This is a distance learning module offered to multiagency practitioners working to safeguard children from sexual and criminal exploitation. This module aims to build the knowledge and understanding of the forms of exploitation, its impact on children and families and effective approaches to identifying and responding to safeguard children from exploitation. Teaching will be through virtual learning platforms, online simulative games along with live teaching on set days. This course is especially suitable to professionals who have little time to undertake extensive degree programmes as they are already working full-time/part-time within education, social care, law enforcement, are already working full-time/part-time within education, social care, law enforcement, health, youth/criminal justice, sporting, recreation and transport industries and provides an opportunity to undertake continued professional development.
Private Study: 168
Contact Hours: 32
Total study hours : 200
Compulsory to the following courses: None
Optional to the following courses: None
Also available as an elective module: None
Available as a standalone module
Main assessment method
Coursework - Written assignment – essay (2000 words) – 50%
Coursework - 15-minute oral presentation - 50%
Both components must be passed in order for the module to be passed overall.
Reassessment methods
Like for like coursework.
The University is committed to ensuring that core reading materials are in accessible electronic format in line with the Kent Inclusive Practices.
The most up to date reading list for each module can be found on the university's reading list pages.
Cockbain, E., 2013. Grooming and the 'Asian sex gang predator': the construction of a racial crime threat. Race & Class, 54(4), pp.22-32.
Department for Education (2017) Child Sexual Exploitation: Definitions and Guide for Practitioners https://www.gov.uk/government/publications/child-sexual-exploitation-definition-and-guide-for-practitioners
Firmin, C. (2020)., Contextual safeguarding and child protection: re-writing the rules. London: Taylor & Francis Group.
Hallett, S., 2017. Making sense of child sexual exploitation: exchange, abuse and young people. Policy Press.
Harding, S., 2020. County lines: Exploitation and drug dealing among urban street gangs. Policy Press.
Jago, S., et al. (2011). What's Going on to Safeguard Children and Young People from Sexual Exploitation? how Local Partnerships Respond to Child Sexual Exploitation. Luton: University of Bedfordshire.
Kelly, L. and Karsna, K. (2017). Measuring the Scale and Changing Nature of Child Sexual Abuse and Child Sexual Exploitation. Scoping Report. Centre of Expertise on Child Sexual Abuse, London Metropolitan University.
Marshall, H., 2022. Young Men’s Perspectives on Child Criminal Exploitation and Their Involvement in County Lines Drug Dealing: An Intersectional Analysis. In Contemporary Intersectional Criminology in the UK (pp. 87-101). Bristol University Press.
McAlinden, A.M., 2014. Deconstructing victim and offender identites in discourses on child sexual abuse: Hierarchies, blame and the good/evil dialectic. British Journal of Criminology, 54(2), pp.180-198.
Melrose, M. and Pearce, J. eds., (2013) Critical perspectives on child sexual exploitation and related trafficking, Springer.
O'Brien, M., 2017. Criminalising Peacekeepers: Modernising National Approaches to Sexual Exploitation and Abuse. Springer.
OCC (2015) Protecting children from harm: A critical assessment of child sexual abuse in the family network in England and priorities for action. London: Office of the Children’s Commissioner.
Wroe, L.E., 2021. Young people and "county lines": a contextual and social account. Journal of Children's Services.
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1. Possess a systematic understanding of child exploitation including sexual and criminal exploitation and an appreciation of the role of professionals working in education, social care, health, law enforcement and youth/criminal justice in safeguarding children
2. Demonstrate an understanding of, and ability to apply key national and international legal frameworks and professional codes of practice when working with children and families in identifying and responding to exploitation of children.
3. Develop a thorough understanding of effective communication with range of people, including effective engagement and intervention with children/young people, caregivers and multi-disciplinary teams.
4. Develop relevant expertise and theoretical knowledge (including complex systems, intersectionality, and other practice theories) maintaining a clear focus on a child and family centred approach.
5. Possess a critical understanding of the importance of multi-disciplinary working and culturally competent, trauma informed and reflective practice in safeguarding children from exploitation
6. Build critical thinking abilities around assessment and intervention in child protection enabling practitioners to identify opportunities for developing effective preventive, protective and criminal justice strategies to tackle the exploitation of children.
7. Have a conceptual understanding of child protection and safeguarding issues that enables learners to critically evaluate research evidence and its application to practice.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1. Collect, collate and interpret on a systematic basis library and web based research and resources on child protection issues at an advanced level appropriate for postgraduate study and demonstrate the ability to interpret and use research and empirical data at an advanced level.
2. Synthesise and systematically evaluate complex knowledge and theoretical perspectives from different disciplines.
3. Use IT resources to support achievement of a systematic and critical awareness of the material provided in recorded online lectures and web-based material.
4. Work systematically with others during study days and in online forums to prepare and critically discuss complex topics.
5. Organise and manage their studying independently and with originality with online support from their tutors.
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
