Study Guide

Objectives (course unit)

Learning Outcomes:
1. As a social worker in child welfare - is able to analyze one's own profession and that of a social worker - identity in working with families with children and a multifunctional network on child protection.
2. The child and family as a child welfare client - is able to analyze and analyze the child's and family's experiences and life situations and to take them into account as a starting point for work - can explain crisis and traumatic reactions and problems of family interaction and take them into account in work
3. Work Orientations and Methods in Preventive Child Welfare and Outpatient Care, Child Abduction and Aftercare - is able to structure and analyze the child's daily life and parents' educational work and to work on the basis thereof in a planned way in different forms of preventive child care and out-of-home care - is able to analyze and analyze the specifics of everyday life of substitute care and to take them into account in their pedagogical activities in different forms of substitute care - is able to structure, analyze and support issues related to child and adolescent independence in after-care.
4. Child protection phenomena and special issues - can analyze phenomena and special issues related to child protection and analyze their significance from the perspective of the client, one's own activities and the service system.
5. Advanced knowledge of legislation, service system and customer process - can analyze and analyze critically the state, development and future of child protection.

Content (course unit)

- Own educational history and vision, well-being and coping, position traumatization, multiprofessionalism, secrecy and activity
- child- and family-based approach to work, inclusion, crisis and trauma awareness, experiential expertise and co-development
- systematic child protection, day-to-day and socio-pedagogical family work, family rehabilitation, affinity and therapeutic institutional care, special and demanding services, independence and life management, narrative work orientation, meeting aggressive clients, documenting opportunities and challenges
- current phenomena and topics emerging from the world of work, such as exclusion, mental health and substance abuse, violence and sexual exploitation, multiculturalism, family diversity, entrepreneurship in child protection;
- child protection law, other applicable laws, quality recommendations, regional, national and international development strategies and projects, current national and international research information

Assessment criteria, satisfactory (1-2) (course unit)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria, good (3-4) (course unit)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Assessment scale

0-5

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Objectives (course unit)

Learning Outcomes:
1. As a social worker in child welfare - is able to analyze one's own profession and that of a social worker - identity in working with families with children and a multifunctional network on child protection.
2. The child and family as a child welfare client - is able to analyze and analyze the child's and family's experiences and life situations and to take them into account as a starting point for work - can explain crisis and traumatic reactions and problems of family interaction and take them into account in work
3. Work Orientations and Methods in Preventive Child Welfare and Outpatient Care, Child Abduction and Aftercare - is able to structure and analyze the child's daily life and parents' educational work and to work on the basis thereof in a planned way in different forms of preventive child care and out-of-home care - is able to analyze and analyze the specifics of everyday life of substitute care and to take them into account in their pedagogical activities in different forms of substitute care - is able to structure, analyze and support issues related to child and adolescent independence in after-care.
4. Child protection phenomena and special issues - can analyze phenomena and special issues related to child protection and analyze their significance from the perspective of the client, one's own activities and the service system.
5. Advanced knowledge of legislation, service system and customer process - can analyze and analyze critically the state, development and future of child protection.

Content (course unit)

- Own educational history and vision, well-being and coping, position traumatization, multiprofessionalism, secrecy and activity
- child- and family-based approach to work, inclusion, crisis and trauma awareness, experiential expertise and co-development
- systematic child protection, day-to-day and socio-pedagogical family work, family rehabilitation, affinity and therapeutic institutional care, special and demanding services, independence and life management, narrative work orientation, meeting aggressive clients, documenting opportunities and challenges
- current phenomena and topics emerging from the world of work, such as exclusion, mental health and substance abuse, violence and sexual exploitation, multiculturalism, family diversity, entrepreneurship in child protection;
- child protection law, other applicable laws, quality recommendations, regional, national and international development strategies and projects, current national and international research information

Assessment criteria, satisfactory (1-2) (course unit)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria, good (3-4) (course unit)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Objectives (course unit)

Learning Outcomes:
1. As a social worker in child welfare - is able to analyze one's own profession and that of a social worker - identity in working with families with children and a multifunctional network on child protection.
2. The child and family as a child welfare client - is able to analyze and analyze the child's and family's experiences and life situations and to take them into account as a starting point for work - can explain crisis and traumatic reactions and problems of family interaction and take them into account in work
3. Work Orientations and Methods in Preventive Child Welfare and Outpatient Care, Child Abduction and Aftercare - is able to structure and analyze the child's daily life and parents' educational work and to work on the basis thereof in a planned way in different forms of preventive child care and out-of-home care - is able to analyze and analyze the specifics of everyday life of substitute care and to take them into account in their pedagogical activities in different forms of substitute care - is able to structure, analyze and support issues related to child and adolescent independence in after-care.
4. Child protection phenomena and special issues - can analyze phenomena and special issues related to child protection and analyze their significance from the perspective of the client, one's own activities and the service system.
5. Advanced knowledge of legislation, service system and customer process - can analyze and analyze critically the state, development and future of child protection.

Content (course unit)

- Own educational history and vision, well-being and coping, position traumatization, multiprofessionalism, secrecy and activity
- child- and family-based approach to work, inclusion, crisis and trauma awareness, experiential expertise and co-development
- systematic child protection, day-to-day and socio-pedagogical family work, family rehabilitation, affinity and therapeutic institutional care, special and demanding services, independence and life management, narrative work orientation, meeting aggressive clients, documenting opportunities and challenges
- current phenomena and topics emerging from the world of work, such as exclusion, mental health and substance abuse, violence and sexual exploitation, multiculturalism, family diversity, entrepreneurship in child protection;
- child protection law, other applicable laws, quality recommendations, regional, national and international development strategies and projects, current national and international research information

Assessment criteria, satisfactory (1-2) (course unit)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria, good (3-4) (course unit)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria, excellent (5) (course unit)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.

Assessment criteria, pass/fail (course unit)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Assessment scale

0-5

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

Rejected Neither recognizes nor can define phenomena and basic concepts in the field, or the identification and definition of key phenomena remains very limited. Relationship to Knowledge: Borrowing.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

Can identify and define phenomena related to the field and basic concepts and theory. Relation to knowledge: mainly observational and descriptive.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

To structure the relationship between phenomena and concepts in the field. Can apply concepts and theory in a structured way. Is able to justify one's own views and is able to apply theoretical knowledge to practice. Relation to knowledge: self-contained, problematizing.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

Understand wide-ranging entities and the relationships between them. Analyze theory and practice and the relationships between phenomena. Combines pedagogical competence with professional context. Creative, developing, innovative and / or personal touch. Relation to knowledge: exploratory, argumentative and analytical.