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BSc (Hons) Child Development and Developmental Therapies

Clearing

This course is available in Clearing. Call our hotline 01473 338352 to discuss your options and apply.

UCAS code: 
C822
Institution code: 
S82
Location: 
Ipswich

Duration: 

Three years full-time.

Six years part-time.

Typical Offer: 

2017 entry: 110 UCAS tariff points (or above)

2018 entry: 112 UCAS tariff points (or above)

BBC (A-Level), DMM (BTEC).

Please see Entry Requirements below.

  • Multi-disciplinary approach with an emphasis on child development and childhood interventions.
  • Excellent links to the NHS and other organisations allowing students to benefit from work experience and professional practitioners.
  • Benefit from our diverse tutors who are from varied backgrounds including speech therapists, nurses, psychologists and more.
  • Graduates can progress on to a variety of career paths and postgraduate study.

Introduction

This innovative and multi-disciplinary degree explores key issues in children’s development, their developmental needs and therapeutic working with children and their families alongside a range of therapeutic interventions for children (and their families) such as speech and language therapy, art therapy, and play therapy.

The curriculum is comprised of three core academic pathways: an in-depth exploration of typical and atypical child development and its therapeutic application; assessment and quantitative skills; and therapeutic working with children and families.

Shadowing work experience is built into the curriculum to enable students to gain valuable practical experiences in working with children with developmental issues and their families.

Students will also have the opportunity to complete an additional qualification in Safeguarding (Level 1).

The degree has excellent links with the NHS, other helping organisations and professionals allowing students to benefit from in-class contact with practitioners and access to work experience.

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Course modules

This course highly emphasises the practical application of children and developmental therapies with the use of clinical case studies and research experience. This will also contribute to the development of problem-solving skills both in academic and therapeutic contexts. Students will be supported through the programme by clinical and research experienced lecturers with a strong interest in child development and developmental therapies.

Full downloadable information regarding all University of Suffolk courses, including Key Facts, Course Aims, Course Structure and Assessment, is available in the Definitive Course Record.

Theoretical Perspectives on Child Development and Interventions (Requisite)

This module will explore the different theoretical perspectives related to childhood, typical and atypical child development, and interventions.

Child Development (Requisite)

This module seeks to explore how biological, psychological and social changes occur during childhood. As such, this module includes a comprehensive examination of key areas of interest related to child development from a variety of perspectives.

Diverse Patterns of Development (Requisite)

This module provides an introduction to the study of atypical development in children. It explores a range of different perspectives, methodologies and current debates within the field of atypical development in children.

Principles of Study & Research (Requisite)

During this module, particular emphasis is placed on developing students’ academic and critical writing skills, a firm foundation in thinking about research concepts, and the values and ethics of research involving children, children/youth with disabilities, and vulnerable groups.

Understanding Quantitative Data (Requisite)

This module will provide a sound introduction to the principles behind the processes of collecting and presenting quantitative data for psychological research and will equip students with the skills, knowledge and understanding that are important in starting analysing quantitative psychological data and interpreting results from published quantitative research.

Safeguarding (Mandatory)

The module provides students with an historical policy context in which to understand the origins of safeguarding children and the social construction of abuse. The shifting power relations between the state, professionals, families and children is a core theme that is critically explored through an examination of the legal framework, particularly the Children  Act (1989) and Children Act (2004) and also Child Abuse Inquiry reports. 

Children’s Health & Wellbeing (Requisite)

The module draws upon a variety of perspectives; the arts, humanities and social sciences and, in particular, calls upon a ‘sociological imagination’ to examine the multi-faceted nature of children’s health/illness/wellbeing.

Assessment in Child Development (Requisite)

This module raises awareness and critical understanding of the main principles and factors involved in assessing children’s development and their social environment. This module will also explore several methods of assessing children’s development and will consider how these impact on children’s developmental interventions.

Childhood Therapies (Requisite)

This module is aimed at giving students a sound understanding of the nature of developmental therapies, the relevant theoretical perspectives, and the most common developmental therapies applied in supporting children with developmental problems and their families.  

Research Methods (Mandatory)

This module focuses on methods and methodologies specific to research with children in a range of contexts such as Early Childhood, Disability studies, Education and Child Development.

Analysing Quantitative Data (Requisite)

This module provides a sound introduction to the skills and knowledge that are necessary for the statistical analysis of quantitative psychological research data. The emphasis is placed on the conceptual understanding of statistical methods rather than the mathematical formulas behind them.

International Perspectives on Children’s Health & Wellbeing (Requisite)

This module sets out to develop students’ critical awareness and understanding of the existing and potential effects of political, economic, environmental, socio-cultural and technological influences which impact upon children’s health and well-being in an increasingly international context.

Developing Therapeutic Skills (Requisite)

This module aims to provide students with a critical exploration of conceptual models of therapeutic skills to inform advanced practice. It explores a range of differing perspectives, methodologies and current debates within this field that relate to how children with developmental disorders and their families may face several therapeutic processes.

Ethical Principles in Therapeutic Practice (Requisite)

Ethical practice is central to all professional and therapeutic relationships. This module is aimed at developing students’ ethical awareness within therapeutic working with children and their families.

Applied Studies (Requisite)

This module is intended to allow students to explore in some depth an important book within their field of study. The aim is for students to engage critically with a key text. The theories and concepts examined throughout the whole programme can then be applied to key themes arising from the text and developed within a literature review.

Dissertation (Mandatory)

The module involves independent study under the guidance of a research supervisor. Students are expected to engage in a wide literature search, to support either a primary, secondary or literature based research study. This module builds on previous study undertaken by students at level 5, and takes as its basis the theoretical knowledge acquired in research methodology, principles, values and process.

Career opportunities

The course is designed to develop graduates who have the academic knowledge, numerical confidence and scientific and clinical skills to work in a range of helping related organisation and roles and/or to progress to appropriate therapeutic postgraduate training programmes.

Graduates are particularly well placed to progress to more specialised therapeutic programmes such as: speech and language therapist, occupational therapist, art therapist, play therapist.

Graduates can also progress in to a wide range of professional fields and roles such as developmental therapist, therapist assistant, therapy services, community psychology services, children’s services, family support worker, research assistant or progressing on to doctorate study.

The degree has excellent links with the NHS, other helping organisations and professionals allowing students to benefit from in-class contact with practitioners and access to work experience. 

Fees and finance

  • Full-time Tuition fee: £9,250 p.a.
  • Part-time Tuition fee: £1,454 per 20 credits (Please contact the Infozone for further information).
  • International Tuition fee: £10,080 p.a. 

Further Information                                        

  • Detailed information about Tuition Fees
  • Find out more about Financial Support eligibility.
  • Also see Loans and Grants.
  • At the University of Suffolk, your tuition fees provide access to all the usual teaching and learning facilities that you would expect. However, there may be additional costs associated with you course that you will need to budget for.

Entry requirements

Academic Requirements

2017 entry: 110 UCAS tariff points (or above), BBC (A-Level), DMM (BTEC).
2018 entry: 112 UCAS tariff points (or above), BBC (A-Level), DMM (BTEC).

Plus GCSE grade A-C in English and Mathematics (or equivalent) or new GCSEs grade 4-9.

Also see How to Apply.

International Requirements

IELTS 6.0 overall (minimum 5.5 in all components) where English is not the students' first language.

Also see International and EU.

Non-Academic Requirements

Any offer of a place will be subject to:

  • A satisfactory Enhanced DBS by the end of the first year of study.

Staff

Career Overview Wendy began her career as a Paediatric Speech and Language Therapist. She obtained her graduate degree in Speech and Language Therapy and Audiology in 1998 at Ghent University (BEL) and subsequently worked as an SLT specializing in hearing impairment and specific lan...

Career Overview Ferran completed a Masters and Doctorate in Clinical and Health Psychology at the University of Barcelona.  Before commencing employment in academia Ferran undertook several positions as a Psychologist, where he worked with psychiatric inpatients, homeless and subst...

Qualifications Medical Degree, University of Medicine and Pharmacy Carol Davila , Bucharest, Romania (1998) MSc in Human Development and Family Sciences, Oregon State University, Corvallis, USA (2004) PhD in Human Development and Family Sciences, Oregon State University, Corvallis,...

Stuart has recently joined the School of Applied Social Science as a Researcher and Lecturer. In the role of Researcher with iSeed, the University of Suffolk interdisciplinary research and evaluation service Stuart is part of the team conducting a Demand Audit for Suffolk and Norf...

Career Overview Sarah began her career as a Registered Nurse (adult), working in a number of specialisms including medicine, haematology, oncology and care of older people. She maintains links with the nursing profession by remaining on the Nursing and Midwifery Council (NMC) regist...

Dr Allison Boggis is the Course Leader for the BA (Hons) Special Educational Needs and Disability Studies programme.  Allison has taught on a variety of social science undergraduate and post-graduate courses since joining University of Suffolk in 2004. ...

Maureen is a lecturer in Early Childhood Studies and the course leader for the MA Childhood Studies. In 2010, Maureen graduated from Marian University in Indianapolis, Indiana with a BA in Sociology and Political Science. In 2012, she received her MA Sociology at University of Esse...

My academic discipline is in social policy and childhood. I loved studying it as student and I remain passionate about it still, reading, writing, researching and teaching it. I feel very privileged that I can introduce students to my subject and ignite that same passion. The desire...

Deborah's first and Master s degrees in Psychology are from the Open University. She also holds a P.G.C.E. and is a qualified primary school teacher. ...

Facilities and Resources

Teaching takes place in our modern Waterfront Building, based on the Ipswich Waterfront. We have a range of lecture rooms, seminar rooms and a large auditorium for our teaching, along with several flexible study spaces for breakout groups or independent studying.

Our Waterfront Building is also home to art exhibitions and a café – perfect for refuelling between lectures.