennium Declaration was adopted by world leaders in 2000 and later became the Millennium Development Goals (MDG). The MDGs represent a collective responsibility to uphold the values of freedom, equality, solidarity, tolerance and respect for nature and address the uneven consequences of globalisation. The MDGs and associated targets have become central to much global policy making, the work of international development agencies and their partner organisations across the world. International community development workers must have an understanding of the ways in which local development projects can contribute to the MDGs and the values that underpin them. This module will introduce students to international development work, the ideas and theories that underpin them and the skills required to work in this field. Lectures and seminars/workshops will be used to deliver key areas of knowledge and to give students the opportunity to debate and discuss the issues that arise.

• Undergraduate Major Project

  You will engage in a substantial piece of work on a topic relevant to acute care. Each healthcare profession, whilst contributing to the delivery of care in the context of interprofessional collaboration, needs to have a sense of its own identity and unique contribution. You will be provided with support to prepare and submit a summative Undergraduate Major Project.

• Working with Communities and Groups

  There is a growing emphasis placed upon working with communities and groups across the voluntary, statutory and community sectors as a key tool in promoting inclusion and empowerment. In addition to working in partnership with key service providers in areas such as health, housing, education and employment, professionals from a range of disciplines are increasingly expected to work in partnership with community groups and service users to develop responsive services. This 'personalisation' of services requires a sharper focus on connecting service users, communities and service providers in order for individuals to access services better and influence how those services are developed (Home Office, CRU 2004). These are promoted as critical success factors in creating sustainable, cohesive communities, the success of which depends on those working in service delivery, across the board, possessing the relevant skills and knowledge (CLG 2004, 2006).This module aims to develop an understanding of the skills and knowledge needed to facilitate effective community and group work. Upon successful completion of the module, students should be able to evaluate examples of community and group work in a variety of contexts and appreciate the contribution of community and group work to effective practice.

Year 6 core modules

• Undergraduate Major Project

• Crime and Community Safety: Global Perspectives

  Governments have been shifting resources away from responding to crime to crime prevention through a combination of neighbourhood policing; funding of community projects to improve social capital; innovations in architecture; mediation and community justice programmes. These innovations have radically changed the nature of crime control and provide a wide and varied range of job opportunities. Academically, Community Safety is best seen as a combination of ideas and theories from the traditionally distinct academic approaches of Social Policy and Criminology. The most recent policy and theoretical manifestation of Community Safety has been the emergence of the concept of anti-social behaviour, which has expanded the reach of government into the lives of individuals in a way not previously imagined.

Year 1 optional module

• Comparing Welfare Systems

Year 3 optional modules

• Advocacy and Group Dynamics
• Social Policy Internship

Year 6 optional modules

• Developing Employability for Public and Community Services
• Violence and Harm