Theories of justice are still being worked on and developed today. You question contemporary theories of justice through applying them to some of the most controversial issues dominating contemporary politics.

What are the legal implications of family breakdown when the parties are married? Or when they are civil partners? How does this change if they have children? Examine key features of family law, including the protective function (relating to domestic violence), adjustment of property rights and responsibilities of family members.

This module will help you put psychodynamic theory into practice. You will learn skills and techniques used in counselling and how to apply these to working therapeutically with an individual child, adolescent, or adult. You will study written material relating to counselling skills and take part in workshop based learning to support your theoretical understanding.

What place does trauma have within psychoanalytic thinking? What impact does loss have on children? Or on adolescents and adults? Explore human development and organisational dynamics by studying themes of child abuse, deprivation, loss and trauma. Understand the implications for organisations working with traumatised people.

The aim of this module is to develop your knowledge and understanding of the principles of psychodynamic counselling and provide you with a grasp of the key skills useful in supportive work with children and adolescents. You will also deepen your understanding of the dynamics of relationships and encounters between staff and children/adolescents.

This module will introduce you to a wide and diverse range of refugee narratives presented through song, poetry, stories, art, drama, film, photography, autobiography, oral history, and charity sector, media and political reports. You will explore the complexity and uniqueness of these narratives, gaining understanding of different factors potentially influencing the construction and interpretation of narratives. People may seek to narrate their own stories, speak for themselves and give their own accounts of personal lived refugee experiences. You will reflect upon the challenges people may encounter in communication personal refugee experiences to others and consider the extent to which first person accounts may be said to belong to those who give them. The terms ‘refugee’ and ‘asylum seeker’ are used in particular ways in legal discourse, but the way they are used in different types of public discourse varies greatly. You will develop critical insight into how and why stereotypical ideas about people seeking refugee arise, and furthermore the ability to question and challenge stereotypical ideas. You will gain an appreciation of the complex, diverse, messy lived experiences of those who seek refuge and come to recognise that whilst there may be elements of suffering and disorientation, not everyone who seeks refuge is traumatised by their experiences. Indeed, whilst those seeking refuge may experience human rights violations, at times they may experience resourcefulness, creativity, liberation, growth and joy. You will reflect on people’s experiences of being labelled an ‘asylum seeker’ or ‘refugee’, deepening their understanding of the complex psychosocial reasons why such labels may sometimes be embraced, at other times rejected and of the dynamic, fluid nature of refugee experience. The module will examine concepts of ‘voice’, ‘representation’ and ‘power’, considering who may secure spaces to present refugee narratives and who may pay these presented narratives any attention.

In this module, you’ll explore three interrelated phenomena – dream, myth, and magic – that emerge at the intersection of the conscious and unconscious mind. Each was deeply involved, explicitly or implicitly, in the development of depth psychology, and each continues to be a site of reflection and controversy within the field.

This module develops your critical understanding of practice and professionalism in the field of early childhood education and care. The module builds on your placement experiences at level 4 and level 5 alongside previously taught modules, including safeguarding and ethics, infant observation, and child development. It sits alongside L6 modules that explore children’s play and socialisation, and psychoanalytic perspectives on learning and teaching. The module provides you with specific, reflective and critical exploration of the frameworks surrounding, and practical approaches to, effective working with children 0-5 years within early years’ setting. You will critically evaluate the role of the adult in the learning and development of young children and reflect upon the practical use of curriculum frameworks and national and international legislation and policy in early years contexts. The module will provide theoretical and practical exploration of the provision of effective learning environments and experiences for the age, stage and needs of individuals and groups. You will identify the observation, assessment, and planning cycle as vital to tracking progress for young children while providing facilitative and practical spaces for you to create and evaluate activities across prime and specific (EYFS 2021) areas of learning. The module also critically evaluates the oft-neglected practice of care and considers physical care routines, key worker relationships, and supporting children’s transitions as vital to the creation of an enabling early years’ environment and the wellbeing of children. This emphasis sits alongside discussion of the importance of information handling, security, risk assessments and risk management as integrated into the everyday ethical practice of the early years professional.

Discover how questions of childhood and youth have driven wider debates in criminology and sociology. Ask why, how, and with what, effects children and young people have been constructed as subjects with rights, relational citizens with needs, offenders to be reformed or punished, and victims to be protected. Explore children and young people’s experiences of (il)legal youth cultures, systems of youth justice, education, child protection, family intervention and other efforts to counter social exclusion.

How has the concept of mental health been developed by psychiatrists? What role do genetic, psychological, social and cultural factors play in causing mental illness? How has mental health treatment developed? Critically examine mental illness, psychiatric thinking and practice, and mental health services, using real-life examples in your debates.

What is ‘trauma’ and how is its history connected to that of war in the modern age? How have stories of trauma become a feature of contemporary society, and why? This module traces the history of trauma in the age of ‘total war’, from the two World Wars, through the Vietnam, Iraq, and Afghanistan conflicts, to the present, linking the history and sociology of medicine to the cultural and social history of modern warfare.

What is ‘trauma’ and how is its history connected to that of war in the modern age? How have stories of trauma become a feature of contemporary society, and why? This module traces the history of trauma in the age of ‘total war’, from the two World Wars, through the Vietnam, Iraq, and Afghanistan conflicts, to the present, linking the history and sociology of medicine to the cultural and social history of modern warfare.

What is ‘trauma’ and how is its history connected to that of war in the modern age? How have stories of trauma become a feature of contemporary society, and why? This module traces the history of trauma in the age of ‘total war’, from the two World Wars, through the Vietnam, Iraq, and Afghanistan conflicts, to the present, linking the history and sociology of medicine to the cultural and social history of modern warfare.