Masters in Childhood Studies

We are delighted to offer you this  Master’s programme in Childhood Studies which is primarily designed for graduates in health, human and social sciences related programmes including such disciplines as social care, social work, nursing, psychology, counselling, psychotherapy, and programmes in cognate areas who wish to study at postgraduate level on either a full-time (over 1 Year) or part-time basis (over 2 Years) who seek to gain specialist knowledge of childhood and youth with a view to expanding their knowledge and understanding of children and young people under the age of 18.

There is little doubt that the care, education and support of young people have been understood and delivered within a reductionist ethos both in Ireland and internationally. Murphy (2015) noted that until fairly recent times that the care and education for children of pre-school age have by and large been seen by the Irish state as a private matter, and the responsibility of parents.

While there has been an improvement in the integration of relevant services in recent years, children of primary and post-primary school age are dealt with by discreet education structures generally and while the state has improved its support for children ( persons under 18) the history of such support has been mired in controversy historically and still remains somewhat disjointed. For example, the care provided to vulnerable young people has been divided between different state departments and agencies, with little integration of services until more recent times.

Despite policy level commitments to the primacy of the family and parents, there is evidence of increased numbers of children and adolescents in state-provided or funded care. Tusla (2019) for example reported that there were 5,985 children in the Agency’s care at the end of 2019, with 91% of those in Foster Care. While that shows a decrease from 2014, Foster Care is only one aspect of Tusla’s support structures. The Agency also reported 56,561 referrals to child protection and welfare services in 2019; 3% (1,425) more than in 2018 (55,136). More poignantly, it reported a total of 92,000 children living in consistent poverty and a further 190,000 children at risk of poverty.

The provision of care by the state has undoubtedly undergone reform in recent years and greater streamlining and accountability, perhaps most obviously when a distinct Government Department was formed for Children and Youth Affairs. While this is welcome, there remains a plethora of agencies, disciplines and personnel involved in the care, education and support of children and young people – frequently coming with diverse and divergent perspectives, training and education. This is perhaps most obvious in the case of children and young people who come into contact with the justice or mental health systems.

There is a strong correlation between young persons who manifest mental health challenges, who engage in substance use/misuse and those who come to the attention of the Gardai or Justice System, especially among those who are within care systems (Tarren- Sweeney, 2008), a finding that finds resonance in international jurisdictions.

The education and training needs for those engaged in supporting children and adolescents has been equally disjointed. This may be related somewhat to divisions regarding the definition of children, adolescents and elements of ‘turf claiming’ among professionals as well as ideological differences regarding whether or not child care and adolescent support should or should not be professionalised.

Irrespective of the number and range of professionals across disciplinary areas and professions working with children, it is noteworthy that in 2016, the Committee on the Rights of the Child recommended that the Irish state should strengthen its efforts to provide adequate and systematic training and/or sensitization of professionals working with and for children (persons under 18 years).