This module critically evaluates the multifaceted and evolving relationships between children, families, and communities through a range of sociological theories and perspectives, with particular attention to leadership, advocacy, and professional influence in shaping policy, practice, and community responses that affect children and families . It critically examines how social structures, institutions, and cultural norms shape childhood experiences, family life, and community engagement. Emphasis is placed on understanding diversity and inequality, including how factors such as class, gender, ethnicity, and policy impact children and families in different contexts.

Students will engage with contemporary debates and research on changing family structures, parenting practices, childrearing ideologies, and the role of communities in supporting or constraining well-being. The module also considers global and historical variations in family life and childhood, enabling students to think critically about normative assumptions and societal expectations.

1. Critically analyse traditional and contemporary sociological theories and perspectives and apply them to the analysis of children, families, and communities in diverse social contexts.
2. Analyse the social construction of childhood, parenting, and family systems, considering the influence of cultural norms, historical changes, and state involvement.
3. Discuss the role of community in shaping child and family experiences, including how formal and informal support networks contribute to resilience or reinforce inequality.
4. Critically evaluate power relations between the state, families, and children, with particular attention to the role of social class, gender, ethnicity, and disability in shaping lived experiences.
5. Evaluate the impact of social stratification and inequality in Ireland, including the historical role of institutions such as the Catholic Church, and contemporary disparities in education, health, and housing.
6. Assess policies and practices in modern Ireland and internationally that affect children’s rights and experiences, particularly those from minority and marginalised communities, with attention to institutional racism and social exclusion.

This module foregrounds a radical human rights and social justice framework to equip students with the knowledge, critical competencies, and transformative skills required to engage ethically and reflectively in advancing equality and social justice for children, families, and communities. Using a systemic and intersectional lens, it explores how these concepts interrelate and evolve within contemporary professional and sociopolitical contexts. Students will critically examine national and international best practices and develop the capacity to influence transformative change at individual, organisational, and societal levels. Informed by Paulo Freire's critical pedagogy, the module promotes reflection on power, positionality, and the role of practice as a tool for liberation and transformation. Key themes include anti-oppressive practice, anti-racism, interculturalism, allyship, and structural change. Emphasis is placed on developing brave spaces for dialogue and collective learning, enabling students to explore ethical identity, challenge dominant ideologies, and act collaboratively in pursuit of justice.

1. Critically evaluate how concepts of equality, social justice, and human rights inform transformative practice within services supporting children, families, and communities.
2. Interrogate the structural and systemic barriers to inclusion using intersectional and anti-oppressive frameworks.
3. Apply critical theories to analyse power dynamics and challenge dominant ideologies in professional and organisational practice.
4. Demonstrate the ability to engage ethically and collaboratively in creating inclusive environments and brave spaces for reflection, dialogue, and action.
5. Synthesise theory, policy, and practice to inform and support transformative leadership strategies that promote allyship, interculturalism, and rights-based approaches in diverse settings.
6. Apply research and critical enquiry to exercise transformative leadership in the design and justification of a practice or policy initiative that advances equality and social justice for children, families or communities.

This module explores trauma as both a personal and collective experience, focusing on its impact across the lives of children, families, and communities. Grounded in trauma-informed principles, it supports students to understand the lived and living realities of trauma and to develop responsive, ethical, and effective interventions across the lifespan. Learners will critically engage with key concepts such as complex trauma, intergenerational trauma, grief, resilience, and the neurobiological stress response system, while exploring theoretical frameworks such as attachment, polyvagal, and mentalisation theories.
The module emphasises the practical application of trauma-informed care, critical reflection on the practitioner's role and use of self, and awareness of the risks of vicarious trauma. Through engagement with current research, policy, and frontline practice, students will be equipped to apply trauma-informed care and lead change at individual, organisational, and systemic levels.

1. Evaluate key theoretical underpinnings of trauma and their impact on the body, brain, and lived experiences of children, families, and communities.
2. Evaluate societal understandings of trauma and assess its impact on family, community, and broader social structures.
3. Promote and lead the application of trauma-informed principles in the design and delivery of interventions across diverse child, family and community contexts.
4. Demonstrate critical self-awareness and a reflective understanding of the practitioner’s role and use of self in trauma-responsive practice, with attention to safety, trust, empowerment, collaboration, and choice.
5. Examine evidence on trauma and trauma-informed care and explore its application to effective practice with children, families, and communities.
6. Integrate a systemic perspective into the analysis of, and transformative leadership responses to, trauma in practice at individual, family, community and societal levels.

This module explores the transformative potential of creative and therapeutic practice through trauma-informed and embodied pedagogies. It supports learners in applying creative approaches within diverse child, family, and community settings. Grounded in an eclectic and experiential framework, the module integrates theoretical, practical, and skills-based components. It positions creativity as a powerful means of fostering healing, communication, relational depth, and social change. Learners will critically engage with creative expression as a form of knowledge and practice. Methods such as art, movement, drama, storytelling, sand play, and active imagination are explored not only as techniques, but as integrative ways of knowing, healing, and becoming. Underpinned by neurobiological, developmental, and attachment theories, the module supports understanding of the cultural and relational contexts that inform trauma-informed practice. Emphasis is placed on reflective capacity, ethical self-awareness, and the importance of supervision in ensuring safe and effective engagement.

1. Critically appraise theoretical frameworks that underpin creative and therapeutic practice.
2. Design applied creative interventions for diverse groups informed by therapeutic and developmental principles.
3. Facilitate and evaluate embodied, expressive, and relationship-based creative practices that support regulation, safety, and integration.
4. Analyse the role of the self and the body in creative therapeutic work, demonstrating reflexivity, ethical awareness, and engagement in supervision.
5. Synthesise theoretical knowledge with experiential learning in the design, facilitation, and critique of therapeutic creative practices.
6. Reflect critically on the potential of creativity as a democratic, relational, and transformative force in therapeutic and community-based work.

This module provides learners with a critical understanding of leadership, management and governance, and is underpinned by a conception of each as the responsibility for stakeholders' mean-making, the operational functioning of a setting, and the oversight of strategic direction respectively. It explores how systemic structures, power dynamics and institutional norms influence leadership effectiveness, equity and decision-making. Learners will engage with policy development processes, including stakeholder consultation and advocacy, and will produce a position paper that reflects inclusive and evidence-informed leadership. This module supports the development of strategic competencies required to apply inclusive and adaptive leadership strategies that address systemic barriers and promote sustainable change across diverse contexts.

1. Critically evaluate leadership theories and models relevant to child, family and community practice
2. Analyse governance structures and ethical frameworks in statutory and voluntary organisations, identifying strengths and areas for reform.
3. Demonstrate advanced skills in stakeholder engagement, including consultation, design and collaborative decision-making in policy development
4. Develop and present a position paper that reflects evidence-based advocacy, incorporating diverse stakeholder perspectives and addressing systemic challenges.
5. Assess the impact of leadership and governance decisions on service users, practitioners, communities, with reference to national and international policy contexts.
6. Apply strategic and management principles to lead change initiatives, promote accountability, and enhance service quality that connects leadership and governance to practitioner wellbeing and resilience.

This module aims to provide students with a sound theoretical and practical knowledge of the principles, underpinning theories, and core processes of research. Underpinned by a critical and interdisciplinary lens appropriate to research in the fields relating to child, youth and family practice, it prepares students to undertake a dissertation on a topic of professional relevance. The module offers a change-oriented and reflective approach to established and innovative research methods, methodologies, and legal and ethical issues. Students will also consider the role of the researcher and their positionality within the research process, reflecting on the sensitive nature of conducting research with diverse groups.

1. Critically appraise research papers and identify limitations within academic fields related to child, youth, and family practice.
2. Differentiate findings and research fields by the quality of their evidence, and effectively communicate the significance of findings.
3. Develop research questions addressing issues in child, youth, and family practice based on gaps in the existing literature.
4. Design a research project using workable methodologies.
5. Critically evaluate the ethical dimensions of planned research projects.
6. Justify the implications of potential research findings for policy and practice as well as their impact and contribution to theory and research.