联系我们： 手动添加方式: 微信>添加朋友>企业微信联系人>13262280223 或者 QQ: 1483266981

2020-2021
MA CHILD STUDIES/
INTERNATIONAL
CHILD STUDIES
7SSEC002
CHILD HEALTH &
DEVELOPMENT

MODULE HANDBOOK
GENERAL INFORMATION & OVERVIEW
Module Director Dr Ann Lorek E-mail ann.lorek@kcl.ac.uk
Module Teaching Preparatory work will be
uploaded on Keats by 5pm
on the Monday before the
Live online session on
Thursdays.
Live sessions are Thursdays
10.00 – 14.30/15.00 (please
see timetable for exact
times of seminars).
Location Preparatory work includes individual
and student group work that will be
presented by students at the next
live session, or discussed in the
forum prior to the session.
The Live sessions will be on Microsoft
Teams.
Module
Administrator
Rosanna McCurrie E-mail ecs-pgt@kcl.ac.uk
Phone 020 7848 5898 Office 1/1 Waterloo Bridge Wing
If you have any questions or need to discuss anything related to the module, please contact your
module coordinator, Ann (details above). Assignment tutorials are arranged as part of the
module: please see the Key Dates. Beyond this, please ask any questions by email or in
class. Quick questions can always be sent by email and will usually receive a reply within three
working days (but please do not expect a response at weekends, in the evenings, or during
holidays / annual leave).
Overview
This module examines neurobiological and psychological determinants of health
throughout a child’s life, within the family and society. The different ages of childhood
are explored, looking at factors that affect wellbeing and optimal health, and the
importance of early intervention.
Aims and learning outcomes
By the end of the module you should:
1 Have a deeper understanding of the biological determinants of health and
development and outcomes for children with a range of needs and in a variety
of settings.
2 Be able to use some of the most significant theories pertinent to child
development to engage with some of the difficulties facing vulnerable groups of
children.
3 Know more about the issues arising during adolescence and factors affecting
transition to adulthood.
4 Have gained in-depth understanding of some important health issues, including
mental health issues, both local and international.
5 Engage confidently with considerations for health policy, including a public
health approach.
– 2 –
6 Be able to research within a range of academic disciplines, to synthesise
different sources of data and argument in relation to child health and
development, including from disciplines outside your primary area of expertise,
and to communicate these effectively in writing.
7 Read in conjunction with and synthesise material from other modules and
perspectives including children’s rights, child protection and disability, and the
sexual health needs and vulnerability of young people.
Personal, enabling and employability skills:
1. Demonstration of a critical approach to health policy.
2. Ability to apply theoretical concepts to practical challenges.
3. A multi-disciplinary approach to contemporary issues in relation to child health and
development.
4. Effective written communication in a complex and specialist area.
Essential preparation
In preparation for each class you should do the following:
1. Any homework asked of you: e.g. you may be asked to prepare for a group presentation or a
debate. This will be posted on KEATS in advance.
2. Essential and/or ‘core’ readings, also available on KEATS.
Independent study
In addition to preparation, you will be expected to engage in extensive independent study
throughout the module. This may take the form of (for example):
1. Additional reading in relation to each session or the sessions that particularly interest you,
whether for interest or in preparation for the assignments. You may use My Reading List
for inspiration, or you may follow up concepts or reading suggestions from the lecturers’
presentations.
2. Assignment preparation.
3. Attending relevant seminars and events (at King’s and elsewhere) to enrich your learning.
4. You may find it useful to write up your reflections in a study journal.
Date Child Health and Development 7SSEC002 2019/20 Tutor
1- The start of life
3/12/2020 LIVE SESSSIONS; Online only on 3rd December
09.30 –10.00 Welcome to the course Ann Lorek
– 3 –
10.00 – 11.00 Introduction to obstetric care Professor Andrew Shennan
11.15 –
12.30
Neonatal care Virginia Houba
13.15 -14.15 An introduction to writing a policy brief. Tania De Croix
2- Early Childhood
10/12/2020 LIVE SESSSIONS TO BE ATTENDED /ONLINE
10.00-11.30 Child development in the early years Ann Lorek
12.30-13.30 Attachment Danya Glaser
13.45 – 14:30 Child Development, and Adverse Childhood Experiences Ann Lorek
3- Communities, families, and adolescents
17/12/2020 LIVE SESSSIONS TO BE ATTENDED /ONLINE
10.00-11.00 Empowering parents, empowering communities Crispin Day
11.30-12:30 Adolescent social cognition Jack Andrews
13.30-14.30 Adolescence: Physical, emotional, social and psychological development Joan Walters
Winter vacation: no teaching Monday 21th December 2019 – Friday 8th January 2020
4- Child Nutrition and Malnutrition
14/1/2020 LIVE SESSSIONS TO BE ATTENDED /ONLINE
09.30-11.30 Childhood obesity
Eating Disorders
Dr Simon Chapman
Dr Jonathan Espie
12.30-14.00 Nutrition and malnutrition Alexandra Rutishauser_x005f Perera
5- Impact of health conditions on child & family wellbeing
21/01/2021 LIVE SESSSIONS TO BE ATTENDED /ONLINE
10.00-11.30 The impact of a health condition, and hospitalisation, on a child and
family
Dr Ellie Atkins
11.40-12.30 An introduction to the immune response, and COVID-19 Dr Ann Lorek
13.00-14.30 Tuberculosis and HIV Dr Anna Battersby
6- Systems and communities
28/01/2021 LIVE SESSSIONS TO BE ATTENDED /ONLINE
10.00-10.50 Immunisation preventable diseases in children Ann Lorek
11.00 – 12.15 A systems approach to health, Mobile technology and health Joanne Ferry
13.00 – 14.30 Public Health Kirsten Watters
7- Children with additional needs
04/02/2021 LIVE SESSSIONS TO BE ATTENDED / ONLINE
10.00–11.30 Special educational needs and disability. Ann Lorek
– 4 –
Sexual health and multisensory impairment Isabel Gammie
12.30-14.00 Children with neurodevelopmental disorders Dr Narad Mathura
8- Mental health and wellbeing
11/02/2021 LIVE SESSSIONS TO BE ATTENDED / ONLINE
10.00-11.15 Young people with mental health disorder in the youth justice system Dr Richard Church
11.30-12.45 Refugee child health Dr Ann Lorek
13.30-14.30 The need for sleep Dr Sally Hobson
15.00-15.15 Q&A session: Child Health and Development assignments (general
questions); reflection on Child Health and Development module; any
questions on [International] Child Protection.
KEATS
KEATS is the Virtual Learning Environment that the College uses to support teaching
and learning. You will be able to access module handbooks, electronic lecture handouts
and reading lists through KEATS, as well as submitting your assignments. Student
Support self-help guides for using KEATS are available in video and downloadable step by-step PDF formats, with IT Service Desk and other useful information. They are
located at: http://keats.kcl.ac.uk/ redirect=0 . You can self-enrol on to this student
support course using your King’s username and password.
READINGS
The electronic reading list for each module is provided through myreadingslists at
https://kcl.rl.talis.com/index.htm lhttp://myreadinglists.kcl.ac.uk/index.html . The
reading list is broken down into general texts and texts for each lecture, and sources
are usually also identified as core, recommended or additional texts. Core reading
should be read in advance of the session and will also be listed under the lecture
headings on KEATS, with a direct link to the source if available. Lecturers may make
late changes to the core reading, so if the two lists are not identical, then the readings
indicated under the lecture heading on KEATS should be given precedence. A link to
the full reading list is also available through KEATS. Please ensure that you have read
any preparatory material for the sessions and are prepared to discuss it. If no reading
is set, please refer to the reading list for reading around the topic in advance.
TUTORIALS
Tutorials:
Essay and Policy Tutorials
Wednesday 27th January Thursday 28th January, Friday 29th January, Wednesday 3rd
February, Thursday 4th February 2021 and Friday 5th February 2021; times to be
– 5 –
confirmed with students. Please prepare your essay plan and any questions about your
policy assignment.
SUBMISSIONS:
See Key Dates
The Essay needs to be submitted by 5pm on Monday 22nd February 2021 (end of first day of
reading week). An e-copy should be uploaded on to KEATS.
The Policy Briefing needs to be submitted by 5pm on Monday 1st March 2021 (the Monday
after reading week). An e-copy should be uploaded on to KEATS.
ASSESSMENT:
There are two parts to this assessment; Students are required to write an essay and a policy briefing
that can be on a topic related to the essay, or on a different area of interest.
1) Essay
Word count maximum 5,000 words 85% of module mark.
Draw on academic evidence from the health and social sciences to address one of the following topics
relating to the UK (Child Studies) or a country or region of your choice (International Child Studies).
a) Factors affecting child and adolescent mental health and wellbeing, the role of schools, and
challenges to improving outcomes.
b) ‘Today’s young people experience better sexual health and are taking more measures to protect
their sexual health than prior generations of youth’. Discuss and consider what if anything can be
done to improve the current situation
c) The impact of [an infectious disease] on outcomes for children and young people.
d) How far can early intervention improve outcomes in child development
e) Gender is an outdated concept. Consider from a sociological, biological and psychological
perspective.
f) Choose an issue in relation to child health (including mental health) and/or development that you
regard as of current public interest or importance*. Discuss why the issue merits the attention of
policy-makers, assess contemporary policy and practice responses, and make recommendations for
research and policy to resolve or ameliorate the problems identified. Dr Tania de St Croix will be
giving an additional session on Introduction to Policy Analysis and Evaluation in January to support
the assignment. Details to follow.
*For Child Studies students, this should be an issue of topical interest in the UK. International Child Studies
students should choose an issue of international, regional or national significance, and include at least one
country outside the UK in the focus of their discussion. Your proposed topic must be agreed by a member
of staff, at the tutorials for this module or otherwise.
2) Policy Briefing
Word count maximum 1,000 words 15% of module mark.
– 6 –
Choose an issue of contemporary interest to policy-makers* (which may be related to your essay or a new
topic of interest). Write a concise summary of the issues and the potential policy responses to it, and
provide some recommendations on the best policy approach. This briefing is to be aimed at local or
regional government policymakers and others who may be interested in making or influencing policy. It
should have an attractive design and may include one or more photographs (attributed to the source).
The aim is to provide background information setting the problem in context.
The importance and urgency of the problem should be set out.
Information should be given about alternative options
Encourage the reader to make a decision by presenting the importance of the topic and providing
sufficient evidence to support the reader in making a decision.
Be concise and focus on a problem or issue.
Weigh up the quality of the evidence, and ideally bring in evidence from a number of sources.
Keep a focus on what was found, and the recommendations.
Aim to draw conclusions that are widely applicable and of interest to policy makers.
Suggested format
1. Title
2. Summary
3. Recommendations
4. Introduction
5. Main text
6. Policy implications
7. Conclusions
*For Child Studies students, this should be an issue of topical interest in the UK. International Child
Studies students should choose an issue of international, regional or national significance, and include at
least one country outside the UK in the focus of their discussion. Your proposed issue must be agreed by a
member of staff, at the tutorials for this module or otherwise.
Assessment criteria
Please refer also to the College’s generic taught postgraduate assessment criteria in the School’s online
MA handbook at https://internal.kcl.ac.uk/sspp/stu/ecs/MAhandbook/assignments.aspx
Assignment specific assessment criteria:
1) ESSAY assignment specific assessment criteria
Understanding: i) identification of an issue related to the health and/or development of children of
current public interest or importance; ii) demonstration of understanding of the impact or potential
impact on the welfare of children during childhood and across the life course; iii) demonstration of
understanding of the significance of different socio-cultural /economic/ national / regional contexts
– 7 –
(as appropriate) to policy and practice responses to the chosen issue; iii) the ability to analyse the
strengths and weaknesses of policy and practice in relation to the issue; and iv) identification of gaps
in the knowledge base and promising areas for the development of research and policy responses.
Depth of knowledge: i) the ability to research within a range of academic disciplines in order to
situate children’s health and development within the wider contact of their welfare and life
experiences; ii) identification of key sources on the topic from the literature; iii) the ability to
summarise a body of academic literature succinctly and to synthesise different sources of data and
argument in relation to child health and development; and iv) the ability to evaluate the state of
knowledge and thinking on the topic in question. All sources cited are referred to in the reference list
at the end of the essay (please use the Harvard or APA system of referencing: for more details please
see the MA Handbook).
Structure and clarity: The overall structure of the essay supports the development of a clear
argument. An introductory section justifies the choice of issue to be addressed and explains its
importance for the health, development or welfare of children. Key definitions are provided and
discussed where appropriate. Opposing views are set out and discussed before your own conclusions
are explained and justified. Key points, including recommendations, are made succinctly and clearly.
Sections, paragraphs and sentences flow logically from one to the next, enabling the reader to follow
the developing argument easily.
General: i) attention to policy and practice implications, including the making of concrete and
realistic recommendations which can be seen to arise clearly from discussion of the identified
issue(s); ii) high levels of presentational accuracy.
2) Policy Briefing assignment specific assessment criteria
Understanding: i) succinct presentation of an issue related to the health and/or development of
children of current public interest or importance; ii) demonstration of the impact or potential impact
of the issue on the welfare of children /young people; iii) demonstration of understanding of the
significance of different socio-cultural /economic/ national / regional contexts (as appropriate) to
policy and practice responses to the chosen issue; iii) the ability to present the strengths and
weaknesses of policy and practice in relation to the issue; and iv) set out any limitations in the
knowledge base; v)There is a clear connection between what was found in the studies, and
recommendations in the briefing.
Depth of knowledge: i) the ability to research within a range of academic disciplines in order to
situate children’s health and development within the wider contact of their welfare and life
experiences; ii) identification of key sources on the topic from the literature; iii) the ability to
summarise a body of academic literature succinctly and to synthesise different sources of data and
argument in relation to the policy in question; and iv) the ability to evaluate the state of knowledge
and thinking on the topic in question. All sources cited are referred to in the reference list at the end
of the policy briefing (please use the Harvard or APA system of referencing: for more details please
see the MA Handbook).
Structure and clarity: i) The overall structure of the briefing supports ready identification of the key
– 8 –
points and clear connections between the evidence from research and the recommendations made.
ii) A clear and concise style of writing. iii) An introductory section justifies the choice of issue to be
addressed and explains its importance for the health, development or welfare of children. iv) Key
definitions are provided and discussed where appropriate. v) The briefing is attractive and easy to
follow.
General: i) clear presentation of policy and practice implications, including the making of concrete
and realistic recommendations which can be seen to arise clearly from the evidence presented in the
briefing; ii) high levels of presentational accuracy. iii) Conclusions are drawn that are widely
applicable and of interest to policy makers.
GENERAL GUIDANCE FOR ASSIGNMENTS
Presentation:
The recommended font size is 12 point.
Use double or 1.5 line spacing and leave a margin of one inch (2.5 cm.) on both sides of the page.
Check that your reference list only includes sources referred to in the text of the assignment.
Please consult the school handbook if you are at all uncertain about referencing conventions.
Ensure that your name does not feature anywhere on the assignment.
Your student number, which is the 7-digit number on your student ID card (which may also be
followed by ‘/1’ on the card) must be typed in the header or footer of each page. The title of the
document when uploaded to KEATS must also be given as this number.
The word count should be given at the end of the assignment.
Check that you have numbered your pages.
Failure to comply with the formal requirements and penalties for late submission, plagiarism and excess
word-counts (below) in submission of the formative assignment will not result in penalties but we strongly
suggest you use it as a practice run for all those purposes!
Assessment criteria:
In addition to the assignment specific marking criteria, the module uses the College’s generic marking
criteria for postgraduate awards. A copy of the marking scheme is in the School MA handbook and can be
found on the College’s Governance Zone on the website
at http://www.kcl.ac.uk/governancezone/index.aspx
School policy for the late submission of coursework: Students who submit work after a deadline, BUT
within 24 hours of that deadline will still have their work accepted and marked. However, the maximum
mark achievable for that piece of work will be set at the pass mark, i.e. 50% for Level 7 modules. Students
submitting late as a result of mitigating circumstances (such as a serious illness) should follow the College’s
mitigating circumstances guidance
at https://internal.kcl.ac.uk/sspp/stu/ecs/MAhandbook/Mitcirc.aspx Work submitted more than 24 hours
after a deadline, in the absence of valid mitigating circumstances, will not be marked and will incur a
mark of zero.
*Please note also that you must provide a word count and must not go over the word limit set. The
falsification of word counts is deemed to be an act of misconduct and is treated accordingly. The School of
Education, Communication & Society operates the following policy for exceeding word limits:
0.5% mark deduction for every 1% exceeding the word limit. The penalty is only applied to assignments
– 9 –
that are at least 1% in excess of the word limit, i.e. students who very marginally exceed a word limit, by
under 1% of the limit, will not incur a penalty. The following do not need to be included in overall word
counts:
bibliography/references pages
abstracts
tables
diagrams
acknowledgements
contents pages.
[N.B. We do not expect an abstract, tables/diagrams/acknowledgements/contents pages for any
assignments other than the dissertation].
There is no minimum length requirement for a piece of coursework (unless specified in the assignment),
but it is unlikely to meet the criteria for a pass if content or depth is limited by a short word count.
Plagiarism
You can check the Similarity Index, that is, how closely matched your assessment is to other submitted
work and to other sources, through KEATS – please
see https://internal.kcl.ac.uk/sspp/stu/ecs/MAhandbook/referencing.aspx for details. Remember a high
Similarity Index does not necessarily indicate a high level of plagiarism; however, it is your responsibility to
make sure that your assessment adheres to the College’s guidelines on plagiarism discussed below (for
more details please check the programme handbook). Plagiarism is defined in the online School MA
handbook and is also discussed in the academic writing sessions. It is very important that you refer
correctly to studies and publications you have read and included in your essays. Please refer to the
handbook for details on using and setting out references appropriately. You are reminded that all work
submitted must be your own, and you must not collaborate with anyone else. You must use your own
words at all times. If you wish to use a quote from a paper or article, it must be placed in quotation marks,
and the author and year given. If you paraphrase work from a paper or article, a reference (author and
year) must still be given to the original source. Please note that even if the work is referenced, improper
paraphrasing (i.e. altering a few words here and there but still lifting phrases without using quotation
marks) is still considered to be plagiarism. You must not re-use essays you have previously written for
another purpose or course. If you are in ANY doubt about how to avoid plagiarism, or what it means,
please talk to the module co-ordinator.
Useful Journals
Adolescence
Archives of Disease in Childhood – BMJ Journals
BMJ
Child and Adolescent Social Work
Child and Adolescent Mental Health
Child and Adolescent Mental Health and Psychiatry
Child and Youth Care Forum
Child and Youth Services
Child: Care, Health and Development
Current Problems in Pediatric and Adolescent Health Care
Developmental Medicine & Child Neurology
– 10 –
Early Child Development and Care
Journal of Adolescence
Journal of Adolescent Health
Journal of Adolescent Research
Journal of Clinical Child and Adolescent Psychology
Journal of Early Adolescence
Journal of Paediatrics and Child Health
Journal of Research on Adolescence
Journal of Youth and Adolescence
Journal of Youth Studies
The Lancet
New Directions for Child and Adolescent Development
New Direction for Youth Development
The Lancet – 2nd edition of articles on adolescent health published 2012
World Youth Report
Youth and Society
Websites
Anti-Bullying Alliance (ABA) brings together over 70 organisations into one
networkhttp://www.anti bullyingalliance.org.uk/
Association for Young people’s Health http://www.youngpeopleshealth.org.uk/1/about -us/
Bullying UK – http://www.bullying.co.uk/
Eating Disorders Association http://www.b -eat.co.uk
Enable – https://www.un.org/development/desa/disabilities/
Department of Health https://www.gov.uk/government/policies/children – s -health
National Autistic Society http://www.autism.org.uk/
Royal College of Paediatrics & Child Heath https://www.rcpch.ac.uk/
UN Youth – https://www.un.org/development/desa/youth/
World Health Organization, Topics: Adolescent health http://www.who.int/topics/adolescent_health/en/
Young Minds – http://www.youngminds.org.uk/
– 11 –