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LO1: Identify risk and vulnerability of children in the family context

CYP 6092: Difficulties Families Face

CYP 6092: Difficulties Families Face

Assessment Pack contents:

Short introduction to the task.

Key terms

Key resources

Template to outline structure and content

Rubric to understand marking criteria

Video to explain it.

Short introduction to the task:

Component form
(e.g. Essay or Online test)

Magnitude
(e.g. 2,000 words
or 2 hours)

Weighting
and/or
Pass/Fail

Deadline

Objective(s) assessed
(e.g. 1, 2)

Media Review

2000 words

50%

Friday 8th August 2025

1 – 4

Component 2: Media Review

Students are required to research and select one article online to critique in relation to the learning outcomes for the module. The article should be based on an issue or difficulty that a family is experiencing (this cannot be the same topic as the booklet). Students should follow the learning outcomes as a guide in their critique.

Step 1: Choose an online newspaper article on a difficulty a family may face

  • Own choice 
  • Can be something from the module or external to it
  • Different topic to the booklet

Step 2: Critique the article’s understanding of the difficulty in relation to the learning objectives

Key terms

Poverty

Individual rights

Collective responsibilities

Lone Parenthood

Intervention

Anti-racist

Vulnerabilities

Empowerment

Key resources

Barlow, J. (2010) Substance misuse the implications of research, policy and practice, London/Philadelphia: Jessica Kingsley Publishers

Buchanan, J. & Carnwell, R. (2009) Effective practice in health, social care, and criminal justice a partnership approach, Maidenhead: Open University Press

Cash, T. F. and Smolak, L. (2011) Body image; a handbook of science, practice, and prevention, New York, The Guildford Press

Cole, T. (2010) How to Help Children and Young People with Complex Behavioural Difficulties: A Guide for Practitioners, London/Philadelphia: Jessica Kingsley Publishers

Connolly, M. and Morris, K. (2012) Understanding child and family welfare, Basingstoke: Palgrave Macmillan

Daniel, B., Wassell, S. & Gilligan, R. (2010) Child development for childcare and protection workers, London & Philadelphia: Jessica Kingsley

Davies, M. (2012) Social Work with Children and Families, Basingstoke: Palgrave Macmillan

Geldard, K. (2012) Practical Interventions for young people at risk, London: Sage

Grant, K.B. and Ray, J.A. (2017). Home, School and Community Collaboration. London: Sage.

Groen, M. & van Lawick, J. (2009) Intimate warfare – regarding the fragility of family relations, UK: Karnac Books.

Harris, B. (2011) Working with distressed young people, Exeter, Learning Matters.

Hussein Rassool, G. (2010) Addiction for nurses, Wiley-Blackwell

Jones, P. & Welch, S. (2010) Rethinking children`s rights - attitudes in contemporary society (new childhoods), London & New York: Continuum International Publishing Group

Koubel, G. and Bungay, H. (2012) Rights, Risks and Responsibilities, Basingstoke: Palgrave Macmillan

MacLeod, C. (2011) Adolescence, pregnancy and abortion constructing a threat of degeneration, London/New York: Routledge.

Miller-errin, C.L., Perrin, R.D. and Renzetti, C.M. (2017). Violence and Maltreatment in Intimate Relationships. London: Sage.

Plant, M.A., Robertson. R., Plant, M. & Miller, P. (2011) Drug Nation - patterns, problems, panics, and policies, Oxford/New York: Oxford University Press

Ravenhill, M. (2008) The culture of homelessness, Hampshire/Burlington USA: Ashgate Publishing

Turner, F.J. (2011) Social work treatment – interlocking theoretical approaches, New York: Oxford University Press

Please consider the learning outcomes that you need to cover in your work.

Learning Outcomes

Number

On successful completion of the module students will be able to:

1

Identify different risk and vulnerabilities of children and adults in the family context.

2

Interpret the range of problems families face and some methods of effective intervention and empowerment.

3

Appraise the role of the state in protecting the vulnerable.

4

Debate the conflict between individual rights and freedoms and collective responsibilities.
TEMPLATE:

 

Introduction (200 words)

Introduce what you will cover in your Media review. You may wish to consider the following;

  • What is the difficulty highlighted in the article you have chosen e.g. Homelessness, Low income, Low employment rates, Inflation in the UK, Domestic Abuse, High caseloads in social care etc.
  • Why is this difficulty an issue in the UK? Are there statistics that support this?
  • What is the role of the media in reporting?
  • What will you seek to do in this media review?

Summary of the media article (250 words)

  • Who is the author?
  • Where is it published and when?
  • What type of publication is it? ( e.g. Newspaper Article, Online Tabloid)
  • What is it about?
  • What are the key points / messages in the article

Critique the content in relation to the leaning objectives (1000 words)

  • How accurately has the article portrayed the difficulty that families face in terms of risks and vulnerabilities of children?
  • How accurately has it portrayed the range of problems families face in relation to your topic?
  • Have methods of effective intervention been mentioned and evaluated (statutory and voluntary services)? If not you must mention what effective interventions are available.
  • Has empowerment of families been referred to? If not mention how can families be empowered by interventions
  • What does the article tell us about the role of the state in protecting the vulnerable? What do we know about the role of the state in protecting families in relation to the topic chosen? Can the state do more? Can we learn from other countries?
  • Does the article discuss individual rights and freedoms and collective responsibilities for parenting? Consider debates on voluntary and enforced support/interventions/ policy and the rights and responsibilities of parents

Evaluate the sources and evidence used by the article (300 words)

  • How knowledgeable and convincing is the article on the topic overall based on arguments above?
  • Also think about: Who are the main spokespeople on the topic, and how are they being quoted? Are they mainly advocates, policymakers, academic experts, etc.?
  • How often are various spokespeople quoted and in what context? Are the sources convincing or not?
  • What impact does the choice of spokespeople have on the article’s persuasion and impact? 
  • Does the background of the reporters or the organisation they are representing have an influence on the piece?
  • What are the wider societal, political and historical context of the article- what impact could this have?
  • Are there any ethical issues regarding the topic matter, people involved, stance of the piece?  E.g. does the article discriminate against vulnerable groups of parents further? 

Conclusion (250 words)

  • Summarise and conclude the main points in your assignment
  • Do not include new information here!

Other considerations:

  • To review an article you must have a good understanding of the topic itself by reading and researching widely on the issues
  • Avoid a descriptive analysis;
  • Incorporate theory where applicable (e.g. government ideologies, family systems, multi-agency working etc.);
  • Think about the module as a whole and the benefits of using resources more widely. 

General advice

  • Write in the third person
  • Approach should be academic-use appropriate academic language and terminology
  • Correct referencing style in the text and reference list
  • Proofread

** The Emphasis is on the CRITIQUE and EVALUATION which is supported by EVIDENCE from your independent research and reading **

EXAMPLES:

  • LO1: Identify risk and vulnerability of children in the family context

The article highlights the risks and vulnerabilities of children born to teenage parents such as . . . . . There are some studies which support the claims made by the author in relating to x,y,z. However the findings reported in the article with regards to . . .  is only partially supported by existing research findings. More recent reports demonstrate that . . . 

  • LO2: Interpret the range of problems families face and some methods of effective intervention and empowerment

The media article suggests that teenage parents can face a number of difficulties prior to the conception and after the birth as a family such as . .. In support research has shown that . . . . . Other problems families may face include. . . There are a number of support and intervention services available for young parents, as outlined by the writer of the article, such as. . . . Other statutory and voluntary interventions include . . . Effectiveness of interventions and empowerment of families are not referred to in the article. Studies have found that the most effective interventions are characterised by the following . . .  and research suggests. . .  Empowerment of families can be seen in the following ways. . . . As illustrated by studies by . . .

  • LO3: Appraise the role of the state in protecting the vulnerable

When discussing teenage parenthood, the article presents a strong political view on the issue as demonstrated by comments such as. . . . The piece partially explains the Government’s role in supporting young parent, and other policy documents include. . . Contemporarily the government have introduced x, y, z, measures which some authors claim are effective in protecting young parents and their children. However Government support has also been criticised due to . . .  Authors such as . . . outlined counterarguments which suggest that support should include.

  • LO4: Debate the conflict between individual rights and freedoms and collective responsibilities for parenting

The article pinpoints a number of practitioners who work with teenage parents on both a universal and targeted level, to help support their transition into parenthood and beyond. However when considering the support available, this can be seen in terms of surveillance on the one hand and support on the other by young mothers and fathers. For example, research by x,y,z, has demonstrated that. . . . In opposition studies by x,y,z have shown. .

HINT: discuss the Government’s viewpoints of families and how to support them. Link this to what the government actually do! Refer to block 1 info and sessions.

Video link that explains the task:

 

ASSESMENT CHECKLIST

  • Have you read and understood the assessment criteria?
  • Have you addressed the learning outcomes? You will lose marks and your work may even be failed if you have not.
  • Have you kept to the word count?
  • Have you demonstrated that you can write critically? Show you have supported your arguments using academic literature; you have presented ideas and information which challenges thinking, and you have offered discussion points which extends your own or others’ viewpoints.
  • Have you maintained an academic tone throughout your work? Have you tried to avoid repeating the same words? Have you attempted to use the technical language of your subject area?
  • Have you properly referenced the sources you have used?
  • Have you checked that the referencing/bibliography in your assignment is in line with your course requirements?
  • Have you proof-read your work and used spellcheck software to check your spelling and grammar? Have you made sure your font size, colour, style, line spacing and margins are consistent and appropriate to the work as specified by your tutor?
  • Can you confirm that the work submitted is your own and not plagiarised

 

All assignments must be submitted via Turnitin by 12pm on the deadline day.

Late Submission: Where there is no agreed request for an extension, a deduction of 5 marks will be made for assignments which are submitted in the 24-hour period immediately after the deadline. This means that work submitted one minute after the submission time will lose 5 marks. Subsequent deductions of 5 marks will be made for assignments submitted during subsequent 24-hour periods (not including non-working days), down to a mark of 40% for work of a pass standard (50% for Level 7 modules) and 0% for work of a fail standard. Work submitted more than 5 working days after the deadline will not be marked and a mark of zero will be returned.

Plagiarism is a form of cheating which involves presenting another person’s ideas or expressions without acknowledging the source. The penalties for this are severe. Extensive and repeated instances can result in your removal from the degree programme. It is therefore very important that you understand how to avoid being accused of plagiarism. Any work submitted for assessment must, unless collaborative work has been specifically permitted in the assignment guidelines, be your own work. Any material used, from whatever source, must be clearly acknowledged. Any words that are not your own should be shown as quotes and their author and publication details given. Where you paraphrase the words of another you should make this clear and give details of where you found this material. You should make use of the referencing guidelines on the Library website and complete the online plagiarism tutorial to ensure that you are providing such details correctly https://lib.leedstrinity.ac.uk/iguana/www.main.cls?surl=Referencing. LO1: Identify risk and vulnerability of children in the family context. Doing so will gain you marks for showing evidence of research and ability to reference. Not doing so could lead to accusations of plagiarism. You can also use Turnitin in advance of the deadline to enable you to check for elements of plagiarism in your work and then correct these.

Grading Criteria

Classification:

Criterion:

Exceptional First

100, 95, 92

Outstanding 1st/Dist

88, 85, 82

First/Distinction

78, 75, 72

2 (i)

68. 65. 62

2 (ii)

58. 55. 52

Third

48. 45. 42

Fail

38. 35. 32

Abject Fail

25, 20, 10, 0

Knowledge & Understanding

Polished grasp of subject. Astute and authoritative approach to complexity.

Comprehensive and confident grasp with strong sense of subject complexity.

Thorough understanding evident and well applied to question or project.

Secure, general understanding and reasonable application to question or project.

Sound knowledge relevant to the question or project.

Limited knowledge shows basic understanding. Some awareness of the context of the question or project.

Faulty understanding of question or concepts. Irrelevant or mostly absent content.

No understanding of question or concepts. Irrelevant or absent content.

Structure, Argument

 

Effective and integrated over-arching argument or structure, clear, insightful synthesis. Highly creative understanding of topic.

Effective overall argument with clear and insightful connections between claims. Creative understanding of topic. 

Clear and logical focus and direction with valuable connections made between claims.  Good level of creativity. 

Well-focused on the question with some clear connections made between claims and some overall direction.  Some creativity. 

Addresses the topic with some direction and makes some connections between claims or different parts of artefact/assignment.

Limited knowledge shows basic understanding. Some awareness of the context of the question or project.

Lack of argument. Faulty connection between statements.

No argument. Many faulty connections between statements.

Analysis and Conclusions

 

Original and searching analysis, critical appraisal of task and judicious conclusions.

Searching analysis with pertinent conclusions drawn.

Insightful analysis throughout with appropriate conclusions drawn.

Strong analysis of salient illustrative examples. Some general conclusions drawn.

Some conclusions drawn based on some reasonable comparisons and examples.

Basic analysis. Remains descriptive, little evaluation or comparison. Few clear conclusions.

Insufficient evaluation or attempt to make comparisons. Conclusions illogical insufficient.

No evaluation or attempt to make comparisons. Conclusions illogical or absent.

Sources & Evidence

Adherence to Referencing Conventions,

Technical Skills

Extensive and evaluative use of evidential support for argument.

Flawless referencing or technical skills.

Extensive use of evidence with some evaluation.

Flawless referencing or technical skills.

Clear support of argument with well selected evidence.

Excellent referencing or technical skills.

Draws on relevant independent sources and evidence to support claims.

Consistent and accurate referencing or technical skills.

Makes simple use of evidence from recommended sources.

Largely consistent accurate referencing. or technical skills.

Relies on superficial statements with little supporting evidence.

Limited referencing/ adherence to convention or technical skills.

Lack of evidence or relevant sources.

Inadequate referencing or technical skills.

No evidence or relevant sources.

Inadequate or no referencing or technical skills.

 

Written/Visual

Oral

Style & Clarity

 

Professional and sophisticated with exceptional clarity and coherence. Excellent, controlled, confident delivery, pace, and audience engagement.

Professional and fluent with great clarity and coherence. Confident delivery, pace, and audience engagement.

Fluent and accurate with great clarity and coherence. Mostly confident delivery, pace, and audience engagement.

Clear and coherent. Good delivery, pace, and audience engagement

Some lapses of clarity. Some expression is ineffective. Satisfactory delivery, pace, and audience engagement

Adequate, but awkward expression throughout with little clarity. Poor delivery, pace, and audience engagement

Inadequate and unclear presentation. Impaired communication. Error-strewn.

Grossly inadequate and unclear presentation. Severely impaired communication.

Error-strewn.

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