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MSc in International Child Protection Research

Course Documents

CONTENT

1. INTRODUCTION 2

1.1 Programme Overview 2

1.2 Degree Programme Tables 4

Table 1: MSc 4

Table 2: Postgraduate Diploma 5

Table 3: Postgraduate Certificate 6

2. CORE COURSES

New courses in International Child Protection Research 8

Core course 1: Foundations of International Child Protection 8

Core course 2: Introduction to Statistics (new course code required) 12

Core course 3: Introduction to Qualitative Research (new course code required) 14

Core course 4: Advanced Issues in Child Protection Research 16

Core course 5: Approaches to Child Protection Evaluation 18

Research Dissertation 20

Capstone Project Dissertation 22

3. ELECTIVE COURSES (examples; already validated)

Listening to Children: Research and Consultation (PGSP11012) 25

Research in Africa (PGSP11340) 27

Community Participation in Professional Practice (ISSH11021) 30

Introduction to Epidemiology for Public Policy (IPHP11022) 32

E4

2

SECTION 1

Introduction

1.1 Programme overview This document outlines courses relevant to the proposed MSc in International Child Protection Research. As

detailed in section 1.2, three postgradute qualification options will be available, namely:

- a masters (MSc)

- a postgraduate diploma (PGDip)

- a postgraduate certificate (PGCert).

The postgraduate programme is aimed at equipping those who want to analyse, commission or design robust

research that specifically can help keep children safe from all kinds of abuse and neglect in both stable and

complex environments. This programme will be delivered by the Child Protection Research Centre. Based

within the Moray House School of Education, the Centre is an innovative partnership between the University of

Edinburgh and the National Society for the Prevention of Cruelty to Children (NSPCC). It conducts

interdisciplinary research and fosters dialogue to address entrenched problems in child protection.

The programme is open to both recent graduates and professionals. Those who enrol will benefit from being

taught by staff actively researching child protection and violence in adolescence globally and from completing a

capstone research dissertation project within a leading organisation.

This MSc will provide specialist and transferable child protection skills related to research methods and

analysis; theoretical and policy frameworks as well as the context, scope and current debates within child

protection so that they can make a socially responsible contribution to tackling child maltreatment and youth

violence globally.

Educational aims of programme

The educational aims of the MSc programme in International Child Protection Research are to:

I. Equip students with critical and comparative knowledge of the current theories, methodological issues

and research evidence relating to child protection including the evidence of the magnitude and scope of

child protection issues globally, effective systems and responses, and prevention efforts.

II. Enable students to synthesise research evidence in order to critique the symbiotic relationship between

current child protection recommendations, policy and practice and how these in turn inform research

agendas and vice versa and to identify gaps in the research evidence.

III. Provide students with specialist measurement and research skills to investigate with discernment issues in

the field of child protection both in stable environments but also in complex emergencies and post-

conflict settings.

IV. Provide students with the specialist policy analysis skills to examine critically child protection policies

and systems within various environments.

V. Foster the development of independent learners and leaders in the field of child protection research with

transferable intellectual, policy analysis and research skills who can make a socially responsible

contribution to the field of child protection globally.

3

1.2 Degree Programme Table (DPT) The Degree Programme Tables highlight requirements for each exit qualification, for example, MSc, PGDip and

PGCert, which is presented in separate tables over the next three pages.

As an overview, the figure below highlights the three possible exit qualifications for the MSc in International

Child Protection Research:

More detailed information on entrance requirements is provided in the ‘Programme Specification’ document.

4

TABLE 1

International Child Protection Research

Degree Type: MSc

NYT Course Code Course Title Level Credit

Points

1 Foundations of International Child Protection

(Semester 1)

11 20

1 Shared course with public

health (PUHR11050)/

separate course code sought

for ICPR degree

Introduction to Statistics (Semester 1) 11 10


health (PUHR11033)/


for ICPR degree

Introduction to Qualitative Research (Semester 1) 11 10

1 Advanced Issues in Child Protection Research

(Semester 2)

11 20

1 Approaches to Child Protection Evaluation (Semester

2)

11 20

1 PGSP110121 Listening to Children: Research and Consultation 11 20

1 IPHP110221 Introduction to Epidemiology for Public Policy (and

any other research courses in public health—all

courses are 10 credits)

11 10

1 EDUA112081 Approaches to Media Analysis and other Education

courses in research2

11 20

1 PGSP113401 Research in Africa 11 20

1 ISSH110211 Community Participation in Professional Practice:

Involving Publics in Research, Design and

Evaluation

11 20

1 Capstone Research Dissertation3 11 60

1 Journal Article Style Dissertation3 11 60

NOTES 1Students will take additional elective modules (total 40 credits) and may choose additional research methods or theory courses offered throughout the University with prior consent of the Programme Director

2 Approaches to Media Analysis and the key core research courses on the MSc in Educational Research programme within Moray House are all being redesigned and it is uncertain when they will be approved. 3Students must complete one of the two dissertation options available

NYT = normal year taken

5

TABLE 2


Degree Type : Postgraduate Diploma


Points

1 Foundations of International Child Protection

(Semester 1)

11 20


health

(PUHR11050)/separate

course code sought for ICPR

degree

Introduction to Statistics (Semester 1) 11 10


health

(PUHR11033)/separate

course code sought for ICPR

degree

Introduction to Qualitative Research (Semester 1) 11 10

1 Advanced Issues in Child Protection Research

(Semester 2)

11 20

Approaches to Child Protection Evaluation (Semester

2)

11 20

1 PGSP110121

Listening to Children: Research and Consultation 11 20

1 IPHP110221 Introduction to Epidemiology for Public Policy (and

any other research courses in public health—all

courses are 10 credits)

11 10

1 EDUA112081 Approaches to Media Analysis and other Education

courses in research2

11 20

1 PGSP113401 Research in Africa 11 20

1 ISSH110211 Community Participation in Professional Practice:

Involving Publics in Research, Design and

Evaluation

11 20

NOTES 1 Students will take additional elective modules (total 40 credits) and may choose additional research methods or theory courses offered throughout the University with prior consent of the Programme Director 2 Approaches to Media Analysis and the key core research courses on the MSc in Educational Research programme within Moray House are all being redesigned and it is uncertain when they will be approved.


6

TABLE 3


Degree Type: Postgraduate Certificate


Points

1 Foundations of International Child Protection 11 20


health (PUHR11050)/


for ICPR degree

Introduction to Statistics 11 10


health (PUHR11033)/


for ICPR degree

Introduction to Qualitative Research 11 10

1 Advanced Issues in Child Protection Research 11 20

NOTES All compulsory


7

SECTION 2:

MSc in International Child Protection Research

New Courses

Foundations in International Child Protection (new course)

Introduction to Statistics (new course code required)

Introduction to Qualitative Research (new course code required)

Advanced Issues in Child Protection Research (new course)

Approaches to Child Protection Evaluation (new course)

Research Dissertation (new course)

Capstone Project Dissertation (new course)

8

COURSE DESCRIPTOR: INTERNATIONAL CHILD PROTECTION RESEARCH

Course Title

Foundations of International Child Protection

Course Outline

School School of Education College Humanities and Social Science

Course type Standard Availability To all students

Credit level

(Normal year

taken)

SCQF Level 11 Credits 20

Home subject

area

Education Other subject

area

None

Course website None Taught in

Gaelic?

No

Course

description

This course will explore how we think about, define, measure and explain child abuse and neglect and

other forms of child maltreatment. This course will cover the concepts, theories and frameworks

underpinning child protection globally. Students in this course will discuss child protection within an

evidence-based framework and will explore the risk and protective factors influencing child abuse,

neglect and youth violence at the individual, relationship, community and society levels.

Entry Requirements (not applicable to Visiting Students)

Pre-requisites None Co-requisites None

Prohibited

Combinations

None Other

requirements

None

Additional Costs None

Information for Visiting Students

Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No

Summary of Intended Learning Outcomes

On completion of this course students will be able to:

1. Critically compare and contrast concepts, theories and frameworks underpinning child protection globally.

2. Articulate comprehensive awareness of the risk and protective factors influencing child abuse, neglect and youth

violence at the individual, relationship, community and society levels.

3. Critically examine prevalence and incidence data of child maltreatment and youth violence,

4. Conceptualise the key measurement issues in child protection and analyse critically definitions and prevalence

measurements.

5. Demonstrate critical understanding of key global debates in the child protection field.

6. Argue the relevance of key international child protection policies and how these impact on global challenges

Assessment Information

Examples of indicative tasks:

Task 1 (50%) – Poster and presentation (2,000 words) Students will develop a poster of an ecological model (and

accompanying written statement) applied to a specific child abuse and neglect topic exploring the risk and protective factors

for their chosen topic at the individual, relationship, community and society levels.

Task 2: (50%)- Research Question Proposal (2,000 words) Students will write a proposal for inclusion of 1-2 variables on

child abuse, neglect and/or youth violence within an already existing national, regional, local or routinely collected dataset.

This proposal format (which will be handed out during the course) is adapted from the Centre for Longitudinal Studies for

proposal of questions to be included on the British cohort surveys. Students will need to demonstrate the evidence base

behind why a particular variable (max 2 questions) should be included, the benefits and potential impact for child protection

9

for inclusion of the variable(s).

Special Arrangements

None

Additional Information

Academic

description

Not entered

Syllabus Child Protection in a Global Context

Types of Child Maltreatment

Definitions, data sources and issues in measuring child maltreatment and youth violence

Underpinning theories, risk and protective factors for types of child maltreatment and youth violence

Transferable

skills

Conducting literature searches in child protection research (key databases, search terms, etc.),

Oral and written communication skills

Critical analysis

Reading list Additional Course Reading

-Dubowitz, H.E. (2012) World Perspectives on Child Abuse, Vol. 10, IPSCAN.

- General Assembly of the United Nations (1989) The Convention on the Rights of the Child, Adopted by

the General Assembly of the United Nations on 20 November 1989.

-Pinheiro, S. (2006) United Nations Secretary General’s Study: Report on Violence Against Children

-World Health Organization (2002) World Report on Violence and Health

Study Abroad Not entered

Study Pattern Not entered

Keywords

Contacts

Course

organiser

Dr. Chris Jones, Lecturer in Child

Protection and Connie Smith, Senior

Research Fellow

Tel: 651-4032

Email: [email protected]

[email protected];

Course

secretary

Tel: TBC

Email:

mailto:[email protected]

10

Introduction to Statistics and Introduction to Qualitative Research

Logistics of Shared Courses

The Introduction to Statistics and the Introduction to Qualitative Research courses (both 10 credits

each) are validated courses in Public Health. Given that the Centre takes a public health approach to

child protection research and given the strong methodological approaches that public health offers that

are applicable to researching violence and abuse, the MSc Team is proposing to share these methods

courses with the Public Health Programme.

The Public Health Programme Director, Dr. Niall Anderson and the MSc Team have met on several

occasions to discuss the specifics of sharing courses. We have also met with Dr. Pete Allison to work

out the logistics that make the most sense for the Moray House School of Education.

Shared Teaching

The ‘Introduction to Statistics’ and the ‘Introduction to Qualitative Research’ will each have a

separate, Moray House-specific, course codes with teaching shared across the courses. The Public

Health team will deliver lectures and both Public Health and International Child Protection Research

staff will lead student groups/tutorials. The existing lectures can accommodate the projected MSc in

International Child Protection Research student numbers. By having validated course codes within

Moray House, the MSc Team will be able to continue to develop these course over the years to come

if projected numbers rise substantially or if either Programme wishes to change the current

arrangements.

Quality Assurance and Assessments

Since these courses will receive a separate course code based in Education, they will be within our

quality assurance frameworks. The courses will have separate but equal assessments that are focused

on international child protection research for students who register through our course codes. For

example, the Introduction to Statistics course consists of a two-hour exam. This exam will be

scheduled separately for each course code and the exam will include similar questions across both

groups of students. The MSc in International Child Protection Research students will have more child

protection specific examples in tutorials and on the exam but these will test the same underlying

statistical principles. Similarly, for the Introduction to Qualitative Research course that consists of a

2,000-word essay, the MSc in International Child Protection research students will be able to choose

from among a list, which includes examples of child protection specific questions. All assessments for

the MSc in International Child Protection Research students will be marked and moderated by the

MSc team through the normal mechanisms and the first cohort will be double blind marked for all our

courses.

The Masters in Public Health Programme has experience in this model of shared teaching/separate

course codes with their Epidemiology course, which is shared with Global Health students from

another school. This model has worked very well and allows for a positive student experience,

building interdisciplinary and university-wide collaborations and the most efficient use of resources.

LEARN and Course Booklets

Both Programs use the LEARN platform and there will be two pages that mirror each other for the

separate course codes and a separate tutorial page for each course. The Programme Directors and

Course Organisers will share LEARN content and will each have access to the other programme’s

pages. Each programme will also have its own course booklets.

11


Course Title

Introduction to Statistics (Shared Course with Public Health, validation sought for separate course code to trigger

separate assessments; all lectures and course content will be shared)

Course Outline



Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

The course provides an introduction to the key concepts of statistical methods typically used in public

health research, and will introduce students to fundamental techniques used to describe, analyse and

interpret quantitative parametric data for two groups.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No



1. Apply knowledge of the basic principles underlying statistical thinking.

2. Demonstrate knowledge of best practice in describing data statistically, using graphs and using tables.

3. Apply knowledge of the commonly used two group statistical tests used in the literature.

4. Demonstrate understanding by appraising taught statistical methods described and applied in the literature.

5. Demonstrate an understanding of how these principles are applied to real life data.

6. Critically review and describe data and carry out simple statistical analyses using SPSS statistical software, and

interpret them correctly.


100% Exam


None


Academic

description

Not entered

Syllabus Topics to be covered include:

12

-types of data

-the relationship between population and sample

-sampling methods

-hypothesis testing

-estimation - confidence intervals

-univariate methods of analysis

-power

-multiple testing

Transferable

skills

Not entered

Reading list Not entered

Study

Abroad

Not entered

Study

Pattern

Not entered

Keywords Statistics statistical methods SPSS t-test chi-squared test confidence interval

Contacts

Course

organiser

Deborah Fry, Lecturer in Child Protection

Tel: Email: [email protected]

Course

secretary

Tel: TBC

Email:

13


Course Title

Introduction to Qualitative Research (Shared Course with Public Health, validation sought for separate Education

course code to trigger separate assessments; all lectures and course content will be shared)

Course Outline



Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

The course provides an introduction to qualitative research methods. Underlying approaches will be

examined and then different methods will be looked at in more detail. Practical components will be

incorporated into the sessions and visiting lecturers who are actively involved in qualitative research will

talk about their research experience. Students will be expected to carry out one in-depth interview,

participate in class exercises and discussions and do background reading on the topics. Students will also

learn how to analyse qualitative data, what some of the challenges of mixing methods are and how to

appraise published qualitative research.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No



1. Demonstrate an understanding of the underlying approaches to qualitative research, the differences between

quantitative and qualitative research and the challenges of mixing methods.

2. Critically identify some of the different ways in which qualitative research may be used.

3. Critically compare and contrast focus groups, individual interviews and participant observation.

4. Apply techniques for making sense of unstructured data.

5. Exercise autonomy about all aspects of the research process and be reflexive researchers.

6. Critically appraise published qualitative research.


2000 word assignment


None


Academic Not entered

14

description

Syllabus Not entered

Transferable

skills

Not entered


Study

Abroad

Not entered

Study

Pattern

Not entered

Keywords QUALITATIVE RESEARCH, QUALITATIVE DATA, RESEARCH METHODS

Contacts

Course

organiser

Dr. Chris Jones, Lecturer in Child Protection


Course

secretary

Tel: TBC

Email:

15


Course Title

Advanced Issues in Child Protection Research

Course Outline



Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

In this course, students will gain an advanced understanding of key methodological and policy

considerations in commissioning, designing and conducting studies on child maltreatment and youth

violence in various settings. In addition, students will also gain in-depth ethics training on conducting

child protection research with a particular focus on conducting research on sensitive topics (including

with children and young people), the principles of research ethics and research governance procedures

internationally.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No



1. Demonstrate an advanced understanding of the ethical issues in international child protection research.

2. Compare and contrast relevant methods and tools to measure child maltreatment and youth violence in various

settings including complex emergencies and post-conflict settings.

3. Demonstrate a comprehensive understanding of sampling and other methodological issues in designing and

conducting research to better understand child maltreatment.

4. Identify, conceptualise and define key issues involved in commissioning child protection research in various

settings.

5. Demonstrate an advanced understanding of different approaches to comparative policy analysis used in child

protection research including systems analysis, stakeholder analysis, cross-country case studies, discourse analysis

and economic evaluation.

6. Critically review key debates in international child protection research.



Task 1 (20%) – Completion of Online Ethics Training Course (students will get a certificate which is valid as an ethics

training certificate in the United States and for international research). This online course includes 10 modules (3 of which

will be written by the Centre staff to include child protection specific ethics, ethics in conducting research in complex

emergencies and specifics on the Moray House ethics process). Students will take a short test at the end of each module.

You cannot proceed to the next module until you have passed the module test with at least 70%. If you fail a module, you

16

can re-read the course content and take the test again (the computer will automatically change the test questions). Students

can save the work done in the online course and do it in several sittings. Each module will take approximately 1-2 hours

depending on the student’s previous experience with ethical review processes. Upon completion, the scores will

automatically be sent to the course organiser and the student will be able to print out an Ethics Training Certificate that is

required by ethics review boards in the United States and internationally.

Task 2 (50%) – Critical child protection analysis essay (2,000 words). Students will choose an area of child protection and

using one of the techniques covered in the course, will critically examine the issues drawing specific recommendations.

Task 3 (30%) – PowerPoint Presentation of policy analysis findings for a conference that will be organised by the Child

Protection Research Centre. This conference will be held during the exam diet and will be open to the public and will mimic

an international research conference with students being assigned to panels and presenting for 15 minutes each with 15

minutes of questions and answers from the audience.


None


Academic

description

Not entered

Syllabus Research with Children and Young People

Ethical Considerations for Child Protection Research

Emotionally Engaged Research

Key issues in commissioning child protection research

Child Protection Policy Context and the Relationship to Research

Policy Analysis

Measuring Knowledge, Attitudes and Practices

Advanced Issues in Validity, Reliability and Risk of Bias

Sampling Hidden Populations

Systematic reviews in child protection research

Transferable

skills

Not entered

Reading list -Tisdall, E.K.M, Davis, J.M., and Gallagher, M. Researching with Children and Young People: Research

design, methods and analysis. London: Sage Publications, 2009.

-Campbell, R. Emotionally involved: The impact of researching rape. New York: Routledge, 2002.

-Save the Children UK. Child Protection Systems in Emergencies: A Discussion Paper. London: Save the

Children, 2010. Available at: http://www.savethechildren.org.uk/resources/online-library/child-

protection-systems-in-emergencies-a-discussion-paper

-Stafford, A., Parton, N., Vincent, S. and Smith, C. Child protection systems in the United Kingdom: A

comparative analysis. London: Jessica Kingsley, 2011.

-ISPCAN. Resource Guide on Child Maltreatment Data Collection, Part 2: Building and improving child

protection systems. ISPCAN Working Group on Child Maltreatment Data Collection.



Keywords Not entered

Contacts

Course

organiser

Anne Stafford, Senior Lecturer and

Deborah Fry, Lecturer

Tel: 651-4796

Email: [email protected],

[email protected]

Course

secretary

Tel: TBC

Email:

http://www.savethechildren.org.uk/resources/online-library/child-protection-systems-in-emergencies-a-discussion-paper

http://www.savethechildren.org.uk/resources/online-library/child-protection-systems-in-emergencies-a-discussion-paper

mailto:[email protected]

17


Course Title

Approaches to Child Protection Evaluation

Course Outline



Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

This course provides an introduction to commissioning, conducting and designing evaluations in child

protection and will explore different types of evaluation, development of evaluation indicators, objectives

and plans. This course will also critically examine the literature on ‘what works’ in child maltreatment

prevention and response.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

Yes


On completion of the unit, students will be able to:

1. Demonstrate an advanced understanding of evaluation approaches including process, impact and outcome evaluations.

2. Critically analyse and develop measurable direct and proxy indicators to demonstrate improvements in child protection

response and prevention.

3. Compare and contrast causal pathways and theories of change in child protection and apply these in evaluation

frameworks.

4. Synthesise key literature on evidence-based and promising practices for child protection prevention and response.

5. Demonstrate logic modelling frameworks for child protection prevention and response interventions.

6. Critically explore evaluation approaches in order to choose the most appropriate approach for a variety of settings

including complex emergencies and post-conflict settings.



Task 1 (25%) – Development of an MDG Indicator on Child Protection. UNICEF and other key child protection

organisations are currently planning to develop an indicator on child protection for the Millennium Development Goals.

Students will work in teams to develop 1-2 indicators that could be applied globally to measuring a reduction in child abuse,

neglect and/or youth violence. This short paper will need to draw on existing research and display knowledge of the varying

contexts and levels of routine data collection available in countries worldwide

Task 2 (75%) – Evaluation Plan (3,000 words) Students will choose an existing primary prevention or response initiative and

18

will develop an evaluation plan that would measure the process and outcomes of the given initiative.


None


Academic

descriptio

n

Not entered

Indicative

Syllabus

Introduction to Evaluation in child protection

Evaluation designs

Evaluation in practice

Developing indicators for child protection evaluations

What works in child protection?

Applying causal pathways in child protection evaluations

Promising practices for child protection prevention and response

The costs and consequences of child abuse and neglect

Transfera

ble skills

Not entered

Reading

list

Additional Course Reading

-Quinn Patton, M. 2008 Utilization-Focused Evaluation. 4th edition Sage: New York

-NICE Moving beyond effectiveness in evidence synthesis

Methodological issues in the synthesis of diverse sources of evidence( Jenny Popay ed)

- Fry, D. Youth Violence Prevention Reader: A Systematic Review of Reviews of What Works in Youth

Violence Prevention with a particular emphasis on low- and middle-income countries. Geneva: World Health

Organization, 2013.

- Taylor, J.; Daniel, B.; Scott, J.

Towards an international agenda for child neglect: methodological issues from a systematic review DOI:

10.1046/j.1365-2206.1999.00109.x

Study

Abroad

Not entered

Study

Pattern

Not entered


Contacts

Course

organiser

Deborah Fry, Lecturer in Child Protection

Tel: 651-4796


Course

secretary

TBC

19


Course Title

Research Dissertation (International Child Protection Research)

Course Outline



Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

The dissertation is a major piece of work that requires significant time and commitment from the student.

Through the dissertation the student has the opportunity to identify a research or professional practice

issue and undertake either an independent research study or develop a research proposal to address it.

This process will involve designing and either conducting or proposing to conduct a substantive piece of

research in the child protection field. Studies and proposals may be field, laboratory or desk based.

Students will be supported by a designated supervisor through individual and/or group tutorials.

Additional research training will be provided through completion of the core courses from the MSc in

International Child Protection Research. The dissertation will be formally presented to the Child

Protection Research Centre, child protection practitioners and a cohort of MSc students, demonstrating

the student’s skills in verbally communicating research in a clear and concise manner to a group of peers,

practitioners and academics.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No



1. Undertake or propose a significant piece of work demonstrating substantial autonomy, initiative and decision making

2. Identify and define a topic of enquiry suitable for a dissertation and justify its theoretical significance, professional

relevance and practical feasibility

3. Search for, access, critically analyse, evaluate and synthesise relevant literature, research reports and other scholarly

evidence related to the identified topic of enquiry

4. Critically reflect on the ethical considerations, seek ethical approval for the dissertation and identify and manage risks

appropriately

5. Identify appropriate methodology and use it effectively to collect data in an ethical and responsible manner

6. Systematically analyse or propose to analyse data collected using appropriate techniques.

7. Communicate the research plans and findings observing appropriate academic guidelines.

8. Reflect on the dissertation experience and how it has contributed to personal development and how the knowledge can

be transferred to a child protection research context.


20

Task 1 (10%) – Reflection on the research project/proposal experience (1500 words)

Task 2 (70%) – Journal article style submission of research project including abstract, lay summary and extended literature

in the style of an appropriate journal OR research proposal detailing all aspects of research design including comprehensive

literature review in the style of an ESRC PhD research proposal (8,000-10,0000 words)

Task 3 (20%) – Presentation of research findings or proposal


None


Academic

description

Not entered


Transferable

skills

Not entered





Contacts

Course

organiser

Dr. Chris Jones, Lecturer in Child

Protection

Tel: 651-4796


Course

secretary

Tel: TBC

Email:

21


Course Title

Capstone Project Dissertation (International Child Protection Research)

Course Outline


Course type Standard Availability Not available to visiting students

Credit level

(Normal year

taken)


Home subject

area


area

None


Gaelic?

No

Course

description

The International Child Protection Research Capstone Project is an integrative project that explores real-

world child protection research issues faced by public sector, private sector, voluntary and/or academic

organisation. It is offered in place of a standard master’s dissertation. Students will base their research

on a professionally relevant piece of research work, which is provided by an 11-12-week placement with

an academic, public sector, private sector or non-profit sector organisation locally or internationally.

During the placement, students will work on a concrete and feasible piece of research work which can

include (but is not limited to) developing a research protocol, developing research instruments,

conducting qualitative or quantitative research, conducting a policy analysis, conducting a scoping study

or small systematic review or another area of research to explore an entrenched issue in child protection

recognition, response or prevention. Upon completion of the placement, students will develop a

professional analytical report for the host organisation with their methodology and findings and specific

recommendations based on their research work. This report will be 8,000-10,000 words in length. In the

report, students are expected to identify and frame the issue, discuss their research methodology and

strategy for addressing the issue, write up their findings with specific recommendations based on the

research. This report will be formally presented to the Child Protection Research Centre, host

organisation and a cohort of MSc students, demonstrating the student’s skills in verbally communicating

research in a clear and concise manner to a group of peers, practitioner and academics.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No


The Capstone Project enables students to develop and present a piece of research using a real-life situation in an existing

academic, public sector, private sector or non-profit organisation. By the end of this course, students will be able to:

1. Identify and frame a research problem in a real-life situation

2. Appreciate and address practical and ethical issues in the process of child protection research

2. Design a strategy to address the given research problem

3. Collect data and information on a given research area

4. Examine the methodological issues in the real-life situation and devise research strategies to limit or overcome these and

to address risk of bias

5. Write a professional analytical report for a real-life client with specific recommendations

22

6. Apply theories and insights from child protection research to practical issues

7. Verbally communicate research findings and recommendations in a clear and concise manner to a group of peers,

practitioners and academics

8. Gain practical professional experience through the placement component


Task 1 (10%) – Placement experience and research development assessed through short weekly memos to dissertation

supervisor

Task 2 (70%) – Analytical report (8,000-10,000 words)

Task 3 (20%) – Final presentation of Capstone Project


None


Academic

description

Not entered


Transferable

skills

Not entered





Contacts

Course

organiser

Dr. Chris Jones

Tel: 651-4796


Course

secretary

Tel: TBC

Email:

23

SECTION 3

Examples of Elective Courses Available

(Already Validated)

Listening to Children: Research and Consultation (PGSP11012)

Research in Africa (PGSP11340)

Community Participation in Professional Practice (ISSH11021)

Introduction to Epidemiology for Public Policy (IPHP11022)

24

Optional Course

Listening to Children: Research and Consultation (PGSP11012)

Course Outline

School School of Social and Political Science College College of Humanities and Social

Science

Course type Standard Availability Available to all students

Credit level

(Normal year

taken)

SCQF Level 11 (Postgraduate) Credits 20

Home subject

area

Postgrad (School of Social and Political

Studies)

Other subject

area None

Course website http://www.ed.ac.uk/gsss/childhood/ Taught in

Gaelic? No

Course

description

This course aims to heighten students' awareness of ethical consideration in undertaking research with

children and familiarity with approaches to research that have been tailored to children. Building on a prior

foundation in methods of social research, it aims to enable students to undertake empirical research with

children, for their MSc dissertation if desired.


Pre-requisites Co-requisites

Prohibited

Combinations

Other

requirements None



Pre-requisites None

Displayed in

Visiting Students

Prospectus?

Yes

Course Delivery Information

Delivery period: 2011/12 Semester 2,

Available to all students (SV1)

WebCT

enabled: Yes

Quota: N

one

Locati

on

Activi

ty

Descripti

on

Wee

ks

Mond

ay

Tuesd

ay

Wednesd

ay

Thursd

ay Friday

Centra

l

Lectur

e 1-11

14:00 -

15:50

First

Class First class information not currently available

No Exam Information


By the end of the course and independent study, students should:

- Know the range of ethical considerations in undertaking research and consultation with children and be able to evaluate

various methods to ensure ethical research and consultation take place

- Be able to reflect critically on the impact of different conceptual understandings of childhood underlying research on

children.

- Be sensitive to variations amongst children (by such factors as disability, gender, cultural and linguistic backgrounds, and

age), that potentially affect research and consultations with them

- Be aware of various methods by which to elicit views from children and to evaluate the methods' limitations and

advantages

- Have an informed view on the extent to which conducting research with children is significantly different from conducting

research with adults.


4000 word research proposal


None


http://www.ed.ac.uk/gsss/childhood/

25

Academic

description Not entered


Transferable

skills Not entered





Contacts

Course

organiser

Dr Kay Tisdall

Tel: (0131 6)50 3930


Course secretary

Miss Cristyn King

Tel: (0131 6)51 3865


26

Course Title

Research in Africa (PGSP11340)

Course Outline

School School of Social and Political Science College Humanities and Social Science

Course type Standard Availability All students

Credit level

(Normal year

taken)


Home subject

area

Postgrad (School of Social and Political

Studies) Other subject

area

None


Gaelic?

No

Course

description

Research in Africa is a dedicated Africa-focused research training course that equips students with some

of the relevant skills required to undertake postgraduate fieldwork on the continent. The course introduces

the principal methodologies and strategies that are commonly applied to academic research in the Social

Sciences, and considers their practical application for students who might undertake postgraduate

fieldwork in Africa. In essence, the course approaches some standard research methods from a

perspective that is constantly mindful of the African setting a setting that can present quite different

challenges from the (implied) northern/western setting of many research training courses.

The course is relevant to any student who may be considering conducting fieldwork on the continent, and

is equally applicable to researchers from Africa, Europe, North America, or elsewhere all of whom are

studying Africa while at an institution located in a former colonial power. The course introduces research

design, with emphasis on interdisciplinarity and the need for flexibility in methods and techniques and a

preparedness to adapt to situations when conducting fieldwork. Some practical issues in preparing for

fieldwork are discussed, and discussion is given to perceptions of the researcher be s/he local or foreign

and formal and informal ethical considerations. Opportunity is given to practice research methods, and to

reflect upon and begin to anticipate challenges of the African setting punctuated throughout the course in

what if? scenarios raised by the convenor. The course culminates in a final session that introduces the

dissertation as a project, and suggests how the different components of Africa-based research might be

presented in this enterprise.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No


On completion of this course, the student will be able to: 1. By the end of the course students should be able to: - Identify

some principal research methodologies and strategies, and have an understanding of their application in an African setting -

Conduct interviews and ethnography, and anticipate the different challenges of a non-western research environment -

27

Consider, and address in advance, some of the practical preparations of Africa-based fieldwork - Understand the

requirements of the dissertation, and appreciate how the issues discussed in the course might feature in it. 2. Knowledge

and Understanding: By the end of the course students should be able to: - Demonstrate a critical understanding of the

principal methodologies and strategies that are commonly used in Social Science academic research conducted in Africa.

Practice: Applied knowledge and understanding: By the end of the course students should be able to: - Use and apply a

significant range of the principal methodologies and strategies that are commonly used in Social Science academic research

conducted in Africa. - Use a range of specialised skills, techniques, practices and/or materials which are at the forefront of,

or informed by, forefront developments. - Plan and execute a significant project of research, investigation or

development. - Demonstrate originality or creativity in the application of knowledge, understanding and/or practices. 3.

Generic cognitive skills: By the end of the course students should be able to: - Apply critical analysis, evaluation and

synthesis to issues which are at the forefront of, or informed by, developments at the forefront of Social Science academic

research conducted in Africa. - Identify, conceptualise, define, and anticipate new and abstract problems and issues related

to Africa-based research situations. - Develop original and creative responses to problems and issues. - Critically review,

consolidate and extend knowledge, skills practices and thinking concerning Social Science academic research conducted in

Africa. 4. Communication ICT and numeracy skills By the end of the course students should be able to: Use a range of

advanced and specialised skills, for example:

- Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. -

Communicate with peers, more senior colleagues and specialists. 5. Autonomy, Accountability and working with others

By the end of the course students should be able to: - Deal with complex ethical and professional issues and make informed

judgements on issues not addressed by current professional and/or ethical codes or practices.


10% of the course grade is awarded for group presentations in Weeks 7 and 8, based on research conducted during

innovative learning week (Week 6).

A 4,000-word essay accounts for the remaining 90% of the course grade.


None


Academic

description

Not entered

Syllabus Week 1: Politics of researching in, and writing on, Africa [Students will be encouraged to think about

their experience of Africa, their research experience, and why they are taking the class] - Course

overview - The importance of context, especially the legacy of imperialism, and how academic

discourses have created the notion of an ¿other¿ and have shaped our understanding of Africa - Race,

ethnicity and identity [Preparation for next class: Students are to consider their broad interests for

possible dissertation research and, ideally, their specific interests] Kaufmann, J. 2002 The Informant as

Resolute Overseer. History in Africa 29: 231- 255 Smith, L. 1999. Decolonizing Methodologies:

Research and indigenous peoples. London: Zed Books Zeleza, P. 1997. Manufacturing African Studies

and Crises. Dakar: CODESRIA

Week 2: Meeting research and research meetings [Students will be encouraged to think about why they

want to undertake research in Africa, and what they want to get out of it] - Research design - Learning

about ¿the field¿: The local, national and trans-national - Multi-sited fieldwork and case studies - The

initial development of a research strategy and methodology [Preparation for next class: Course convenor

alerts students of interview and ethnography research to be conducted during innovative learning week]

Week 3: Early research - Pilot research and ¿hanging out¿ - Surveys, sampling and social categories -

Notes and diaries - Reflexivity Tripp, A. 1997. Changing the Rules: The politics of liberalization and

the urban informal economy in Tanzania. California: University of California Press Trulsson, P. 1997.

Strategies of Entrepreneurship: Understanding industrial entrepreneurship and structural change in

northwest Tanzania. Linköping: University of Linköping

Week 4: Interviews - Interviewing

- Photography - Oral history and life history - Language and research assistance Ranger, T. 1995. Are

We Not Also Men? The Samkange family and African politics in Zimbabwe, 1920-64. Oxford: James

Currey Molony, T. and D. Hammett. 2007. The Friendly Financier: Talking money with the silenced

assistant. Human Organization. 66 (3), pp. 292-300

Week 5: Ethnography - Ethnography - (Participant) observation Chernoff, J. 2003. Hustling is not

Stealing: Stories of an African bar girl. Chicago: Chicago University Press Leopold, M. 2005. Inside

West Nile: Violence, history and representation on an African frontier. Oxford: James

Currey MacGaffey, J. and Bazenguissa-Ganga, R. 2000. Congo-Paris: Transnational traders on the

margins of the law. Oxford: James Currey Trotter, H. 2008. Sugar Girls and Seamen: A Journey into the

World of Dockside Prostitution in South Africa. Johannesburg: Jacana Media

28

Weiss, B. 2009. Street Dreams and Hip Hop Barbershops: Global fantasy in urban Tanzania.

Bloomington: Indiana University Press

Week 6: Innovative learning week: no meeting Prior to Week 6, students are assigned to small groups.

Each group is put in touch with an Edinburgh-based African, who they are to interview about his/her life

in the UK and how it differs from their life in Africa. (A question frequently put to the convenor in

various countries across the continent.) In their small groups the students are then to spend time with the

person they interviewed and are to produce an ethnography of his/her working life, or life as a student, in

Edinburgh. After conducting their research, the groups are to prepare a short presentation for Week 7 in

which they are asked to: give a brief background on the person who they interviewed; present their

findings about his/her life in the UK and how it differs from their life in Africa (c.600 words spoken, and

also given in bullet points on screen); outline the limitations of their approach to the interview and the

ethnography; consider the merits of one approach over the other; and suggest how their approaches would

be improved if they were to conduct the research again. Those groups that do not present on Week 7 are

to present the following week. The individuals or groups of Africans will be drawn from within the

course convenor’s personal networks, and the course convenor will have explained the project to them in

advance and sought their permission. The course convenor will provide initial introductions to the groups.

Weeks 7 and 8: Research presentations See ¿Components of Assessment¿ and ¿Week 6¿ above.

Following the presentations, the course convenor will draw on personal experience to lead a discussion on

the anticipated challenges of interviewing and ethnography in various situations in Africa.

Week 9: Archival research When it could/should be conducted, where and how

Week 10: Preparing for the field Raises practical concerns ¿ some of which can/should be addressed in

advance that can influence the positionality of the research and affect research findings - Ethics and

ethic review forms - Research clearance and visas - Academic contacts, networks, locals and

expatriates

Week 11: The dissertation - Summary session - Introduction to the dissertation: What it is, timetable,

structure, and where Research in Africa might feature

Transferable

skills

Not entered

Reading list - Bender Shetler, J. 2003. Telling Our Own Stories: Local histories from South Mara, Tanzania. Dar es

Salaam: Mkuki na Nyota - Bryman, A. 2008. Social Research Methods. Oxford: Oxford University

Press* - Comaroff, J. and J. Comaroff. ¿Africa Observed: Discourses of the imperial imagination.¿ In

Grinker, R., S. Lubkemann and C. Steiner (eds.). 2010. Perspectives on Africa: A reader in culture,

history, and representation. Chichester: Wiley- Blackwell

- MacGaffey, J. and Bazenguissa-Ganga, R. 2000. Congo-Paris: Transnational traders on the margins of

the law. Oxford: James Currey - Mudimbe, V.Y. ¿Discourse of Power and Knowledge of Otherness.¿ In

Grinker, R., S. Lubkemann and C. Steiner (eds.). 2010. Perspectives on Africa: A reader in culture,

history, and representation. Chichester: Wiley-Blackwell

- Smith, L. 1999. Decolonizing Methodologies: Research and indigenous peoples. London: Zed Books -

Trulsson, P. 1997. Strategies of Entrepreneurship: Understanding industrial entrepreneurship and

structural change in northwest Tanzania. Linköping: University of Linköping




Contacts

Course

organiser

Dr Thomas Molony Tel: (0131 6)50

6976 Email: [email protected]

Course secretary Ms Jessica Barton


29

Course Title

Community participation in professional practice: involving publics in research, design and evaluation (ISSH11021)

Course Outline



Credit level

(Normal year

taken)


Home subject

area

Interdisciplinary Social Sciences in Health Other subject

area

None


Gaelic?

No

Course

description

Service providers now have the responsibility to include local people or affected communities in their

professional practice, particularly in the design and evaluation of interventions. Research, notably on

health and social issues, is required to demonstrate community participation - more recently using terms

such as public engagement and co-production. However, the extension of involvement in the traditionally

expert-led processes of research, design and evaluation raises significant methodological and ethical

questions for the research process.

This course meets a training need for a range of individuals and organisations attempting to establish

individual projects and the transformation of organisations towards greater community participation in

research and evaluation. Organisations include statutory bodies (NHS, NICE, HSE), government

departments and agencies, local authorities, independent health and social care providers (including

charities), research and innovation institutions (universities, NIHR, MRC) overseas governments and

international agencies (World Health Organisation, United Nations High Commission on Refugees,

Oxfam). It aims to provide practitioners with a structured opportunity for study, dialogue, application and

reflection.

It will be offered as an option for students on the following MSc degree courses ¿ Public Health,

International Health, Global Health: Non communicable Diseases, Integrated Service Improvement and

Science Communication. When taken together, the two residential sessions will also constitute a stand

alone CPD short course, with assessed and accredited components.

This course will be taught using blended and work-based learning, including the use of a virtual learning

environment. Students will gain an understanding of approaches to participatory research that involve

communities as collaborators. Using an examination of a series of case studies, they will learn how to

apply them in a range of contexts in professional practice, including the framing of research questions,

data gathering and the interpretation of results for policy-makers. Students will learn core skills such as

building collaborations with diverse types of individuals and communities, the co-design of research

protocols and deliberative processes of dialogue and mutual learning.

The course is aimed both at professionals attempting to apply these techniques in their organisations and

graduate students who will propose, and where possible carry out, projects in collaboration with public

and third sector organisations.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

30

Displayed in

Visiting

Students

Prospectus?

No


Successful students will at the end of the course will be able to: a) Knowledge and project management of community

participation

1.Have a critical understanding of conceptual, theoretical and methodological dimensions of community

participation. 2.Have an awareness of the current policy and practice issues, including organisational contexts which are

relevant to community participation.

3.Use critical judgement to select appropriate representatives of interest groups that could potentially be involved in different

types of participatory research and evaluation. 4.Design and develop strategies for community involvement. 5.Understand,

and be able to develop, community collaborations.

6.Manage their own learning and development.

(b) Transferable skills 1.Have a critical understanding and application of the basic principles of strategic planning

processes. 2.Apply a range of practical skills, including design, management, facilitation, communication, networking,

evaluation and teamwork. 3.Apply critical thinking, analysis and reflective practice, based on an awareness of personal

values and attitudes. 4.Apply systematic approaches in the academic environment, the workplace and in personal situations

where knowledge needs to be expanded.


i)a 2,500 word essay on a proposed learning process/plan (50% of the mark). ii)a participation portfolio that the student will

submit at the end of the course. This would be based on the development of a training plan, ethical guidelines,

implementation schedule, risk assessment and evaluation plan for a participatory project in collaboration with a named

community-based organisation (50% of the mark).


None


Academic

description

Not entered

Syllabus None entered

Transferable

skills

Not entered

Reading list None entered




Contacts

Course

organiser

Dr Thomas Wakeford


Course secretary Ms Irene Cummings Tel: (0131 6)50

3890 Email:

[email protected]

31

Course Title

Introduction to Epidemiology for public policy (IPHP11022)

Course Outline



Credit level

(Normal year

taken)


Home subject

area

Postgrad (School of Social and Political Studies) Other subject

area

None

Course

website

http://www.health.ed.ac.uk/CIPHP//postgraduate/ Taught in

Gaelic?

No

Course

description

Epidemiology is the study of the distribution and determinants of disease in populations and the application

of the knowledge gained to improve population health. Epidemiology is one of the central disciplines

underpinning international public health research, practice and policy. This course examines the nature and

scope of epidemiology and the contribution it makes to public policy in an international context. It provides

an analysis of: key approaches to measuring and monitoring disease in populations; comparing populations

in terms of specific disease outcomes; global measures of health and disease; and measuring and

interpreting associations between health exposures and disease outcomes.



Prohibited

Combinations

None Other

requirements

None



Pre-requisites None

Displayed in

Visiting

Students

Prospectus?

No


By the end of the course students will be able to:

1. Articulate a critical understanding of the nature, scope and contribution of epidemiology to health policy in an

international context.

2. Have a critical understanding of how health outcomes are measured and compared across populations.

3. Understand the strengths and weaknesses of key sources of population health data and critically interpret summary

measures of population health and disability

4. Understand and critically interpret epidemiology measures such as odds ratios and relative risks in quantifying the

link between health exposures and disease outcomes.

5. Understand potential sources of data error and be able to critically evaluate and interpret epidemiological data,

including results of observational studies.

32


Essay 2,500 words


None


Academic

description

Not entered

Syllabus None entered

Transferable

skills

Not entered

Reading list None entered




Contacts

Course

organiser

Dr Sarah Hill


Course secretary Miss Jodie Fleming Tel: (0131 6)51

5066 Email: [email protected]