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This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.

This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.

This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.

Recent high-profile cases Re W (A Child) [2021], Bell v Tavistock [2020] and [2021], NHS Trust v CX [2019] and Great
Ormond Street Hospital v Yates [2017], have incited an international conversation on the unique ethical and legal
issues that arise from children in the medical context.

From children’s consent to medical treatment to the more limited power to refuse. Assisted dying to saviour siblings.
Resolving conflicts between parents and healthcare professionals caring for very unwell children to shared decision-making. This module conducts an in-depth and often critical examination of child medical law.

This module will implement a psychology research methodology, IPA, as a teaching pedagogy exploring the phenomena of children in the medical context through the lived experiences of those impacted by it. Through a combination of lived experiences of patients, children and healthcare professionals, case law, legislation, academic and non-academic literature, this module will provide a fresh, unique, and exciting analysis of child medical law.

Recent high-profile cases Re W (A Child) [2021], Bell v Tavistock [2020] and [2021], NHS Trust v CX [2019] and Great
Ormond Street Hospital v Yates [2017], have incited an international conversation on the unique ethical and legal
issues that arise from children in the medical context.

From children’s consent to medical treatment to the more limited power to refuse. Assisted dying to saviour siblings.
Resolving conflicts between parents and healthcare professionals caring for very unwell children to shared decision-making. This module conducts an in-depth and often critical examination of child medical law.

This module will implement a psychology research methodology, IPA, as a teaching pedagogy exploring the phenomena of children in the medical context through the lived experiences of those impacted by it. Through a combination of lived experiences of patients, children and healthcare professionals, case law, legislation, academic and non-academic literature, this module will provide a fresh, unique, and exciting analysis of child medical law.

Childhood maltreatment is one of the leading causes of mental health problems in the world. This module is designed as an in-depth introduction to the mechanisms via which early adversity might lead to mental health problems. We will also discuss resilience factors that might protect maltreated children from adverse effects.

Pre-requisites: PSYC2007 AND PSYC2020 (or equivalent research methods/statistics modules)

Childhood maltreatment is one of the leading causes of mental health problems in the world. This module is designed as an in-depth introduction to the mechanisms via which early adversity might lead to mental health problems. We will also discuss resilience factors that might protect maltreated children from adverse effects.

Pre-requisites: PSYC2007 AND PSYC2020 (or equivalent research methods/statistics modules)

Childhood maltreatment is one of the leading causes of mental health problems in the world. This module is designed as an in-depth introduction to the mechanisms via which early adversity might lead to mental health problems. We will also discuss resilience factors that might protect maltreated children from adverse effects.

Pre-requisites: PSYC2007 AND PSYC2020 (or equivalent research methods/statistics modules)

The fact that children have human rights, i.e. children’s rights, and that these rights should underpin any decision, law and policy that is relevant to children, have been enshrined in international law instruments, like the UN Convention on the Rights of the Child, and have committed national governments to protecting and upholding them. This module will examine the theoretical approaches to the study of children’s rights and child protection, the legal instruments regulating the international and national protection of child rights and the main national policies adopted to translate rights’ protection into concrete policy measures on the ground. The module will explore specific case studies where children’s rights were violated. We will examine the protection of child refugees and unaccompanied migrant children in Europe, the situation of unaccompanied minors in the US, the issue of child trafficking and its human rights implications for children, as well as the regulation of and controversies surrounding the international adoption of children.

The fact that children have human rights, i.e. children’s rights, and that these rights should underpin any decision, law and policy that is relevant to children, have been enshrined in international law instruments, like the UN Convention on the Rights of the Child, and have committed national governments to protecting and upholding them. This module will examine the theoretical approaches to the study of children’s rights and child protection, the legal instruments regulating the international and national protection of child rights and the main national policies adopted to translate rights’ protection into concrete policy measures on the ground. The module will explore specific case studies where children’s rights were violated. We will examine the protection of child refugees and unaccompanied migrant children in Europe, the situation of unaccompanied minors in the US, the issue of child trafficking and its human rights implications for children, as well as the regulation of and controversies surrounding the international adoption of children.